Dys•lex´ ic Read´ er • •




Davis Dyslexia Association International

ISSUE 1 & 2 • 2006

In 2004, for her master’s degree in psychology, South African educator René Engelbrecht conducted a controlled study of the efficacy of Davis methods for children with reading problems. The purpose of the study was to scientifically test the claims of the Davis Dyslexia Association International, that the Davis programme, and especially the Orientation Counseling and Symbol Mastery techniques, can improve the reading ability and psychological well-being of individuals with dyslexia. In the introduction to her thesis, Englebrecht describes her motivation

The Engelbrecht Controlled Study of Davis Methods in South Africa
and purpose in choosing to research the Davis method. “Since a reading disorder can have such a negative influence on an individual’s reading ability, academic performance and psychological functioning–and in many instances phonic instruction, which is mostly used as form of intervention, does not always deliver successful results, scientific research of the Davis programme seemed founded. Positive results would mean that individuals with a learning problem as well as learners at risk would at least have an

The motivation for this study was not to belittle other methods of intervention regarding individuals with a reading disorder but to determine whether the Davis programme is a significant and scientifically valid alternative form of intervention.

(Cont’d on p. 10)

In This Double Issue
News & Feature Articles
The Engelbrecht Controlled Study of Davis Methods in South Africa . . . . .1 Dyscalculia: Lifting the Lid . . . . . . . . . .1 The Story of Happy Horace . . . . . . . . .3 Visual-Experiential Home Schooling Programs . . . . . . . . . . . . . .4 More on Foreign Language Instruction . . . . . . . . . . . . . . . . . . .6 Why Education is Important to Me . .14 The “Quilts” of Education . . . . . . . . .15 Dyslexic in English . . . . . . . . . . . . . . .16 Have Tools–Will Time Travel . . . . . . . .18

Dyscalculia: Lifting the Lid
Dictionary.com defines the term Dyscalculia as: “Impairment of the ability to solve mathematical problems, usually resulting from brain dysfunction.” It is probably as widespread as dyslexia and yet, curiously, is far less in the public awareness than its literacy cousin. Sometimes, the same person can have both dyslexic and dyscalculic symptoms. Other learners may, by contrast, have highly developed literacy but poor numeracy skills, or vice versa. Like dyslexics, dyscalculics often develop survival strategies such as rote learning techniques, “do-it-for-me” strategies and, of course, the pocket calculator. These serve to mask their learning difficulty from prying eyes. Generally speaking, there are fewer eyes prying at dyscalculic difficulties by Richard Whitehead, DDA-UK Director

Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . .9 New Facilitators . . . . . . . . . . . . . .24-29 Davis Workshops . . . . . . . . . . . . . 30-31

than at dyslexic difficulties, so the strategies tend to work. Dyscalculics often have a related difficulty with telling the time, using a calendar, and therefore also with time management. Alongside the Davis Dyslexia
(Cont’d on p. 12)



I sit down to do my spell reading like a first grader but age 57 and am flooded with frustration and joy at the same time. Frustration–recognizing 50 years of struggle, tightness, fear– I am able to release now and the tears begin to flow. This is truly the most important process in my life right now. I want it to rush for some reason. I want to be done with Dear DDAI: it. I don't know why, because each step, each word reveals so I am writing to thank you for the great work you did much to me. I guess it's because I feel like a little girl again this summer with one of my students. She was struggling having to sit here and work but I really want to go out and last year in third grade, but this year I wouldn’t have know play. But here I am with these words going through one letter there had been a problem because she is so able to read at a time. Sitting in this beautiful house there are so many and understand what she’s reading. We just had a meeting today about her special needs things to play with but yet I sit. I guess it's that feeling of sitting and reading and not getting anywhere, but now it’s and your workshop was brought to my attention by the different. It’s time to cry the tears and let go. parent. Obviously, we were all very interested in the I can sit with the words now and actually see them information she shared as there are so many others that the way they are and remember how to spell them, and I could be helping by using some of these strategies. comprehend. I have the power now and it can be fun. I can This little one is so precious to me! She loves read all the wonderful books that have been written, the school now and especially loves reading! So again, classics that I hear everyone referring to. I can do it, but first thank you so much for all you did for her this summer! I have to go letter by letter, word by word, tear by tear. Please share!

In the Mail:

Sharon Tatman, Fourth Grade Teacher
Copyright 2001 Randy Glasbergen. www.glasbergen.com

Janine Miller, 57, artist

Give a hungry man a fish and he eats for a day, teach a hungry man how to fish and he eats for a lifetime.

Confucius 551– 479 b.c.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA. Tel. +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Maria Fagioli & Dee White. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted. All rights reserved.



The Story of Happy Horace
Once upon a time there was a little boy called Horace. All of Horace’s friends called him Happy Horace because he was so joyful in his world. He loved all the things in the world. Toddling about he would come across stuff and things. He found them all very interesting. Horace would find that a door for instance would swing. He could see how the door hung on hinges and swung round and how the latch latched into the door frame to keep it shut. He could see how the wheels of his bicycle came on and off their frame, how the chain made the wheel go around, and how that made the bike go along. Horace loved stuff because he understood stuff. Imagine how excited Horace was when he found out that he was going to school! A place to do learning.
by Ian Richardson, Sculptor, Storyteller and Davis Facilitator in Blaisdon Longhope, UK

Ian Richardson’s sculptures

used his imagination to work out how things worked was fantastic for learning about things and stuff in the world, but it didn’t seem to work at all with letters and spelling. Just as soon as he thought he understood bits of the meaning of these strange squiggles and dots and lines, their meaning seemed to change and nothing made any sense. Horace got very confused and sad because everyone else seemed to find it all so easy. He thought to himself, “I must be a bit, sort of broken in my head. I must have a bit that doesn’t work properly.” What Horace decided to do was to carry on with the bits of life he was good at and to accept that he would never be able to do writing and stuff like that. This was OK for a while, but as Horace grew up and wanted to join in and be the same as others, the more he needed to do writing. But he couldn’t. Horace ended up in all sorts of trouble because he didn’t fill in the forms to pay the tax man. He didn’t understand he had to pay money to drive a car on the road so the police wanted to talk to him about that. “Oh dear,” thought Horace, “not only am I half stupid but I’m a bad person too. I hate this bit of me that doesn’t work properly. I have to do something. This just isn’t good enough. I want to be a whole person, a good person. I want to work properly. What can I do?” Just as soon as Horace had determined to make a change in his “Wow” thought Horace, “all that stuff life he started to talk to people and he found out that lots of people were to learn about and a school to teach like him. This made him feel a bit me about it. What could be better?” better and soon he met with a kind When Horace got to school his teachers tried to teach him about letters, and wise teacher who explained the the alphabet and spelling. Horace tried truth to him. “Perhaps it’s like this,” said and tried, but he tried to see these the teacher, “this bit of you that you things and understand them in the hate, the bit that causes you to be sad same way that he understood door because you think it doesn’t work hinges or bicycle wheels. properly, well, what if that same bit This way of thinking, where Horace made pictures in his head and of you is the bit that is so good at seeing how things work? The same

bit that gives you a big imagination? The same bit that makes you good at everything you are good at? How could you hate it then?” “Well,” said Horace, thinking deeply about what the teacher had said, “what makes you think it’s the same bit?” “Ahh,” said the teacher. “That’s simple. It’s because you are so good at thinking in a way that works out how things like doors and bicycles work that you haven’t learnt to think in a way that is good for finding out
Continued on p. 4


how squiggles and lines and dots and all that stuff works. Your picture thinking has crowded out your wordy thinking.” “What you need is a switch, so you can give your wordy bit a chance to work and your picture bit to relax

Happy Horace (cont’d from p. 3)

til its time to switch back again.” “What do you think about what I have said?” asked the teacher. “Wow,” said Horace, “that all sounds like it makes sense. Where do I get a switch?” “Oh” said the teacher, “you already have a switch. First, if you

like, I’'ll show you how to use it, then the wordy stuff will start to make sense.” “Can it be so simple?” asked Horace. “Yes,” answered the teacher. “I’m glad I met you,” said Horace.


Visual–Experiential Home Schooling Programs

Home schooling offers the opportunity to customize an education to the needs and goals of the student, and it eliminates the comparing of students in a classroom. (Ideal situation for that genius with “the gift” who hasn’t learned to adjust to the other 85% of students who process information well in the classroom setting.) But how does one begin to home school? Where do you acquire curriculum, and what curriculum is right? With 13 years experience home educating my children, now aged 26, 19, and 15, I know only a tiny crumb of the possibilities--and I know each needed a different approach and different life experiences in preparation for their life’s callings. Upon discovery that I was a picture thinker and my children all were more in the picture than linear comprehension mode, I sought to find programs that made school a joy with more visual/ experiential learning and flexibility to equip the social/creative/decorator/

by Nancy D. Kress, Davis Facilitator and Home Educator, Glendale, Arizona

go through a rigorous acceptance process for ATI) both use Unit Approach, which integrates most of the subjects into units about various things based on desirable character dancer, the actor/musician, and the traits and these tend to be very visual/ military/visionary/dreamer with experiential. The problem with the assignments that would excite them unit-based approach for most parents and make them learn the “necessities” is the amount of parent time involved, along the way. We did some but the value is you can teach multiple “un-schooling” (the decorator took a levels and then have experiential semester of schoolwork without a discovery assignments that are textbook–she had to redecorate the ability-appropriate to your spectrum bathroom, completing: measuring, of children. Both of these curriculums envisioning, figuring, planning, have really great academics as they estimating/purchasing supplies, use academic truths to verify the painting, sewing shower door validity of the character trait being overdrapes, selecting wall accessories, studied. etc.) projects that use real-life applications of economy, mathematics, http://www.konos.com/ http://ati.iblp.org/ati research, etc. I seriously examined and used A Beka for home school, Accelerated many curriculum offerings and Christian Ed. (ACE) and Alpha learned the following about these Omega are all workbook approach, programs and curricula available to whether the student is solely in the home educators: workbook or shown things on a video KONOS Curriculum and (or computer screen as in Alpha Omega’s Advanced Training Institute (You must “Switched on Schoolhouse”), because the videos are based on the workbooks. Bob Jones (published by the Bob Jones University for use in Christian Schools, used by many home educators) has a video program and the textbooks are meant to be used exactly like a regular school setup, so the video is exactly like a classroom–but if you are going to bring “school” into your home, why homeschool? You could go to work and pay for a private school. Christian Light Publications’ plan is solely textbook based. I have not seen Bill Bennet’s K-12, but Arizona began offering it over the internet recently to students who will “register” (therefore allow the state to get federal education funds for them).

I assume it is workbook on CDs with internet daily check-in like Alpha Omega’s “Switched On Schoolhouse.” “School of Tomorrow” uses ACE curriculum, and “American Liberty Academy” uses a selection of many of the texts mentioned above–Saxon Math is its chosen math curriculum. Both of these keep track of your work and grant accredited high school degrees. Several of the curricula listed above have degree programs in which you may register and will keep records (especially if you are working online or video) and they issue accredited High School degrees, but KONOS and ATI do not. Interestingly, while many scholarships are based on high school grades and degrees, most college acceptance is based on the ACT or SAT scores and your application essay. Many that require a high school degree will accept equivalency degree test results (GED) or waive that requirement with an appeal and high SAT scores. Our local Community Colleges don’t require SAT or ACT exams, and will accept you with an intake exam and place you according to your test results. Both my older children took college courses while still high school age–the son who just graduated high school has 78 college credits. If you tell them you are dyslexic and don’t do well on timed tests, you take the timed test the first time in the classroom with the others, then if you are not happy with the results you may retake the test (with no time limit) on a computer that times your responses and gives immediate results. Call your local Community College to see what the process is and what alternatives are available, what documentation is required, etc. Whatever curriculum you use with a visual-experiential, a step-bystep math program is advised, and I found Math-U-See to be best, though my dyslexic son has often “lost” what he seemed to learn because the program has them learn something, then move on shortly. Saxon math has a great deal of repetition, so I would advise Math-U-See for the younger grades (lots of manipulatives) and then just


purchase the Algebra Manipulatives and a Teacher manual for reference when the student moves to the upper grades (7th or 8th) and begin using the Saxon Algebra 1/2 book, as it continues to “bring back” for review those concepts taught months earlier. Also helpful are Calculadder math drills (a multi-level CD of reproducibles is available, for those students that have difficulty with math facts) and the book SEE AND LEARN MULTIPLICATION BY HEART by Lucie Cossett, from Canada. Something else I have found helpful with my dyslexic son and have even used with a couple of my Davis Dyslexia Correction clients who didn't have a selected cursive writing sample they would like to take on as their own “handwriting font,” is a computer software program called “Startwrite.” It reminds me of the Calculadder Master CD, in that you print out whatever you want and need. It's great to print out the sample for either manuscript printing or a choice of several cursive fonts and then follow Ron Davis’ handwriting instructions in The Gift of Learning. You must visit the website and see for yourself: www.startwrite.com As the homeschooling market expands, the curriculum offerings are

multiplying. The best opportunity to see what’s new and get a curriculum in your hands before purchasing is to attend a state or regional Home Schooling Convention. These are generally held in spring and summer, but some areas have mid-school-year conferences, as well. Visit the venders area to see and touch the materials. Home School Legal Defense Association (HSLDA), offers homeschoolers legal representation, advisement, and serves to notif y homeschoolers when laws are changing or have changed to affect their homeschooling. HSLDA also maintains a very extensive website of information, state organizations, support groups, etc. To find information about homeschooling conventions, visit the website to link to your local organizations, then contact them to request convention and conference information. www.hslda.org One more thing about homeschooling. I tell new homeschooling parents you aren’t really home educating if you don’t feel like crying several times a week the first few weeks. Character flaws of both teacher and student flare up. It takes time to find the right “rhythm” to fit the education into the home and the student to the program. Also, remember that household chores are learning experiences for the student, so don’t “add” homeschooling to your schedule and stress yourself. Trade out your teaching time for the student’s “housework experiential learning” time. The first compliment my daughter gave me after she moved out was that the best thing she learned from me was how to efficiently and completely clean a bathroom, because everyone is happy to have a roommate who cleans the bathroom!
Nancy D. Kress Glendale, AZ USA (623) 203-1890 www.dyslexiacorrector.com, www.iammykidsteacher.com




