THE DYSLEXIC READER

˜ Dys • lex´ • ic Read´ • er
THE
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VOLUME 62

DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL

ISSUE 3 • 2012

DON’T SELL YOURSELF SHORT!
The Journey of Ian Moore
By Rebecca Landes Davis Facilitator from April 2006 to June 2012

On the phone Dr. Moore told me of his

12-year-old grandson with many signs of ADHD. We talked about 20 minutes and I answered his questions about the Davis Program. I thought we had finished when Dr. Moore said, “One more thing – I have a 28 year old son in Pulaski Technical College. He’s flunking out and if he flunks again he’ll be dismissed.” He explained how Ian had been ‘kicked around’ in school, never receiving the help he needed. The schools had let him fall between the cracks, and now he was attempting to complete training in aerodynamic mechanics. Math was giving him the most trouble. After I answered all his questions about the two programs Dr. Moore said he’d think about it. Two days later he called and said he wanted Ian, and grandson, Tyler, to come for the initial consultation.

blurring words and The following unseen punctuation Saturday Dr. Moore were mentioned to arrived with his Ian’s dad, he was daughter and grandson, surprised, because, Tyler; and Ian came as “He’s never told me well. I invited them all that.” Ian responded into my office. Tyler to the Symptoms bounced in and Ian left. Profile items simply I was told, “He needs with a number, not some time.” After Tyler’s Ian with his Punctuation Mastery cards making comments. He explained that he assessment, Ian came in, his head hung low. We talked a while. Since had spent most of his life listening, and that he didn’t talk much. his father had made the arrangements, I After the assessment, when his dad and asked Ian if he wanted help. He did. sister came in, Ian put his hat on and left. I started with a reading assessment. Ian I wasn’t very comfortable discussing Ian read very fast and just ran right over the punctuation. He paused only when he had to with them without him present. Yet, it seemed that was the way it would be. take a breath. Even so, his comprehension Since it was essential that Ian not fail his was 90%. “The longer I read the words classes again, I agreed to work around his become blurry so I read fast trying to get as class schedule, explaining that this would far as I can before they blur,” he explained. not be an optimal schedule. We would He also indicated that he had not even work on Fridays and Saturdays until he had been aware of punctuation. Later, when the
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Autism and the Seeds of Change
Achieving Full Participation in Life with the Davis Autism Approach
Abigail Marshall and Ronald D. Davis Publisher: CreateSpace Independent Publishing Platform (October 24, 2012) ISBN-10: 1479373346 ISBN-13: 978-1479373345

IN THIS ISSUE

Abigail Marshall and

Ron Davis have written a wonderful book that is a must-read for anyone looking for a fresh approach to the understanding and treatment of autism. It is not a how-to guide, but rather a guide to understanding what the Davis Autism Approach® Program is all about.

The Davis approach to helping autistic individuals participate fully in life comes from Ron Davis’ own experience. He was labelled a “Kanner’s baby” in infancy, and declared to be uneducably mentally retarded at age 12. Yet, he is now recognized as an educator, author, and creator of several breakthrough interventions including the Davis Dyslexia Correction® Program, the Davis Attention Mastery® Program, and now the
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News & Feature Articles Don't Sell Yourself Short..........................1, 3-4 Autism and the Seeds of Change.............. 1, 6 Tick, Tock, Get Off the Clock...................5, 20 The Bird in the Window..........................5, 20 Three Parts to a Word.............................7, 14 School of None.................................... 12-14 In The News......................................... 18-20 Another Davis Success Story.......................22 Regular Features In the Mail...................................................2 Q&A.......................................................8-11 Lazy Reader Book Club.........................15-17 Famous Dyslexics Remember......................21 New Davis Licensees............................23, 24 Davis Workshops..................................26, 27

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THE DYSLEXIC READER

In The Mail

A simple letter does not seem enough to express how thankful we are that we were given your phone number. Our son, Connor, has excelled tremendously since coming under your care to learn through the Davis Program. It’s been over a year since we’ve dealt with the constant daily frustration that accompanies dyslexia. After searching for help through a number of programs and private tutors for two years, we were referred to you and the Davis Program. That was also the time when we were at our wit’s end on how to help our son with his reading difficulties. This program pinpointed his specific weakness and offered tools to help him succeed. Connor has since made honor roll 4 trimesters in row after completing the program. This has far exceeded our expectations. However, the best gift that Connor received was not that he has lifelong tools to help him overcome, but that his confidence level went from a three to an eight! That did not come from the program as much as it came from you. Connor has asked more than once if he could go to school at your house instead of down the street! You’ve truly impacted his life in such a positive way. Thank you for your continued help whenever we need a boost! Parents of a Discovering Dyslexia™ client

CLIENTS For 33 years dyslexia controlled me. Now I control it. Steve D., entrepeneur With your help I increased both reading and spelling skills. Of equal or more importance, my feeling of self-worth has increased. Ray P., college student Ron Davis’ program gave me something that years of therapies and remedial work could only hint at, but never really affect: correction and control, at will, of my learning disabilities. Betty J., M.S., educational therapist

EDUCATORS Joshua is nine, a third grader who repeated kindergarten because “he could not fit in and did not know any of his letters or sounds.” He had information and understanding that really astounded me, but he could not read—not cat, not the—nothing. Since the counseling, he has gone from a readiness level, through the Pre-Primers and Primers, to a grade equivalent of 1.8. His rapid success is most spectacular. Janet S., resource specialist The results described by the students were astonishing. They not only overcame the inability to read, but also were confident, intelligent happy young people. Ruth M., Ph.D. former president, Laurence University

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI) 1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zink de Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2012 by DDAI, unless otherwise noted. All rights reserved.

THE DYSLEXIC READER
Ian! (continued from page 1)

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(2) better basic comprehension. The following Friday Ian was the first Student, completed the Math Correction Program. one in the door of my office and greeted Discouraged, Quiet, The next Friday Ian and I settled in to work. me with more enthusiasm than he had Listening, Learning, Understanding, He was very quiet. He asked no questions the previous week. I asked how his week Knowledgeable, Wise, and answered mine with as few words had gone. “Good.” I asked if he’d been as possible. He went through Orientation Ian! able to use his tools. “Yes, it works.” Counseling with no difficulty. It was actually Later that morning just as I was about Diamante poem by Rebecca Landes difficult to get his mind's eye to go off point to call for our first break, I smiled and when reading. Ian made few mistakes other told Ian, “I don’t want to be the cause of than not using punctuation marks. as he counted the clay balls and moved the your smoking. When I say we should take Each time I said, clay rope. Throughout the Math Program I a break I don’t “Let’s take a break,” observed that Ian often made use of Release. mean you have Ian would don his When I asked if he was on point he always to go smoke.” He He suddenly realized hat and go out to affirmed that he was. Once I made a mistake looked up and that he’d just explained the smoke. Gone only firmly said, “I quit. I and he corrected me. I complimented him problem to me a briefly each time, stopped smoking on on recognizing the mistake. (Mainly, I was nd did indeed upon returning he’d proud of him for having the courage to Monday.” I was so sit down at the table correct me.) understand it. proud for him! He ready to work. He seemed quite proud Just before Ian left that afternoon, his dad worked without asked me if Ian had told me how school had of himself, too. comment. Occasionally I tried to make light Ian had brought his textbooks with him. I gone. “He said it went ‘good’,” I replied. conversation. Once when he was working on thumbed through one to find a problem we Proudly, Dr. Moore filled me in. “He went a clay figure I said, “If you want to talk you could work on together so he could see how from an F to a high C!” may, but you don’t have to.” He indicated to use Picture at Punctuation. We found one Ian soaked up everything as we moved again that he didn’t talk much. he’d had difficulty with during class. Several through the Math Program. Often I’d ask When I took pictures of Ian with his him how one of the basic concepts related terms were not familiar to me, so I asked clay work he always looked very somber. him what they meant. He explained serveral to what he was doing. He experienced a Kidding, I suggested he could smile, to terms to me, including CG, center of gravity. number of ah ha! moments. The placement which he replied, “I never smile in pictures.” Using Picture at Punctuation, we worked of the decimal was a new concept for him As with all procedures, Ian simply accepted through the problem. At the end, Ian looked and long division was very stressful. As all I said and did as I asked him to. Early we went over each step I could see it all pleased. He suddenly realized that he’d just in our work he began to use Release on his explained the problem to me and did indeed becoming clear to him. We checked his own, frequently. He checked his point and answers on a calculator. He was openly understand it. dial at appropriate times as well. pleased with his successes. I showed Since we had covered the reading For his Create-A-Word, Ian made a flycycle program elements, we did the Program him how a remainder in long division is – a motorcycle that flies 200 miles an hour displayed as a decimal on his calculator. Results Assessment. It was the early at a height of 15,000 feet. I wanted to know “Yeah.” he said. When we finished with afternoon of his third program day. Ian what type of clothing he’d wear to keep from was thoughtful and very confident as he division he commented at least twice, freezing. Not answering, he just grinned. “Nobody has ever shown me that before.” answered the questions. When first naming It was very uncomfortable for Ian to do the changes he had noticed about himself, he Support training went well. Ian displayed Spell Reading: “it’s so slow.” Neither did mentioned four. I asked if that was all. “Yes,” a confidence that he definitely had not had he like Sweep-Sweep-Spell. Nonetheless, that first day he walked into my office. I went he replied thoughtfully. So I said, “Well, he dutifully did each exercise as requested. over the program progress report which we there is something I’ve noticed, but I won’t We actually went over these fairly fast in had done following the basic program. He write it down since you didn’t mention it.” order to get to Picture at Punctuation, which He wanted to know what I’d seen. “You’re only had two things to add: “Things aren’t would be very important for him to use when smiling and laughing more.” He grinned moving and I’m understanding better.” Ian reading problems in math. Because Ian took and gave a little nod. was confident that his goals very short breaks, by the end of the second had been met. As this was my first day, we’d completed Picture at Punctuation Math Program I was A few weeks later as I was – which he liked – so that he could use taking Ian’s nephew through a little on the nervous these tools during his next week of school. an ADHD program I visited side. I pointed this Essentially, Ian left at the end of the second with Ian for a while. He had out to Ian, and he just day with all of the elements of the Reading moved out of his parents’ smiled. He followed Program completed. Even though he had home and was still doing each exercise with come for a Math program, Ian really needed solemn intent. When well in school. The spring to go through the different elements of the in his walk was observable both multiplication reading program first. He agreed that this and division were Ian with his model contrasting the as he talked of his plans for was vital if he was going reach his goals: (1) introduced he nodded the following year – to finish concepts order and disorder. having a better grasp of word problems and
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Ian! (continued from page 3)

