The
~
Dys•lex´•ic Read´•er
Vol. 21 Davis Dyslexia Association International
A Quest to Understand Dyslexia as a Gifted
Education Teacher
by Rebecca K.T. Anderson, MS
This is the Part One of Mrs. Anderson's
quest to understand dyslexia and was
excerpted from her research paper for her
Graduate Seminar. Part Two, her quest as a
parent, will appear in Volume 22 of The
Dyslexic Reader.
ccording to Webster
A (1976), "research" means
an investigation or
experimentation aimed at the
discovery and interpretation of facts,
revision of accepted theories or laws
in the light of new facts, or practical
application of such new or revised
theories or laws. I truly have
experienced the definition of research
through this paper. I have discovered,
Davis Presentations in Israel & Singapore
Davis Training for
Professionals & Parents
Begins in Asia
by Alice Davis
Ron Davis traveled to Singapore
in March, 2000 to give a lecture at
the Regional English Language
Centre sponsored by Chin Phaik
Sue and Ewe Phaik Ean of Gifted
Minds Dyslexia Correction
Services. Since 1999, Phaik Sue has
helped several families in Singapore
arrange for US Davis Facilitators to
travel there and provide Davis
programs to their children. As a
result of Ron's lecture and the
demand expressed for Davis
interpreted, revised, accepted,
experimented, and applied many of
the strategies and theories I have
read. Each time I sat to read, write,
and/or synthesize information, it was
not just a paper or a requirement for
my degree, but also my son's
educational struggle and the conflict
of my neighbor's children who are
my students.
Originally, this project seemed
pretty straight forward to me. I
wanted to know more about visual-
spatial learning styles and share what
I learned with other interested
teachers. A classroom teacher's
position is very demanding. Teachers
are expected to be experts. The
content, knowledge, and versatility of
learning strategies teachers are
From left to right, Ewe Phaik Ean, Chin
Phaik Sue, Koh Seng Loo, Boyle Chua,
Ron Davis, and Mr.& Mrs. C.S. Goh
programs in Singapore, Gifted
Minds has agreed to sponsor the
Davis Facilitator Training Program
for interested professionals and
parents throughout Southeast Asia
C ontinue d on page 3
Issue 2 • 2000
expected to address by our society
can be overwhelming. But we must
find and implement solutions to meet
our student's educational needs. We
"The path began to wind
and turn in a different
direction after reading
Davis's book."
must not place the gifted or any other
students at risk due to our lack. Our
children need teachers who are
trained in a variety of strategies, not
just large group, teacher centered,
verbal sequential strategies.
Without a doubt, the most
influential discovery I made through
this project is reading the book, The
C ontinued on page 6
In This Issue
News & Feature Articles:
A Quest to Understand Dyslexia . . . . . . . .1
Davis in Israel & Singapore . . . . . . . . . . . .1
Different Not Deficient . . . . . . . . . . . . . . . .2
What Happened to Kyle . . . . . . . . . . . . . . .4
Interview with Ron Davis . . . . . . . . . . . . . .4
Musically Dyslexic . . . . . . . . . . . . . . . . . . .5
Regular Features:
Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2
In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2
Book Review . . . . . . . . . . . . . . . . . . . . .7 & 9
New Facilitators & Specialists . . . . . . . . . .8
Davis Providers (U.S. & Canada) . . . . . . .11
PAGE 2 THE DYSLEXIC READER

Spring
IN THE MAIL by Amy Cimprich

Spring is a flower sprouting

Writing Success
by Nancy Cimprich
Dear Dyslexic Reader,
I am a recently licensed Facilitator.
I pursued my new career largely
because of my daughter Amy, an 8
year old and a 2nd grader. She is a
dyslexic who had tremendous
improvement in her reading skills
because of the Davis program. Now
reading above grade level. Recently
the principal of Amy's school
from a seed.
contacted me because she was so Spring is a word that is locked
impressed with Amy's writing skills. in my heart.
Of particular note was an assignment Spring is my love inside of me.
to the entire 2nd grade to write a My mom reminds me of spring
poem. I read the poem for the first because she is my love.
time that day. It brought tears to my Spring is my friend, lovely and
eyes to know that her work stands quiet as can be.
out among the rest, in my estimation, Well spring has to go.
not despite the dyslexia, but because Spring is my sister, cool and neat.
of it. Furthermore, it is an amazing Spring is my life as nice as can be,
testimony to the Davis Program that wonderful and wild as a fox.
when asked what she wants to be Spring is going to leave...
when she grows up, Amy will reply, and that is that.
"a writer." So here is the end.

Different Not Deficient

ALEX PDQ
We are taught mostly with textbooks,
by Sheila Leigh Youngquist through reading with our eyes.
Equal stimulation through our ears and
We live in a world that is filled with
dimensional instruction is where the
straight lines, when we better understand
secret lies.
curves.
DYSLEXIA WARNING SIGNS: We love the sounds of disruptive
We do not wish to be segregated or
NEGOTIATING SKILLS children, loud music, and creativity that
singled out in any way.
weighs on others nerves.
We long to stay with our peers and learn
together, as equals someday.
We do not wish to label you, the way
AND IF WE WATCH ONE OF you’ve labeled us.
MY SHOWS, I WON’T HAVE We’ve continued to sit in the back seat of
We would never label someone who does
TO ASK YOU A LOT OF education, while others get to drive.
not see exactly what we see.
EMBARRASSING QUESTIONS Unable to steer off course, where the
ABOUT WHAT’S GOING ON. traditional learners might feel deprived.
The way we learn is different than the
way of most of you.
As adults we push for a wider margin of
We would not expect you to go through
thinking, to evolve education towards its
life learning the way we do.
best.
In a hope to expand the traditional
We are not slow, deficient, or below
curriculum, not just to serve the
average like everyone’s been told.
recognized majority, but to include all
the rest.
We are talented, unique individuals, with
an extraordinary gift to think
Fall 1999
dimensionally more bold.
Dedicated to the unrecognized majority.
If everyone’s mind is different, why are
we taught the same? Sheila Youngquist is the mother of Ian
Don’t miss Alex’s latest adventures at: Enhancing one group of individuals Youngquist, who participated in the Davis
http://www.dyslexia.com/alexpdq/ learning process and not the others is a program at New Hope Learning Centers,
shame. Milwaukee, Wisconsin, in January, 2000.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,
Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia
and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s
abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis,
Abigail Marshall, Michele Plevin. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere.
BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND 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: http://www.dyslexia.com/

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol
Mastery®, Davis Orientation Counseling® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise
noted. All rights reserved.
THE DYSLEXIC READER PAGE 3
continued from page 1

and the South Pacific, beginning in

November, 2000! For enrollment
information, please visit
http://sg.dyslexia.com/ or write to:
singapore@dyslexia.com.