While Total Physical Response (TPR) be very productive. To get you started, here are a few questions that can be is widely known among foreign lanrevealing: guage teachers, not very many make extensive use of the method. Most • What textbook or program has recognize it as a painless way to ease been adopted for foreign classes? May I please see it? students into language study at the beginning stages of a “first year” class, If the teacher brings out a fat textbook with workbook, DVDs, CD-ROMs but leave it behind after the first few and cassette tapes, you can be suitably weeks of the first year of instruction. Many assume that TPR is “commands” impressed with the expenditure, but don’t be over-awed. A quick look and that it can’t be used to teach through the book abstract vocabulary or will reveal its complex grammar. organization, and it To my mind, TPR As parents, we simply won’t be hard to makes good sense at discover whether any stage of language need to know whether its approach is instruction, but I or not the foreign grammar-based. don’t necessarily language program fault teachers who available to our children Many textbooks claim that their use it less than I will be responsive to focus is on would, because there their needs. And the “proficiency,” not are many factors best way to find out grammar, implying outside the control is simply to ask. that the focus will of teachers that can be on speaking. keep them from Unfortunately, this using teaching doesn’t mean that strategies they find instruction and assessment aren’t useful. As parents, we simply need organized around grammar concepts. to know whether or not the foreign Look at what constitutes the lessons language program available to our and the kinds of activities and exercises children will be responsive to their needs. And the best way to find out is in each chapter – there is where you’ll simply to ask. Secondary level teachers find the real focus of instruction. A number of schools around the and school administrators are usually country have opted for a compromise, delighted to talk with parents about their program offerings. So just make purchasing what are commonly referred to as TPR Storytelling programs. an appointment, and ask a few polite questions. But just in case the news is These are put out by several smaller publishing companies. They provide disappointing, ask at least a full year before your child plans to sign up for a textbook and curriculum for the teacher to follow. Instruction relies on foreign language instruction. It’s hard to know what questions the storytelling process, which provides to ask if you don’t have a knowledge, language in a meaningful context, and base, so the first step is to learn a little the use of hand signals and modified TPR. I call these programs a compromise about language learning. Armed with the good information because they provide harried teachers you’ll glean from the websites of TPR with a framework and lessons, not experts, your meeting with your local unlike a standard textbook, while school’s foreign language teacher will including strategies and activities that

by Laura Zink de Diaz, Davis Facilitator in Mt. Vernon, Washington

More on Foreign Language Instruction

• Visit the website of Dr. James Asher: www.tpr-world.com Dr. Asher is the originator of Total Physical Response. At his website you can become more knowledgeable about what the method is, how and why it works. You’ll find a list of Dr. Asher’s workshop and presentation dates at:

Total Physical Response (TPR) Experts

• Visit the website of Dr. Stephen Krashen: www.sdkrashen.com Dr. Krashen is the originator of a method of language instruction know as The Natural Approach. Many aspects of The Natural Approach are compatible with TPR. Dr. Krashen’s hypotheses about how the brain acquires a second language have never been disproved. If Dr. Krashen comes to your town, sign up to attend his one-day workshop – he’s a very informative and entertaining speaker! • If Berty Segal Cook is offering a workshop in your area, don’t pass up a chance to hear her speak. Berty Segal Cook has been training foreign language and ESL teachers in TPR since the mid-1970s. Her workshops are packed with information, and since she’s a very entertaining speaker, you’ll actually have fun! You can check her scheduled workshops at: www.tprsource.com

are appealing and comprehensible to a wider spectrum of students. If your school’s foreign language department has adopted this kind of program, it’s a good sign that the staff has thought carefully about how to make language learning accessible to ALL students. • How do you teach the past tense? This is a very loaded question that can reveal a lot about the instructional

program in the school. Instructional materials are secondary to what actually goes on in the classroom. The teacher may simply have you turn to page 92 in the workbook so you can see how clearly the conjugations are displayed in tables. But let’s hope not. A teacher might tell you that students get lots of written and oral practice drills in the past tense forms, to help with memorization. If I were asking this question, I’d be thrilled to hear the teacher kindly tell me tenses aren’t taught directly until after students have been exposed to them in stories and activities in class. I’d be delighted to hear a short lecture on the limitations of teaching conjugation in isolation. And I’d be excited if the teacher suggested that activities that help students internalize the forms of the language are more effective than memorizing. I’d hope to hear about activities, games, projects, movies, books, magazines, speakers – anything other than worksheets and drills. At this stage of the conversation it may be unnecessary to ask much more. It may be very clear that the textbook determines instruction, which is usually bad news. Or it may be apparent that you’ve found a truly professional teacher who looks everywhere for as many different ways to engage learners as there are kids in her classroom. That would be very good news indeed! But if you’re still not sure, try asking this: • How extensively do you use TPR in instruction? Most teachers will say they use it. In that case, an excellent next question would be, how do you use TPR to teach the use of indirect object pronouns? If the teacher tells you that TPR is only good for teaching commands, there’s no need for further discussion–the teacher’s familiarity is very limited, and you can sweetly thank him or her for taking time to talk with you, and end the interview. Here are a few additional questions you might ask: • How does instruction accommodate different learning styles? Most teachers are well enough versed in learning styles to give you some


examples of how they provide activities What if you ask all these for visual, auditory or hands-on learners. questions and the answers suggest that Listen for references to integration of the local foreign language program drawing, music, and the five senses. isn’t well suited to your child’s learning style? If your school doesn’t offer a Howard Gardner's “brain friendly” language curriculum, work has been there are a few things you can do to marked by a desire give your child sufficient background not to just describe knowledge about a year BEFORE she the world but to signs up for a traditional course. help to create the • The year before your child would conditions to ordinarily enroll in the language change it. program at school, get a copy of The Rosetta Stone. • How does instruction integrate The Rosetta Stone is a CD-Rom Howard Gardner’s “multiple program available in many languages. intelligences? The program can be viewed on-line at Gardner’s book Frames of Mind, www.rosettastone.com. The program posits that while traditional schooling allows considerable flexibility. Lessons focuses on linguistic and mathematical consist of 10 screens, each showing four prowess, there are several other kinds photos. When the four photos appear, of intelligence, including spatial, one of them is named. The learner musical, inter- and intra-personal, and clicks on the one she thinks is being others. There’s a good chance that a named. By a process of elimination, the teacher who is familiar with Gardner’s right answer is quickly ascertained, work will apply it in her lesson and the learner moves to the next planning. You can learn more about screen. A lesson contains 18 to 20 Howard Gardner at: discrete words or concepts, which www.howardgardner.com/ means that each is re-entered quite a • How many students at the school few times in the course of the lesson. The program can be set to focus on enroll in foreign language classes? listening, reading, speaking, writing, If ONLY the college bound enroll (under 30% of the student population) or combinations of those skills. the chances are that instruction will be highly traditional and analytical. The more varied the population taking language classes, the more teachers will include “brain-friendly” types of instruction to accommodate their needs. • What kinds of projects are assigned to foreign language students? If writing tasks are heavy in the first year, chances are good that the program is very traditional and grammar based. Ask to see samples of student work, and look for the integration of drawing and art into writing projects. Look also for The Rosetta Stone contains no projects that focus on speaking, such overt grammar instruction. You learn as skits, interviews and surveys. the syntax and grammar of the Generally, project-based instruction language by hearing it in context, as is useful in foreign language classes, the discrete vocabulary items are since it allows all students to create work they can be proud of, regardless placed in phrases and sentences, rather than appearing in isolation. This is, of of their level of proficiency. course, how we talk. If your child


works through The Rosetta Stone before enrolling in a traditional foreign language class, he’ll enter that class already knowing a lot of vocabulary and grammar. This should make what goes on in class much more comprehensible and manageable. • The year before your child plans to enroll in a traditional foreign language class, get him The Learnables. The Learnables can be obtained at www.learnables.com. This is a less expensive program than The Rosetta Stone since for the most part it is not computer based. Each level of The Learnables is sold as a book with accompanying audio CD-Rom. The books contain only drawings, no words. There are 100 repetitions in each audio lesson, and as each item is said, it is preceded by a number. The student follows along in the book, looking at the numbered drawings which provide the context for understanding what she hears. Each lesson introduces a limited number of discrete vocabulary items, but they are re-entered many times, in phrases and sentences. Often the lessons are organized so that a story theme emerges as the learner listens. There is no repeating, only listening. Every other lesson is followed by a short multiple choice quiz. The Learnables is available in several languages. Four levels are available for most but not all languages, and there are reading comprehension and grammar books available to accompany the basic program. All materials are comprehension-based, that is to say, there is no direct instruction in grammar. These materials are less interesting for young people to use, if only because line drawings, even when enhanced with color, are less appealing to the brain than color photos. However, I’ve used these materials in high school classes where they were very effective. Students occasionally complained that listening to the audio recording was boring, but all were just as quick to admit that it was practically impossible not to learn Or,



the material covered in the lessons. As with The Rosetta Stone, if your child works through several levels of The Learnables the year before she enrolls in a traditional foreign language class, she’ll have enough vocabulary, and sense of grammar and syntax to make the class work more comprehensible. Once your child has a vocabulary of a few hundred words, it’s time to supplement what he’s been doing. • Check out the foreign language section of the public library. Many libraries carry at least a few children’s books, magazines or newspapers in other languages. Even those that don’t can often obtain materials for you via inter-library loan. If you can get some reading materials this way, allow your child to simply browse these materials – don’t turn them into work! • Start renting DVDs that come with the option of watching a version dubbed in another language. Many DVDs now include the Spanish or French version (still the most commonly taught languages in the U.S.). Let your child see the movie or show in English first, because it’s easiest to understand another language when you’re familiar with the context. Then you can play it a second time in, for example, Spanish; or in Spanish with English subtitles; or in English with Spanish subtitles; or for a real champion: with the sound off and Spanish subtitles on! If you speak the language, or are learning along with your child, you can preview the program, listening for words you know your child has learned. When she watches, simply ask him to tell you any time she hears a word she recognizes while you write it down. If

a word catches his attention, you and she can look it up later, to satisfy your curiosity. But for heaven’s sake don’t interrupt the program to do that, or pretty soon, she won’t want to watch any more! • Surf the internet for things to read and do in another language. There is plenty! Downloadable books to read, portals to kid-friendly activities in other countries, games, puzzles… There are also many sites for educators that provide worksheets – grammar drills, spelling tests, fill-in-the-blank quizzes on vocabulary. I’d recommend you stay away from anything that looks like it came from or could be used in a traditional classroom unless your child has reached a point where that kind of work appeals to him. He’ll have plenty of worksheets to complete once she enrolls in a traditional foreign language program at school! All of these activities and materials can help prepare your child for greater success in a traditional, grammar-based language program. Foreign language is an elective course in most high schools. As a result, many foreign language teachers are happy to provide support for struggling students – every child enrolled is precious to them! Don’t ask them to sell out their academic standards; but do encourage your child to establish a good relationship with the teacher, and to ask for reasonable accommodations when they are needed. Many teachers are willing to allow students with special gifts to “show what they know” in projects that match their learning style.


by Abigail Marshall

Fragile X

A: This really is a matter of labeling that has nothing to do with the issue of how to help your son. Dyslexia has historically been defined as something that affects children who have normal or above-normal intelligence, but most educators now believe that most children who have difficulties learning to read will benefit from the same types of interventions. In other words, the techniques that are used to help a child who is dyslexic are the same that should be used to help a child with deficient reading skills for other reasons. So whether or not your son is labeled with “dyslexia” – it is likely that your son will benefit from the same types of programs. I do not know whether the Davis program will help your son. The best way to find out is to have your son evaluated by a Davis provider; you can also explain to the provider about your son's Fragile X syndrome. The standard Davis Dyslexia Correction program is very fast-paced, and a child with other mental impairments simply might not be able to keep up. If your son reads at or below 2nd grade level, because of his other mental impairments, it might be more appropriate to get the Davis Reading

Q: We have an eleven-year-old son with Fragile X (a genetic disorder that causes mental impairment). We had him tested by a psychologist and were told that in order to have dyslexia, one has to be in the normal IQ range. Our son falls in the mild to moderate mental impairment range. Does anyone know if he CAN have dyslexia?