THE DYSLEXIC READER

and stability, we walked to my office for a After Davis, Ian completed his Associate visit. Ian told of attending a meeting at the Science Degree in Aviation Mechanics school and become employed with a certain company where a friend workd. He went and Technology. Then he began studying company. Ian continued, “It is not the top in his manual wheel chair and spoke to the towards an Associate of Arts degree. Just a paying place, but it will give me experience staff for about 10 minutes, telling his story. few weeks short of graduation he borrowed and I’ll have references from the largest Then he stood up and said, “Don’t sell his dad’s car to travel to the northern part of plane parts packing company in the USA.” yourself short.” the state for a job interview. He was pretty So, he had a vision for the future, appeared During that visit I learned a lot more much promised the job. Returning the car, happy (smiling), and confident. To my about this young man who didn’t like to he visited with his dad a bit, and then left delight, life appeared to be good for Ian. talk and had spent on his motorcycle, -----------his life listening, heading for home. After his program in 2009, I didn’t see rather than Just a mile down the Not even Ian’s Ian for a very long time. Occasionally, I talking... During road, a car, making mother ever thought contacted Dr. Moore to ask if he’d be willing his elementary an illegal turn, she’d see him get a to speak with a potential client. Once, when school years broadsided him. college degree. I inquired about Ian, Dr. Moore sent a note: Ian had been Following the And yet, he did. Ian is still going to Pulaski Tech and diagnosed with wreck and his seems to be continually improving in his dyslexia and placed rehabilitation Ian studies. He actually likes going to school in resource classes. was granted his and is expanding his school interests. He When he got to junior high, he was taken Associate of Arts degree a year late. After seems to like Psychology and History out of resource and put in regular classes. his graduation ceremony, he attended the and is planning to participate in a history He found his classes confusing; he didn’t ceremony of the Veterans of Upward Bound. course that will take him to England to understand his subjects. Requests for help He requested and was granted permission study history. How's that for a change? were ignored, and Ian fell farther behind. to speak. Slowly making his way across the It seemed to him that teachers were more stage with help of his cane and leaving his - from a person who hated school to one interested in helping “trouble makers and notes behind, he encouraged his class mates who now enjoys it. Thanks! degenerates.” Frustrated and discouraged, by telling them, “Don’t sell yourself short. In May of 2011, in contact again with Ian dropped out of school after the first You never know what you are capable of Dr. Moore, I inquired about Ian. To my semester of his senior year. doing.” Not even Ian’s mother ever thought dismay Ian had been involved in a terrible Working with a landscaping company she’d see him get a college degree. And yet, motorcycle accident two months earlier. for a several years, Ian still wanted to he did. When asked how the Davis program Knocked high into the air Ian’s neck was broken, his brain was medically decapitated, complete his schooling. He attended classes had helped him, Ian said, “The Davis Program was the best a leg was broken, as were several ribs which in the evening and obtained his high school thing I ever did as far as helping me punctured his lungs, teeth were knocked out diploma equivalency. At 23 Ian joined the Army and served 3 with school. It all made sense. It really and his left shoulder years in active duty does work. After the program I started was dislocated, as an infantryman. enjoying school. I understood more. although that injury Pointing to the door (“I was one of those Work became easier to do. I took what I wasn’t discovered he sputtered over guys that kick in learned, applied it, and came out with my until later. After 40 his tracheotomy, doors.”) During a degree.” days in the hospital, “I will walk out year in Iraq he saw As we visited, Ian‘s left arm remained which included that door.” several of his platoon in a sling. He’d lost all use of his muscles seven surgeries on members lose their due to nerve damage resulting from the his neck, Ian had lives. He carries dislocation that had gone unnoticed for stabilized enough to two months while more serious damage be moved to a VA hospital to begin therapy. them with him every day: their names are tattooed on his back. As a was dealt with. Due to At first his parents were told he might not his multiple injuries he is live; then, that he would never breathe on his result of his tour in Iraq, Ian classified as a tetraplegic. own nor walk again. Now, in the VA hospital suffers from Post Traumatic Realizing that he wouldn’t he was told he needed a goal. Pointing to the Stress Disorder. It was after he was be able to work at his dream door he sputtered over his tracheotomy, “I job, I asked Ian what he will walk out that door.” And 102 days later discharged from the army, that Ian began studying at thought the future holds he did just that! for him. Ian, the one who Fast forward to June of 2012, Tyler called Pulaski Tech in the Veterans Upward Bound program. listened all his life, looked to see if he and his grandparents could stop This program helps veterans at me and confidently by, and the following week Ian, himself, replied, “I want to be a came by on his way home from his first solo transition into class. And it was during that time that motivational speaker.” trip since the accident – a three hour drive I’m sure he will be! v to visit a couple of friends. Using a cane and he sought help through the Davis Dyslexia Correction wearing viburnum shoes for better traction Ian, after his accident, well Math Program. on his way to recovery!

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TICK, TOCK, GET OFF THE CLOCK
By Laura Zink de Díaz and receive a diagnosis. However, unless a recognizable, the client must be able to show or child’s grades are significantly lower than explain how the model represents all the aspects Math anxiety isn’t the only reason to give up expected for her age, testing at school is of meaning that the model is meant to illustrate), timed tests. According to Kyle Redford, writing unavailable. And testing through an independent and our ‘assessment’ of the model is focused on in Education Week in late October of this year, company can be prohibitively expensive for those qualities, not at all on how long it took the limiting time during testing is a ‘false metric’. I most families. This leaves many who perhaps client to create it. This is one of the aspects that wholeheartedly agree: we should be assessing only need more time to complete tests, with most appealed to me when I studied to become students on the quality of the answers on their no way to access that accomodation. Since so a Davis Facilitator, in part because for several test papers, not on how quickly they produce many children who have years I worked that way them. learning challenges go with my public high "Eliminating time as a Ms. Redford, a teacher in the San Francisco undiagnosed and must school students. metric improved quality, Bay Area, is also the education editor for the struggle to comply Although I agree responsibility, motvation, Yale Center for Dyslexia and Creativity. One of with the requirements with Kyle Redford’s and general happiness her main concerns about timed testing is that the applied to every student point that time is a false in my students." educational system doesn’t provide adequate in the regular program, metric, I would take her opportunities for assessment to students who Redford believes that in idea quite a bit further. might have undiagnosed learning challenges. In our schools “the current system of supporting Eliminating time as a metric is a good idea for order to qualify for the kinds of accomodations students in an equitable manner is broken.” all students. In the mid-1990s, working at a available to students with learning challenges, Redford further points out that there is no public school where teachers were encouraged you must be assessed “research that supports the idea that educators to innovate, I decided to change how I assessed learn anything additional about students’ depth the learning of my language students. I replaced or breadth of knowledge by measuring how almost all traditional tests with projects quickly they can recall answers or express what involving reading, writing, or speaking the they have learned.” language they were studying. Then, explaining Educators could take a lesson from the way that quality was more important to me than Davis Facilitators work with our clients. When timeliness, I allowed my students to select their our students work on the model of a trigger own project due dates from within a two-week word or concept, how long it takes is irrelevant. period. Likewise, I turned the responsibility for The work takes as long as it takes. There are the quality of their work over to the students by a few very clear rules about the quality of giving them a very specific set of parameters to the product (it must be three dimensional, follow for each project: no more guessing about

The Bird in the Window
By Laura Zink de Díaz, Davis Facilitator, Bogotá Colombia Review of The Gorilla in the Room, by Susan Ohanian
“"Everybody knows that the best times in teaching have always been the consequences of some little accident that happened to direct attention in some new way, to revitalize an old interest which has died out or to create a brand new interest that you hadn't had any notion about how to introduce. Suddenly, there it is. The bird flies in the window and that's the miracle you needed. Somebody once said about great discoveries in science, ‘Accidents happen to those that deserve them.’” David Hawkins philosopher of science

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Susan Ohanian, my favorite critic of school reform, tells about a story she read in a book by Lisa Daners, M.D., Every Patient Tells a Story: Medical Mysteries and the Art of Diagnosis. Dr. Daners tells how she was invited to the Visual Cognitive Neuroscience Lab at Yale University to view a 30-second video of significance in the field of vision and attention. In the video she saw two teams, one dressed in white, the other in black. Each team had a basket ball. Dr. Danners was told to watch carefully and keep track of how many times the ball was passed between players. She was to keep a count of two kinds of passing: passing by bouncing and passing the ball overhead. Dr. Daners started watching the video intently, trying to keep track of both kinds of passes. At one point she got a little lost, but refocused, and after the video stopped, hoped that her counts weren’t too far off.

we tend to see what we expect to see, what we want to see, and often miss details unrelated to what we’re looking for.
The interviewer made a note of her counts and then asked, “Did you notice anything unusual in the video?” No, like what? “Did you see a gorilla?” Definitely not! The video was then played again, but this time she was told not to bother to count passes, just to watch. About 18 seconds in someone in a gorilla suit strode into the room, walked into the middle of the frame, beat her chest like a cartoon gorilla and then left. This took 8 seconds out of the total 30 second video. And Dr. Daners didn’t see it at all during the first viewing!
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The Seeds of Change (continued from page 1)

THE DYSLEXIC READER
Orientation allows autistic individuals to begin perceiving the world as it really is, so that many of the things that were once overwhelming, such as sights, sounds, and tactile stimulations, no longer cause those feelings of confusion and distress that lead to the experience of being overwhelmed. In the second phase, identity development, the autistic individual is gently led through a series of experiences that allow her to learn about the world and her place in it. It is as if she were given the opportunity to start over and learn about the world through “normal” experiences, rather than through the perceptually inaccurate filter she had used the first time around. In this way she quickly (relatively speaking) has the Abigail Marshall has captured the essence of this journey exquisitely. Her ability to make the complex simple and clear is in full evidence. With the brilliance of Ron’s insights, and the clarity of Abigail’s writing, the reader is able to understand the underlying principles of this new approach to autism, and also grasp the reason why the methods work so unerringly to allow others to follow in Ron’s footsteps. The book explores the ties between the Davis discoveries and emerging scientific research into autism. Many case studies and examples bring the process to life. After reading this book, adults with Aperger’s Syndrome and parents of autistic children will have the information they need to decide if this approach is one they want to explore for themselves or their loved ones. Professionals will have the information they need to help them decide whether they want to look further into this unique perspective into autism. I believe everyone who reads Autism and the Seeds of Change will see autism differently, and will emerge with an exhilarating sense of real hope. Cathy Dodge Smith, Ed. D. Davis Dyslexia Program Facilitator Davis Autism Approach Facilitator/ Coach v

Just as Ron Davis journeyed out of the void of autism, he has now given us the means to assist others make that same journey.
Davis Autism Approach Program. Just as Ron Davis journeyed out of the void of autism, he has now given us the means to assist others make that same journey. As with all Ron Davis’ work, the autism program is built on a new way of understanding the underlying cause of autism. He sees it not as a genetic flaw or a neurological problem, but as the result of impairment in integration. In this paradigm, autistic individuals do not perceive the world as non-autistic people do, and therefore do not take from their experiences what neurotypical people would. This in turn leads to understandings, thoughts, and behaviours that do not serve the autistic individual in his attempts to live in the real world and relate to the people in that world. The main difference in the Davis approach lies in the distinction between teaching behaviour and facilitating identity development. Davis Facilitators, people trained to use Davis methods, draw autistic individuals along through three distinct phases of development. In the first phase, orientation, the autistic individual is taught a procedure that allows his perceptions to be accurate. Feeling overwhelmed is a common phenomenon in the autistic world.

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Orientation allows autistic individuals to begin perceiving the world as it really is…
opportunity to go through the stages of development missed the first time around, developing new understandings, thoughts and behaviours. The third phase, social integration, assists the autistic individual to learn about relationships: how they work, and why they are important. While no behaviours are taught, behaviours change significantly as the individual grows and literally becomes a different person, one who is able to exit what Ron Davis refers to as the void of autism, and join his fellow human beings in the dance of life; to participate fully in life.

I believe everyone who reads Autism and the Seeds of Change will see autism differently, and will emerge with an exhilarating sense of real hope.

Quotable Quotes
I am thankful to all those who said no to me. It’s because of them I did it myself.
Albert Einstein (1879 – 1955) often considered the Father of Modern Physics

Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure or nothing.
Helen Keller (1880 – 1968) American author, political activist, lecturer and the first deaf and blind person to earn a Bachelor of Arts degree

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THE DYSLEXIC READER

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“In spite of these similarities, research has shown that skilled readers of Italian read differently, by giving more weight to one of the links in the triangle, while English readers give more weight by Abigail Marshall another link. Moreover, we know that the physiology that underlies their reading Davis Symbol Mastery — the reflects this difference. The brain areas modeling of words in clay – is based of the reading system of the Italian on the principle that each word has reader are configured in such a way that three parts: what one component, the it means, what it component that is looks like, and how involved in mapping …the balance struck it sounds. When sounds to letters, is between sight, sound, and all three parts are more active than the Frith explains, meaning may fully understood and component that is “Dyslexic readers are doubly hit. First, differ depending on learned, the word is involved in mapping because their brains work in such a way the written form of mastered. words to meaning. that it is apparently harder or them to language. Brain research The reverse is segment the sounds of speech, they find shows that all true for highly it difficult to learn the mapping between skilled readers skilled English the sounds and letters. This applies to make this connection, but the balance readers. This make sense, since in any writing system that use the alphabet, struck between sight, sound, and meaning English the meaning of the word is a however simple and transparent. may differ depending on the written key to its sound. How else is one to However, in English they have to make form of language. In languages that are read ambiguous words such as cough, sense of an orthography that is not only phonetically consistent, such as Italian, bough and through? Nevertheless, both very complex but has quirky sets of rules readers tend to rely first on letter-sound English and Italian readers use all the and exceptions. No wonder that dyslexia correspondence (phonology); whereas components of the reading system, is particularly prominent in Englishreaders of a character-based alphabet, and they use them in concert.” speaking countries.” such as Chinese, rely more heavily on the Of course, the solution to the problem Frith goes on to point out where the correspondence between letter shape and is readily apparent from Frith’s own trouble begins for dyslexic readers: meaning. explanation. She has written: “It is the dyslexic readers who fail English uses an alphabetic system but in this respect. They are unable to • Dyslexic readers “find it difficult to an orthography (spelling system) that reconfigure the language system of the learn the mapping between the sounds is influenced largely by word meaning brain in the way that skilled readers are and letters;” and (morphology) — hence its irregularity in apparently able to do. Instead, they have • “In English the meaning of the word spelling. Here’s a good explanation, from to rely on tricks to remember words and is a key to it sound.” noted researcher Uta Frith, as to how that their spellings and to use the effortful impacts reading: To me, it seems obvious that the key to mapping of letters to sound.” teaching dyslexics to read is to begin with “Comparisons between Italian and Those “tricks” are what Ron Davis meaning, rather than than to begin with English skilled readers have told us labeled “old solutions” in The Gift the strategy that is so difficult for them to what the reading process is like in the of Dyslexia – the habits that end up apply. Meaning first, not phonics first. mind and the brain. Skilled reading hindering rather than helping individuals Of course a meaning-only approach in both languages makes instant links gain reading fluency. Frith is accurate in would make no more sense than a sightbetween the sound, appearance and describing the brain processes seen in only or phonics-only approach. It would meaning of words. The brain does this dyslexics who struggle, but I think that provide one corner of the triangle without by capitalizing on its evolutionary our Davis experience clearly shows she the ability to tie the meaning to the letter ancient language system, and by slotting is mistaken in using the word “unable.” sequence or sound. Frith wrote that all in a component that links automatically We see dyslexic clients become capable, skilled readers make an instant mental to the visual form of words. Thus, in a confident, and fluent readers, often within linkeage between sound, appearance, and triangular connection, a written word a remarkably short period of time after meaning, but experience suggests that instantly evokes its meaning and its implementation of the Davis strategies. dyslexics, by definition, may need extra sound; the meaning of a word evokes its The research that Frith cites support to create those ties. sound and written form; and the sound demonstrates that differing brain patterns That is why Davis Symbol Mastery of a word evoke its written form and its are an artifact of the way most children combines all three: meaning, sight, sound. meaning. By skimming through text, the are taught to read. That is why the research The hands-on, creative process helps triangular connections are made even shows different patterns of brain use in ensure that the three elements, learned faster than by listening to spoken words.