Launching the Davis

Method in Israel with a
Splash!
by Anna Zawidowski

While training to become a Davis

Facilitator in Germany, the thought
grew in the back of my mind of
eventually working with clients in
Israel where I had grown up. So I
was delighted to discover and make
contact with a Facilitator there,
Judith Schwarcz. Judith turned out to
be an enterprising, vivacious and
energetic woman who manages to
move heaven and earth to arouse
interest in her work. It was her idea,
as Chairperson of the English
Speaker Resident's Association
(ESRA) Support Group For Parents
With Children With Learning
Disabilities to organise a congress of
professionals to inform parents about
the various possibilities open to
them. Judith's energy and
determination motivated friends,
relations and even complete strangers
to help organise what turned out to
be a remarkable event.
The days before the event were
packed full. At one stage, three of us
were answering phones giving
information. One important point was
translating the necessary material
from English into Hebrew with its
completely different alphabet and
grammatical structure, not an easy
task. Judith's organisation was
phenomenal. Not even the slightest
detail was forgotten. Everything had
been thought of and anyone who
could contribute was motivated to do
so. Remarkably, most of the work
was done voluntarily, including
providing the beautiful hall and an
impressive buffet.
At 6.30 pm, on February 22, 2000,
when the event opened, we could
already tell that the evening was
going to be an unqualified success.
Over 30 different professionals were
From Left to Right: Anna Zadowski, Dawn Balaga, Judith Schwarcz, Bonny Beuret, Adel
Hunger (co-chairperson of ESRA), Patricia Relf (founder of the LD Support Group), Audrey
Goodman (co-chairperson of ESRA)
present and naturally DDAI had its and Nava Yahalom, who stayed for
own stand at which people could over an hour and expressed enormous
receive general information, have interest in the Davis Method. In all,
their specific questions answered and over 1000 people came and Bonny's
purchase The Gift of Dyslexia book lecture was delivered to a packed
and video. The stand was busy from auditorium. There was certainly no
the start to the end. room there for the proverbial pin!
Bonny Beuret, Davis Dyslexia It is hard to believe that an event
Association director from of this magnitude had been organised
Switzerland, was our guest lecturer. by a handful of dedicated volunteers
Parents, many teachers and therapists in the hope to help children to be
were queuing up at our booth to able to achieve there true potential
receive information and details about with the correct intervention and
the Davis Method. At some point I understanding for educators and
was informing 10 people at a time, professionals alike. A big thanks goes
many of whom expressed interest in to ESRA, Judith, and all the
a Fundamentals Workshop or in the volunteers. Well done! Or as we say
Davis Learning Strategies Teacher's in Hebrew, Kol HaKavod! u
course. The evening was an
invigorating and very promising start Judith Schwarcz and DDAI plan to
to the launching of the Davis Method publish "The Gift of Dyslexia" in
in Israel. Hebrew sometime in late 2000, and
The guests of honour that evening shortly thereafter, offer Davis
were Israeli Deputy Education training programs to professionals
Minister and his wife, M.K. Shaul and parents in Israel.
Left: Bonny lectures to a packed auditorium. Right: From Left to Right: Raymond and Judith
Schwarcz, Knesset Member Nava Yahalom, Israeli Deputy Education Minister M.K. Shaul and
his wife, Bonny Beuret, and Etya Chesler.
PAGE 4
What Happened to Kyle!
by Cyndi Deneson, Davis Specialist and Director,
New Hope Learning Centers, Milwaukee, Wisconsin.
I first met Kyle on May 14, 1997.
He was 10 years old and in the 4th
grade. I assessed his reading level at
a 1.9 grade equivalent. Kyle was on
Ritalin for hyperactivity. He informed
me that being on Ritalin was like
"sitting on a chair...even when I'm
out for recess, it's like sitting on a
chair." He had a vivid imagination;
he could talk non-stop when he was
excited about an event he had
experienced or a science fiction story
he was creating. His favorite subject
was science. He liked building
things.
Kyle was first multiple-teamed at
school at the end of 2nd grade. He
was placed in the LD program at
school and started on Ritalin. At the
end of 4th grade, he was assessed
again at school. No substantial
changes were noted. Kyle's mom
brought him to New Hope Learning
Centers. The Davis Perceptual
Ability Assessment confirmed that
Kyle had a dyslexic learning style.
The Woodcock Reading Mastery Test
Interview with
Ron Davis
by Sue Spataro, RN, BSN for a "Meet the
Author" feature at www.homeschoolzone.com/
hsz/davis.htm
How does a
person with
dyslexia perceive
their world?
In my opinion,
perception, the
physical process of
bringing
information about
Ronald D. Davis, the environment
author of The Gift into the mental
of Dyslexia
system, has no real
standard. It is true that a "standard
human being" has all of the sensory
equipment, but there are slight
structural differences in the sensory
organs. Therefore from the very
beginning of the perception process
there are going to be differences in
confirmed that Kyle was still reading
at a first grade level.
Kyle participated in the Davis
Dyslexia Correction Program in June,
1997. He was my first client using
the Davis methods. The morning I
oriented him, we talked about
"triggers." (letters, words and
symbols that have no meaning and
cause confusion or disorientation for
the dyslexic reader). He started to
look for triggers immediately. One of
the first ones he found was a question
mark. He pointed at it and said,
"What is that? I've never seen one of
those before." I explained. He wanted
to know why it was used. I told him.
He responded, "You mean it's on a
page when they want to ask a
question?" I said, "Yes." He said,
"OK!" From that moment on, it was
no longer a trigger. The week had its
ups and downs, but by the end of the
week Kyle was reading at the 3rd
grade level! He was on his way! He
was not yet reading at grade level
and I thought he still had way too
all people. Then the differences in
our mental processing of the
information would widen the gap.
Just because we can both, see and
recognize green grass, blue sky, and
red flowers, we should not assume
that we are seeing or perceiving the
same things. But that assumption is
prevalent in our society. It is the
reason that a dyslexic person cannot
tell you, nor would they think to tell
you, about the differences in the way
they perceive their world.
That having been said, we can
look at what dyslexics can do that
will widen the perception gap even
further. The dyslexic has the talent
which allows them to use
disorientation without effort or
conscious control. Disorientation
alters or distorts their normal
perception. Their perception is being
influenced or replaced by their
thoughts. Ordinarily people are aware
of the difference between what they
are thinking and what they are
THE DYSLEXIC READER
much anxiety when he read, but he
was on his way! His parents were
thrilled…so was I.
Throughout that summer, I saw
Kyle periodically for follow-up work.
His mom was working with the
reading exercises, Koosh balls, and
clay at home even though Kyle was
not always very cooperative. His
mom related that everyone who did
the reading exercises with him saw a
continued on page 5
perceiving. During a disorientation
they are the same thing. If you
consider that what we perceive is
what we accept as reality, during a
disorientation we are experiencing
our thinking as reality. If a person is
watching a movie, a non-dyslexic
would only be entertained by what
they are seeing and hearing, while the
dyslexic could actually be
experiencing the action. It is because
disorientation erases the difference
between thought and reality that
this happens. When you see a person
"daydreaming" this is what they are
doing., they are not experiencing the
reality of the environment, they are
experiencing a reality of their own
creation. Most people who do not
daydream would discount its value,
because they are unaware that this is
creativity in its most basic form.
Albert Einstein said that the answer
to his dilemma on general relativity
came to him in a daydream that
continued on page 10
THE DYSLEXIC READER
Musically Dyslexic
by Geoffrey Keith
Originally posted to theDavis Dyslexia
Discussion Board: Dyslexic's Network: Chat -
Sharing - Support on March 27, 2000. The
Dyslexic Reader thanks Mr. Keith for his
generous contributions to our newsletter and
the DDAI Discussion Board. We look forward
to publishing more of his comments and
articles.
I graduated with a music
degree, and so can you. Just
stick with it.
I think that I first learned
to read music out of a panic
factor. I'd applied to music school,
and they'd recommended that I not
come, because I'd not passed two out
of the three placement tests. They
were basic ear training and music
theory tests, and an instrument
audition. I'd passed the music theory
(I'm good with music concepts and
love composing), but I'd not done
well in the ear training and the
instrument audition (especially the
sight reading part). It was a state
school, so they couldn't stop me from
coming. They could only recommend
that I not come. If I didn't pass the
audition tests within a year, though,
then I couldn't stay in the college of
music and would have to transfer to
another college in the university. I
ignored their recommendation and
decided to go that year.