Program for Young Learners, or for you to work at home with your son using the Davis Young Learner Kit for Home Use. But again, a Facilitator is the best person to determine both whether your son is a good candidate for Davis techniques, and which program would be best for him. Information about your child’s IQ testing would be helpful, but IQ tests can be misleading. The Facilitator will probably rely mostly on observing the way your son responds and communicates when they meet, as that will be a good indication as to how the Davis program is likely to go. Q: I was at the Fundamentals Course in Burlingame a few weeks ago. I understand the strategies presented in the workshop, but am unclear as to what happens for kids once they go through the orientation counseling, alphabet and word mastery and then the Spell-Reading and Sweep-Sweep -Spell strategies. How are they taught to approach new vocabulary words, especially when no one is with them – or does some of this just click once they have reached a certain point in the reading continuum?

New Vocabulary Words

A: The steps of Davis Symbol Mastery can be used for any word. One of the reasons we place such importance on fully mastering the order of letters in the alphabet is that it helps greatly with dictionary skills –it is easier to look up words if you have an innate sense of alphabetical order for each letter. Mastery of the alphabet makes the guide words at the top of the page (e.g., “gain-gamble”) immediately understandable. The student knows almost intuitively whether or not the word “gallery” will be found on that page. Mastery of the pronunciation

key gives the student immediate feedback on the correct pronunciation of the word - and of course the dictionary provides an explanation of meaning. So with the dictionary, we have the three crucial elements of the word–what it looks like, what it means, what it sounds like. A student who has reached the point post-program where reading is fluent and triggers are eliminated may need to do no more than look up the word and read the definition; the student who still has uncertainty or confusion will know that it is important to have a visual image of the meaning to go along with the word, and can always incorporate clay modeling into his study routine. Modern technology, fortunately, has made this process even easier, with ready access to online dictionaries like http://m-w.com. An integral goal and philosophy of the Davis program is self-sufficiency –the student does not have to worry about what will happen when there is no one with him–a dictionary will always suffice. I don’t want to paint the wrong picture for you: I don’t mean to suggest that the Davis program means that a student will end up looking up just about every new word in the dictionary. You are correct in your assumption that something “just clicks” at some point during or after the program –it certainly seems that way. I personally feel that, at least with older children, the Davis program is enabling the child to use the information that was taught in early years of schooling, but which was not understandable due to confusion or disorientation. So the child has not lost the decoding strategies that were taught pre-Davis; on the contrary, Davis may be the key that enables the child to understand and use the strategies that were once so elusive. The bottom line is that Davis produces self-sufficient and empowered learners: they read and learn much the same way as other


PAGE 10 International Davis Dyslexia Correction Providers

The Davis Dyslexia Correction program is now available from more than 418 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 Brenda Gayle Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 5727 3517 Mary Davie Lilli Pilli, NSW +61 (02) 9526 1505 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184 Australia

Gail Hallinan Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi Mosman/Sydney +61 (02) 9968 1093 Linda Houben Sydney +61 438 440 177

level – they are able to decode simple words, but they never gain reading fluency because they cannot remember or recognize words on sight. These students do not “grow out” of the problem, and often they are labeled as “unteachable” because the traditional Dyseidetic Dyslexia strategies – like studying word lists or phonics – Q: My son was recently don’t help. diagnosed as a dyseidetic Davis Dyslexia dyslexic. The school does not Correction directly addresses want to accept that he has all the issues that dyseidetic this form of dyslexia. They dyslexics experience, often say that his brain is immature resulting in extremely rapid and it will go away with progress. Our methods time. What can I recognize and address the do to help him? underlying issues which A: “Dyseidetic” dyslexia cause perceptual confusion, means that your child has difficulty with enabling the student to develop a consistent visual perception and memory of words, mental picture of words, rather than rather than a problem understanding phonics sometimes “seeing” the letters out of order or phonetic decoding. That is, he is likely to or reversed. We also use techniques which experience reversals and transpositions when train the eyes and brain to scan words reading and writing, and cannot remember properly, developing a part of the brain common sight words. called the “visual word form area” which Children with this form of dyslexia is essential to fluent reading. often get stuck at about third grade reading alternative intervention programme at their disposal. The purpose of this study was to construct a personality profile of the child with a reading problem, to ascertain whether the Davis programme could improve the reading ability of children over a short period of time and, if their reading problems did improve, whether this could have a beneficial effect on their psychological functioning.” Control and Experimental Groups Twenty Afrikaans-speaking students in grade 5 to 7 from a school for children with special educational needs in the Western Cape (South Africa) were randomly assigned to an experimental and a control group. These children had all previously been diagnosed with a reading disorder. The participants from both groups were then pre-evaluated by means of four measuring-instruments to determine their reading and spelling levels, and parents as well as educators were asked to complete psychological questionnaires beforehand so that changes in the participants’ psychological functioning could be ascertained. The ten participants of the experimental
Engelbrecht study (cont’d from p. 1)

non-dyslexic students. Over time, they begin to notice and become more aware of the structure and morphology of words–so new words are often recognized when the context and word structure give strong clues as to meaning.


Mark O’Brien Port Macquarie/Sydney +61 (02) 6582 3633 John Reilly Berala/Sydney +61 (02) 9649 4299 Michelle Roach Sydney +61 (02) 9680 1610

Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766

Eileen McCarthy Manly/Sydney +61 (02) 9977 2061

group were then subjected to an intervention programme based on certain Davis techniques. This intervention was comprised of seven weekly sessions of two hours each.

The deduction to be made is that the Davis programme not only improves participants’ psychological functioning but that this can be maintained, and over time, it can even have an escalating positive effect on individuals. Engelbrecht worked with the experimental group using Davis methods as described in the book The Gift of Dyslexia. The intervention strategies included Davis Orientation Counseling, Davis Symbol Mastery, Davis Reading Exercises, and Coordination Therapy [Koosh Ball exercises]. The control group received no intervention.

Heidi Rose Pennington/Adelaide +61 (08) 8240 1834 Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Austria

After the intervention the participants of both groups were again evaluated by means of the same four measuring-instruments and the parents and educators were asked to complete the psychological questionnaire once again. The parents and educators were also asked to complete demographic questionnaires set by the researcher; a structured interview based on a similar questionnaire was conducted with participants in the experimental group. This information was used to draw up a psychological profile of children with a reading disorder. Data analysis was done by means of two non-parametric tests, namely the Mann-Whitney U Test and the Wilcoxon Signed-Rank Test.


Positive Results In three of the four reading and spelling tests significant positive results (p <0.05) were obtained as compared to the control group. There had also been an improvement as far as the fourth test was concerned. Although this improvement was not statistically significant, Time to grant the Davis method it was an improvement compared to the its “Rightful Place” control group. Significant improvement in In conclusion, Englebrecht states, psychological functioning was found in the “The motivation for this study was following 12 of 17 sub-tests: anxious/depressed, not to belittle other methods of intervention somatic complaints, thought problems, ruleregarding individuals with a reading breaking behaviour, aggressive behaviour, disorder but to determine whether the Davis internalising problems, externalising problems, programme is a significant and scientifically total problems, affective problems, anxiety valid alternative form of intervention. It problems, oppositional-defiant problems, and could help a large group of individuals to behavioural problems. overcome their reading problems which is known to bear down on life as a whole. Staying Power This should be more than enough reason Follow-up tests were performed 12 weeks to allow the Davis programme its rightful later and the results showed that the place in the educational and scientific improvement had been maintained even community.” though 70% of the participants had not kept up with the program on their own. In fact, the Englebrecht’s thesis is available at: psychological results were even better than www.reneengelbrecht.co.za/ReneEngelbrechtThesis.pdf before. In three of the five sub-tests, in which This is an abbreviated version of the there had not been a significant improvement author's thesis for a master's degree in psychology. The degree was awarded the author in April 2005 after the intervention, there was now a by Stellenbosch University (South Africa). She significant improvement, namely attention does private tutoring and remedial work at present problems, somatic problems, and attentionand has lectured in a temporary capacity at the deficit/hyperactivity problems. university. According to Englebrecht, Information regarding the thesis (measuring “The deduction to be made is that the Davis instruments, the demographic questionnaires and programme not only improves participants’ psychological functioning but that this can be other results, etc.) can be obtained from the author at rene@rene-engelbrecht.co.za or maintained, and over time, it can even have rje@mweb.co.za. Her website is an escalating positive effect on individuals.” www.rene-engelbrecht.co.za Englebrecht writes, “Although the Davis programme is

supposed to be presented over a period of a week and other techniques are included, this study proved that within less than 14 hours participants improved significantly. It indicates that this programme can deliver positive results in a short period of time which means it is time-efficient and could also be cost–efficient. Even if it does not work for every individual it could at least prove to be of enormous help to many individuals with a reading problem. Not all the participants improved to an equal extent but Davis's claim of 90% success is supported by the scores of the Schonell Silent-Reading test. Furthermore 80% of the participants improved in the ESSI Reading and Spelling Tests.” This study shows that over the short term the Davis techniques had a positive effect on the reading and spelling ability of the participants and on their psychological functioning. The effect was furthermore sustained after the intervention.

Marika Kaufmann Lochau +43 (05574) 446 98 Austria (cont’d)

Christa Salcher Wien +43 (01) 888 61 44

Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Belgium

Peggy Poppe Borgerhout (Antwerpen) +32 (03) 236 54 24

Edith Rotenberg Houtain-St. Siméon/Liège + 32 (04) 374-27-87 Viki Vandevenne Bonheiden +32 (0473) 30 41 51 Brazil

Ana Lima Rio De Janeiro +55 (021) 2295-1505 Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Canada

Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (866) 685-0067 (Toll-Free) +1 (403) 685-0067 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225

Debra D’Aversa Leamington, Ontario +1 (519) 322-1297 Sandy Farrell Hudson, Quebec +1 (450) 458-4777

Terri Fedorchuk Dryden, Ontario +1 (807) 223-7769 Renée Figlarz Montreal, Quebec +1 (514) 815-7827

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

Gerry Grant Supervisor-Specialist Workshop Presenter Waterloo/Toronto +1 (800) 981-6433 (Toll-Free) +1 (519) 221-8484 Sue Hall West Vancouver +1 (604) 921-1084

D’vorah Hoffman Toronto +1 (416) 398-6779 Canada (cont’d)


Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535
[Toll Free]

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

Julie Locke Truro, Nova Scotia +1 (902) 895-9015

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

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

Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-0033 Brenda Osadchy Medicine Hat, Alberta +1 (403) 529-7902 Tina Panaritis Montreal, Quebec + 1 (514) 690-9164 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422

Kendra Rodych Saskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961 Sharon Schachter Thornhill, Ontario +1 (905) 764-6774

Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Whitehorse, Yukon +1 (867) 393-4489

China Livia Wong Hong Kong +852-2810-0282

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

Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 Cyprus Alexis Mouzouris Limassol +357 25 382 090

Correction Programme, Davis Facilitators are trained to provide an intensive, one-to-one Davis Maths Mastery Programme for the dyscalculic learner. Through our work with children and adults with maths difficulties, we know that these difficulties stem not from brain dysfunction, as Dictionary.com suggests, but from the same perceptual talent that can give rise to dyslexia. Dyslexic and dyscalculic learners have several perceptual abilities in common, one of which tends to be proficient non-verbal thinking (“thinking in pictures or with feelings”). In order to understand and solve mathematical problems, the dyscalculic learner needs to have a clear mental image for the meaning of every symbol that the problem contains. Literacy pupils are frequently taught the “alphabet song” as a means of memorising the alphabet. In later life, dyslexic learners frequently find themselves dependent on this technique as a “prop” whenever they need to find an entry in a dictionary or telephone directory. For the dyscalculic learner, the times tables can serve the same function. It is possible to rote-learn times tables, thereby giving the impression of “knowing” them, without having any understanding of the reasons why they are true. To the observer, the rote-learnt information masks the underlying learning difficulty. But the difficulty is still there. To me as a Davis Facilitator, the process of uncovering and decoding mathematical symbols and functions for the dyscalculic learner is one of the most exciting jobs on Earth. Throughout the ages, philosophers have been fascinated by the beauty and elegant simplicity of mathematical truths. Enabling a person to perceive these truths for the first time can be likened to the feeling that an eye surgeon must get when observing a patient’s excitement after a successful cataract operation. All mathematical symbols and functions are rooted in foundation concepts which constitute the very fabric of our universe. In a Davis Maths Mastery Programme, we start with a creative process called Davis Concept Mastery, with which we work through the concepts of change, consequence, cause, effect, before, after, time, sequence, order

Dyscalculia . . . (cont’d from p. 1)

The math problem 12 x 30, for example, could throw up any of the following confusions: • a person doesn’t have a mental image for the quantity represented by 12, or for that represented by 30; • a person does have a mental image for these quantities, but doesn’t associate them with the numerals 12 and 30; • a person doesn’t have a mental image for the meaning of multiplication; • a person has a mental image for the meaning of multiplication but doesn’t know that this is what the symbol x represents; • a person doesn’t understand the principle of place value – that a number in the tens column represents ten times as big a quantity as a number in the units column; • a person doesn’t grasp the principle that an equation is about starting out with one number, changing something, and finding out what number we arrive at as a result of the change.

and disorder. Every one of these concepts is essential to a person if they are to fully understand the nature of mathematical truth. From there, a series of clay-based exercises provide an experiential understanding of all the arithmetical functions and symbols. A series of carefully sequenced paper-andpencil exercises build proficiency and confidence at solving equations on paper. Finally, a clay-based technique known as Davis Symbol Mastery enables any confusing words in mathematical story problems to be fully understood. When a person has fully mastered the basic arithmetical functions and can interpret a maths story problem with ease, a Davis Maths Mastery Programme has achieved its goal. Yet clay-based learning does not have to stop at the point when a learning difficulty has been resolved. All learners can benefit from experiential mastery of even the most advanced mathematical processes, including algebra, number bases and trigonometry.