Three Parts to a Word – an Explanation from Brain Research

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skilled readers across different languages and writing systems.

together, are integrated in the mind – thus

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PAGE 8 International Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 Toll free or (650) 692-7141 or visit dyslexia.com/providers.htm The following is a current list of all Davis Facilitators, some Facilitators may also offer other Davis services.

THE DYSLEXIC READER

by Abigail Marshall

v Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898 v Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Hervey Bay, Queensland +61 (074) 128-2470 Mary Davie Sydney NSW +61 (02) 9521 3685 Amanda Du Toit Beaumont Hills NSW +61 (405) 565 338 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan also DLS Workshop Presenter-Mentor Naremburn/Sydney +61 (02) 9405 2800 Barbara Hoi also Autism Facilitator/Coach Mosman/Sydney +61 (02) 9968 1093 Annette Johnston Rockingham WA +61 (8) 9591 3482 Eileen McCarthy Manly/Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Parkdale Victoria/Melbourne +61 (0) 420 305 405 Jocelyn Print Kalgoorlie-Boulder WA +62 (04) 5868 3830 John Reilly Berala/Sydney +61 (02) 9649 4299 Heidi Rose Pennington S.A. +61 (8) 8240 1834 v Austria Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22

Working Memory
Q: My son’s tutor of 3 years believes that his problem is working memory. She has been using the a phonics-based teaching program, but now wants to use a cognitive training system as she believes it will help with his "working memory" issue. Can working memory be the issue, or is it something else?

Alphabet Mastery
Q: I’m about to start the Davis Program with my 10 year-old son. He’s in the 5th grade, can read but not at grade level, and some words are very hard for him. The only letters he still occasionally confuses are “b” and “d”. I’ve noticed that when he reads he moves his body, and when he doesn’t understand a word at first sight he tries to guess. He is also very clumsy. Since he knows the letters very well, do I really need to do Alphabet Mastery with him? A: Yes, you always need to do the complete alphabet, upper and lower case, in clay. It is an integral part of the Davis Program. But don’t forget that the very first thing you should do is teach your son the Davis tools (Release, Dial and Orientation or Alignment, depending on the result of your son’s Perceptual Ability Assessment). One of the goals of modeling the clay alphabet is to find possible triggers for disorientation. A

When a picture-thinker can recall a small group of real-world things, but not numbers or letters, the issue is not “working memory.”

Ina Barbara Hallermann
Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98

A: "Working memory" is the ability to hold a small amount of information in mind for a brief period, such as a phone number. Because symbols (letter, numbers, etc.) are meaningless or may be confusing to picture-thinkers, and because they do not think sequentially, it can be very difficult for them to hold a sequence of letters and numbers in mind. On the other hand, picture-thinkers typically have a strong memory for real-world objects. It could be that your son is a picture-thinker. Perhaps through a series of informal questions or games, you can discover whether he has difficulty remembering objects for which he has clear mental pictures. Don’t worry about sequence or order, as that can also be a stumbling block for picture-thinkers. Needless to say, when a picture-thinker can recall a small group of real-world things, but not numbers or letters, the issue is not "working memory." A Davis program would get to the heart of the difficulty with symbols such as letters or numbers, and also build sequencing skills.

A letter can be a trigger even if the child seems to know it when he sees it.
letter can be a trigger even if the child seems to know it when he sees it. Often individual letters are recognized but associated with an emotional response which sets off a disorientation. When you are working at home on your own, the alphabet mastery and detriggering is a good time for you to learn how to recognize the signs of disorientation in your son, and to get practice with the give and take of guiding him to use his tools on his own. So it would be a mistake to try to rush through the alphabet -- it really is one of the most important parts of the program.

THE DYSLEXIC READER

PAGE 9
trouble with simple sums, like 6+2, even when she uses an abacus. She often skips words when she reads aloud and she bunches all her words together when she writes. But I haven’t seen any other problems related to words. Can a child have dyslexia with numbers more than with words?
v Belgium Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Bethisabea Rossitto Bruxelles +32 (474) 68 56 06 Chantal Wyseur Waterloo +32 (486) 11 65 82

Davis Program in Español and Inglés
Q: My son’s first language is English, but we communicate in Spanish at home. He began school in a two-way immersion program, but now he’s in an English-only class. I plan to work with him at home, from The Gift of Dyslexia, and give all the explanations in Spanish, except for some expressions that I know he will understand better in English, like “the mind’s eye”. Do you think this will work? A: It is possible to work in both English and Spanish if you choose. Since your son’s class at school is English only, it is probably best to do letters and words in English to start. As long as he understands what you’re saying, it is fine for you explain things to him in Spanish. If he is able to speak and understand both Spanish and English it’s also fine to combine the the two languages when you use specific Davis terms - like “mind’s eye” or anything else that you are not sure how to translate. Bilingual children often mix the two languages; it’s a natural part of their development as bilingual and biliterate people. Later, when your son is modeling English words, you will need to have him use English for the definition and creating sentences. You also will need to help him learn to use the dictionary pronunciation key for English words. If it’s hard for you to pronounce all the English sounds, perhaps you can get some help from online tools. There are now many online dictionaries that allow you to click an icon to hear the word pronounced.

Your daughter may be able to get away with skipping words while she’s young and reading simple texts, but it will be a problem as she grows older and the sentence structure in her books becomes more complex.”

v Bolivia Veronica Kaune La Paz +591 (2) 278 9031 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505 v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Wayne Aadelstone-Hassel Halfmoon Bay +1 (604) 741-0605 Rocky Point Academy Stacey Borger-Smith also Autism Training Supervisor also Autism Facilitator/Coach also Supervisor Specialist Lawrence Smith, Jr. also Autism Training Supervisor also Autism Facilitator/Coach also Workshop Presenter Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Brantford, Ontario +1 (519) 304-0535 +1 (800) 981-6433 (Toll-Free) Janet Currie Richards Boutiliers Point Nova Scotia +1 (902) 826-1512 Elizabeth Currie Shier also Autism Facilitator/Coach Oakville (Near Toronto) +1 (905) 829-4084 Brenda Davies Rosedale Station Alberta +1 (403) 823-6680 Cathy Dodge Smith also Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Renée Figlarz Montreal, Quebec +1 (514) 815-7827 Carole Ford Ladysmith, BC +1 (250) 245-8412 Sher Goerzen Maple Ridge BC +1 (604) 290-5063 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779

Is It Numbers or Words?
Q: I’m homeschooling my daughter doing third grade. Multiplication is normally introduced in third grade, but I’ve discovered that my daughter can’t add. Some days we spend as much as four hours just working on addition. We try different techniques but she can’t remember or grasp the concept of 100 percent. I wonder whether she’s dyslexic when she tells me that 8+8=16 and then right after that tells me that 8+7=51. She also has

A: Ron Davis’ book, The Gift of Learning, explains the Davis math program in a how-to format. Since you’re homeschooling, I suggest that you follow that program with your daughter. It will get to the heart of her difficulties. You’ll find information about our math program (Davis Math Mastery) on the following web page: http://www.dyslexia.com/math.htm I do think that the fact that your daughter skips words when she reads is a sign of dyslexia with reading - especially if you notice her skipping over the small function words that we call trigger words (for example: of, the, and). I encourage you to also consider implementing the basic Davis Dyslexia Correction Program at home, which focuses on reading. Your daughter may be able to get away with skipping words while she’s young and reading simple texts, but it will be a problem as she grows older and the sentence structure in her books becomes more complex. The reading program is described in the book, The Gift of Dyslexia. I think you’ll find it easier to implement the Davis methods at home if you start with the reading program, and get comfortable with that approach before moving onto the math concepts. You will find that the two Davis Programs have elements in common, but the specific reading exercises are of course different from those involving math. You will definitely want to have both books at home so you can have full information for homeschooling. Of course you can find both books, as well as other support materials, at our web site at http://www.dyslexia.com/shop
(continued on the next page)

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v Canada (continued) Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Colleen Malone Newmarket Ontario + 1 (905) 252-7426 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 558-7797 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Joanna Pellegrino Thunder Bay Ontario +1 (807) 708-4754 Sharon Permack Thornhill Ontario +1 (416) 726-4441 Desmond Smith Oakville Ontario +1 (905) 844-4144 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell London, Ontario +1 (519) 494-9884 Rebecca Wight Chilliwack, BC +1 (604) 615-6452 Kim J. Willson-Rymer also Autism Facilitator/Coach Mississauga, Ontario +1 (905) 825-3153 v Chile Ximena Hidalgo Pirotte Santiago +56 (02) 243 0860 v China Twiggy Chan Hong Kong +852-6175-8439 Yvonne Wong Ho Hing also Autism Facilitator/Coach Hong Kong +852-6302-5630 Livia Wong also Autism Facilitator/Coach Hong Kong +852-2756-6603 v Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 Ana Gabriela Vargas Morales San Jose Escazu + 506 2288 0980 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven also DLS Mentor Bryrup +45 7575 7105 v Ecuador Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Santiago Fernandez Cumbaya Quito +593 (09) 308 9646 Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Q&A (continued from page 9)

THE DYSLEXIC READER
writes might help her avoid those errors, or allow her to recognize her errors when she makes them. I realize that she isn’t allowed to speak out loud at school during the actual spelling test, but practicing that way at home may help build the right brain connections so that when she thinks the correct spelling, she will also be able to write it down correctly. You might also be able to talk to her teacher to arrange informal accommodations, such as being allowed to take the test orally at a separate time than others in her class.

Spelling Aloud: =) Spelling On Paper: =(

Q: When I help my youngest daughter with her second grade spelling tests I notice that she can spell the words out loud, but not write them consistently. (For example, she might write gril instead of girl.) I mentioned this to her pediatrician, who suspects she is dyslexic. I took the dyslexia screening test at www.testdyslexia. com, and on most parts of the test she came out “moderate” or under. Should I take her somewhere for additional testing, or just talk to the school? Q: Do you have any research the shows the effects across all learning levels when an Orton Gillingham program like Wilson is used in a general eduation classroom?

No Results Found

A: You can find reports on common classroom methods at the What Works Clearinghouse at the website: http://ies.ed.gov/ncee/wwc/ This link will take you to the Clearinghouse information on the Wilson Reading System: http://ies.ed.gov/ncee/wwc/interventionreport. A: Reversals or transpositions of letters are aspx?sid=547 common in young children, and can persist until As you will see, as of July 2010, when the around age 7 or 8. The question is whether your report was prepared, there were no studies of this daughter also has other characteristics of dyslexia. program meeting US Department of Education Since, as you say, our online screen indicates her standards. symptoms are "moderate" or “slight”, it is very We do not use Orton-Gillingham based methods possible that the symptoms you see are simply due in our own work, as we feel that most dyslexics to immaturity. have great difficulty with gaining reading fluency I encourage you to focus on the larger picture. through phonics. Our techniques are instead Is your daughter struggling or frustrated with geared to the learning styles of dyslexic learners. school? Is it particularly difficult for her to The Orton-Gillingham philosophy emphasizes complete homework? For example, does she very thorough learning of small phonetic units, spend hours on assignments that are meant to be with a good deal of repetition and practice. In completed in 20 minutes? Do homework sessions general, they aim for 18 months of reading growth invariably end with arguments and tears? for every 12 months of tutoring. If in general she seems to be doing well in With Davis we generally see much more school and appears to be able to read at grade rapid progress; it is quite typical for children to level, you might want to take a wait-and-see be reading at grade level within the course of approach. On the other hand, if you are seeing the week-long, 30-hour formal Davis program. other signs of trouble, it might make sense to get For some children, this can represent gains further testing. If she’s in public school in the US, of anywhere from 2 to 7 years within a week, you can request testing through the school. depending on the age of the child and their reading We do have a kit for younger children, that would level at the start of the program. These gains are help you work at home with your daughter to sustained or enhanced with continued use of Davis address those issues. It’s called the Davis Young tools after the end of the program week. Davis Learner Kit and can be ordered from http://www. builds whole word recognition skills and focuses dyslexia.com/shop on word meaning, which enables students to You mention that your daughter can spell the become fluent readers with strong comprehension words out loud but has difficulty writing them skills. Data collected from one Davis center consistently. It might help to have her say the tracking the one-week progress of 360 clients letters of the word out loud as she writes them. If can be seen at http://www.dyslexia.com/science/ she can spell the words orally, she clearly knows results.htm. them. But there seems to be something going on We have also assembled a list of links to in the brain-to-hand connection that is causing all published research on Davis methods here: transpositions. Saying the letters out loud as she http://www.dyslexia.com/science/research.htm.