Over the summer I crammed on
Kyle
continued from page 4
difference. My main objective in his
follow-up work was to help him
lower his anxiety level while reading
using Release and Dial-Setting
procedures.
Kyle went back to school in the
fall without his Ritalin. He was
thrilled. I participated in a school
conference with Kyle's parents and
his teachers. It was decided that he
would be mainstreamed and could go
to the "resource" room whenever he
needed.
reading (it reminded me again of
what it had been like when I first
learned to read text), and one day I
just made a breakthrough. When I
went to college that fall (I actually
transferred from another school), I
passed all of the placement tests
within the first week of being there.
A couple of hundred students went in
with me, and only 60 were in my
graduating class. It's tough, but it is
possible.
I teach music, and I have a
dyslexic student that has learned to
read on his instrument. Try working
with the Orff rhythmic syllables. It
worked well for my dyslexic student,
as well as for my non-dyslexic
students who are young. After a
while you can transition to regular
counting. Dyslexics have a problem
with the concepts of time, order, and
sequence (p. 43-44, The Gift of
Dyslexia), and these are central to
learning to master rhythm. People
often think that the key to sight
reading is learning the notes.
Actually, if you can master the
rhythm, then the notes will often
seem to fall into place.
I'd also suggest that you work with
a metronome, because your sense of
time is probably dilating and
contracting without your being aware
of it. Put it on a fairly low setting,
say 60 beats per minute, and work
your music examples up in tempo a
few "clicks" at a time. Starting slow
and working the music up to tempo is
one of the secrets to music.
Next, get The Gift of Dyslexia and
I've kept in touch. As the months
progressed, Kyle worked very hard.
His grades improved; his
participation in class increased; and
his anxiety while reading slowly
disappeared. He called me in March
of 1998 to tell me he achieved all A's
and B's in 5th grade. He was very
proud of himself! The last time I saw
him, he was easily reading 6th grade
material and comprehending it.
One of my favorite stories about
Kyle happened the week after he had
finished the program. Kyle played
baseball, even though he was not
PAGE 5
read the chapters on Symbol Mastery.
Take the different music notation
symbols and work them in clay in a
way that is similar to what Ron Davis
describes when working with letters
and words.
First work the staff lines in clay,
then the clefs, then make whole notes
and place them on the appropriate
lines and spaces with corresponding
letter names placed underneath.
You'll need to create an over-sized
example of the staff (with the whole
notes on the staff and the musical
alphabet underneath) to compare
against, just as the Davis method
does when mastering the alphabet.
Work the musical alphabet backwards
and forwards. From here you'll need
to shape other music symbols in the
clay. Don't underestimate the clay, it
really does bring dramatic results. Be
creative when working the different
music symbols in it. That's what
we're good at after all, being creative!
Geoffrey Keith is an
award and grant winning
composer who received
his music degree from U-
Mass Lowell in 1993. In
addition to being the
Director of the Boston Songwriters Workshop,
he also serves as the chairman of the BSW
Special Events Committee, in which role he
has both run and taught many workshops and
events (http://www.laverty.org/bsw). Geoff's
written about music for Musiczine, American
Songwriter Magazine, and the BSW
Newsletter. Besides directing various musicals
and working a spotlight for the band White
Heart, he developed the music program for
the First Baptist Church of Sudbury's Kids
Music Club. As a member of the Music
Teachers Collaborative he teaches for a
living.
very successful at it. He seldom got a
hit or caught a ball when it came to
him in the outfield. The first game
after finishing the program, his mom
related that as he went up to bat, he
first checked his point by balancing
on one foot. He stepped into the
batter's box and promptly got a two-
base hit! His grandfather stood up in
the bleachers and asked in
amazement, "What happened to
Kyle?" Indeed! Isn't it exciting what
happened to Kyle! u
PAGE 6
Quest to Understand
continued from page 1
Gift of Dyslexia, by Ron Davis. The
path began to wind and turn in a
different direction after reading
Davis's book. I began to question his
explanation of his mental thought
processes. Knowing that his methods
were new and there was very little
published research about his
instructional method, I wanted to
validate his concept of visual
thinking for learners. This led to my
reading many articles on cognitive
psychology and neuropsychological
studies which I previously would not
have considered necessary for the
project.
Early in my research process, I
found Davis's book and website a
little unorthodox for my conservative
Midwest roots. However, I had to
give credibility to his methods
because of Dr. Linda K. Silverman.
During my summer vacation in
Denver, Colorado I visited her clinic, not seem to read for any great length
The Gifted Development Center
[www.gifteddevelopment.com], and
purchased many materials including
Davis's book. Coincidentally, a
Special Education instructor in my
district had also read the book during response. No one had ever asked her
her summer vacation. We discussed
and shared our views regarding the
program with a Title I instructor. As a experience, or whatever you would
team we began researching, reading,
and calling those who had
participated in the Davis program.
We committed ourselves to
implementing some of the techniques
in the classroom for a year, and, in
my case, seeking a trained Davis
Dyslexia Correction Facilitator to
work with my son. The results we are
seeing are not validated research,
only testimony of what we have
witnessed in our students and
children.
After implementing the techniques
for seven months in the Special
Education and Title I classroom, the
teachers have observed significant
growth in student achievement
previously not experienced in their
careers. The differences they and
others are noticing for students are
heterogeneous and individualized. In
reading achievement and speech
assessments, some students have
experienced twice the growth
normally expected in one year.
Teachers also note in some students a
significant improvement in behavior
and math skills. As teachers looking
for methods to meet the needs of all
students, we have a sense of
satisfaction knowing we are making
more of a difference for our students.
Unfortunately, the traditional
education component of our school
district is less enthusiastic with the
Davis program. For whatever reason,
there are those in education and the
world who do not want others to
succeed and reach their potential
other than with methods they find
acceptable. They will not allow
themselves or others to depend on
observation, intuition, and/or
experience.
After reading the book and my
sons' experience, I have begun to ask
different questions of my students
and children. For instance, one of our
daughters is considered an average
student. She is able to read but did
of time. I decided to ask why she did
not read as much as her older sister
who is a voracious reader. "Oh, if I
read too long I feel sick to my
stomach." I was shocked by her
why she did not read much. Because
of our lack of perspective,
choose to call it, we were ignorant of
any perceptual difficulties she was
having. As parents, we chose to
utilize the Davis technique with her
"How many
individuals in our
society would be
excellent educators, if the
requirements of mastery in
higher level education were
not so linear and sequential?"
also. Her initial response was, "I can
read so much more. I don't feel sick
anymore." When I asked her why she
felt she was able to read longer, her
response was, "The words don't
THE DYSLEXIC READER
wobble anymore. After I make them
in clay (and her mind's eye is on
point) they don't move anymore. It's
like they're in concrete." Again, this
is not research but cautious
testimony.
As a team of teachers exploring
this technique, we have been
cautioned many times, "Make sure
you aren't wasting your time with
this clay stuff." As educators we are
responsible for the efficiency of our
student's learning time. Yet, is it
efficient use of a student's learning
time to remediate, repeat, and
continually use the same instructional
strategies year after year? We must
use our professional judgement and
implement strategies which match
learning styles. As responsible
teachers, we are accountable to
improve our instructional
effectiveness.
My awareness of learning styles,
strategies, and assessments has been
reawakened with this research paper.
As I have studied the visual-spatial
learner, I cannot help to reflect and
wonder, does this process of attaining
a master's degree exclude or frustrate
the visual-spatial learner? I have
asked myself, "How many
individuals in our society would be
excellent educators, if the
requirements of mastery in higher
level education were not so linear
and sequential? What price is society
paying due to the mismatch of
instruction and learning styles in the
educational system not only to the
potential work force in general, but
in regard to the individuals who are
highly visual-spatial and do not
consider education as a career
option?" Because of the current
verbal, sequential requirements of
THE DYSLEXIC READER PAGE 7