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

The Unwritten
Inside this pencil there is a graveyard Full of forgotten words Words that are waiting to be remembered Words that are waiting to be exploded out Words that are waiting to be remembered And written on paper If that will ever happen.
By Cameron McKee, age 11˛ Written last year. Cameron is a student in New Zealand who recently completed a Davis Dyslexia Correction Program with Kerrie Palma.

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

Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13

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

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

Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 Theresia Adler Bannewitz +49 (0351) 40 34 224 Germany/Deutschland

Ute Breithaupt Langenselbold +49 (06184) 93 84 88

Talents that make one exceptional
At times there are born individuals, who challenge life’s boundaries; its beliefs. Who reach far beyond the conventional, through diverse though comprehensive realms of thinking. Who view their lives from a different perspective, interpret, what we the norm, can’t see. The epitome of youthful exuberance, whose hallmark, is their unique class of gifts. Adapting to life and its challenges. Not hindered, by fear or defeat. Surpassing each hurdle much stronger. By rousing with conviction their will, to succeed. Perseverance is a trait not uncommon with such. Insightful wisdom, far reaching, yet another. Possessing a sensitivity that’s unrivaled, by their tenacity, their spirit, their heart. In combination, this world prospers. Guarantees; new horizons are scaled. It’s their unparalleled convictions that ignite, the driving force behind future innovation. Yet simply, for all that are blessed to have known them; this world, becomes a happier place.
By Susan Lucente-Rizzo

Ellen Ebert Ammern +49 (03601) 813-660

Cornelia Garbe Berlin +49 (030) 61 65 91 25

Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Christine Heinrich Heubach / Ulm +49 (07173) 716 793

Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70

Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234

Ingrid Huth Berlin +49 (0179) 896 8007 Christine Jacob Lörrach +49 (07621) 134 60

Rainer Knobloch Röthenbach/Nürnberg +49 (09120) 18 14 84 Inge Koch-Gassmann Buggingen +49 (07631) 23 29

Germany/Deutschland (cont’d)

Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26

Why Education is Important to Me
Written by Tyler


Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 (0711) 479 1000

Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

Ursula Rackur-Bastian Idstein/Rheingau-TaunusKreis/Wiesbaden +49 (06126) 565 01 Colette Reimann Landshut +49 (0871) 770 994

Ursula Rittler Stuttgart +49 (0711) 47 18 50 Petra Saeger Storkow +49 (03987) 52106

Inge Starck Battenberg/Eder +49 (06452) 93 28 88 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84

Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33

Phoebe Schafschetzy Hamburg +49 (040) 392 589

Tyler came to New Hope Learning Centers, Inc. in May of 2001 with his grandmother and father for help with reading difficulties. He worked with facilitator Darlene Bishop and completed the Davis Dyslexia Correction® Program the summer after 4th grade. Tyler was one of those clients who wasn’t afraid to let others know that he has dyslexia. As a matter of fact, when in the 7th grade, he wrote a school paper about his struggle, his success, and his dream. We hope you enjoy it as much as we did. The Staff at New Hope Learning Centers, Inc.

To get somewhere in life is not easy. Being dyslexic, my education has taught me that with hard work, I can achieve my goal of being a mechanic. Not seeing words and letters the same as my other classmates has been a big problem for me. Many of my classmates thought I was dumb because I couldn’t read very well. I was teased all the time and for five years I hated going to school. Then my parents and grandmother found out I was dyslexic. My dad and grandma took me to Milwaukee to be tested the summer between fourth and fifth grade. I spent a week in Milwaukee learning how to read in a different way because I was dyslexic. I worked very hard the whole summer and the next three years to learn how to read. With education I have gone from not being able to read very well to reading two books this summer with my grandma. Some day I will be a mechanic because now I can read instructions, directions, road signs and it feels good. I was born with dyslexia. I see things different than other kids. With hard work I learned how to read. I know now that with hard work I can do what I want to do. This makes me feel good.

A poem by Lori Kalish, Davis program graduate Sept. 8, 2005
Not long ago I was like you With no idea of what to do Wait one minute let us be clear There’s an answer it starts right here All of my life lost in a daze Thought to myself “It’s just a phase” Unable to speak Unable to see Tired of living with ADD Everyone suffers when I’m not here Lost in my head isolated by fear Hearing your words nodding my head I have no idea what has been said I sought a cure and doctor’s care They gave me meds! instead of repair High as a kite low self esteem All that is real feels like a dream No hope in sight such confusion Until I found NEW SOLUTIONS No more spinning inside my head I’m listening now and know what’s said All of the noise that made me shout I’m in control I’ve shut it out I have a gift and you will see I get ‘on point’ I’ve been set FREE!

Words cannot and do not do this program justice . . .

Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18 Greece Susanne Wild Paar +49 (08205) 959 08 28

Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438

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

change, even though the “students” are now teachers themselves. Age, experience, and geographic location are not limited by this coursework. A Davis Learning Strategies® workshop by Kim Carson, Licensed Davis® Facilitator & taught in Brookings, South Dakota last Davis Learning Strategies Mentor & Presenter summer included the widest range of age Each classroom across the world has children and experience from its participants. The youngest student Ali Karpuk, a 22-year-old who represent many walks of life through recent college graduate, was ready to embark their varied learning styles, ethnic and on her first classroom of elementary students. environmental backgrounds, culture, and Contrast that with the next student, Cloreta personalities. This part of teaching makes Eisenbraun. Cloreta, a 56-year teaching the job very challenging, but yet utmost veteran (yes, 56 years!), came to learn the rewarding. The “challenging” side of this new strategies as well. “I can never be too prompted Sharon Pfeiffer, co-developer of old to learn,” explained the Davis Learning Eisenbraun to the class. Strategies®, to create a A few weeks set of strategies that later, in Bloomington, would meet the needs of Minnesota, a new set of all children placed before teachers gathered to her. These strategies are extend their knowledge. based on theory and Although the age range principles from the Davis was not so great in this Dyslexia Correction workshop, the geographic Program, but are adapted Ali Karpuk and Cloreta Eisenbraun. locations were far ranging. for implementation to a One teacher traveled from Craig City School full classroom targeting grades K-3. District located in Alaska; whereas another A decade later, the Davis Learning came from Hong Kong. All gathered with Strategies are being implemented in the same goal of learning how to best reach classrooms across the United States and their students, much like the pieces of a abroad. Two workshops taught in the quilt that come together to provide warmth Midwest this past summer proved that the and shelter. varied student representation does not



The “Quilts” of Education

Áslaug Ásgeirsdóttir Mosfellsbaer +354 565-2537

Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir Kópavogur +354 554 3452

Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Svava Hlin Hákonard Eskifjordur +354 862 1518

Sigrun Hauksdóttir Kópavogur + 354 895 6148 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 566-8657

Nora Kornblueh Reykjavik +354-562-1295

Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890

Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437

Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 845 6956 Ásta Olafsdóttir Vopnafjordur +354 473-1164

What an amazing workspace for Davis Alphabet Mastery!

Erla Olgeirsdóttir Akranes +354 694 3339

New Davis Facilitator Lisa Klooss doing Alphabet Mastery with Masai tribesman, Simon November, in Laikipia, Northern Kenya.

Thor Elis Pálsson Reykjavík +354 533-2772

Hugrún Svavarsdóttir Mosfellsbær +354 698-6465

Thorbjörg Sigurdardóttir Reykjavík +354 862 2021

India Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174

Kolbeinn Sigurjónsson Mosfellsbær +354 566 6664 / 661-8654

Ireland Paula Horan Mullingar +353-444-1613


Sister Antoinette Keelan Dublin +353 (01) 884 4996 Maggie O’Meara Clonmel, Co. Tipperary +353 (87) 415 70 99

Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (09) 772-9888 or (052) 272-9532 Mira Ashoosh Kiron +972 (03) 635-0973 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185

Dyslexic in English
by Dvir Waldfogel – Dyslexic The following story was shared at the Fundamentals of Davis Dyslexia Correction Workshop which DDA-Israel held in Ra’anana, Israel September 2005.

Eliana Harpaz Ma’Ale Adumim +972 (02) 590-2110 or 054-441-0789

Baruch Kassiff Kfar-Saba +972 (09) 767-3638 Eve Resnick Kfar Saba/Tel Aviv +972 (09) 766 2140

Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888 Italy Elisa De Felice Roma +39 (06) 507 3570

Piera Angiola Maglioli Occhieppo Inferiore / Biella +33 (09) 687 8713 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 871

Kenya Debbie Shah Nairobi +254 20 577 493 Lebanon Samar Riad Saab Beirut +961 3 700 206 Malaysia Hilary Craig Kuala Lumpur +603 2096 1342

Mexico Dinorah Stella García Galván Tampico +52 (833) 228 6694

Until a few weeks ago, I would have defined myself as a dyslexic, but not really dyslexic, one who cannot read or write–but dyslexic in languages, “dyslexic in English.” My dyslexia was discovered when I was in high school (9th grade), and was expressed mainly in difficulties in understanding the English language. After four years of corrective instruction, I was able to learn the rules of the language and reach a level of five points (the most advanced level) in the English Matriculation Examinations, and in the exam itself I received 85% (a high mark for me, considering that I had started from 55%). At this point, I thought that that was it, that the problem had been solved, that everything was all right and I could carry on. But it turned out not to be like that… The next time I encountered difficulties was in the army. I started a course for infantry officers, finished the first stage (training base 1), and during the second stage (corps training), it happened. We had to learn how to use a certain map in order to orient ourselves and navigate during the day and at night. This was the first time in my entire military service (one year and eight months) that I had to use this map. All the rest of my company understood how to use the map after a few treks, but I did not. It took me a long time to realize that the problem was mine, and even longer to understand that the reason for my problem was my dyslexia (which I had thought was “over”). When I finally understood the reason for my problem, my superior officers told me that if I did not learn how to read the map, I would not complete my officers training. But how could I solve the problem? How does one correct dyslexia?

Dvir Waldfogel with workshop participants. My mother always says that when you search, you always eventually find what you are looking for. And this is how it was. After a few struggles in the army and searches for a military or civil solution, we found something: The Center for Dyslexia Correction using the Davis Method. The truth is that I was not sure if it would really help, but this was the only solution I found. The problem was that the program in the Center lasts a week, and I was a soldier, taking a training course. But after finding some convincing arguments, many conversations with one of my officers, and a million telephone calls, I was given permission to try out the Center on Sunday, and if it went well, to start the program that same week. Then I was to return to my training course and test the results. This is how I arrived at the Center, accompanied by my corrective instruction teacher, who knew Judith Schwarcz (the Center’s manager and main facilitator). Judith and Aviva (my teacher) started testing me with many strange things: standing on one foot, catching balls, reading stories, moving imaginary cakes, etc. After a very long day, that finished around midnight, we decided to take the program, and I received permission from the base commander for a special vacation of seven days to complete the program. (All this took three days, when the regulations state that two months are needed in order to get special leave.)

Afterwards, I would return to the training course, and do a test to see whether the program had really helped me overcome the problem in map reading. Then the course started. We started the normal program, and along the way Judith (with whom I had formed a special relationship) discovered more and more aspects of dyslexia in me, and started working with me on additional programs, and apart from all these we also worked on reading the map. So from a One of Dvir’s clay models for mastering 35-hour program, it turned into a navigational maps. 50-hour program. I gradually discovered that I was not and I remembered that Judith had said that only “dyslexic in English”, as I had thought, this is difficult when disoriented, so I oriented but that I was a 20 year old with aspects myself and it worked. Instead of skipping 10 of dyslexia, some ADD, a problem with or 15 times, I managed to skip nearly 80. In estimating time and space, but apart from another case, I saw how the use of the tools that all was fine! helped aiming and hitAfter a week, I ting in the shooting had all the tools that range. In another case, But the thing that surprised the Davis method could my ability to notice provide, and also a me most was my ability to details improved in new friend (Judith) reading, in writing and remain oriented when and a new home (The in general. emotional. I found myself Dyslexia Correction But the thing that in many situations when Center). surprised me most was I was very emotional, and To tell the truth, I my ability to remain felt the improvement, I oriented when emotional. using the tools enabled me knew it would help me, I found myself in many to remain calm and focused, but I had to test it. I situations when I was to talk calmly as if nothing was lucky, and in that very emotional (from a had happened . . . All this week I was required to rejection committee to happened in just two take a test including fights with friends), and navigation, running, using the tools enabled months! climbing a rope, and me to remain calm and target practice. I focused, to talk calmly understood that this was as if nothing had a good opportunity to test myself, and this is happened. I had not had this ability before, what I did. During the test, I used the tools I and this had caused had acquired. several unpleasant situations in the past. The result was that I got five out of five All this happened in just two months! coordinates in navigation, I managed for the So what next? first time (with maximum points) to climb I will continue using all the tools, six meters up a rope, and I even hit six out and I am sure they will help me in more of six in target practice. This proved to me situations that I cannot yet imagine. that the method really works. Later, I passed All that remains is to thank my officers the navigation exam and finished the officer- for giving me permission to take the program, training course and received my new rank my teacher Aviva for helping me over the in a memorable ceremony in the Founders’ years (and probably in the future too), my Square in Training Base 1. parents for agreeing to do everything for me During all this time, I searched for other (even paying when necessary), and finally, situations in which I could use the tools to Judith (and all the facilitators at the help me in other things, and as I said earlier, Dyslexia Correction Center) who have if you search you find in the end, and so I did. enabled me to be like everyone else, or In one case, I had to skip using a rope, even better!