It might help to have her say the letters of the word out loud as she writes them.

THE DYSLEXIC READER
To answer your second question, visual-spatial learners are not necessarily dyslexic. Research tells us that about 85% of all dyslexics are "picture-thinkers," but we don’t have statistics as to what percentage of visual-spatial learners are dyslexic. I do think that when a child’s dominant learning style can be observed early on, it’s part of his personality and will likely remain the same throughout life. Of course, as your son grows, he will learn and explore many areas, and may show new and different talents along the way. Quite a few dyslexic children have grown up to become accomplished authors, poets, and screen writers, for example. You might not think that a child who struggles to learn to read would grow up to pursue a career in writing, but there is no shortage of adults who have done exactly that. A supportive school environment can help your child remain a confident and enthusiastic learner, even if it turns out that he learns on a different timetable or using different strategies than many other children.

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v Ecuador (continued) Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723 Inés Gimena Paredes Ríos Ambato +593 (08) 418 5779 v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Sophie Bellavoir-Misciasci Noiseau +33 (6) 04 02 99 21 Christine Bleus Saint Jean de Gonville/Genève +33 450 56 40 48 Claudine Clergeat Brunoy + 33 (06) 78 69 79 56 Jayne Cooke Barr +33 (0) 3 88 74 06 01 Corinne Couelle Lyon +33 (04) 78 88 65 52 Patrick Courtois Juvignac +33 (6) 37 40 49 67 Jennifer Delrieu Auffargis +33 (01) 34 84 88 30 Claudine Garderes Fontenay-Le-Fleury (near Paris) +33 (642) 15 99 27 Marie Gaydon Limas frei de Lyon +33 (06) 66-58-14-26 Virginie Goleret Grenoble +33 (67) 898 6217 Lisa Henry Bordeaux 33 (15) 57 87 19 63 Sophie Flaux Lasnon Riec Sur Belon +33 (61) 457 0338

Amazing Visual-Spatial Talents
Q: My son is four-and-a-half years old and fits almost all of the characteristics you describe in your article about visual-spatial learners. He is amazing at building with magnetic tiles, legos, and doing jigsaw puzzles. He’s able to read the emotions of others and is very communicative. We are currently touring schools in the Los Angeles area. Our choices range from traditional, to progressive, to a mix of both. We think our son will need the structure and accountability of a traditional education. However, I don’t want him to become discouraged and give up. Have you done any research on which style of education best fits this type of learner? Also, as a visualspatial preschooler is it probable that our son will continue to learn this way? And those with this kind of learning style always dyslexic?

Happy Graduation!
Q: My cousin’s daughter has attended a school for dyslexia for a number of years. She’ll graduate soon, and I want to make her a book of recipes of her own. How should I organize it so that she’ll be able to read it and use it? (I don’t want it to frustrate her.) Your site is very colorful but I doubt all I need to do is add color to the pages! A: Are you sure that your cousin’s daughter still has significant reading difficulties? The purpose of choosing a school for dyslexia is to provide specialized teaching. You may be surprised to discover that she’s become a very capable reader by now! That said, dyslexics tend to be highly visual. If you are making your own book, I would suggest using large, well-spaced print and including a photo of each dish. You might also include photos of some of the ingredients or steps along the way. If you print the book on a pastel colored paper (such as beige or light blue), it might improve readability if the young woman is sensitive to high contrast or glare on the page. Also, avoid using abbreviations like “tsp” or “tbsp” – it’s very easy to misread those. v

Emmanuelle Leibovitz-Schurdevin Tours +33 (613) 02 48 85 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Chantal Marot-Vannini Arfeuilles +33 (06) 14 24 26 33 Carol Nelson Boulogne-Billancourt/Paris +33 (09) 52 63 02 05 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe also Autism Facilitator/Coach Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Anne Guignard Trier +352 (691) 245 252 Ina Hallermann Thalheim/Fraunberg +49 (0)8762 7382069 Christine Heinrich Remseck +49 (0)7146 284 65 60 Sonja Heinrich also Supervisor-Specialist also DDA-DACH Director also Autism Facilitator/Coach Hamburg +49 (40) 25 17 86 23

Quite a few dyslexic children have grown up to become accomplished authors, poets, and screen writers.
A: Since you are now touring various schools, I recommend that you include some schools that have adopted the Montessori or Waldorf approaches. Each has advantages and disadvantages, but these two major educational approaches may be a better fit for children who are likely to enjoy art and hands on activities, and whose timetable for learning to read differs from that of typical children. You will find more information about the benefits and possible drawbacks of various approaches in the Choosing a School chapter of my book, The Everything Parent’s Guide to Children with Dyslexia. That section is available on line at: http://www.netplaces.com/parentingkids-with-dyslexia/choosing-a-school/

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v Germany (continued) Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (030) 28 38 78 71 Mechtild Hylla Kassel +49 (0951) 917 1910 Rita Jarrar München +49 (089) 821 20 30 Randolph Keitel Bühlertal +49 (0) 7556-928845 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Marianne Kranzer Königsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due also Autism Facilitator/Coach Stuttgart +49 (711) 479 1000 Anne Moeller Gröbenzell BRD +49 (081) 4251955 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter also Supervisor-Specialist also Autism Facilitator/Coach also Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Bamberg +49 (0951) 917 19 10 Birgit Thun Hamburg +49 (040) 4135 5015 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Münster +49 (02507) 57 04 84 Ioannis Tzivanakis also Specialist Trainer also Workshop Presenter also DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Gabriele Wirtz also Autism Facilitator/Coach Stuttgart +49 (711) 55 17 18 Elvira Woelki Mindelheim +33 (082) 61 76 36 38 v Greece Evagelia Apostolopoulou-Armaos Patras +30 (261) 062 21 22 Theano Panagiotopoulou Athens +30 (21) 111 953 50 ­ Traute Lutz Marausi +30 (210) 804 3889 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840

School of None

THE DYSLEXIC READER

private person. I examine the ground before I leap, looking for evidence that what I’m considering isn’t just change for its own sake, but something By Laura Zink de Diaz worth doing. I attended my initial Davis training, Davis Facilitator in Bogotá Colombia for example, with a skeptic eye, and only decided to continue, when it was clear to me that the Davis In the late 1980s, when I was still a relatively methods really do work! new teacher, a colleague and I attended a workshop The mom who didn’t want us ‘experimenting that offered a dramatically different way to teach on’ her son, was right to investigate. As parents, language. We both began to apply in our classes we don’t always have the luxury of missing work some of the techniques we learned, and we to find out what’s going on in the schools our kids both observed an equally attend. Instead, we count dramatic improvement in our on the schools themselves students’ learning. By the and the media to keep us end of that year I approached What we’re seeing informed, especially about the school principal to the direction education in so many cases explain what we’d been reform is taking, and how is reform pushed by doing, and to ask permission it affects our children. private companies and to stop using the traditional And often, even if we their adherents for the grammar textbook the school have an opportunity to sake of making a buck district had adopted. After talk to a school principal off the needs of the giving me a quizzical look, or superintendent, we nation’s children her response was short: don’t necessarily know

“If it’s good for kids, educational jargon, and what are you doing in my find ourselves flummoxed office? Just do it!”. by fast talking. Even after I moved into school So my colleague and I put the French and administration, I found talking to the powers that Spanish textbooks in a store room and left them be difficult and often frustrating. Unfortunately, there – permanently. A year or two later, a parent the media is as easily manipulated as the rest of us. approached us and said she resented that her child Newspapers routinely take press reports issued by was being ‘experimented on’ in French class. This organizations with something to sell, and treat the mom, like us, was a product of traditional language information as if it were actual news. Supposed instruction, focused on learning grammar rules, great innovations are reported as such with very doing grammar exercises, and a lot of translation. little investigation or understanding. And we rarely Like us, she’d been good at hear about it when these that, had enjoyed French, great innovations flop. and although her son wasn’t Newspapers routinely complaining, she feared he A case in point take press reports wasn’t getting the ‘right In 2009 something issued by organizations kind’ of instruction to called School of One with something to sell, prepare him for college. We (SO1), made quite a invited her to attend class splash as an innovative and treat the information and observe. That put an end program that combines as if it were actual to her doubts. Mom could online and small group news. clearly see that the same mathematics instruction. concepts and skills were It was started by one being taught, but through different types of learning Joel Rose when he worked for the New York activities. In fact, she was impressed to see that our Department of Education. Subsequently, he and a students were fully engaged, enjoying themselves partner privatized the company, renaming it New and speaking more French than she had been Classrooms, and they are offering it to school capable of in her first year of French. districts all over the USA. For a pretty I mention this, because I’m not a person who price, of course. insists that we must always do things as they’ve The New York Times reported on it while it always been done. I like innovation. As a teacher, was just a small pilot in the summer of 2010. Later, I was a rabble rouser for change, and I’m happiest Arthur Levine, former head of Teacher's College, when I can make changes in my own life, as well. wrote that School of One could become the single Which is probably why in the end, I chose to offer most important experiment conducted in education my Davis services in another country. up to that time. School of One also appeared in But I don’t jump into just anything because Time magazine’s list of the best inventions of 2009, it’s ‘new and different’, not as a teacher or as a described as “learning for the Xbox generation.”

THE DYSLEXIC READER
Even New York City mayor Bloomberg put out a disruption, with kids bumping into each other press release stating: “The School of One [is] creating during abrupt scheduling changes, as they a 21st century classroom to meet the individual moved around the crowded room at the same needs and learning styles of every student.” The time. accolades went on and on, and the US Department of Education, recognizing and encouraging School Although two of the initial three schools to of One, awarded the New York Department of adopt School of One have dropped it, next year Education a three-year, $5 million Innovation Grant four more New York City schools will take the to expand it in New York City plunge. And meanwhile, schools. as Leonie Haimson reports Meanwhile, Race To The in her Huffington Poste Top, the Obama version of article, The Reality and …what I saw was not education reform for school the Hype Behind Online personalized instruction districts, is encouraging the Learning and the ‘School and engagement, but use of ‘virtual’ or ‘blended’ of One’, there is a wellmany confused instruction using computers, documented gold rush of and somewhat dazed to the tune of nearly $400 companies racing to get students, and much million in grants. Nearly in on the online learning disruption… 900 districts are applying for boom. And yet, there is such funding. no research indicating Wow! Must this kind of that online learning is the reform must really be great! Or maybe not so much. school reform solution we are looking for. Talk In early September of this year a study of the about experimenting on school children! Haimson efficacy of School of One produced by Research comments, Alliance, was barely noticed by the media. After New York spent about $9 million dollars on School More and more in this nation, we are moving of One, it failed to raise test scores more than towards two different school systems: one old-fashioned math classes. Students who were for the wealthy, who insist of proven reforms behind when they started the SO1 program – those including small classes for their children. the glorious press releases claimed would benefit The other highly experimental model, for most – in fact, benefited the least. Leonie Haimson, disadvantaged and even middle class kids, will Executive Director of Class Size Matters, described increasingly deliver so-called “personalized” her visit to a School of One classroom in New instruction via a machine, causing struggling York City in an article at the New York city Public students to fall even further behind. Is this the School Parents blog, future we want for our kids? We then entered a large room, converted from the school’s library, with about one hundred 7th and 8th graders seated at tables, most of them staring at computers and doing multiple choice math problems. I watched as one girl, seemingly in a trance, looked at the screen, and hit A, B, C, D keys in turn, until she got the right answer to a multiple choice question and moved onto the next one. Sadly, no adult but me seemed to be paying any attention to this student to make sure she was trying to think the problem through. There were also two or three small groups of students, sitting at smaller tables, with rather harassed looking teachers who were trying to teach math, but were allowed to spend only about ten to 15 minutes together before time ran out and a signal was made for the students to move back to computers, or to another group led by a different teacher… what I saw was not personalized instruction and engagement, but many confused and somewhat dazed students, and much

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v Iceland (continued) Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910 Gudbjörg Emilsdóttir also DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +(354) 867-1928 Jon Einar Haraldsson Lambi Akureyri +354-867-1875 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 862 0872 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465 v India Veera Gupta New Delhi +91 (11) 986 828 0240 Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Anne Marie Beggs Old Portmarnock +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Luba Elibash Ramat Hasharon +972 (9) 772 9888 Angela Frenkel Beer Sheva +972 (52) 655 8485 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz Ra’anana/Tel Aviv +972 (09) 772 9888 v Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Elisa De Felice Roma +39 (06) 507 3570