BOOK REVIEW
by Scott Shedko, M.A., Davis Facilitator

Barron's Mathematics presenting a technical explanation of

Study Dictionary
Barron's Mathematics Study
Dictionary by Frank Tapson is a well-
organized collection of terms targeted
for use by 10-16 year olds. It can be
used either for getting a solid grasp on
a particular subject (fractions, graphs,
geometry), or for finding the meaning
of one particular word (addition,
binary, coefficient).
The broad subjects are grouped
into two page spreads, with all the
related vocabulary for that subject
together on those two pages, as well
as examples, and lots of pictures. To
find a single term, there is an index in
front of the book having the page
number on which the term is defined.
Compared to other mathematics
dictionaries, Barron's is much better
organized, and more user-friendly.
Frank Tapson seems intent on making
sure the reader gets it, rather than just
terms. His enthusiasm for the subject
jumps off the pages at you.
I would not recommend this book
for someone at a beginning level of
mathematics. But, it is ideal for
anyone who has mastered basic
arithmetic and is ready to move on.
For those who need to brush up on a
topic, this resource will also be
helpful. Take five minutes to read the
introduction and "How to Use This
Book" sections in the beginning, and
you will have a math resource that is
actually fun to use.
Barron's
Mathematics
Study
Dictionary, $9.95
Softcover, 128
pages.