Cathy Calderón de la Barca Fundamentals Presenter México D.F. +52 (55) 5520 1883 or 5282 4196 Mexico (cont’d)

Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist DLS Workshop Presenter Graciela Trevino Gonzalez Olga Zambrano de Carrillo DDA-Mexico Director Garza García Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126

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

Sociedad de Consultatoria Organizacional Maria Eugenia Gutierrez Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442 Lucero Palafox Veracruz +52 (022) 99 351302

Ana Elana Payro Ogarrio Corregidora, Queretaro +52 442 228 1264 Netherlands Karin Bakkeren Breda +31 (076) 514 4889

Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005

Hester Brouwer Groningen +31 (050) 52 61 146 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (041) 337 5835

Monique Commandeur Sterksel +31 (06) 13 94 97 54 Alexandra De Goede Aerdenhout +31 (023) 524 3263 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963

Leonardus D’Hoore Sluis +31 (0117) 56 29 40

Saskia Dijkstra Amsterdam +31 (020) 463-2753 Netherlands (cont’d)


Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Johanna Fokkens Beilen +31 (0593) 540 14

Have Tools–Will Time Travel
by Laura Zink de Diaz Facilitator, Mount Vernon, Washington

Pérola Gonçalves Amsterdam +31 (020) 636 3637

Ina Gaus Santpoort-Zuid +33 (023) 538-3927

Jan Gubbels Maastricht +31 (043) 36 39 999 Sue Hillier-Smith Breukelen +31 (0346) 265 059 Judith Holzapfel Deventer +31 (0570) 619 553

Laura provides Davis Programs in English and Spanish. Since her trip to Colombia in June, she has also worked with clients in Quito, Ecuador and San Juan, Puerto Rico, and is contemplating moving her practice to South America.

Will Huntjens Horn +31 (0475) 589 238 Mia Jenniskens Eindhoven +31 (040) 245 9458

Trudy Joling Laren +31 (035) 531 00 66 Helen Kaptein Middleburg +31 (0118) 64 37 73 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782

Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309

Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449

ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Sjan Melsen Arnhem +31 (026) 442 69 98

Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817

In the summer of 1971 I was a student at the University of Washington, majoring in Spanish and preparing to spend a semester in Colombia attending the “UIS,” Industrial University of Santander, in a city called Bucaramanga. Shortly before my scheduled departure the trip was nearly canceled, when we learned that the students at the UIS were staging a moratorium, effectively shutting down the university. Not realizing that student strikes are a time-honored tradition at the UIS, I was determined to go in spite of the moratorium, because–calculated–it might end at any minute . . . So off I went. Of course, the moratorium didn’t end. I spent several months in Bucaramanga, taking hastily organized independent study classes, teaching English to the university secretaries and at private schools around the town, and loving every minute of it. When the semester ended, there was no college credit, and the UIS was still closed. But by then I’d found the language, people, and life in general so delightful, there was simply no way I was ready to return home. So I stepped onto a Berlinas del Fonce mini-bus, headed up into higher reaches of the Andes and over the Chicamocha Pass to Bogotá, the capital, to seek my fortune as an English teacher. Of course, nobody finds fame or fortune in a classroom. But I did spend two years in Bogotá teaching and learning. I look back on the years I spent in Colombia as perhaps the best time of my life. Eventually, I returned home, with every intention of moving back to Colombia for good. Life had other plans for me, and that dream never materialized. Nevertheless, my time there gave me a fluency in the language that has served me well, even in my own country. I worked as a translator and interpreter in Redmond for a time; then in the

Colombia at a glance
National name: República de Colombia President: Alvaro Uribe (2002) Land area: 401,042 sq mi (1,038,699 sq km); total area: 439,736 sq mi (1,138,910 sq km) Population (2006 est.): 43,593,035 (growth rate: 1.5%); birth rate: 20.5/1000; infant mortality rate: 20.4/1000; life expectancy: 72.0; density per sq mi: 109 Capital and largest city (2003 est.): Santafé de Bogotá, 6,837,800 Other large cities: Cali, 2,283,200; Medellín, 1,957,800; Barranquilla, 1,330,400; Cartagena, 901,500, Bucaramanga (city), 553,046 Monetary unit: Colombian Peso Language: Spanish Ethnicity/race: mestizo 58%, white 20%, mulatto 14%, black 4%, mixed black-Amerindian 3%, Amerindian 1% Religion: Roman Catholic 90% Literacy rate: 93% (2003 est.) Economic summary: GDP/PPP (2004 est.): $281.1 billion; per capita $6,600. Real growth rate: 3.6%. Inflation: 5.9%. Unemployment: 13.6%. Arable land: 2%.


international department at the now defunct Rainier Bank in Seattle, and eventually, recalling how much I’d loved my work in Bucaramanga and Bogotá, I became a language teacher. I traveled to many countries, Spanish-speaking and otherwise, but never back to Colombia. We all accumulate a few regrets in the course of our lives, and this was one of mine. Until last May, when the phone rang. On the other end was a fellow from Miami who wanted to speak in Spanish. His nephew in Bucaramanga had experienced learning difficulties since kindergarten. The first question was whether I’d do a program in Spanish. The second was whether I’d be willing to do it in Colombia. The opportunity to go back to a place that had been so formative of the rest of my life – and test my skill in another language as well – it was daunting, but irresistible. I got on a plane. I didn’t recognize ANY part of Bucaramanga once I arrived. It was probably a city of about 100,000 in the early 1970s. Today, the “greater metropolitan area” of Bucaramanga is close to a million and a half. In 34 years the city has transformed from a sleepy provincial capital to the fifth largest city in the country, and it seemed there was hardly a building standing that existed when I was there. Even the airport had been moved. My clients put me up at the “Club Campestre de Bucaramanga,” a country club celebrating the 75th anniversary of its founding. The hotel room was from an age when investors worried less about how many “units” could be crammed into a structure, and more about elegance. The room was large, comfortable, with gorgeous wooden accents and furnishings. A cable TV offered channels in English, Italian, French and German as well as Spanish. The room looked out over the pool, and beyond, at miles of lush vegetation, overlapping in verdant waves up the sides of the deep tropical mountains around the city. My clients allowed me to rest and freshen up for a while and would return later to take me out to dinner with the whole family. At one time the “Club” was outside the city limits. Today it is an oasis with golf course, pools, tennis courts, ballrooms, restaurants, and hotel, nearly surrounded by what’s now a very modern city. A couple of blocks away is a huge, American-style mall. But for the Spanish names on some of the

Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Petra Pouw-Legêne Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (0548) 364 286 Lydia Rogowski Helmond +31 (0492) 513 169 Netherlands (cont’d)

shops, once inside you’d think you were in an upscale U.S. suburb. When the family returned, I slipped into the car with Gustavo (dad), Claudia (mom), and the three children: Nicolás, my 16 year old client, Andrea, and Alejandra, his two younger sisters. “What kind of food would you like, Laura? Chinese, Italian, American, we can get anything you want…?” My mind’s eye had been time traveling all day, so I said, “How about a place that serves traditional Colombian food?” They took me to a colonial style restaurant. Like many eateries in Bucaramanga, at La Puerta del Sol, the open design gives you the feeling that you’re sitting outside, in a garden. It’s very hot in Bucaramanga, and the humidity is like a unwanted embrace, so sitting virtually outside after the sun went down, surrounded by small trees, flowering plants and soft lanterns, was a relief. Our table was near a small water fountain and throughout dinner we listened to a chirping chorus of tiny frogs living in the greenery around its base. Arepas, the fat Colombian version of the tortilla, deep fried yuca, the cassava root that’s oh, so much tastier than french fries, roasted goat meat, chicken, beef and pork, all were brought to the table and more. So many flavors! And so many memories tied to them! Like the refajo, I’d long forgotten: half beer, half Colombiana, a local soft drink. Refajo was invented decades ago for “the ladies,” to soften beer’s mean old masculine kick, so overpowering for us dainty creatures…. I love speaking Spanish – the sound of the language is precious to me. Language and culture are deeply interconnected, and I find I like who I become when I speak

A family photo: Claudia (mom), and the three children, Nicolás, my 16-year-old client, Andrea, and Alejandra.

Hanneke Schoemaker Wageningen +31 (0317) 412 437 Tonny Stor Heerhugowaard +31 (072) 57 22 771

Karima P.A. Turkatte Amsterdam +31 (020) 696 4379

Mieke van Delden Leek +31 (059) 4514985 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

Hetty van der Well Oss +31 (041) 263 6403

Drs. Marian J.A. van Leeuwen/Woudenberg +31 (033) 286 3506 Sjakkelien van Lier Deventer +31 (0570) 600 008 Willem Van Ulsen Groningen +31 (050) 542 3941

Juchke van Roozendaal Oss +31 (0412) 690 312

Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453

Lia Vermeulen Huizen +31 (062) 3671530 Christien Vos Tolbert +31 (0594) 511 607

Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485

Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 4941 Bronwyn Jeffs Christchurch +64 (03) 344 2526 New Zealand

Raewyn Matheson Inglewood +64 (027) 411 8350 Margot Hewitt North Canterbury +64 (03) 315 7722

Shelley McMeeken Dunedin +64 3 456 5058

Sandra Moetra Whangarei +64 (09) 435 6822 Kerrie Palma Rodney +64 (09) 425 5941 Jocelyn Print Kaikoura +64 (03) 319 6711 Lorna Timms Christchurch +64 3 359 8556

Oman Patricia Lynne Hodge Muscat +968 698 596 Philippines Imelda Casuga Baguio City +63 (744) 42 29 01

Portugal Rita Alambre Dos Santos Lisboa 1000-115 +351 (21) 781-6090

Republic of Singapore Phaik Sue Chin Singapore+65 6773 4070 Constance Chua Singapore +65 6873 3873

South Africa Sara Kramer Capetown +27 (021) 671 4634 María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 Spain

Spanish. It’s not that In this peaceful I’m a different person environment Nicolás –perhaps somehow I worked his way It was no small indication of just feel more fully through a great his motivation that Nicolás myself in Spanish, if program. He’d given that’s possible…. But up a good part of his had chosen to spend a week to suddenly be thrust mid-year vacation to of his vacation in a small into this linguistic work with me. School room with some clay, a place was is challenging in dictionary, and me. simultaneously joy Colombia. High and torture. I was school students must amazed I could speak juggle more subjects at all, as I disoriented than US students do, into old sounds, old flavors, memories of and not all classes meet every day, so much old friends…. I kept hearing words I’d not learning must be done outside of class. heard or used in thirty years, and a rhythm Students must also pass a calculus class to and cadence I realized I’d never heard in get a high school diploma, a much higher any other Latin American country–and standard than we hold students to in the had always missed. I was immersed in a U.S. When mid-year vacations come, Spanish that itself felt like Release, like students are ready for a break, so it was coming home after years in exile. Although no small indication of his motivation that I think I was often silent, trying to stay on Nicolás had chosen to spend a week of his point, taking it all in, we talked a great deal, vacation in a small room with some clay, about the changes in the city, the country, a dictionary, and me. the kids’ lives, Nicolás’ situation. Getting A very quiet young man is Nico; at comfortable with one another. A charming times I was unsure how well I was doing my evening, yet for me, overwhelming in more job. He’d go deep into the clay, and as he ways than I’d expected. worked, I’d sometimes see a smile, or a For the next few days, the Club Campestre offered us a small room located behind a stage in one of the ballrooms, where we completed Nicolás’ assessment and program. It had an air conditioner above the door, a blessing in Bucaramanga, and we were rarely interrupted. Whenever we needed a break we could wander into the lobby or onto the patio to listen to the birds. The lobby and patio restaurant are roofed, but open to the air on two sides. A flock of birds nest in one of the large bushes on the patio just outside the restaurant. All Much of Girón, a small colonial town not far day long, the younger ones swoop from the from Bucaramanga, is preserved as it was in trees outside, into the building, making a the late 1800s. The streets are cobblestone and grand loop or two, seemingly scraping the brick; the buildings white-washed, with deep ceiling, and then tear back out again. brown wooden doors, and window frames Sometimes, as we sat at a table in the patio adorned with wooden or metal grillwork. restaurant, a bird would flit in, hop onto the back of a chair, and then, slyly, onto the table, cocking his head to check for stray silent laugh, and know that he was crumbs before a waiter would rush over to somewhere I couldn’t go and he’d never shoo him away with a flicking napkin. describe. He did everything we ask of a Nicolás’ parents had chosen this place client, sometimes with ease, and sometimes because they felt it would be more tranquil relying heavily on the tools, always very than a hotel in the bustling downtown area quietly. By the third day, Claudia told me of Bucaramanga, with delivery trucks that she felt he was different, in some way, shifting gears, and honking horns all day. not sure yet just how…. His sisters, too, They chose well. had commented that he seemed different,