Haimson quotes Joel Rose who was present during her tour of the School of One classroom, as saying “that because of the large class sizes in NYC schools, individualized learning was impossible to achieve without the use of technology: ‘No human being can meet all the needs of students in a class of 25, so something else has to be done to personalize instruction.’” One of my first encounters as a Davis Facilitator in the US was with a parent who scoffed at the Davis Dyslexia Correction Program, because it was short – 30 hours – included no workbook of exercises, and – worst of all! – it included no computerized component! My last two years of teaching I received a grant to integrate technology into the teaching of Spanish. My students wrote and illustrated imaginative stories on computers, carried on email correspondence in Spanish with students in Barcelona, Spain, and created an extensive website with photos of our school and activies and articles in Spanish to explain to their foreign penpals what school was like where they live.
(continued on the next page)

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v Italy (continued) Antonella Deriu Nuoro, Sardinia +32 059 32 96 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080 Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Eugenie Schares also Autism Facilitator/Coach Liberta Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Jamaica Leslie Dahl St. Ann +876 457-1350 v Kenya Manisha Shah Nairobi +254 (721) 492-217 v Lebanon Samar Riad Saab, MA Beirut +961 (3) 700 206 Carol Taljeh-Ariss Beirut +(961) 71 191 567 v Luxembourg Nadine Roeder also Autism Facilitator/Coach Luxembourg +352 691 30 0296 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Magarita Saucedo Alvarez Icaza San José Insurgentes DF +52 (55) 35 38 52 40 Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205 Cathy Calderón de la Barca also Davis Workshop Presenter México D.F. +52 (55) 5540-7205 María Silvia Flores Salinas also DDA Director also Supervisor – Specialist Garza García Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Mexico DF +52 (55) 17 18 01 34 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Maria Cristina Lopez-Araiza Gonzalez México, D.F. +52 (55) 5536 5889 Ana Menéndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin also Autism Facilitator/Coach Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8242 0666 School of None (continued from the previous page)

THE DYSLEXIC READER
3 Parts to a Word (continued from page 7)

I’m not against computers – I love ‘em! and there’s absolutely a place for them in education. But moving lessons onto a computer in no way guarantees that students will learn better. Learning, in large part is a social activity. We not only learn from our teachers, but from the questions other students ask, from whole-class and small-group discussions, even from arguments over classwork in the lunch room! A classroom full of students steadily falling behind in math, should indeed have less than 25 students in it, or be staffed with two teachers, teaming instruction, and a couple of aides. It should definitely NOT consist of a hundred students, spending most of their time at computer monitors solving multiple choice math problems. This is worse than reform for reform’s sake. What we’re seeing in so many cases is reform pushed by private companies and their adherents for the sake of making a buck off the needs of the nation’s children. School of One and other virtual education programs are being promoted vigorously throughout the country, as the next best reform for schools. Parents need to recognize that the administrative eschelons of our educational systems have long suffered from the band-wagon syndrome – the tendency to enthusiastically accept every ‘new’ thing peeking over the horizon, not because it’s actually an improvement, but because it’s new and arrives dressed up in very attractive promotional materials, replete with photos of smiling children and equally delighted-looking models posing as teachers. Many teachers are aware of this tendency and try to resist. But relatively few teachers have any power to influence changes implemented at the district administrative level, much less the state or national level. Resistance may not be futile, but it can and has cost dissenting teachers their jobs. Now is the time for parents to make an extra effort to become informed about curriculum changes. Volunteer to serve on committees in your local school or school district. Be skeptical about everything: insist that the powers that be prove they’re not just ‘experimenting’ on your children, but actually effecting changes that really do make a positive difference in learning. References: Haimson, Leonie, The Reality and the Hype behind Online Learning and the “School of One”, September 5, 2012, NYC Public School Parents, http://nycpublicschoolparents. blogspot.com/2012/02/joel-rose-of-school-of-onereturnswith.html (also posted at The Huffington Post on September 7, 2012, at http://www. huffingtonpost.com/leonie-haimson/the-realityand-the-hype-_b_1859859.html) Monahan, Rachel, Klein's Clever School of One Project a Pricey Reject, September 4, 2012, New York Daily News, http://articles.nydailynews. com/2012-09-04/news/33587297_1_state-mathexams-regular-math-classes-middle-school v

building the brain’s ability to make the “instant links” that are critical to becoming a skilled reader. Ron Davis’ insistence that Symbol Mastery must focus simultaneously on all three parts, by modeling the meaning, modeling and visualizing the letters and letter sequence, and saying the word aloud several times during the modeling process, completes the connection.
Source of quotation: Frith, Uta. “Foreword.” Reading and Dyslexia in Different Orthographies. Eds. Nicola Brunswick, Siné McDougall, Paul de Mornay Davies. Psychology Press, 2010. pp. xvi-xviii. [Kindle] A shorter version of this article was originally published at the Dyslexia The Gift Blog News and Views from Davis Dyslexia, at http://blog.dyslexia.com/ three-parts-to-a-word/ Abigail Marshall is the Webmaster & Internet Information Services Director for Davis Dyslexia Association International. She is also the author of two books about dyslexia, The Everything Parents Guide to Children with Dyslexia and When Your Child Has ... Dyslexia Program, please do visit our website at: www.dyslexiacanada.com. Or you can mail a donation to The Whole Dyslexic Society, PO Box 33026, West Vancouver, V7V 1HO, BC, Canada. v

Humor Corner
Q: What country did candy come from? A: Sweeten Q: Why are cooks so cruel? A: Because they beat the eggs and whip the cream. Q: How do you fix a broken pizza? A: With tomato paste. Q: How can you keep from getting a sharp pain in your eye when you drink chocolate milk? A: Take the spoon out of the glass. Q: Why did the donut go to the dentist? A: It needed a chocolate filling. The easy way to teach children the value of money is to borrow from them.

Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit
Contains everything needed to do Davis Symbol Mastery: A manual in checklist format, 117-minute instructional DVD, laminated alphabet strip, letter recognition cards, dictionary, grammar book, punctuation booklet, pronunciation key cards, and clay - all in a sturdy nylon shoulder bag. Suitable for working with students of any age. Symbol Mastery Kit $139.95

Davis Young Learner Kit for Home-Use

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

DVD/AUDIO CD SOFTWARE
Dyslexia – The Gift I Can Do It – The Confidence to Learn
I Can Do It – The Confidence to Learn Teachers, parents, school administrators, and students speak about the many benefits of using Davis Learning Strategies at Vale Elementary School in Oregon. DVD $9.00 (running time: 12 minutes) This documentary introduces the concepts and methods in The Gift of Dyslexia. Viewers of all ages will find the interviews and animated sequences highly informative and entertaining. DVD $39.95

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

Unlocking the Power of Dyslexia A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes) The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes) Davis Dyslexia Correction Orientation Procedures This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00 Davis Symbol Mastery and Reading Exercises Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00

BEST SELLERS!
The Gift of Dyslexia: Why Some of the Smartest People Can’t Read and How They Can Learn
(Revised and Updated 2010 edition)

Davis Symbol Mastery Deluxe Kit

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

Provides additional materials for implementing the Davis methods that address disorientation, build attention focus, and improve balance and coordination. Includes everything in the regular Symbol Mastery Kit plus: • The Gift of Dyslexia-Classic Edition • Deluxe Kit Manual • Davis Orientation Procedures DVD • Two Koosh Balls Deluxe Kit $219.95

THE DYSLEXIC READER

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v Mexico (continued) M. Sylvia Salinas Gonzalez Garza Garcia, NL +52 (81) 8378 6175 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892 Lourdes Zepeda Solorzano Cancun, Quintana Roo +988 (99) 8577 3090 v Netherlands Lloyd Christopher Blake Rotterdam +31 (10) 262 1664 Manja Bloemendal Den Haag +31 (70) 345 5252 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Gerda Bosma-Kooistra Ens +31 (6) 1334 6196 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Jeannette Bruinsma Amersfoort +31 (63) 914 8188

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

The End of Money

by David Wolman Adult 228 pages Publisher: Da Capo Press (February 14, 2012) ISBN-10: 0306818833 ISBN-13: 978-0306818837

Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves María Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Geertruida Kornman Beverwÿk +31 (62) 000 6857

Books that challenge the way we think about everyday items always delight me, and Wired editor Wolman does a superb job of causing readers to pause and ponder the usefulness and wisdom of physical currency. What would a cashless society look like? Wolman manages to make this a fascinating page-turner.

(continued on the next page)

Carry Kuling Heemstede +31 (0235) 287 782

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v Netherlands (continued) Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330 78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden/Maastricht +31 (62) 155 2959 Tjalliena Ponjée Arnemuiden +31 06 12 888 365 Petra Pouw-Legêne also DLS Nederlands Director also DLS Mentor-Trainer also Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple also Specialist Trainer also Workshop Presenter also DDA Director Maria Hoop +31 (0475) 302 203 Kirsten Theeuwen Eibergen +31 (545) 286 828 Romina Toroz Utrecht +31 (61) 280-1821 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 Hilde van Westrhenen Delft +31 (610) 681 605 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Roenie Visser Amersfoort + 31 (06) 24 45 67 33 Christien Vos also Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Marlies Wannet Lopikerkapel +31 (6) 4326 1291

THE DYSLEXIC READER

The Killer

by Jack Elgos Adult 176 pages Publisher: YellowBay Books (May 31, 2012) ISBN-10: 1908530391 ISBN-13: 978-1908530394

Ouroboros

If you cannot finish this book in under three hours, you never opened it. One of those annoying books that you cannot put down because you HAVE to know what happens next. I loved the story of a reluctant IRA sniper – turned Spanish freedom fighter. Great characters.

by Christopher Turkel Young Adult 168 pages Publisher: Libertary Company (June 12, 2012) ISBN-10: 1935961373 ISBN-13: 978-1935961376

Fantasy is one of my favorite genres to attract reluctant teenage readers. Boys are especially drawn to Turkel’s story – set in a dystopian future – about a son’s transformation into an assassin after his father’s death. Middle schoolers love discussing this book.

The Wild Adventures of Eli Johnson & Curly Bill
by Dan Wright & Bill Wright Young Adult 108 pages Publisher: CreateSpace Independent Publishing Platform (October 30, 2010) ISBN-10: 1453721045 ISBN-13: 978-1453721049

The Spindlers

by Lauren Oliver Young Adult 256 pages Publisher: HarperCollins (October 2, 2012) ISBN-10: 0061978086 ISBN-13: 978-0061978081

This is the kind of book I enjoyed growing up. The story of a young Virginian in the 19th century headed West in search of gold and adventure, this book will enrapture your students by the story and stimulate their curiosity and interest in the historical time period, as well. A great segue for social studies teachers.

When should you stop reading aloud to students? Never! Here is a great example of a book that your students will enjoy even more if you read it aloud to them, as Oliver’s writing is so pleasant to the ears. Plus, Oliver does a superb job of presenting strong female protagonists – something sorely (and oddly) lacking in a lot of fantasies.

THE DYSLEXIC READER

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v Netherlands (continued) Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369 v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten also Autism Facilitator/Coach Christchurch +64 (3) 348 1665

Airplanes in the Garden
by Joan Z. Calder Children 32 pages Publisher: Patio Publishing First edition (May 28, 2011) ISBN-10: 0983296219 ISBN-13: 978-0983296218

Goodnight, iPad

Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton also Supervisor-Specialist Auckland +64 (09) 360 7377 Maria Copson Dunedin +64 (03) 479 0510 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Angi Edwards Whakatane +64 (07) 308 6882 Martine Falconer Christchurch +64 (03) 383-1988 Tina Guy also Autism Facilitator/Coach Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Alma Holden also Autism Facilitator/Coach Alexandra +64 (027) 485-6798 Glenys Knopp Darfield +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Westown New Plymouth +64 (06) 753 3957 Christine McCarthy Waikanae Beach Kapiti Coast +64 (2) 173 4795 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken also DDA Director also Autism Facilitator/Coach also Autism Training Supervisor Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +64 (6) 374 1575 Colleen Morton Gore +64 (03) 208 6308 Jocasta Oliver Paraparaumu Beach +64 (4) 904 4162 Wendy Person Hastings +64 (06) 870 4243

by Ann Droyd Children 30 pages Publisher: Blue Rider Press (October 27, 2011) ISBN-10: 0399158561 ISBN-13: 978-0399158568

Your children will become transfixed by Cathy Quiel’s beautiful illustrations of butterflies as you read them Calder’s wonderful and informative book about Monarch butterflies.

With apologies to Margaret Wise Brown, I have never liked Goodnight, Moon. There, I said it. Please don’t hate me. Perhaps that is just one of the contributing factors to my delight in reading this clever parody. Parents and kids will get a chuckle out of this gem (clever author pseudonym, too).