Quest to Understand experienced. As a parent and a future plans include being an

continued from page 6
mastery for educators, we may be
losing the individuals most needed
within the educational system to
create a change.
It is my opinion that because of
the linear, sequential mode of thought
rampant in education, teachers do not
take professional risks that may
benefit students. Risk taking is not a
characteristic of the left-brained,
verbal sequential learner. Perhaps the
traditionalist may be unable to accept
instructional strategy application,
which is based on experience,
intuition, and trial application due to
their left brain dominance. Yet, when
I have asked visual-spatial learners
who are outside of the educational
system about the Davis theory, they
have readily understood and felt
affirmation for their abilities they
questioned previously due to negative
educational experiences.
As experienced teachers, we have
seen growth in student achievement
and improvement in student behavior
unlike anything previously
teacher, it is my belief based on
experience, recent brain research, and
preliminary educational research that
there is merit with the Davis program
for a large number of children. For
this reason, I have cautiously
approached the Davis program as a
visual-spatial-kinesthetic technique to
explore. I plan to continue observing
and moving forward, while waiting
for more published research.
Life's journey takes numerous
twists and turns, of which many are
unexpected. This project has led me
to discover techniques that I feel will
benefit many children in the future. It
was not my original goal to become a
passionate supporter of the gifted-at-
risk. But, what is research for unless
to discover the new and change
because of it? I more clearly see the
need to change the emphasis of gifted
education. It has become a placement
for special learning needs, not a
reward for high achievement. These
learners need complexity which is
student centered using both verbal
and visual methods.
As a parent and a teacher my
advocate for the gifted at risk,
whether they be labeled gifted,
gifted-learning disabled, ADD,
learning disabled, and/or dyslexic. It
is obvious they need someone on
their side. Along with the gifted at
risk, I feel it is imperative to make
others aware of the visual-spatial
learning style and the educational
benefits of its application for all
learners. Children are our future, as
parents and teachers we must honor
their individuality, assist them in
reaching their potential, and fulfill
their dreams.
Rebecca K.T. Anderson has an MS degree
in Elementary Education with an emphasis in
Gifted Education from Western Illinois
University. She is currently a K-6 gifted
instructor in western Illinois.
The needs of gifted children with learning
differences are explored in the new book
"Uniquely Gifted", edited by Kiesa Kay,
available through:
Avocus Publishing at 1-800-345-6665
[www.twicegifted.com]
PAGE 8
Newly Licensed Davis Facilitators and Specialists
Congratulations and Welcome to our growing international family of Davis Program providers!
In this issue, we are especially honored and proud to announce the first Facilitators
in the Republic of South Africa, France, and Spain.
Carine van Vuuren is our
first Davis Facilitator in the
Republic of South Africa,
fluent in both English and
Afrikaans. She majored in
Psychology and is an
experienced psychometrist.
She has 2 boys and has seen
many dyslexic children struggling through the
school and remedial system. "There was
basically no hope for them, until now." Carine
provides Davis programs at her center near
Johannesburg. Master Minds Dyslexia
Correction Centre, 5 Griessel Road, Beyers
Park, Boksburg, 1459 Republic of South
Africa. +27 (11) 918-4854. Fax: +27 (11)
918-4854. mastmind@netactive.co.za
u Elementary Education,
Ghislaine Dufour, the first
Davis Facilitator in France,
has been a dyslexia therapist
for 20 years. She was educated
in the U.S., where she spent
15 years, with a Masters
degree in perceptual-motor
therapy and special education
followed by continuing education in reading
therapy. She operates a private practice in the
Paris area and receives many referrals from
school psychologist who have heard about the
Davis method. Ghislaine says the method has
given her the tools to approach the whole
child and to address the learning problems at
their roots. 82 Rue de Croissy, 78110 Le
Vesinet, France. Dufourlc@club-internet.fr
u In addition to classroom
Ana Isabel Leyra Curiá
earned her teaching diploma
specializing in English and
Child Developement/ Early
Childhood Education from
Escuela Universitaria Europea
de Educación Fomento de
Centros de Enseñanza. She
worked with children that have learning
difficulties prior to specializing in Davis
methods. Ana Isabel was born in Santa Cruz
de Tenerife, Canary Islands, and speaks
Spanish and English. La Llave del Don,
C/Santiago de Compostela 42, 2° Izq, 28034
Madrid, Spain. +34 (91) 378 2331.
llavedon@ole.com
u children, and teenagers, and their families.
Silvia Maria Sabates
Rodrigo has a degree in the
field of Hispanic Philology
from the Universidad
Complutense de Madrid where
she also took courses in
Pedagogy. Silvia Maria taught
at El Colegio Montealto in the
subjects of Language and Literature as well as
counseling and support classes. La Llave del
Don, C/Santiago de Compostela 42, 2° Izq,
28034 Madrid, Spain. +34 (91) 378 2331.
llavedon@ole.com
Claudia Ferrari-Schmidt
earned her diploma in Primary
Education from Escuela
Universitaria Europea de
Educación Fomento de
Centros de Enseñanza. She has
teaching experience in
Language, support classes, and
dealing with children with learning
disabilities. La Llave del Don, C/Santiago de
Compostela 42, 2° Izq, 28034 Madrid, Spain.
+34 (91) 378 2331. llavedon@ole.com
u to support Davis strategies in the clinical and
Barbara Clark While
simultaneously tutoring
students labeled LD and
working on her degree in
Barbara's time and attention
was diverted when her own
son's dyslexia led her to the
discovery of the Davis methods. Witnessing
her son's amazing turnaround, she altered her
career goals and completed the Davis
Facilitator training in 1999. Barbara currently
runs programs out of her private office
located in the Carson Valley/Tahoe region of
Northern Nevada, and provides facilitation for
both children and adults. New Foundations
for Dyslexics, 856 Marion Way, Gardnerville,
NV 89410. (775) 265-1188. dblp@gbis.com
u beneficial experience at the Reading Research
Dee Weldon White has a
Masters Degree in Education
and Business Administration.
teaching, she has managed and
developed visual arts programs
for community enrichment.
Her interest in dyslexia is
based on personal experience within her
family and an appreciation for the value of
visual imagery. She currently practices at the
Reading Research Council Davis Dyslexia
Correction Center in Burlingame, CA. 1-800-
729-8990. dwwread@aol.com
u and was impressed that Ron
Scott Shedko holds a Masters degree in
Counseling Psychology from College of
Notre Dame University and a B.S. in
Mathematics from Colorado State University.
Scott's experience includes working with
His favorite aspects of working with Davis
clients are their diversity, humor, and unique
talents. Reading Research Council. 1-800-
729-8990. RRC@dyslexia.com
u The Davis Facilitator training program requires
Paula Morehead is a certified Elementary
teacher in Alabama who decided to become a
Davis Facilitator while home-schooling her 8-
year-old son. She was looking for some way to
help him in his school work. He is now in
public school and making remarkable progress.
Dyslexia Center of the South, 2504 Hawksbury
Lane, Hoover, AL 35226. (205) 822-9050.
Dyslexiacenter@aol.com
THE DYSLEXIC READER
Carol Hern received her
Master's degree in Special
Education from Gonzaga
University in 1989. She taught
in an elementary school
resource room for 15 years and
grew frustrated in her ability to
impact a number of students
despite sound conventional teaching practices.
Finding the Davis Methods highly effective
with these students, Carol also assists with
grant writing and designing research projects
school settings. She is also an adjunct
instructor at Gonzaga University where she
supervises student teachers and teaches
courses that prepares them to work with
special needs students. Dyslexia Mastery
Center, 703 West 7th, Suite L10, Spokane,
WA 99204. (509) 363-1771.
www.dyslexiamastery.com
u
Ethel Kellogg has a Master's
degree in Special Education.
She has taught students with
learning disabilities for 16
years and is currently an
adjunct faculty member at
Gonzaga University. She
became involved with the
Davis Program in 1996 as a result of her son's
Council. She will be working with Carol Hern
at The Dyslexia Mastery Center. The center
will also focus on generating research for and
promoting awareness of the Davis Correction
Program and the school-based Davis Learning
Strategies. Dyslexia Mastery Center, 703
West 7th, Suite L10, Spokane, WA 99204.
(509) 363-1771. marethk@earthlink.net
u
Lexie White Strain lives in
the San Francisco Bay Area.
After attending a Davis
workshop in the Spring of
1995, she received a program
Davis saw dyslexia as a talent.
During that summer she began
working at Ron's center in Burlingame,
California and has been working with clients
there for more than four years. Lexie
especially enjoys giving her clients tools that
unlock their ability to master symbols.
Reading Research Council. 1-800-729-8990.
lwsread@aol.com.
approximately 400 hours of course work. The Davis
Specialist program requires extensive experience
providing Davis programs and an additional 260 hours
of training. Specialists and Facilitators are subject to
annual re-licensing based upon case review and
adherence to the DDAI Standards of Practice.
For information about training or a full directory of
Davis providers, see www.dyslexia.com/affil.htm, or
call +1 (650) 692-7141 or toll-free in the US at
1-888-805-7216.
THE DYSLEXIC READER
Gale Long previously taught
in a private school as well as
home-schooled her children
for 6 years. She has training in
counseling and education. She
is motivated by the on-going
success of the Davis program
which allows students to
realize their personal and educational
potential. New Horizons Dyslexia Correction
Center, 223 North Pinch Road, Elkview, WV
25071. (888) 517-7830 or (304) 965-7400.
dyslexiawv@aol.com
u - Mathapedia and
Eugenio Zambrano was inspired to become
a Davis Facilitator after his finishing his own
program in 1996. The experience of
correcting his own dyslexia and dyscalculia
with the Davis methods gives him a special
rapport and understanding for his clients. He
is fluent in English and Spanish and works
with the growing team of Davis providers at
La Puerta de las Letras, Privada Fuentes
#110, Colonia Santa Engracia, Garza Garcia,
Nuevo Leon, 66220, Mexico. +52 (8) 335-
9435. puertadelasletras@infosel.net.mx
u For information about ordering
Brigitte Malies has a degree in Pedagogy and
many years of experience in the fields of