maybe… happier? Hard to put your finger before I went to Colombia, were attracting on it, with such a quiet fellow…. After his far more visitors than the English. An email program, I stayed to work with another from Ecuador led to a client in Quito, and I young man, a little older than Nico, and made arrangements for another trip. crossed my fingers. Nicolás went off to his Finally, one August day an email grandfather’s farm to grab a few days’ break arrived from Gustavo. He and Claudia had before school started up again. attended a conference with Nicolás’ teachers Shortly before I came home, Nicolás, and school principal. They both knew he had Gustavo and Claudia took me for a drive to not done well the previous term, which had Girón, a small town nearby, much of it ended a handful of days before his Davis preserved as it was in program. And this the late 1800s. The meeting was about that streets are cobblestone term. So, no surprises It seems that Nicolás has and brick; the buildings –except . . . Gustavo white-washed, with emerged from the bubble wrote, “Laura, that deep brown wooden was a day when we he lived in before. doors, and window wished you could have frames adorned with been here, to receive a wooden or metal hug!” grillwork. By law, no signs may stand out The teachers were excited. Nicolas from the walls, so street and business names was like a different student. Before, he are gracefully painted on the facades of the rarely asked questions in class. Now his buildings. The only artifacts to stick out from hand was up regularly. He didn’t take much the walls are balconies and delicate street interest in class discussions; now he did. lamps. To walk into the historical section Before, he disliked group work. Now he of Girón is to take a step into a Colombian contributed. Their comment, “it seems that past much more distant than my own. Nicolás has emerged from the bubble he It was a Sunday evening when we lived in before.” And how, they asked, did drove through, me with my face pasted to this happen? Claudia and Gustavo eagerly the window. Nearly all shops were closed, told them about the Davis method, giving and most restaurants too, but people were them a packet of information I had left out, walking or sitting on benches in the behind. Everyone agreed that with these parks, talking, relaxing in the cool of the changes in Nicolás, it was important for evening. As we drove past the white-washed teachers and parents to work as a team to row houses, many doors were open to let in support this growth and encourage its the evening breeze; some had pulled chairs continuation. And Nicolás, seeing their out onto the narrow sidewalk to smoke a approval and enthusiasm, declared himself cigarette, and watch people like me ride prepared to charge up his batteries and do by in awe of the serenity of this place. I whatever was necessary to pass the year. pictured myself working the clay with Far away, in Mount Vernon, clients in an aged office with very high Washington, I did a little dance, and allowed ceilings, the worn blades of a venerable fan myself the luxury of disorienting into a slowly rotating above us, virtually silent…. world of tropical greens. It had been a Gustavo and Claudia took me back to wonderful gift to experience once again the Palonegro airport when it was time for me beauty of the Andean world, the kindness to return home. Tears all around among and generosity of people from a vibrant and new-found friends, and suddenly I was back fascinating culture, and the comforting in a very different world, speaking again a sounds of a language that took root in my language I always find somewhat harsh in heart so long ago. But the best gift of all comparison. A day later, home in Mount was to get word that Nicolás is using the Vernon, I worried. So far away, too far for a tools and happier in his life and studies. casual phone call…. Laura, let go, have There’s really nothing better than being a faith in Nicolás and the tools…. I forced Davis facilitator – unless it’s to be one a few myself back into the rhythm of my life here. degrees above the equator, under a veneraAnd discovered that in my absence, the new ble ceiling fan, breathing Spanish in the Spanish pages I’d posted on my website just Andes.



Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264

Lerninstitut Basel Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA-CH Director Ruth Froels +41 (061) 272 24 00 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136

Priska Baumgartner Wettingen +41 (056) 426 28 88

Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Anne Cécile Clerc Fribourg +41 (026) 322 36 24 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54

Heidi Gander-Belz DLS Workshop Presenter Monchaltorf +41 (01) 948 1410

Katharina Grenacher Bern +41 (031) 382 00 29 Elisabeth Gut Grut +41 (044) 932 3242 Ursula Hirzel Egler Stäfa +41 (01) 926 2895 Christa Jaeger Riehen +41 (061) 641 4667

Ina Kretzer Basel +41 (061) 278 98 88 Consuelo Lang Lumino +41 (091) 829 05 36

Claudia Lendi St. Gallen +41 (071) 288 41 85 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38

Switzerland/CH (cont’d)


Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (061) 701 39 16 Véronique Pfeiffer Zürich +41 (01) 342 22 61

A special thank you for five special days
A rhyming letter composed for Ellen Ebert by Christopher Groß at the end of his Davis Program.
Liebe Frau Ebert, Nun ist es Zeit, dass ich “Danke” sage für fünf tolle und interessante Tage. Es hat mir riesig viel Spaß gemacht, wir haben häufig gemeinsam gelacht. Mit Knete zu arbeiten, ging richtig gut, Sie machten mir immer wieder Mut. Obwohl die Erkältung vieles erschwerte, gaben Sie Hilfen, dass ich zur Orientierung zurückkehrte. Grenzenlos war Ihre Geduld und Ihre Freundlichkeit, Buchstaben und Lesen sind für mich jetzt fast eine Kleinigkeit. “HERAKAPLUFOMIBL” - dieses Wort habe ich erfunden, drei Dinge sind damit verbunden. Die Davis-Methode ist für mich ein Segen, durch sie wird vieles leichter in meinem Leben. Den Grundstein legten Sie hier, nun liegt das Gelingen ganz bei mir. Der Abschied fällt mir schon recht schwer, aber ich freue mich, denn ich weiß jetzt viel mehr. Telefonisch bleiben wir eng verbunden. Ich wünsche Ihnen mit den Legasthenikern noch erfolgreiche Stunden.
Zur lieben Erinnerung an Christopher Groß

Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth Mohlin/Basel +41 (061) 851 2685

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18

Elisabeth Rudolf von Rohr Olten +41 (062) 293 46 66 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Claudia Taverna Sent +41 (081) 864 9115

Maya Semle-Muraro Stäfa +41 (079) 704 03 07

Andreas Villain Zürich +41 (076) 371 84 32 Margit Zahnd Ettingen +41 (079) 256 86 65

Catherine Warner Geneva +41 (022) 321 70 42

Linda Rademan Dubai +9714 348 1687 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Kate Blow Southampton, Hants +44 (02380) 704 734 Jo Broughton Hitchin, Herts +44 (0)1462 435 166 United Kingdom

United Arab Emirates

Susan Duguid London +44 (020) 8878 9652

Sue Bullen Ayrshire, Scotland +44 (01292) 591 797

Dear Mrs. Ebert, Now it is time to say thank you for five great and interesting days I had lots of fun We laughed a lot together Working with clay worked really well You would always give me new courage Although my cold gave me some hard times You helped me getting back my orientation NO limits to your patience and friendliness Letters and reading now are a (Kleinigkeit is a very small something) to me “HERAKAPLUFOMIBL” - I created this word three things are in this the Davis method is a blessing to me it makes many things easier in my life you put the ground stone(Grundstein is the first stone for building a house) Now the job to finishing success is mine Saying good bye is difficult now for me But I am happy because I know so much more We will be closely connected via telephone I wish you more successful hours with dyslexics
With a dear memory, Christopher Groß












T ®

Young Learner Kit for Home-Use

Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Workshop Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Maureen Florido Harleston, Norfolk +44 (01379) 853 810

United Kingdom (cont’d)

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






Nichola Farnum London +44 (0208) 977 6699

Carol Forster DLS Workshop Presenter Gloucester +44 (01452) 331 573 Axel Gudmundsson London +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695

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

Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545

The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

Liz Jolly Fareham, Hants +44 (01329) 235 420 Lisa Klooss London +44 (0208) 960 9406 Keryn Middleton Barking, Essex, +44 (0208) 507 9164 Madeleine Miles Dereham, Norfolk +44 (01362) 861 136

Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291

The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1-888-999-3324 Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

Elenica Nina Pitoska London +44 (020) 8451 4025 Rebecca Ross Tonbridge, Kent +44 (01892) 838 109 Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875

The Young Learner Kit

Ian Richardson Blaisdon Longhope, Glos +44 (0145) 283 0056

Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712

United Kingdom (cont’d)


Nigel Sharp Isle of Wight +44 (01983) 401 670

Newly Licensed Davis Facilitators, Specialists and Presenters
A special welcome to our first Davis Facilitators in Costa Rica!
Maria Elena Guth Blanco “In my center we provide services for students with learning differences: Educational evaluations (K-9), one on one remedial tutoring (K-5). Taller Pedagegico de Mani Guth, Rohrmoser, Pavas, San Jose, Costa Rica Apdo 1226-2050. +506 296-4078. maguth@racsa.co.cr Marcela Rodriguez Ocampo “During my studies in Education, I always had a special interest in subjects that were related to learning disabilities. Then life surprised me with a super special son that was diagnosed with dyslexia. Seeking help for my boy, I found the Davis Method, which caught my attention because it breaks from the traditional ways to treat dyslexia. We traveled to Monterrey to take the program. After that, the progress in my son was amazing. So I decided to take the courses to become a Davis Facilitator. I feel that I can understand my clients by my personal experience and I wish to help them develop their natural abilities so they can learn to solve problems in their educational process and in their lives with lots of confidence in themselves.” Centro de Desarrollo de Habilidades, 200 Metros sur Universidad Adventista de La Ceiba, Alajuela, Costa Rica. +506-442-8090. marcela_dislexia@yahoo.com Irma Vierstra “I have my own practice as a clinical psychologist in Crete. I was looking for a method with an immediate effect and that would be interesting to my son who is dyslexic. In The Gift of Dyslexia I recognized many of my son’s symptoms. I decided to follow the Davis Facilitator training in the Netherlands and applied the method in Greek to my son. By using the tools, my son could retrieve information from his memory that he could not before. His writing and spelling (Greek, English, Dutch) became much better. The results are so obvious that teachers tell other parents about it.” Dyslexia Correction Centre, Sifi Vlastou 14 & Dimakopoulou 92, Rethymnon 74100, Greece. +30 283 105-8201 or +30 697 664-0292. info@dyslexia-correction.gr Karin Rietberg “Why a Davis Facilitator? Our daughter has dyslexia. She also has problems with writing and has dyspraxia. When the book The Gift of Dyslexia came my way, all the pieces fell together. Amazing! I saw the change in her. That’s why!” Broekweg 24, Holten 7451 MJ, Nederland. +31 548 364 286. karinrietberg@hetnet.nl

Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Dyslexia Kent Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Workshop Presenter Fundamentals Presenter Staplehurst, Kent +44 (01580) 890 321 Lynne Smith Brighton, East Sussex +44 (01273) 723 920 Barbara Timmins Solihull +44 (015) 6477 2657

Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 Alabama Paula Morehead Birmingham +1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale/Phoenix +1 (623) 203-1890 United States

Ina Gaus “For the past three years I have been working as an art therapist at two schools for Special Education and I have a therapy room next to my house. Shortly I could not fully help children with dyslexia. This changed from the moment I started to work with the Davis methods. For many years I have been working with ceramics. With Davis I am back into the clay!” Olga von Gotschlaan 11, Santpoort-Zuid 2082 HV, Nederland. +33 023 538-3927. inagaus@hotmail.com

John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Jeannette Myers Sedona +1 (928) 204-1963

California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis, DDAI Director, Ray Davis Ronald D. Davis, Founder Sharon Pfeiffer, Specialist Trainer DLS Workshop Presenter Dee Weldon White Lexie White Strain Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

Maxine Piper “My two dyslexic boys were the catalyst to my becoming a Davis Facilitator. They were so miserable at school; I had to find something to help! After a one-week programme, my eldest son had changed back to the loveable, easygoing boy he used to be, before school. That was enough for me to take a closer look. I attended the Fundamentals Workshop and

Eliana Harpaz “I am completing my B.A. degree at the Hebrew University of Jerusalem in Cognitive Sciences and Geography. During my Israel National Service I worked with learning disabled children from disadvantaged families. I discovered the Davis method when trying to help a 17-year-old student who could not read. The program at DDA-Israel changed her life. This motivated me to study to become a Davis Facilitator in parallel with my academic studies. My goal is to help bring the Davis method to the disadvantaged in Israel.” 18 Hatiltan St., #4, Ma’Ale Adumim 98533, Israel. +972-2- 590-2110 or +972-54-4410-789. eliana49@yahoo.com

felt compelled to continue each stage of the training as my interest and understanding of the Davis methods grew. It has been fun, fascinating and extremely useful, on a personal level, and in helping others. Both boys are now happier at school! There is no doubt in my mind that if a dyslexic wants to make a change in their lives this is the way for them to gain an understanding of their individual talent and reach their potential. Alternative Routes! 49 The Cresent, Carterton, Oxfordshire, OX18 3SQ, United Kingdom. +44-0800-026-3000 or +44-01993-840-291. piper90@go-plus.net