How Rocket Learned to Read

by Tad Hills Children 40 pages Publisher: Schwartz & Wade; 1 edition (July 27, 2010) ISBN-10: 0375858997 ISBN-13: 978-0375858994

Can You See What I See? On a Scary Night

Like Snoopy and Woodstock, Rocket and his little yellow bird teacher will win over kids and parents alike. What a wonderful story about piquing interest in reluctant readers about the wonders of reading.

by Walter Wick Children 40 pages Publisher: Cartwheel Books; First Edition edition (August 1, 2008) ISBN-10: 0439708702 ISBN-13: 978-0439708708

Are you kidding me? I’ve never included a Walter Wick book on my lists? Yup, even I overlook masters, as Walter Wick’s books deserve a place in everybody’s libraries. His illustrations are to die for, and his books captivate all ages. He is truly one of my favorite children’s authors, and he is a blessing to any parent or teacher of a reluctant boy reader.

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v New Zealand (continued) Janet Pirie Raumati Beach Wellington + 64 (04) 298 1626 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms also Davis Autism Trainer also Supervisor-Specialist also Autism Facilitator/Coach, also Autism Training Supervisor & Workshop Presenter Christchurch +64 (03) 363 9358 Cherone Wilson Howick Auckland +64 (21) 184 5047 Margot Young Auckland +64 (09) 416 1230 v Norway

THE DYSLEXIC READER

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Maria Olaisen Lovund +47 (9) 027 6251 Ragnhild Slettevold Skjaerhalden Heida Karen Vidarsdottir Telemark +47 958 03 822
v Peru Judith Zapata Prange Lima + 51 (1) 964 382 889 v Philippines Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka £ubkowska Warsaw +48 (46) 855 77 02 v Portugal Sofia Vassalo Santos Lisboa +35 (191) 911-2565 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moscow +972 (3) 635 0973 Nina Gekhman Moscow +7 (495) 788-8386 Luba Niazov Moscow +972 54 476 6203 (Israel) Nadezhda Popova Moscow +7 (495) 788-8386 Kalina Potyak Moscow + 972 (52) 257 2783 Oxana Stein Moscow +972 (52) 223-5015 Maria Stulova Moscow +7 (916) 604 2140 Lora Zakon-Oran Moscow +7 495-7888386 v Scotland Paul Francis Wright Forres, Scotland +44 (077) 9684 0762 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76 28 792

Thomas Armstrong, author of The Myth of the ADD Child and numerous other works about children and adults with learning challenges, is about to release another book: Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. Teachers who are readers of this newsletter should keep an eye out for this book, as it promises to be an important one. The idea of focusing on the strengths of our clients, rather than on their weaknesses is not a new one to Davis Facilitators, and it’s likely that we will find much to appreciate in Armstrong’s forthcoming work. Recently he published a little ‘taste’ in Educational Leadership, published by the Association for Supervision and Curriculum Development (ASCD). Its title is reminiscent of the physician’s creed: First, Discover Their Strengths. Armstrong is a fan of the term neurodiversity, coined by activists for individuals with autism some years ago. The term suggests that we should apply the same positive attitudes that we hold about biological and cultural diversity to the differences among human brains. Just as we don’t look at a lily, he says, and consider it ‘petal difficient’ we should not label children as ADHD or learning disabled. Rather we should honor and celebrate the different ways they learn and use their perceptions. The basic premise of neurodiversity is that there is no “typical” mental capacity – no “normal” brain to which all other brains are compared – and because this is the case, we should look at students with autism, ADHD, learning disabilities, intellectual disabilities, emotional and behavior disorders, and other disability categories not in terms of their deficits, but primarily in terms of their strengths. By focusing on assets rather than labels, educators in both regular and special education can develop better ways of helping all students succeed… Once we recognize the strengths of students with special needs, we can start to create positive environments within which they can thrive. Animals in nature do this all the time. Beavers build dams. Bees create hives. Spiders spin webs. Birds build nests. All of these creatures are changing their immediate environment to help ensure their survival. Essentially, they’re creating their own version of a “least restrictive environment.” A neurodiversity perspective encourages us to do the same for students with special needs by constructing positive niches – advantageous environments that minimize weaknesses and maximize strengths and thereby help students flourish in school.

Armstrong encourages teachers to investigate the characteristics of the labels placed on students, and to examine each child’s school history to discover what strengths she may have demonstrated in the past. Doing this will allow teachers to develop a deep respect for student differences. And that perspective will help teachers move from a deficit orientation to one that will allow them to create an environment in which all children can become who they are truly meant to be. I look forward to reading Neurodiversity in the Classroom, to see Armstrong’s specific suggestions.
Reference:Armstrong, Thomas. First, Discover Their Strengths. Educational Leardership, Vol 70 No. 2, October, 2012. http://www.ascd.org/ publications/educational-leadership/oct12/vol70/ num02/First,-Discover-Their-Strengths.aspx

New Research: Visual Attention and Dyslexia

Researchers have confirmed a causal link between visual attention difficulties and dyslexia. A 3-year study of Italian children shows that 60% of children who develop dyslexia had difficulties with visual attention orientation as pre-schoolers. From the abstract: “Although impaired auditory and speech sound processing is widely assumed to characterize dyslexic individuals, emerging evidence suggests that dyslexia could arise from a more basic cross-modal letter-to-speech sound integration deficit. Letters have to be precisely selected from irrelevant and cluttering letters by rapid orienting of visual attention before the correct letter-to-speech sound integration applies. …Our findings provide the first evidence that visual spatial attention in preschoolers specifically predicts future reading acquisition, suggesting new approaches for early identification and efficient prevention of dyslexia.” All Davis programs begin with focusing training or orientation counseling, to ensure that students are able to accurately perceive letters and other symbols. The full study appears in Current Biology, Volume 22, Issue 9, 814-819, 05 April 2012.

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According to an international group of researchers, the boredom students often complain about doesn’t just reflect their desire to be entertained. Rather, a certain kind of stress can interfere with their ability to focus their attention and learn. Boredom in school is pretty much a universal What STEM Crisis? phenomenon. A recent study of boredom among For years we’ve been told that the United States is suffering a crisis in the study of Science, high school students in the United States resulted in 65% of those surveyed saying they were bored Technology, Engineering and Mathematics at least once per day. (STEM). As he often does with all sorts of Essentially, we’re bored when we have trouble imagined crises in educaton, Professor Stephen paying attention to internal information (thoughts Krashen points us to evidence that belies the or feelings) or external information (whatever’s common wisdom. going on in our environment). This keeps us from In fact, the US leads the world in articles participating in whatever activity we’re involved published in “prestige” science journals (SCI/ in, like the lesson we’re supposed to be paying SSCI approved journals), with 474,306 in 2011. China was in a distant second place, with 170,896 attention to. We become aware of the fact that we publications in such prestigious journals. And yet can’t pay attention, and believe that the problem is China is often mentioned as one of the countries exclusively external to us – that the lesson’s boring or stupid, or, if we’re at home, we complain that that is overtaking the US in STEM. there’s nothing to do. Meanwhile, Krashen has also checked out New studies suggest that stress. distractions a study by X.W. Wang and colleagues which, and symptoms of ADHD, all of which take up among other things, calculated by country the working memory, can contribute to the problem. number of scientific articles downloaded from the internet over the 24-hour period on April 12, In addition, students who are asked to work on material that’s too difficult for their level of 2012. Here are the top ten: academic development – which also takes up more working memory – are more likely to say the work United States: 61,361 (29.62%) is boring, than that they’re frustrated. Essentially, if Germany 31,122 (15.02%) you’re in a negative emotional state, discouraged or China 19, 826 (9.57%) depressed, you will have trouble paying attention. UK 8066 (3.89%) Stress – and boredom – interfers with the prefrontal cortex, the part of the brain that allows Japan 6915 (3.34%) us to reason and hold different facts in working Canada 6752 (3.26%) memory. And this makes it harder to focus. A Australia 6020 (2.91%) viscious circle can result, because stress and India 5552 (2.68%) boredom seem to feed on one another. If an France 4880 (2.36%) emotional trauma has you stressed, you’re more South Korea 4630 (2.23%) likely to disengage, feel bored. But that, in turn, adds to your stress. Once again, the interest in science in the US In the classroom, everyday stressors, like outpaces its closest competitor in this area by noise, can interfere with students’ attention and nearly double. The next time you read a lament contribute to feelings of boredom. Teachers often about how America’s falling behind in STEM, try to prevent students from fidgeting or doodling, how it’s essential that more young people however, a study published in 2009 suggests that be persuaded to study Science, Technology, doodling, even something as simple as shading in Engineering and Mathematics, take it with a shapes on a sheet of paper, can help focus attention significant dose of salt! and improve memory of what was being taught.
The article Krashen referenced for these statistics: Wang, X. W., Xu, S. M., Peng, L., Wang, Z., Wang, C. L., Zhang, C. B., & Wang, X. B. (2012). Exploring Scientists’ Working Timetable: Do Scientists Often Work Overtime? [J] Journal of Informetrics, 6(4), 655-660. For more information: Sparks, Sara D. Studies Link Students' Boredom to Stress. Education Week, Oct. 10, 2012. http://www.edweek.org/ew/ articles/2012/10/10/07boredom_ep.h32.html?tkn=T VCCSnN8gYVu80OnAU%2FFTia4XSNVUXhm6gO p&cmp=clp-sb-ascdsr

Bored, Stressed or Both?

Sharon Gerken Salt Rock +27 (82) 828 5180 Axel Gudmundsson also Fundamentals Workshop Presenter Western Cape +27 (021) 783 2722 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renata Blum Niedergosgen +41 (079) 501 52 71 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Brigitta Dünki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Antoinette Fluckiger Mohlin + 41 (61) 854 4760 Heidi Gander-Belz Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Liebefeld (near Bern) +41(31) 382 00 29 Doris Rubli Huber St. Gallen +41 (071) 245 5690 Christa Jaeger Riehen +41 (061) 643 2326 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Yvonne Meili Reinach +41 (77) 415 69 46 Christine Noiset Chavannes +41 (21) 634 3510 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Benita Ruckli Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70

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v Switzerland/CH (continued) Beatrix Vetterli Frauenfeld +41 (52) 720 1017 Andreas Villain Zürich +41 (076) 371 84 3 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315 v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Amanda Bergstrom Manchester +44 (161) 256 3209 Lisa Cartwright London +44 (0773) 890-6500 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop also Autism Facilitator/Coach Jane E.M. Heywood also Autism Facilitator/Coach – Training Supervisor also DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Ines Graefin Grote Great Yarmouth Norfolk + 44 (1493) 393 208 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Tessa Halliwell also Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett also Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 The Bird in the Window (continued from page 5)

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Get off the Clock (continued from page 5)

The explanation is simply that we tend to see what we expect to see, what we want to see, and often miss details unrelated to what we’re looking for. So our expectations determine what we see. Ohanian points out that the more school reform efforts in American schools require teachers to focus their attention on test prep for consonant blends, apostrophes, or fractions, etc., the more likely it is that teachers will fail to notice what philosopher of science David Hawkins called the bird in the window. That is, to be good educators, we need to keep our eye on the actual children, on what they’re focusing on. The child’s focus generally has very little to do with the ‘student-will-be-able-to’s in the Common Core State Standards or even in their own teacher’s lesson plan. Ohanian rightly points out that “in a good classroom the teacher bases her decisions on what she sees children doing. She pays close attention to the accidental things that happen along the way, the things nobody can anticipate. That gorilla. That bird in the window.” Sometimes the best lessons, the best class discussions result from unforeseen accidents. Impossible-to-plan-for things happen in the room that redirect everyone’s attention, allowing everyone to perceive in a different way. These aren’t disruptions; they’re opportunities. But of course, how you see them depends on what you’re expecting, what you’re looking for. The Common Core State Standards – compiled by a crowd of people who have never spent any significant time teaching in an elementary, middle or high school classroom – would have us eliminate every unpredictable moment, every accident, every spark of spontaneity from our classrooms. Yes, we can drill and kill kids on specific skills and get improved results on some test a month later, but ultimately, education is more about who the child becomes seven years down the road, than how he or she performs on any given day, on any given test, over any given set of skills.
You can read all of The Gorilla in the Room at: http://www.susanohanian.org/core.php?id=26 You can find out more about David Hawkins ideas on teaching science from the primary grades on up at: http://www.hawkinscenters.org/index.html v

what the teacher is looking for. You might think that there was immediately a mad rush to sign up for the latest due date possible, but that’s not what happened. Instead most kids opened their notebooks, looked to see when work or tests in their other classes were due, and signed up for a date that was relatively free of other responsibilities. Since students all had different schedules and studied different subjects, the chosen due dates tended to be scattered all across the two-week period. The result was delightful: once students began to schedule their own due dates, the quality of their work shot up dramatically. Timeliness and responsibiity increased as well: it became very rare for a student to miss his due date. On those rare occasions, I simply required 24-hour notice (the same amount of time my doctor requires if I need to cancel an appointment), and allowed the student to select another date. At the same time, as students gained control of their schedule, their stress decreased, and motivation increased. They knew exactly what my expectations were; they knew they had sufficient time to complete their work; and they knew that as long as they kept communication lines open with me, if something unexpected interfered with their plan, they could still be successful. Redford suggests that insisting on time limits as a metric for academic success is counterproductive. My own experience demonstrated clearly that eliminating time as a metric improved quality, responsibility, motvation, and general happiness in my students. It also improved my working conditions. Since I no longer collected 25 to 30 projects from each of five classes, all on the same day, I had no more stressful evenings trying to grade and return all work within 24 hours! Instead, projects trickled in three or four at a time allowing me to spend enough time assessing each child’s work, to provide all my students more meaningful feedback than I had previously had time for. Redford’s conclusion: “It’s very simple: Students should get access to the time they need to express what they know.” In her case, there’s a corollary: if a student regularly needs additional time, the school should consider an evaluation to determine whether the an IEP is needed. That’s undoubtedly wise. On the other hand, considering the truism that in ANY group of 20 to 30 students, the talents, challenges, motivation and stressors at work within the group always vary widely, it seems to me that abandoning our fixation on timing everything from tests to seatwork to projects, would not only be sensible but equitable. We might well discover that if we treated all our students like the unique human beings they are, instead of like raw material on a production line, the need for special education services might decrease dramatically. You can find Kyle Redford’s article, Off the Clock: Giving Students More Time to Demonstrate Learning at: http:// www.edweek.org/tm/articles/2012/10/30/fp_redford_time. html?tkn=LRCFk6ssIGZ72TeypHQyZHd90J6cq3QYe2w Y&cmp=clp-sb-ascd v