Education, continuing education, and family
counseling. Legasthenieberatungsinstitut-
Vocabulum. Friedrich-Ebert-Strasse 18, D-
14467 Potsdam, Germany. +33 (01) 280-
4646. Fax: +33 (01) 280-4647.
u year-old son, now enrolled in pre-
Astrid Grosse-Mönch is a Pyschologist.
Astrid was drawn to the Davis methods
because, "I am fascinated by the philosophy
in which it isn't necessary to divide people
into intelligent and stupid, or good and bad
ones, but which takes them as unique
individuals." She lives with her husband and
three daughters in Buxtehude near Hamburg
and offers the Davis program from her own
practice. Legasthenie-&-Lernberatung,
Ludenstorfer Feld 50, 21614 Buxtehude,
Germany. +41 (61) 709-9070. Astrid.grosse-
moench@t-online.de
u 1999. She holds a degree in Education from
Sabine Lassen is a special
education school teacher who
has been working since 1986
for the "Forderverein fur Lese-
und Rechtschreibschwache
e.V" (association to further
people with reading and
writing problems).There she
gained the experience in the field of
counseling, diagnosing and treating dyslexic
children. She says the Davis method is a big
enrichment for her work. Eike-von-
Repkowstrasse 34, D-26121 Oldenburg,
Germany. +44 (01) 777-5963.
u
Wilfried Bähr retired as a primary and
secondary school teacher in 1999. Wilfred
came across Ron Davis' book in 1997 and
"after first leafing through the book, became
fascinated." He works with clients of all ages
in his private practice. Bernadottestrasse 10,
D-22763 Hamburg, Germany.
+49 (40) 36 61 55.
BOOK REVIEW
by Abigail Marshall
New Math
Study
Aides
We have added
two terrific books
Barron's
Mathematics
Study Dictionary [see review on page
9] - to our catalog and on line
bookstore. These books are geared to
ending confusion about math
terminology and functions.
When I brought these books home,
my 12-year-old daughter, who
HATES math, immediately fell in
love with the brightly-colored
Mathapedia. This book is a guide to
basic through intermediate
mathematical concepts, appropriate
for kids aged about 8-14.
When my daughter saw the
Mathematics Study Dictionary, she
had one word: "awesome!". My 17-
Jane Beckley is dyslexic herself. She has
three dyslexic children and feels she has
finally found the answers she has been
looking for. The Stables, 39 Oldbury Road,
Tewresbury, Gloucestershire, England GL20
5LW. +44 (01684) 292 308.
janebeckley@lineone.net
Specialists
María Silvia Flores Salinas became
qualified as a Davis Specialist in September,
Universidad de Monterrey. She began
working with the Davis methods in 1997, and
has been a licensed Facilitator since June,
1998. She is fluent in English and Spanish
and currently works for DDA-Mexico
supervising students in Facilitator training
from Mexico, Spain and Latin America.
DDA-Mexico, Privada Fuentes #110, Colonia
Santa Engracia, Garza Garcia, Nuevo Leon,
66220, Mexico. +52 (8) 335-9435.
ddamexico@infosel.net.mx
u (09) 77 29 888. moogy@netvision.net.il
Cyndi Deneson holds a M.S. in Counseling
and a B.S. in Elementary Education. She has
been a licensed Davis Facilitator since
January, 1998. Cyndi is currently training
with Ron Davis to also become a
Fundamentals Trainer and will be providing
Facilitator Training Programs for DDAI in
Minnesota and Wisconsin. She is owner and
director of New Hope Learning Centers, Inc.,
2525 N. Mayfair Road, #107, Wauwatosa, WI
53226. 1-888-890.5380. CDeneson@aol.com.
PAGE 9
calculus, was equally impressed. He
immediately asked if he could keep
the book and take it with him to class.
Once you've seen this book, you'll
wonder how you ever managed
without it. The book contains
definitions and illustrated examples of
every math concept imaginable,
grouped by concept. You can use this
just as a reference for understanding
math terms that may be confusing.
But because of the way terms are
grouped, just reading the definitions in
any given subject is both a good
introduction and an excellent review
of any concept. For those using Davis
Symbol Mastery for intermediate to
advanced concepts, this book is a
treasure.
these books, go to:
www.dyslexia.com/bookstore/order.
cgi#math or call 1-888-999-3324.
Math-a-pedia: $23.00
Addison-Wesley Publishing.
Hardcover, 154 pages.
Lin Seward is director of DDA-UK and a
Davis Facilitator since August, 1997. Her
education and background in Primary
Education, Art, and Counseling Skills serve as
excellent foundations for her interest and
work with the Davis methods. Her students
have come from Brazil, Republic of South
Africa, Israel, and Japan, as well as from all
the English-speaking countries in Europe to
receive Facilitator training at DDA-UK's
headquarters in Winchester, England. DDA-
UK, PO Box 40, Winchester SO22 6ZH. +44
(01962) 820 005. UK@dyslexia.com
Change of Address
Judith Schwarcz has moved
her Center for Learning
Correction near Tel Aviv to: 20
Ha'shahafim St., Ra'anana
43724, Israel. She is currently
the only Facilitator fluent in
providing Davis programs in
Hebrew. New telephone: +972
“ The soul never
thinks without a
picture.
“
-Aristotle
PAGE 10
Interview
continued from page 4
lasted only a few seconds.
Why is this a benefit, rather than a
problem?
Here we are seeing only the tip of
an iceberg. Disorientation allows the
individual to include all of their
sensory or perception systems into
their thought process. I call this
multi-dimensional thought.
Ordinarily human thinking is limited
to verbal or pictorial thinking;
disorientation throws the door wide
open and the thinking process is
enhanced at least five fold.
If a person is trying to diagnose a
situation, define a problem, or come
up with a real solution, the ability to
do so would be enhanced at least five
fold if they were to slip into multi
dimensional thought. The learning
problems we can experience as a
dyslexic are only the price we must
pay for this ability.
You say that dyslexia, as a learning
disability, stems from a person's
ability to use "disorientation." Tell
us more about this and how it
affects your work?
All of the symptoms of dyslexia,
the learning disability, are symptoms
of disorientation. How could you
expect a person to read a paragraph
of text if they were disoriented? Their
brain would not be seeing what their
eyes were seeing. The disorientation
would be preventing it.
You can try this out yourself. Take
any book or magazine, hold it at arms
length above your head, look up at it
and spin around ten times real fast.
This will cause you to become
disoriented. Then sit down and try to
read the text. First of all, you are
more likely to fall down than sit
down. Sitting down in the chair is the
first problem you must solve. If you
fail you must try it again. Spin
around and sit down. Keep trying
until you get it. Now consider
criticizing the dyslexic child for not
sitting still in the chair. At least
he/she is in the chair. Once you are in
the chair, try reading the text. The
words really aren't moving around.
You're crazy if you think they are,
you're just not paying attention.
Concentrate! You're not
concentrating. If the words stop
moving get up and spin around again,
ten times real fast. You know what
your problem is? You're just stupid.
Same experiment, only this time
instead of reading when you are
finally in the chair write the words
pterodactyl, esophagus, and
Mississippi. Sit up straight, sit still,
hold your pencil properly, this is a
spelling test. Voila! Not only do you
have a spelling problem, you can't
even write. Obviously this kind of
scribble must be the result of brain
damage. I think I've made the point.
In our work the first thing we give
the dyslexic is the ability to simply
turn off the disorientation. Usually in
less than an hour the dyslexic can
learn how to intentionally, and very
easily turn disorientation on and off.
However this does not solve the real
problem. There is a reason why the
dyslexic was disorienting, they
weren't doing it on purpose. There is
some stimuli (confusion) that causes
it to happen. When the dyslexic
eliminates the stimulus that causes
the disorientation to happen, the
learning disability aspect of dyslexia
is corrected.
How can family members not get
frustrated and angry with a
dyslexic, but effectively help
him/her, and as a result, the rest of
the family?
The answer here is two fold. First
the family members should
understand exactly what dyslexia is
and why it happens. Second the
dyslexia can be corrected, which
eliminates the problem all together.
Many people are working with their
loved ones from the book and
consulting each other via the Parent
Support Group at our website.
We are becoming more and more
aware of problems like dyslexia,
ADD/ADHD, etc. Are we in danger
of attributing all negative
attributes that a child may possess
on a "disability" when at times the
roots are in a socialization or
behavioral problem?
An interesting question that has
both a 'yes' and 'no' answer. Every
year there are more problems like
dyslexia, more names and types of
THE DYSLEXIC READER
problems. At the same time there are
new names for behavioral problems
that are not recognized as having
their root in the frustration of
dyslexia. In this regard, the trend is
moving in the wrong direction. There
is a real lack of understanding of why
people have unwanted behaviors in
the first place. It is not the child,
struggling for whatever reason, that is
the problem, it is that we're looking
to the wrong place for a definition or
an answer. We are looking to the
academic community, and we get a
lot of "new rhetoric" from them, none
of which can or will solve anything. I
believe that is a real problem.
Consider for a moment the
structure of education in America. At
one end we have kindergarten
through third grade. At the other end
we have the doctorate degree. At the
K-3 level is where most diagnosing
of problems like dyslexia, ADD, and
behavior abnormality occurs. At the
other level, the doctorate, is where
these problems are defined,
diagnostic procedures evolved, and
treatment programs developed. It is
the reality of this system that insures
the future will be more complicated
and at the same time less effective
than the past.
The rhetoric and ritual of earning a
doctorate degree requires the
graduate student to have a new idea
about the subject matter of their
study. At the same time, the new idea
must conform to and agree with all
the old ideas on the same subject. In
other words, it cannot really be a new
idea. It cannot even be a "real" new
perspective on the old idea because
there would not be a bibliography of
agreement to support it. So the
graduate student is faced with a
languaging problem, they must
repackage an old idea in new
language. This is why instead of
having one name for the learning
disability, dyslexia, we have about
eighty. Also, this is why there are
few, if any, effective treatment
programs for a learning disability or a
behavior problem. It's the same old
stuff just repackaged. So as the
system continues, every new doctor
will give us a new problem, a new
diagnostic procedure, or new
treatment program, that is actually
the same old stuff. u
THE DYSLEXIC READER PAGE 11