Mira Ashoosh “I am a certified librarian with a specialty in database management and Rebecca Ross “I am currently working in a extensive training in art and school for children with special needs and have archeology. I work in the two young children of my own. My interest in education system. My introduction Davis stems from a friend’s struggle to find help to Davis was in 2000 through a with his dyslexia. After searching on the Internet 5-day correction program that Judith Schwarcz I found the Davis web site and subsequently went gave my son. Before my son reached the center, to one of Ron’s lectures. Blown away by it I he had tried many different recognized programs decided to train myself.” 67 Green Lane, Paddock with only slight improvement. With the Davis Wood Tonbridge, Kent, TN12 6BF United Program, I found that in a creative atmosphere Kingdom. +44 01892 838 109. that suited his learning style, my son could learn. cjrj67@yahoo.co.uk A big change occurred when both my husband and I were able to transfer responsibility to our Piera Angiola Maglioli son. This was achieved with fun and no pressure. Psycho-pedagogist, family and I immediately became attached to the Davis individual counselling, Davis method. I want to help other children reach their Facilitator for children and true potential with a method that is fun, creative adults. Via San Clemente 29 and pleasurable. Using the Davis holistic Occhieppo, Inferiore, Italy, BI approach, I know I can achieve this.” 1389. +33 (9) 687-8713. 155 Levi Eshkol Street, Kiron 5540, Israel. angiolinaforever2@libero.it +972 (3) 635 0973. ashush3@bezeqint.net Cheryl Rodrigues “I teach 3-5 year olds in a Montessori School in the Bay Area. Over the past year, I have thoroughly enjoyed the DLS and Facilitator training and come to realize its immense potential. I now look Bronwyn Jeffs is a mother forward to being instrumental in of two children, one dyslexic, bringing about positive changes and a husband who is also in individuals and helping them enjoy their taldyslexic. “The book The Gift of ents. It is a great honor and privilege to be a part Dyslexia was the stepping-stone of the Davis worldwide network. I’d like to thank to changing our family’s life. my husband, Glen, son, Wendell, family and Along with licensed Facilitator friends for their support. This has been a thought Lorna Timms, Specialist and life changing process for me.” 1145 Miramar Trainer Catherine Churton, and the inspirational Way #59, Sunnyvale, CA 94086, USA. Alice and Ron Davis. I am proud to be a +1 (408) 983-0968. dyslexichelp@yahoo.com Facilitator of such a rewarding and fulfilling program. And I look forward to helping anyone that is willing to make a change in their life.” 321 Trices Road, Prebbleton 8153. New Zealand. +64 (03) 344-2526. E.jeffs@xtra.co.nz Anne-Cecile Clerc Perolles 24, Fribourg CH-1700, Switzerland. + 41 (079) 288-3840. acclerc@hispeed.ch

Carolyn Tyler We live in exciting times. It’s awesome to be a part of progress for the human family. As Horace Mann once said: “Be ashamed to die, until you have achieved some victory for humanity.” Launch into Learning, 68 Laurel Street, Fairhaven, MA 02719 USA. +1 (508) 994-4577. CWTdyslexia@aol.com

United States/ California (cont’d)

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or (909) 241-6079

Angela Dean Educators Nicole Melton Karen Thorworth-Pongs Diamond Bar +1 (909) 229-5251 Michelle Palin Santa Cruz +1 (831) 419-8338

Cheryl Rodrigues Sunnyvale / San Jose +1 (408) 983-0968 Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Terry DeMeo Littleton/Denver +1 (303) 850-7668 Erin Pratt Boulder +1 (303) 775-6464 Crystal Punch Centennial/Denver +1 (303) 850-0581 Janet Slavenski Denver +1 (303) 431-0027

Kristi Thompson DLS Workshop Presenter Walsh +1 (719) 324-9256

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Alice J. Pratt Jacksonville +1 (904) 389-9251

Rita & Eugene Von Bon Navarre +1 (850) 939-2313 Georgia Martha Payne Suwanee +1 (404) 886-2720

Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 685-1122 Illinois Kim Ainis Chicago +1 (312) 360-0805

Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121

United States/ Indiana (cont’d)

Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280

Kansas Carole Coulter Overland Park/Kansas City +1 (913) 831-0388 Kentucky Rochelle Abner Winchester +1 (859) 513-2662

Jocelyn Print “I am married and have three children. I came upon Davis after three years of searching for someone who understood our son who has dyslexia. Seeing the change in our son encouraged me to address my own dyslexia. Having completed the course myself I am looking forward to helping people both young and old using the Davis tools in my home. Learning can be fun.” 180 Inland Road, R.D. 4, Kaikoura, New Zealand. +64 (03) 319-6711. print@ihug.co.nz

Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741

Christina Martin Slidell/New Orleans +1 (985) 646-2201 Massachussetts Carolyn Tyler Fairhaven +1 (508) 994-4577

Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772

Leslie McLean “I am a corrected adult dyslexic and the Sandra McPhall mother of dyslexic children. I Grandville +1 (616) 534-1345 have been a private home schoolteacher for eight years. I Ann Minkel Six Lakes/Grand Rapids discovered the Davis Methods +1 (989) 365-3925 when looking for help for my daughter. I am Dean Schalow excited about opening a learning center to help Manistee other dyslexics take control over their learning +1 (800) 794-3060 (Toll-Free) disability and correct it forever.” New Solutions Michele Wellman Alma/Lansing/Grand Rapids Learning Center, 3101 Hobbs #200, Amarillo, +1 (989) 463-5276 TX 79109, U.S. +1 (877) 331-4099 or Minnesota (806) 331-4099. newsolutionslc@yahoo.com
Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460 Cyndi Deneson Supervisor-Specialist Workshop Presenter Bloomington/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550

Sigrun Baldursdottir “I am a qualified Elementary teacher and have been teaching for twelve years. I’ve worked a lot with children who are dyslexic. I’ve always felt I wasn’t helping them as much as I wanted to and that there was something missing. Now I’ve found what has been missing in Davis.” Lesblind.com, Snæfellsbær 360, Iceland. +354 586-8180. sigrunb@gsnb.is

Nigel Sharp “My interest in dyslexia was fuelled by my overwhelming desire to help my stepson, Sean. I read a number of books about it and then happened upon The Gift of Dyslexia by Ron Davis. Here was the answer and that’s how it all started. From reading the book, watching the video and undergoing the training to now I have been on a voyage of self-discovery. Being ADHD myself, I have an affinity with hyperactive children and have already experienced success in this area. Together with my talent for mathematics I look forward to expanding these young people’s minds and making their lives more palatable. Working from home, my partner and I create a warm and inviting atmosphere where people can discover the joy of Davis working for them.” MissinLink, “Riverbank” 7 Copse End Sandown, Isle of Wight, PO36 9PZ, England. +44 (0198) 340-1670. info@missinlink.co.uk Carole Dubosson Route de Riondaz 8, Veyras CH-3960, Switzerland. +41 (027) 452-6202. cdubosson@hotmail.com


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

Mississippi M. Elizabeth Cook Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) +1 (601) 636-2900 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917

Julie Locke is the first licensed Davis Facilitator in Atlantic Canada. Julie received her B.A., B. Ed. from the University of New Brunswick. She has worked with numerous students as a teacher, and saw the need for a program that gets to the root of any learning difficulties. The Davis Dyslexia Correction Program, obtained by her relative, produced overwhelming results, which gave Julie the motivation to become a Davis Facilitator. Julie looks forward to guiding her clients to a solution. Maritime Dyslexia Correction Centre, 35 Inglis Place, Truro Nova Scotia B2N 4B5, Canada. +1 (902) 895-9015. julie@maritimedcc.com

Francoise Magarian “My career as a teacher and psychologist in elementary schools, in France and abroad, prepared me to be open to the Davis theory. Step-by-step I discovered the depth of the method and the importance of change for the clients and their family. It is a great challenge for me to do my best to make the client discover the richness of their talent and improve their learning skills.” Le Bourg, Legny 69620, France. +33 (047) 472-4313. magarian.francoise@wanadoo.fr Carol Livermore “With a background in early childhood education and working with children in both English and French literacy programs I wondered why some obviously bright children struggled with reading. The Gift of Dyslexia helped answer my questions. Being a Davis Facilitator enables me to share my passion for helping people reach their full potential.” The Dyslexia Advantage, 11 Conductor Avenue, Ottawa, Ontario, K2S 1C5, Canada. +1 (800) 394-1535. clivermore@iglide.net

Mary Davie “As a trained teacher I chose to home school my children as my younger bright son began to have difficulties at school. Nothing in my training enabled me to help my son. A friend recommended The Gift of Dyslexia by Ron Davis. I recognized much about myself, family and former pupils. I found logical answers to questions, which had been raised after teaching my son and many former pupils. After my son completed a programme, I was inspired to train as a Facilitator myself. The journey has been fascinating. I am excited to provide programmes for talented picture-thinking dyslexics. I feel privileged to be part of a journey which will allow them to go forward to meet their true potential.” 34 Beckton Place, Lilli Pilli, NSW 2229, Australia. +61 (029) 526-1505. marydda@iprimus.com.au Andrea Toloczyki Hangwerweg 10, D-48329 Havixbeck, Germany. +49 (0250) 757-0484. andrea@toloczyki.de


Regula BacchettaBischofberger “Through my legasthenic (dyslexic) son I got to know the Davis Method. As a former teacher and a businesswoman I saw the worth of this method not only for the school part but also for daily work and business world. Because of these experiences I also like to work with children and adults on mathematical and other problems.” Kastanienbaumstrasse 5, Horw/Luzern-6048, Switzerland. +41 (041) 340-2136. regula@bacchetta.ch
United States/ Missouri (cont’d)

Montana Ashley Benjamin Fort Benton +1 (406) 734-5420 or (406) 781-4642

Patricia Henry Kansas City +1 (816) 361 6563

Kimberly Bezanson Missoula +1 (406) 541-3076 or 499-0220 Elsie Johnson Kalispel +(406) 257-8556

Christine Heinrich “As a mother of a severely dyslexic Lisa Anderson “I have a daughter I came across the BA and MS in Education with Davis Method three years ago. years of experience teaching This program made such a big high school students. I am a difference to my daughter’s mother of 3 boys. Having one social and educational life and of them, a dyslexic, has it just hit me. I enjoyed very brought me into contact with much my education and I want the Davis Program. I have spent a lot of time and money researching various to thank DDA-CH. The insights of Ron Davis programs over the years to help my son succeed. enable us to guide our clients through their journey to overcome their learning disabilities and to After attending a meeting with my son’s special benefit from their talents. I am looking forward education committee, it became obvious to me that there were limits to their abilities in helping to becoming a Davis Facilitator and help as many my son become successful in school. It was then people as possible. Hochbergstr. 9, Heubach , D-73540, Germany. +49 (07173) 716 793. that my son’s teacher handed me the book, The Gift of Dyslexia. I went home that night and read christine.heinrich@gmx.de it from cover to cover. I then went on the web Ellen Ebert “I am a mother site, Dyslexia.com, and found a local Facilitator. of three. Our youngest son is My son received the program and for the first dyslexic and has ADD. During time in his life made progress in his reading. my search for good help for I am extremely eager and excited about the him, without medications, I opportunity to provide other children and adults found The Gift of Dyslexia, the necessary tools that will allow them to learn. read it, applied in February New Beginnings Learning Center, 2360 Rt. 89, 2004 and became EXCITED! Because of this Seneca Falls, NY 13148. +1 (315) 576-3812. experience I developed the strong wish to also be Lisa@newbeginningslc.com able to help other dyslexics. About half a year later I began the interesting training with DDAGermany in Hamburg.” Am langen rasen 1, Ammern bei Muhlhausen/Thuringen, Germany 99974. ammerscher_baer@t-online.de

Gabriele Wirtz “For a long time I have looked for the cause and a solution of the studying problems of my children. I finally discovered the Davis Method. Three of my children joined in a Davis Program. The results were so impressive that I decided to become a Davis Facilitator. I am looking forward to being able to help many children, teenagers, and adults with studying problems. This is a useful continuation of my educational job as a teacher.” Nauheimerstr. 54, Stuttgart –70372, Germany. +49 (0711) 55 17 18. mail@gabriele-Wirtz.de

Linda Jo Price Bozeman +1 (406) 586-8218 Nancy Sitton Whitefish +1 (406) 863-9844

Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

Robin Zeal Whitefish +1 (406) 862-6210

Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877

Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037

Nancy Cimprich Elmer/Philadelphia +1 (856) 358-3102

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Lisa Anderson Seneca Falls +1 (315)568-3166 or (800) 234-6922

Ann Hassig Gouverneur +1 (315) 287-0531

Hadar Lily Hellman New York City +1 (212) 781-3689 or +1 (718) 614-8240 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

North Carolina Gerri W. Cox DLS Workshop Presenter Shallotte/Wilmington +1 (910) 754-9559