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v United Kingdom (continued) Sara Kramer New Malden, Surrey +44 (208) 942 9994 Marilyn Lane Redhill +44 (0173) 776-9049

Famous Dyslexics Remember
Chris Cosentino Chris Cosentino is a chef-partner at the restaurant Incanto in San Francisco. Cosentino has appeared on numerous telvision cooking shows, perhaps most notably winning Top Chef: Master on Bravo in September of 2012. His new cookbook, “Beginnings: My Way to Start a Meal,” went on sale in May of this year. In an article in the Chicago Tribune, he spoke about his dyslexia, explaining that rather than writing his cookbook, he talked it: “When I was a kid in school, we were taught to never write like you speak, red pencils and grammar every single day. Here I am, dyslexic and ADD, it was hard. Writing the foreword, my editor Jennifer Newens hammered me for 2 1/2 hours about my recipes. She took my words verbatim, and it sounds like me being who I am and encouraging people to cook at home. If cooking comes from the heart, then it’s good.” You can read the entire article at: http://articles.chicagotribune.com/2012-05-30/features/sc-food0525-cosentino-20120530_1_pumpkin-patch-seasonal-bounty-recipes Goldie Hawn Goldie Hawn is an American actress, film director and producer, perhaps best known for her roles in Private Benjamin, Cactus Flower (for which she won an Oscar), Overboard, Death Becomes Her, and The First Wives Club. In May, Goldie Hawn received an award from the Substance Abuse and Mental Health Service Administration in Washington DC, in recognition of her work to help children with learning challenges, and to raise awareness of mental health issues in schools. She feels that schools today are very different from those she attended as a child. “I think we had much more dream time. I think we didn’t have as much pressure...I was not a great student... I had minor dyslexia, but I never felt the pressures of those kinds of problems; I felt like I was going to be ok,” she said. “…kids now are so pressured that their stress factors are really great.” Ms. Hawn has created her own organization, the “Hawn Foundation” which has developed a program for troubled children that builds on their social and emotional learning skills.

Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson Longhope Gloucestershire +44 (01452) 830 056 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Caroline Smith Moggerhanger Bedfordshire +44 (01767) 640 430 Judith Shaw also Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Drs. Renée van der Vloodt also Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Evelyn White Walton-on-Thames, Surrey +44 (01932) 243 083 The Blueberry Center Margarita Viktorovna Whitehead also DDA Director Richard Whitehead also DDA Director also DLS Presenter-Mentor also Fundamentals Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066

Richard Ford Richard Ford is an American writer of novels and short stories. His best-known novels are The Sportswriter (1986) and its sequels, Independence Day – for which he won a Pulitzer Prize in 1996, and The Lay of the Land (2006). Ford didn’t finish reading an entire book until he was 19 years old. “I’m dyslexic and so it was always easier for me to not finish books than it was to finish books. Nobody in the school that I went to made me finish books, and so I was pretty adroit at getting off this side and getting off that side of the responsibility.” Ford feels that being dyslexic as a writer can be an advantage. “For me, [being dyslexic] equates me with all of those non-cognitive qualities that language has besides just the cognitive qualities of what words mean. So I’m interested in how many syllables a word has, how many long A sounds, all of those things that meets the reader’s interior ear, because I think that that’s what readers do when they read. If they read the literature they hear the language.” v

Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Reading Research Council Dyslexia Correction Center Ray Davis also Autism Facilitator/Coach, Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990 Anette Fuller Walnut Creek +1 (925) 639-7846

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v California (continued) Angela Gonzales Norco +1 (951) 582-0262 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Dorothy (Dottie) Pearson Vacaville + 1 (707) 334-7662 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Janet Confer Littleton +1 (720) 425-7585 Annie Garcia Wheat Ridge/Denver +1 (303) 423-3397 Crystal Punch also DLS Mentor Centennial/Denver +1 (303) 850-0581 Karen Johnson Wehrman Elizabeth +1 (303) 243-3658 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Dr. Yolanda Davis-Allen Ft. Gordon + 1 (706) 772-5567 Lesa Hall also Autism Facilitator/Coach Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You also Autism Facilitator/Coach Ewa Beach/Honolulu +1 (808) 685-1122 Idaho Kelley Phipps Fruitland + 1 (208) 949-7569 Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 789-7323

THE DYSLEXIC READER

Another Davis Success Story
By Laura Zink de Díaz, Davis Facilitator in Bogotá, Colombia

When my daughter, Sara, was in Kindergarten, her teacher said she was disorganized, too sociable and too distractible. I heard the same thing all through elementary school. Sara could read as well as necessary, but didn’t read much for pleasure. She wasn’t a great speller and her handwriting looked as if it had been produced in pain. To help her stay on task during homework time, we’d put on classical music; it seemed to help her learn to concentrate. Off and on through middle school, Sara would seem to be doing fine academically, but then suddenly there’d be a troubled period, particularly in math. In the primary grades, Sara insisted she’d grow up to be a marine biologist or some other kind of scientist. By the end of middle school, she’d dropped all notions of science as a career. Fortunately, during high school she had a handful of really wonderful math and science teachers who built her confidence back up. In college she majored in chemistry and Spanish. She earned excellent grades in Spanish, but college level chemistry was really challenging. She stuck with it though, and after college she worked for several years in biotech, where she excelled and was repeatedly rewarded with promotions. Eventually, in spite of her success in the private sector, Sara decided she wanted a career in academia, and began work on a Masters degree in History of Science at the University of Washington in Seattle. Right away, she started to have trouble. She had to read about 600 pages of history texts every week, and within a month she was falling behind. Sara realized that it was the little words that were holding her back in her reading, so she called and asked me to assess her. It hadn’t occurred to us when she was little that Sara might be dyslexic. After all, she’d done reasonably well in school, somewhat better in college when she could focus on the studies she was most interested in, and had been admitted to graduate school. Was hers the portrait of a dyslexic? Yes! Sara’s Perceptual Ability Assessment pointed to an ability to process her thoughts nonverbally and in three dimensions. So she hung on until the end of that first, difficult quarter and did a Davis Program with me during Christmas break of 2005. The powers that be in the History Department never really understood Sara, and didn’t seem interested in changing that situation. As she was finishing up her Masters degree, her advisor warned her that she might not be accepted into the doctoral program. Sara’s a big picture thinker and she has a gift for synthesis: she sees connections among disparate elements and combines them into a more complex whole. When she’d look at historical events, Sara would draw connections between one period and another, one advancement

and another, and between different disciplines as well. But the predominant view in the history department was that she specialize narrowly, limit her focus to one aspect of one era. Meanwhile, Sara’s global vision and interdisciplinary tendencies, had served her well when she took history classes offered through the Women’s Studies Department. The faculty there appreciated her gift for synthesis and her global vision, so she applied for their doctoral program as well. Ultimately, Sara was accepted into doctoral programs in both departments, but Women’s Studies gave her a hefty scholarship. From History: nada. Since she could do the same work in either department, Sara moved over to Womens Studies. Graduate school keeps you so busy sometimes you don’t know if you’re coming or going. I wondered if Sara had been doing her Davis follow-up work, and after a couple of years, I asked. “Well, no, Mom, I really haven’t had time to do the clay work – I have way too much to do for my classes.” She’d done well anyway, and discovered one interesting thing. Whenever Sara was writing a paper, if she got lost in the middle and couldn’t figure out where all her research was taking her, she’d stop and ask her room mate to toss her the Koosh balls as she’d learned during her Davis Program. As soon as she finished the exercise and headed back to her desk, all the information seemed to line up perfectly and point towards the conclusion she was striving for. “Why would that be, Mom?” she asked. “Of course, dear!” I replied. “The Koosh balls fine tune your Alignment. That makes you focus better. And of course, the physical exercise sends oxygen to your brain, so no wonder you see more clearly afterwards!” Sara still does Koosh balls whenever something has her stumped. Now, as of June of this year, she’s Dr. Sara Díaz. I was lucky enough to get to Seattle in time to see her defend her dissertation on the representation of women and minorities in the sciences. She focused on three women scientists, one from seventeenth century Mexico, and two from the twentieth century, one African American and the other, Chinese American. And I also got to see Sara don her regalia to officially receive her Ph.D. A couple of months before Sara received her degree, she was selected from a field of over 180 applicants for a position as assistant professor at Gonzaga University in Spokane, Washington. Starting this fall, Sara will be the first official member of Gonzaga’s brand new, Department of Women and Gender Studies. In addition to teaching three courses per semester this coming academic year, she will begin to design the future curriculum for this new department. Her global vision will come in very handy with such a monumental task! I’m as proud as I could possibly be of Dr. Díaz! She and I both know just how much her success in academia is owed to her gift of dyslexia. We also know how much having found the Davis tools at the start of her graduate studies helped her finish and find a great job! v

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Indiana Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Kansas Kristi Thompson also DLS Presenter-Mentor Manter +1 (719) 529-5276 Louisiana Kathryn Kovac Sterlington +1 (318) 789-8976