Davis Dyslexia Correction® Providers

The Davis Dyslexia Correction program is now available from more than 150 Facilitators
around the world. A full print directory is available on request from DDAI, by calling
(888) 805-7216 [Toll Free] or (650) 692-7141 or at http://www.dyslexia.com/affil.htm
Alabama
Paula Morehead
Phone : (205) 822-9050 (Hoover)
Arizona
John Mertz, Arizona Dyslexia Correction
Center
Phone : (877) 219-0613 (Tucson)
California
Ron Davis • Alice Davis • Dr. Fatima Ali,
Ph.D. • Brian Grimes • Sharon Pfeiffer •
Dee Weldon White, MA • Scott Schedko,
MA • Lexie White Strain
Reading Research Council Dyslexia
Correction
Phone : (800) 729-8990/(650) 692-8990
(Burlingame)
Janalee E. Beals, M.S. Ed., The Dyslexia
Mentor
Phone: (877) 439-7539 (Palm Springs)
Richard A. Harmel, Solutions for Dyslexia
Phone: (310) 823-8900 (Marina Del Rey)
Dwight E. Underhill
Phone: (510) 559-7869 (El Cerrito)
Colorado
Terry Cimino
Phone: (303) 850-7668 (Littleton)
Carol Faye Stromberg, 6 R’s Correction
Phone: (800) 290-7605/(970) 487-0228
(Colbran)
Florida
Alice J. Pratt, Dyslexia Plus
Phone: (904) 389-9251 (Jacksonville)
Georgia
Bill Allen,"THE" Dyslexia Coach
Phone: (770) 594-1770 (Atlanta)
Indiana
Myrna Burkholder,
Michiana Dyslexia Correction Center
Phone: (219) 533-7455 (Goshen)
United States
Iowa
Mary Kay Frasier, Innovative Learning
Professionals
Phone: (515) 270-0280 (Des Moines)
Michigan
Ann Minkel, Michigan Dyslexia Resources
Phone: (877) 347-9467 (Six Lakes)
Dean Schalow & Sandy Schalow, Tri-Point
Phone: (800) 794-3060/(231) 929-4516
(Traverse City)
Nevada
Barbara Clark
Phone: (775) 265-1188 (Gardnerville)
New Jersey
Charlotte Foster, Multivariant Learning
Systems
Phone: (908) 766-5399 (Basking Ridge)
Nancy Cimprich, Creative Learning
Systems
Phone: (856) 358-3102 (Elmer)
New Mexico
Annie Johnson-Goodwin, Dyslexia
Resource
Phone: (505) 982-9843 (Santa Fe)
New York
Carla Niessen
Phone: (914) 883-5766
Texas
Kellie Brown, B.S., & Maile Kampfhenkel
Dyslexia Correction Partners of Texas
Phone: (877) 230-2622 (Ft. Worth)
Julia Garcia, Hidden Genius Learning
Solutions
Phone: (877) 678-8773 (The Colony)
Dorothy Owen, DFW Dyslexia Correction
Phone: (888) 331-4902/(817) 498-8871
(Bedford)
Virginia
Elizabeth Davis, Virginia Center for
Dyslexia
Phone: (804) 358-6153 (Richmond)
Washington
Marilyn Anderson & Aleta Clark,
Dyslexia Correction Center of Washington
Phone: (253) 854-9377 (Kent)
Marlene Easley, Dyslexia Unlearned
Phone: (360) 714-9619 (Bellingham)
Carol Hern, M.Ed. & Ethel Kellogg, M.Ed.
Phone: (509) 363-1771 (Spokane)
Rebecca Luera, Dyslexia Mastery
Phone: (800) 818-9056 (Fall City)
Renie Smith, Meadowbrook Education
Services
Phone: (800) 371-6028/(509)443-1732
(Spokane)
Ruth Ann Youngberg, Dyslexia Mastered
Phone: (360) 671-9858 (Bellingham)
West Virginia
Gale Long
Phone: (888) 517-7830/(304) 965-7400
(Elkview)
Wisconsin
Cyndi Deneson, New Hope Learning
Centers, Inc.
Phone: (888) 890-5380 /(414) 774-4586
(Milwaukee)
Canada:
Sue Hall, Positive Dyslexia
Telephone: (604) 921-1084
(West Vancouver)
D’vorah Hoffman, Living Hands
Learning Centre
Telephone: (416) 398-6779
(Toronto, Ontario)
Gerry Grant,
Dyslexia Solutions Canada, Ltd.

“
Telephone: (800) 981-6433
I am beginning to worry that someone is going to (Princeton, Ontario)

figure out how to prevent dyslexia. We may create the Wayman E. (Wes) Sole,
Dyslexia Help
side effect of eliminating some of the most diverse
thinkers of our future. It would not be the first time a
“ Telephone: (519) 472-1255
(London, Ontario)

cure has been worse than the disease. Names of providers in Germany,
Switzerland, the Netherlands, the U.K.,
and Mexico, can be obtained from the
-Daniel Willemin DDA offices in those countries.
[See listings on back cover]
The ~
Dys•lex´•ic Read´•er BULK RATE U.S.
POSTAGE PAID
1601 Old Bayshore Highway, Suite 245 PERMIT NO. 14
Burlingame, CA 94010 BURLINGAME, CA
94010
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book The Gift of
2000 International Schedule
Dyslexia by Ronald D. Davis British Columbia Vancouver Aug 28-31
This 4-day workshop is an introduction to the basic Switzerland Basel Sep 14-17
theories, principles and application of all the procedures Holland Oct 12-15
described in The Gift of Dyslexia. Training is done with a Spain Madrid Oct 17-20
combination of lectures, demonstrations, group practice, UK Winchester Oct 19-22
and question and answer sessions. This is the first step in New Jersey Morris/Somerset Oct 23-26
Davis Facilitator training. Attendance is limited to ensure the County Area
highest quality of training. UK Winchester Oct 26-29
Singapore Nov 6-9
Participants will learn:
• How the Davis procedures were developed. U.S. Course Schedule
• How to assess for the “gift of dyslexia” and establish a • 8:30 - 9:00 Registration (first day)
symptoms profile. • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)

• How to help dyslexics eliminate perceptual U.S. Fees and Discounts

disorientation and focus their attention. • $975 per person plus $75 materials fee
• $925 for DDAI members or groups of two or more
• Special techniques (not in the book) for working with
plus $75 materials fee
ADD (attention deficit disorder) symptoms • $975 if paid in full 60 days in advance incl. materials
• How to incorporate and use proven methods for • Advance registration and $200 deposit required
reducing confusion and mistakes in a classroom, home • Includes manual, one-year DDAI membership,
schooling, tutoring or therapeutic setting. verification of attendance, and Symbol Mastery Kit
• Academic units available
• How to structure a Davis Dyslexia Correction Program
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-CH DDA-France DDA-Nederland DDAI-US
Munsterberg 1 33 Boulevard Bernadotte Kerkweg 38a 1601 Bayshore Highway, Ste 245
CH 4001 Basel, F-78230 Le Pecq/Seine 6105 CG Maria Hoop, Burlingame, CA 94010
SWITZERLAND FRANCE NEDERLAND Tel: 1-888-805-7216
Tel: +41 (061) 273 81 85 Tel/Fax: +33 (01) 39 76 69 09 Tel: +31 (0475) 302 203 Fax: +1 (650) 692-7075
Fax: +41 (061) 272 42 41 E-mail: france@dyslexia.com Fax: +31 (0475) 301 381 E:mail: ddai@dyslexia.com
e-mail: ch@dyslexia.com E-mail: holland@dyslexia.com
DDA- México For a full
DDA-Deutschland Privada Fuentes #110, DDA-UK
Conventstrasse 14 esq. con Ricardo Margaín Lin Seward description of the
D-22089 Hamburg Colonia Santa Engracia P.O. Box 40 Davis Facilitator
GERMANY Garza García - Monterrey, 66220 Winchester S022 6ZH
Nuevo León MÉXICO Certification
Tel: +49 (040) 25 17 86 22 ENGLAND
Fax: +49 (040) 25 17 86 24 Tel/Fax: +52 (08) 335 9435 +44 (01962) 820 005 Program, ask for
or +52 (08) 356-8389
E-mail: germany@dyslexia.com
E-mail: mexico@dyslexia.com
E-mail: uk@dyslexia.com our booklet.
Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm
THE DYSLEXIC READER SUPPLEMENT PAGE A1