United States/ North Carolina (cont’d)

Tina Kirby Sanford/Fayetteville +1 (919) 499-0774 Ruth Mills Pineville/Charlotte +1 (704) 541-1733

Jean Moser Winston-Salem +1 (336) 765-6310

Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060

Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895

Janet Slavenski “My background is in teaching and I have a degree in Early Childhood Development. I was made aware of the Davis program by a friend with whom I shared my daughters learning problem. She told me that she put two of her children through the program and was thrilled with their progress and success. Her success story peaked my interest; I read The Gift of Dyslexia and enrolled in the Davis Facilitator Training Program. I now look forward to sharing the Davis tools with clients of all ages.” Tools for Learning, 4065 Eaton Street, Denver, CO 80212, USA. +1 (303) 431-0027. slavenski@copper.net Sandra McPhall “I was introduced to the Davis Program through my sister. She had brought her daughter through the program and was very satisfied with the outcome. As a result, I attended the workshops, became licensed, and provided a program for my son. What a difference this has made in his life. Being a dyslexic myself I immediately understood the basis and practicality of the program and how it fits hand in glove with the thought process of a dyslexic thinker. My life would have been completely different had this program been available for me as a child. As a nutritional consultant and a provider of natural remedies, I made every effort to provide nutritional support for my son who needed to focus at school. Supplements were not able to bring about this type of learning success for him. The most rewarding aspect of the program for me occurs in two areas; when I explain to dyslexics that they do not have a learning problem, they just learn differently than others, and secondly when clients experience the ‘ah-ha’ that occurs sometime during the program. It is my desire to provide the Davis program to all dyslexics seeking help so that others don’t have to suffer through school or work. I currently have a home office where I offer nutritional counseling. I will offer the Davis program from my home office serving Western Michigan. New Chapter learning, 4083 Eagle Rock Court SW, Grandville, MI 49418, USA. +1 (616) 534-1385. Newchapterlearning@sbcglobal.net

Oregon Gary Ives Portland +1 (503) 238-7449 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

South Dakota Kim Carson DLS Workshop Presenter Brookings/Sioux Falls +1 (605) 692-1785 Carina Little Watertown +1 (605) 886-8415

Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783

Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) Success Learning Center Rhonda Clemons DLS Workshop Presenter Colleen Millslagle DLS Workshop Presenter Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes /San Antonio +1 (210) 414-0116

Glyndene Burns Lubbock +1 (806) 781-4891

Susan Lewis Lubbock +1 (806) 771-1385 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Amanda Meyer Burleson/Ft. Worth +1 (817) 426-4442

Glenna Giveans has a Masters degree in reading education and is certified as a learning disabilities specialist. After teaching in elementary and middle schools with the Orton-Gillingham phonics method for 30 years, she found in The Gift of Dyslexia an explanation for the confusions and misperceptions her students were experiencing in their academic and personal lives. This led her on an exciting odyssey of Davis training, from California to New Jersey, all the way to Iceland, and the UK. With each Davis Presenter, Specialist, fellow Facilitator-in-Training, and student that Glenna met along the way, she encountered new challenges and inspiration in the Davis Methods. She now looks forward to sharing this rich background with many more children and adults, providing opportunities for them to discover their own success in reading, writing, and math. Learning to Learn, 23 Union Street, Lebanon, NH 03766, USA. +1 (603) 863-7877. Glenna.giveans@valley.net Lisa Klooss “My own dyslexia has always intrigued me a lot and made me think of what I wanted to do to help myself and others regarding dyslexia. My main aim was to put a stop to having children in schools that are suffering because they are dyslexic and misunderstood. I felt that what I was looking for didn’t exist and started thinking of putting my own ideas together. Until I was given the book

Martha Payne “It’s a very sad thing to love learning and hate school, but that’s my story. Although I was considered to have been successful in school, school was never a place that held a warm place in my heart. I performed well enough, but, sadly, my education consisted of finding compulsive solutions to make it appear as though I was really learning something. After graduating from college I said that I would never go back to school. I had been diagnosed in high school as dyslexic and although I knew what my problem was, I had no idea of how to correct my dyslexia other than to create more coping skills. After learning of the Davis Method and going through my own Davis Program in May 2004, I was inspired to become a facilitator myself. The Davis Method works. I want to show other dyslexics that real learning is possible and that education can be enjoyed rather than endured.” Learning Connections, LLC. 88 Highgrove Drive, Suwanee, GA 30024, USA. +1 (404) 886-2720. infosend@adelphia.net.


Dorothy Owen Supervisor-Specialist Plano/Dallas +1 (972) 447-8327 or +1 (866) 822-2441 (Toll Free)



My life would have been completely different had this program been available for me as a child.
–Sandra McPhall New Davis Facilitator in Michigan

New Davis Supervisor-Specialist
Judith Shaw has 15 years experience of helping dyslexics to achieve success. She has a varied educational and work background including the teaching of Art and English and supporting students with dyslexia in Further and Higher Education. “I am delighted to be doing the Specialist work–training more people in the skills so that they can bring positive changes in so many people's lives.” East Sussex, United Kingdom. judith@dyslexic-success.com +44 (01424) 447 077 or (07909) 612 564.

The Gift of Dyslexia. That was it! I immediately knew I wanted to became a Davis Facilitator and contacted DDA-UK. After receiving my own program by Renée van der Vloodt, in my mother tongue Dutch, my world had changed enormously for the better! I continued to do the Facilitator course. During which time I had changed my career and followed my motivations. I am now working full time with autistic adults in a day centre setting and learn so much from them. My knowledge of the Davis methods (and DLS) has helped a lot in my work and vice versa. I would like to continue giving my full support to Dyslexia Africa and Debbie Shah, in making the dream come true of having DLS in all African schools. Moreover, to provide dyslexics with a fun learning method with which they are able to excel and regain their self-esteem and motivation to learn. It has been a fantastic experience to see dyslexics discover their positive sides and overcoming the difficult ones by using their gifts. I have enjoyed my journey tremendously and would like to thank everybody who made this possible.” 40 Bracewell Road, London W10 6AF, United Kingdom. +44 (020) 8960 9406. Lisaklooss@yahoo.co.uk

Paula Roberts Tyler +1 (903) 570-3427 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Laura Warren DLS Workshop Presenter Lubbock +1 (806) 771-7292 Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 Angela Odom DLS Workshop Presenter Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Jackie Black Arlington/Everett 1-866-218-1614 (Toll-Free) Aleta Clark Auburn/Tacoma +1 (253) 854-9377

United States/ Texas (cont’d)

Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. 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 information about training and a full directory of Davis providers, go on the web to:

Carol Hern DLS Workshop Presenter Spokane Mary Ethel Kellogg DLS Workshop Presenter Spokane

New Fundamentals Workshop Presenters
Richard Whitehead, Director of DDA-UK. Staplehurst, Kent, United Kingdom. +44 (01580) 892 928. richard@davistraining.co.uk

Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 Laura Zink de Díaz Mount Vernon/Everett +1 (360) 848-9792 West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900

Lorna Timms is a Davis Facilitator in Christchurch, New Zealand. Her professional background is in adult education and curriculum development. “I am delighted and honored to become a licensed Fundamentals Workshop Presenter. I feel very privileged to have received such outstanding support in this process. I would like to thank Alice, Ron, Cyndi Deneson and Catherine Churton for all their time, guidance and encouragement they have given me. I am grateful for their endless source of knowledge and wisdom. Thank you.” Christchurch, New Zealand. lorna.timms@xtra.co.nz +64 (03) 359 8556.

or call +1 (650) 692-7141; or +1-888-805-7216 toll-free in the US.

This Directory is current as of March 1, 2006. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at www.dyslexia.com is always up to date.



Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum?
“It is so exciting to be on the cutting edge of something so radically life changing for so many. I am overwhelmed by this entire concept and the potential of it all. Thank you for your commitment to this program that is so important to so many. You have done a tremendous job, and your manual and training are excellent.” –CK, Teacher and Vice Principal, DePaul School, Jacksonville, Florida

This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, blackline masters, and numerous tips for each implementing each Strategy in various curriculum activities. • Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)

7-8 April: United States (Lamar, Colorado)
Instructor: Kristi Thompson Contact: Kristi Thompson Email: jtfarms@rural-com.com Tel: +1 (719) 324-9256

19-21 May & 24-26 November: Switzerland (Basel)
Instructor: Heidi Gander-Belz Contact: Gabi Lichtenhahn Email: office@dda.ch Tel: +41 61 273 81 85

16-17 June: United Kingdom (Ascot, Berkshire)
Instructor: Jane Heywood Email: uk@dyslexia.com Tel: +44 (01580) 892 928

26-27 June: United States (Kalispell, Montana)

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 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.

Instructors: Carol Hern & Ethel Kellogg Contact: Paula McCarthy Email: info@davislearn.com Tel: +1-888-805-7216

24-25 July: United States (Tyler, Texas)
Instructors: Rhonda Clemons & Colleen Millslagle Contact: Success Learning Center Email: clemrus1@aol.com Tel: +1 (903) 531-2446

24-25 July: Canada (Oakville, Ontario)
Email: info@davislearn.com Tel: +1-888-805-7216

Visit www.davislearn.com for additional workshop dates.



Come Learn and EXPERIENCE the Davis Dyslexia Correction Procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
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-atPunctuation

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 ADD symptoms)

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 1-888-805-7216 (toll-free)
17 - 20 July
Melbourne Presenter: Lorna Timms Email: info@ddapacific.co.nz Tel: +64 (09) 361 6115

14 - 17 June
Athens Presenter: Ioannis Tzivanakis Language: English/Greek Email: info@dyslexia.de Tel: +49 (040) 25 17 86 22

9 - 12 November: Basel
Presenter: Bonny Beuret Email: office@dda.ch Language: German Tel: +41 (061) 273 81 85

10 - 13 July
San Francisco, California Presenter: Richard Whitehead Email: training@dyslexia.com Tel: +1 (888) 805-7216 toll-free

29 April - 2 May
Stuttgart Presenter: Ioannis Tzivanakis Language: German/English Email: germany@dyslexia.com Tel: +49 (040) 25 17 86 22

9 - 12 May
Addington, Nr. Maidstone Kent Presenter: Richard Whitehead Email: uk@dyslexia.com Tel: +44 (01580) 892 928

18 - 21 September
Washington, D.C. Presenter: Gerry Grant Dorothy@acomprehensioncenter.com Tel: +1 (866) 822-2441 toll-free

7 - 10 August
Auckland Presenter: Lorna Timms Email: info@ddapacific.co.nz Tel: +64 (09) 361 6115

6 - 9 November
Dallas-Ft. Worth, Texas Presenter: Gerry Grant Dorothy@acomprehensioncenter.com Tel: +1 (866) 822-2441 toll-free

15 - 18 May
Boston, Massachussetts Presenter: Cyndi Deneson Dorothy@acomprehensioncenter.com Tel: +1 (866) 822-2441 toll-free

22 - 25 June
Göttingen Presenter: Ioannis Tzivanakis Language: German Email: germany@dyslexia.com Tel: +49 (040) 25 17 86 22

28 - 31 October: Basel
Presenter: Bonny Beuret Email: office@dda.ch Language: English/French Tel: +41 (061) 273 81 85

All workshops conducted in English unless noted otherwise

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


1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED

~ Dys•lex´ ic Read´ er • •



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

2006 International Schedule
29 April - 2 May 9-12 May 15-18 May 14-17 June 22-25 June 10-13 July 17-20 July 7-10 August 18-21 Sept 28-31 October 6-9 November 9-12 November Stuttgart Addington, Kent Boston, MA Athens Göttingen San Francisco, CA Melbourne Auckland Washington, D.C. Basel Dallas/Ft. Worth, TX Basel Germany UK USA Greece Germany USA Australia New Zealand USA Switzerland USA Switzerland

Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 23 for more workshop details.

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

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

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 PO BOX 46023 Río Volga #308 ote Slaney Place Herne Bay Colonia del Valle Headcorn Road D-22089 Hamburg Auckland, New Zealand 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ. GERMANY Tel: +64 (09) 361 6115 MEXICO Tel: +44 (01580) 892 928 Tel: 49 (040) 25 17 86 22 Fax: +64 (09) 361 6114 Tel/Fax: 52 (81) 8335-9435 Fax: +44 (01580) 890 321 Fax: 49 (040) 25 17 86 24 E-mail: pacific@dyslexia.com or 52 (81) 8356-8389 E-mail: uk@dyslexia.com E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com DDA-CH DDAI-Int’l, Canada & USA DDA-Israel Freie Strasse 81 DDA-Nederland 1601 Bayshore Highway, Ste 245 20 Ha’shahafim St. CH 4001 Basel Kerkweg 38a Burlingame, CA 94010 Ra’anana 43724 ISRAEL SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Tel: 1-888-805-7216 Tel: 972 (0523) 693 384 Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Fax: 1 (650) 692-7075 or (0)9 774 7979 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 E-mail: ddai@dyslexia.com Fax: 972 (09) 772-9889 E-mail: ch@dyslexia.com E-mail: holland@dyslexia.com E-mail: Israel@dyslexia.com

Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22 our booklet.

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