Newly Licensed Davis Facilitators
Kelly Attebery “I am a home school mom whose daughter Alice went through the Davis Dyslexia Correction Program a few years ago and changed all our lives.” Playmaginating. 1157 N. 9th, Laramie, Wyoming 82072, USA. +1 (307) 221-3081. playmaginating@yahoo.com Christine McCarthy “Originally from England, my husband, three children and I moved to New Zealand in July of 2003. On leaving school I trained as a Registered General Nurse at Guy’s Hospital London. Later I specialized in Accident and Emergency Jeannette Bruinsma Nursing. Having developed an interest in Nurse Education “Since 1985 I have been working as a I was lucky enough to travel to many interesting parts of teacher at primary schools in the city of the world, training nurses in the use of special equipment Amersfoort, in the Netherlands. Over in ITU’s. This was what first brought me to New Zealand. the years I got more and more frustrated After my third child was born, I retired from that life and not being able to offer the right help to indulged my passion for textiles, by setting up my own students who struggle in regular classes. soft furnishing business. When it later became apparent In my quest to find a way to help them I ran into a book that my youngest child was struggling with some kind of called The Gift of Dyslexia. This book made me see the “learning difference”, I was fortunate to be put in touch logic of dyslexia and how to help people deal with it. with a fantastic Davis Dyslexia Facilitator (Janet Pirie Now I’ve reached the point where I am able to provide Hunter). With her guidance and support my daughter picture thinkers with the tools to cope with their different has gone from strength to strength. Seeing the fantastic way of thinking in an effective and surprising way.” Zit results from the Davis Correction Program led me to want dat Zo! Berlagestraat 2, 3822 TA, Amersfoort, Nederland. to learn as much about it as possible, and then to train +31 (06) 3914-8188. j-bruinsma@live.nl as a Davis Facilitator. In my spare time, I create Oamaru Stone Sculptures.” 24 Fairway Oaks Drive, Waikanae Sophie Flaux Lasnon Beach, Kapiti Coast, Wellington 5036, New Zealand. 23 rue Landejulien, Riec Sur Belon 29340, France. +64 (2) 173-4795. christine@unlockingpotential.co.nz. +33 (6) 14 57 03 38. parlonsdys.com contact@parlonsdys.com Kelley Phipps “I hold a Bachelor of Science in Marie Gaydon Elementary/Special Education and a “I’m a teacher. I teach French language Master of Science in Literacy. At Art arts and I decided to become a Davis Centerpoint Learning Solutions we Dyslexia Correction Facilitator to help focus on the client, offering clientmy dyslexic students who are having centered, drug-free solutions to learning difficulty in class. I’m going to continue difficulties. We work with all ages, giving assistance in to teach, but will also work as a reading, mathematics, handwriting, and ADD/ADHD.” Davis Facilitator so I can help both children and adults CenterPoint Learning Solutions. 12009 NW 19th Street, with learning challenges.” Dys Sur Dys. 152 rue de la Fruitland, Idaho 83619, USA. +1 (208) 949-7569. http:// Guicharde, Limas Frei de Lyon 69400, France. +33 (06) www.centerpointlearningsolutions.com. kelleyphipps@ 66-58-14-26. marie.gaydon12@gmail.com centerpointlearningsolutins.com Nina Gekhman “In 1994 I graduated with a B.A. in Pedagogy from Yakuzk University, in Russia. I have seven years of experience as an elementary school teacher. In 2011 I became a therapist coach in ABA, the Applied Behavior Analysis Method for Autistic children in Israel.” Clinic Medis. Academica Anohino Str.2 corp.6, Moscow, Russia. +7-495-788-8386. www.dyslexia-dysgraphia.ru. ninoshik@mail.ru Lisa Henry 49 rue de Laseppem, Bordeaux 33000, France. +33 (05) 57 87 19 43. lisa.henry.casler@gmail.com Jocasta Oliver Dyslexia Learning Solutions. 4 Te Kupe Road, Paraparaumu Beach, Paraparaumu, New Zealand. +64 (4) 904 4162. www.dyslexialearningsolutions.co.nz. Jocasta@dyslexialearningsolutions.co.nz Nadezhda Popova Clinic Medis. Academica Anohina Str. 2. Corp.6, Moscow, Russia. +7-495-788-8386. /www.dyslexia-dysgraphia.ru/. npopova-1979@mail.ru Desmond Smith “It is a privilege to call myself a Davis Dyslexia Facilitator. I am looking forward to the opportunity to facilitate others through a journey of self-discovery towards their gift of Dyslexia. It is my goal to successfully guide them in breaking through the boundaries currently challenging them to help them unleash all their true and wonderful potential. Special thanks go to my trainer, my peers in training, my parents, and my partner, Roo, for all their help and support throughout my journey.” Oakville Success Centre. Suite 38-1545 Cornwall Rd, Oakville, Ontario L6J0B2, Canada. +1 (905) 844-4144. des@ oakvillesuccesscentre.ca

Massachusetts Karen LoGiudice also Fundamentals Workshop Presenter also Autism Facilitator/Coach Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 997-4642 Michigan Molly Scoby Greenville +1 (231) 250-7260 Kathleen McNally Near Ann Arbor, Kalamazoo +1 (517) 796-5429 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Grand Ledge/Lansing +1 (517) 652-5156 Minnesota Cyndi Deneson also Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Clark Brown Roach +1 (573) 552-5772 Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Montana Elsie Johnson also Autism Facilitator/Coach Manhatten +1 (406) 282-7416 Nebraska Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Reno +1 (775) 265-1188 New Hampshire Glenna Giveans also Autism Facilitator/Coach Lebanon + 1 (603) 863-7877 Michele Siegmann also Autism Facilitator/Coach Mason/Manchester/Boston +1 (603) 801-1247 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 New York Lisa Anderson Seneca Falls +1 (315) 576-3812

PAGE 24
v New York (continued) Wendy Niedermeier Byron +1 (585) 233-4364 North Carolina Gerri W. Cox also DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Oklahoma Patti Godwin Bartlesville +1 (918) 232-0462 Ashley Grice also Autism Facilitator/Coach Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Nicki Cates Portland +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Janell Warkentin Keno +1 (541) 647-0841 Pennsylvania Marcia Maust also Autism Facilitator/Coach also Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson also DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown also DLS Presenter-Mentor Colleen Millslagle also DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427

THE DYSLEXIC READER

Newly Licensed Davis Facilitators
Oxana Stein Lora Zakon-Oran “I am a Facilitator at the Moscow “Medis” clinic, “Since 2006 I have managed a family a well known establishment for over six years, clinic in Moscow, where five licensed with a wide range of clients of all ages. I am relaxed, Davis Facilitators have successfully used friendly, and down to earth. I like to share my knowledge the Davis Method of correcting dyslexia with my students. I am professional, positive, love to and other learning challenges. We also travel and meet others.” Clinic Medis. Academica Anohino have a psychiatric advisor, and we work Str.2 corp.6, Moscow, Russia. with both adults and children. I have a lot of experience +97-252 223 5015 www.dislexia-dysgraphia.ru evaluating human resources, psychometric exams, oxanastein@gmail.com developmental methods and analyzing test results. I graduated in sociological and psychological academic Roenie Visser education at I.P.K Institute in Moscow.” Clinic Medis. “When I was a child, it became clear Academica Anohina Str.2 corp.6, Moscow, Russia. that I was a picture thinker. For me +7-495-788-8386 www.dyslexia-dysgraphia.ru school was always a challenge. When lora.zakon@gmail.com. I was younger I dreamed of helping people with learning problems, because Cherone Wilson I know exactly what they feel and think. “I spent several years working as a Learning Assistant in In 2009 I decided to attend the first DDA workshop. schools in New Zealand and overseas, assisting children I am very proud to be a Davis Facilitator now and my with a whole range of learning difficulties and needs. goal is to work with children and adults, so they will Having seen family members complete the Davis Dyslexia be happier in school and at their work.” Buro Dyslexie. Correction Program, I knew this was the way forward Postbus 337, CD, Amersfoort 3824, Nederlands. for me to make a positive change in people’s lives.” + 31 (06) 24 45 67 33 www.burodyslexie.nl Positively Dyslexic. 53 Sandspit Road, Howick, Auckland 2014, New Zealand. +64 (21) 184 5047 cherone@positivelydyslexic.co.nz

Davis Training Programs
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.

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

THE DYSLEXIC READER

PAGE 25
Texas (continued) Dorothy Owen also Supervisor-Specialist also Autism Facilitator/Coach Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Beverly Parrish League City +1 (281) 638-0297 Laura Warren also DLS Workshop Presenter-Mentor Lubbock +1 (806) 790-7292 Virginia Donna Kouri Rockville +1 (804) 240-0470 Angela Odom also DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Blackburg +1 (540) 552-0603 Washington Elizabeth (Liz) Bertran Lake Stevens +1 (425) 231-9705 Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane +1 (800) 371-6028 (Toll-Free) +1 (509) 443-1737 West Virginia Allison Boggess Culloden +1 (888) 517-7830 Gale Long also Autism Facilitator/Coach also Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin Anne Mataczynski also Autism Facilitator/Coach Wausau +1 (715) 551-7144 Marla Verdone Janesville +1 (800) 753-8147 (Toll Free) Wyoming Kelly Attebery Laramie +1 (307) 221-3081 v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326

Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition The Kit includes: and comprehension • Instruction Manual • establish life-long “how-to-learn” • Sturdy nylon briefcase skills. • Reusable modeling clay (2 pounds) • Clay cutter The Davis Methods • Webster’s Children’s Dictionary for Young Learners (hardcover) Davis Focusing Strategies provide • Punctuation Marks & Styles Booklet children with the self-directed ability to be physically and mentally focused • Two Koosh Balls • Letter Recognition Cards on the learning task at hand. • Laminated Alphabet Strip Davis Symbol Mastery enables • Stop Signs for Reading Chart children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $129.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/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.
This Directory is current as of December 15th, 2012. 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.

PAGE 26

THE DYSLEXIC READER

Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose ­ Elementary School, Fremont, California

2013 DATES & LOCATIONS
Date Location Telephone 2013 Jan 24-25 Mar 7-8 Apr 11-12 May 9-10 June 18-19 June 20-21 July 11-12 July 25-26 Tyler, Texas Tyler, Texas Richmond, Virginia Tyler, Texas Denver, Colorado Shallotte, North Carolina Amarillo, Texas
 Tyler, Texas +1 (903) 531-2446 +1 (903) 531-2446 +1 (804) 833-8858 +1 (903) 531-2446 +1 (719) 324-9256 +1 (910) 754-9559 +1 (806) 790-7291 +1 (903) 531-2446

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person Early registration discount available (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $89 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1 (888) 805-7216, and ask for Paula McCarthy.

July 30-31 Aug 1-2 Aug 1-2 Oct 10-11 Oct 21-22

Brookings, South Dakota +1 (605) 692-1785 Shallotte, North Carolina Tyler, Texas Tyler, Texas Richmond, Virginia +1 (910) 754-9559 +1 (903) 531-2446 +1 (903) 531-2446 +1 (804) 833-8858

For more details, visit www.davislearn.com

THE DYSLEXIC READER

PAGE 27
Materials included with workshop

The Gift of Dyslexia Workshop
Read the book? Take the next step in helping others correct dyslexia. Attend this workshop! WORKSHOP OUTLINE DAY ONE
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

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

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

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

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

2013 WORKSHOP SCHEDULE
Denmark
February 27 – March 3, 2013 Silkeborg (near Aarhus) Presenter: Robin Temple Language: English/Danish Telephone: +49 (040) 25 17 86 22 Email: info@davisdyslexie.de

Mexico

February 25 – 28, 2013 Mexico City Presenter: Cathy Calderon Language: Spanish Telephone: +52 (81) 8335 9435 Email: spanish@dyslexia.com

United States

March 11 – 14, 2013 Burlingame, CA
 Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com July 8 – 11, 2013 Burlingame, CA
 Presenter: Larry Smith, Jr.
 Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com October 7 – 10, 2013 Burlingame, CA
 Presenter: Karen LoGiudice Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com

Germany

February 7 – 10, 2013 Berlin Language: German/English Presenter: Ioannis Tzivanakis Telephone: +49 (040) 25 17 86 22 Email: info@davisdyslexie.de April 4 – 7, 2013 Freiburg Language: German/English Telephone: +49 (040) 25 17 86 22 Email: info@davisdyslexie.de

Netherlands

Loenen aan de Vecht 15-18 February 14-17 March 26-29 April 6-9 June Presenter: Robin Temple Language: Dutch

South Africa

France

May 3 – 6, 2013 Paris Language: English/French Telephone: +49 (040) 25 17 86 22 Email: info@davisdyslexie.de

January 7 – 10, 2013 Randburg Johannesburg Presenter: Axel Gudmundsson Language: English Telephone: 021 783 2722 Email: axel@gifteddyslexic.com

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

THE

PAGE 28 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 CHANGE SERVICE REQUESTED

Dys•lex´ •ic Read´ • er ˜

PRESORTED THE DYSLEXIC READER STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

USA Workshop Information Questions?
Toll Free: 1 (888) 805-7216 1 (650) 692-7141 Email: answers@davistraining.org

The Gift of Dyslexia Workshop
Come learn and experience the Davis Dyslexia Correction procedures first hand! This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who should attend: • Reading Specialists & Tutors • Parents & Homeschoolers • Resource Specialists • Educational Therapists • Occupational Therapists • Speech/Language Therapists 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.

2013 INTERNATIONAL SCHEDULE
Jan 7 – 10 Feb 7 – 10 Feb 15 – 18 Feb 25 – 28 Feb 27 – Mar 3 March 11 – 14 Mar 14 – 17 April 4 - 7 April 26 – 29 May 3 – 6 June 6 – 9 Randburg Johannesburg Berlin Loenen aan de Vecht Mexico City Silkeborg (near Aarhus) Burlingame, CA
 Loenen aan de Vecht Freiburg Loenen aan de Vecht Paris Loenen aan de Vecht South Africa Germany Holland Mexico Denmark USA Holland Germany Holland France Holland

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

See page 27 for more workshop details.

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

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDAI-Int’l, Canada & USA 1601 Bayshore Highway, Ste 260 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: 1 (650) 692-7075 E-mail: ddai@dyslexia.com DDA-DACH Deutschland-Austria-Switzerland Wandsbecker Chausee 132 D-22089 Hamburg GERMANY Tel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24 E-mail: germany@dyslexia.com SWITZERLAND Tel: 41 (061) 273 81 85 E-MAIL: ch@dyslexia.com DDA-Latin America Calzada del Valle #400 Local 8 Colonia del Valle Garza García, Monterrey Nuevo León México, CP 66220 Tel: 52 (81) 8335-9435 Email: spanish@dyslexia.com DDA-Nederland Jacques Schreursstraat 25 6074 CR Melick NEDERLAND Tel: 31 (475) 520 433 E-mail: info@davisdyslexie.nl DDA-UK Davis Learning Foundation 47-49 Church Street Great Malvern Worcestershire WR14 2AA Tel: +44 (0) 330 011 0680 E-mail: uk@dyslexia.com DDA-Pacific 295 Rattray Street Dunedin, New Zealand 9016 Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: pacific@dyslexia.com

Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (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 for our booklet.

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