The Davis Dyslexia Correction Program:

Books & Tools for Doing it on Your Own
The Gift of Dyslexia:
Why Some of the smartest people can’t read and how they can learn.
by Ronald Davis, with Eldon Braun
This book explains the theories behind Davis Dyslexia Correction methods, and details basic
procedures in an easy-to-follow, scripted format. Large typeface format, illustrations and
photographs make this book dyslexic-friendly.
Softcover $14.95

Gift of
NEW!
Dyslexia Math-a-pedia: A visual
mathematical
Audio CD reference for
Set intermediate
This 4 CD set students
contains full
narration of The Gift of Dyslexia, Illustrates basic math
read by author Ron Davis. Includes concepts, from
Davis Symbol Mastery Kit several new chapters which are addition and subtraction through
This kit contains everything not contained on the fractions, factors, and statistics.
audiocassette version of the book. Bright illustrations to pique the
needed to do Davis Symbol
Mastery. A manual in checklist 4 CD Set $39.95 interest of readers aged 8 to 14.
format, 90-minute instructional Hardcover $23.00
video, laminated alphabet strip, El Don de la Dislexia
Barron's
letter recognition cards, The Gift of Dyslexia
dictionary, grammar book,
Mathematics
in Spanish. Newly
punctuation booklet, revised with Study
pronunciation key cards, and additional Dictionary
clay—all in a sturdy nylon shoulder chapters, By Frank Tapson
bag. Suitable for work with illustrations and Comprehensive definitions and
students of any age. photographs. explanations of mathematical
Symbol Mastery Kit $139.95 Published in Spain terms, organized by concept.
by Editex $19.95 Geared to ages 10 to adult.
Softcover $9.95

The Gift of Dyslexia
Audiotape Set
Three 90-minute audiotapes, read
by author Ron Davis, are keyed to
the first edition of The Gift of
Dyslexia, which is included.
Special price, available only from
DDAI.
Audiotape Set $29.95
Dyslexia -
Davis Methods Explained on The Gift
Video: This documentary-
style video is an
Let Ron Davis guide you through
excellent
Perceptual Ability Assessment &
introduction and
Orientation Counseling complement to The Gift of
This 2-video set features Ron Daivs Dyslexia. Teachers, parents,
demonstrating the Perceptual instructors, students, and dyslexics
Ability Assessment and each step of of all ages will find the interviews
Orientation Counseling. Covers and animated sequences highly
common questions and provides informative as well as entertaining.
answers through examples.
Video Set $64.95 Video $39.95
THE DYSLEXIC READER SUPPLEMENT PAGE A4

How To Order ORDER FORM

Mail: ITEM DESCRIPTION UNIT PRICE QTY TOTAL
DAVIS DYSLEXIA MATERIALS
DDAI
The Gift of Dyslexia - Revised Edition . . . . . . . . .$14.95
1601 Old Bayshore Hwy. #245
Dyslexia - the Gift Video . . . . . . . . . . . . . . . . . . . $39.95
Burlingame, CA 94010
Gift of Dyslexia, Original Book & Tape Set . . . . . . .$29.95
Fax: Gift of Dyslexia CD Set . . . . . . . . . . . . .NEW!
. . . . . . . .$39.95
1-650-692-7075 Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95
Davis Assessment & Orientation Video Set . . . . .$64.95
Phone: Gift of Dyslexia - Spanish Edition REVISED!
. . . . . . . . . . . . .$19.95
Toll free 1-888-999-3324 Original Spanish Edition . . . . . . . . . . . . . . . . . . . .$7.50
Local 1-650-692-7141
OTHER BOOKS FOR REFERENCE AND LEARNING
ADD: A Different Perception . . . . . . . . . . . . . . . . .$12.00
Online: Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . . .$9.95
www.dyslexia.com/bookstore Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95
Checking Your Grammer & Put it in Writing . . . . . .$11.90
Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99
Exploring Time . . . . . . . . . . . . . . . . . . . . . . . . . . . .$7.95
SAVE 10% ON THIS ORDER! Family Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$19.95
Hate to Write But Have To Writer’s Guide . . . . . . .$14.95
Become a DDAI Member and receive a 10% In the Mind’s Eye . . . . . . . . . . . . . . . . . . . . . . . . .$27.95
discount on all DDAI Bookstore orders and a MacMillan Visual Dictionary . . . . . . . . . . . . . . . . .$24.95
FREE subscription to The Dyslexic Reader. Math-a-pedia . . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00
Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$13.95

Your membership supports Peterson’s Guide to Colleges . . . . . . . . . . . . . . . .$32.95

Right Brained Children in a Left-Brained World . . .$12.00
our efforts worldwide! Strong-Willed Child or Dreamer? . . . . . . . . . . . . . .$12.95
Write Source 2000 . . . . . . . . . . . . . . . . . . . . . . . .$19.95
Yes You Can! Help Your Kid Succeed in Math . . . .$18.00
Ship to:
You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95
Your Child: Dyslexia . . . . . . . . . . . . . . . . . . . . . . . .$9.95
Address:
Your Child’s Growing Mind . . . . . . . . . . . . . . . . .$12.95
City/State:
OTHER ITEMS
Klean Klay, 1 lb. block . . . . . . . . . . . . . . . . . . . . . .$4.00
Zip/Country:
Koosh Balls, Each . . . . . . . . . . . . . . . . . . . . . . . . .$5.50
Check here if you would like to receive FREE INFORMATION on:
Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____
q Davis Dyslexia Correction Programs
Less 10% for DDAI Members . . . . . . . . . . . . . . . . . . .$ _______.____
q Professional Training in Davis Procedures
Subtotal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____
q Sponsoring Davis Workshops in your area
CA Sales Tax (CA residents only) Subtotal x 0.0825 $ _______.____
Payment: *Shipping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____
Check Total for books/materials . . . . . . . . . . . . . . . . . . . . .$ _______.____
q Enclosed is my check made payable to “DDAI” DDAI Membership (includes newsletter subscription)
Credit Card q 1 year - $5000 q 2 year - $8000 . . . . .$ _______.____
q VISA q MasterCard q Discover q American Express Subscription Only
Card # Exp.Date: q 1 year - $2500 q 2 year - $4000 . . . . .$ _______.____
(Can/Mexico - add $5/yr Other Countries - add $10/yr)
Name GRAND TOTAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ _______.____
(as it appears on card)
US Shipping Costs Canada/Mexico: Add $3 to US rates
Signature:
Book Total Book Rate First Class *Outside North America
Up to $20 $4.50 $6.50 Foreign orders must use a credit
Phone: $20.01 - $40 $6.50 $8.50 card. Airmail or fax this form to
$40.01 - $60 $8.00 $10.00 +1 (650)692-7075. We’ll add air-
PRICES EFFECTIVE THRU OCT. 31, 2000 $60.01 and above $10.00 $12.00 mail postage plus $5 for handling.