The

Dys•lex´ ic Read´ er • •
Vol. 27

~

Davis Dyslexia Association International

Issue 2 • 2002

Symbol Mastery for Multi-Lingual Students and Second Language Acquisition
classic Parisian French and visits Quebec becomes instantly aware of the difference in the “same” language. Many people who speak Spanish can quickly tell what country a fellow-Spanish speaker comes from because of accents, idioms and slang. These vary between Cuba, Puerto Rico, Mexico, and the other Latin American countries, and are easily distinguishable from the Spanish spoken in Spain. In the United States, we can differentiate someone from Texas, Boston, and New York by their accent or grammar. Brazilian Portuguese is both written and spoken differently from the Portuguese in Portugal. South Africans, in addition to all the tribal languages in their environment, must learn both Afrikaans and English.
continued on page 4

by Alice E. Davis

Once upon a time, before Ron Davis wrote a book called The Gift of Dyslexia, we only knew how to provide dyslexia correction with English-speakers. Today, with the book available in twelve languages and Davis Facilitators on every continent except Antarctica, this is no longer the case. It is remarkable to know that the principles of Davis Symbol Mastery can be applied in any language to help dyslexic learners. Over the last five years, we have accumulated various tips from our colleagues around the world who have done Davis programs with clients who must learn to read two or more languages. Language acquisition is a fascinating field. It touches on many areas of our lives including cognitive development, cultural identity, and education.

Recently I consulted with two wonderful women who have studied Second Language Acquisition extensively. They are Maria Seranno who teaches Second Language Acquisition at the University of Arizona, and Helen Brittle Matsuki who teaches English as a second language in Tokyo, Japan. Both women are world travelers and speak two or more languages. Both feel that Davis Symbol Mastery is a very useful tool for not only addressing dyslexia but also mastering a second language. Here is some of what we have learned from them and the many Davis Facilitators world wide who provide Davis Programs in multiple languages. In some countries such as Germany and Switzerland, children must learn High German in school to pass their exams, while speaking a German dialect at home and in their community. Anyone who has studied

In This Issue
News & Feature Articles:
Symbol Mastery for Multi-Lingual Students . . . . . . . . . . . . . . . . . . . . . . .1 Dreams Really Do Come True . . . . . . . .3 Davis Symbol Mastery Procedure for Words . . . . . . . . . . . . . . . . . . . . . .4 Symbol Master Q&A . . . . . . . . . . . . . . . .5

Regular Features:
Viewpoints on Motivation . . . . . . . . . . . .2 Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Book & Product Reviews . . . . . . . . . . .7 Workshops . . . . . . . . . . . . . . . . . . . 10, 11 New Facilitators & Specialists . . . . .12-13 Davis Providers (U.S. & Canada) . .14-15

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1. Help me to focus - Please teach me through my sense of touch. I need "hands on" and body movement. 2. I need to know what comes next Please give me a structured environment where there is a dependable routine. 3. Wait for me, I’m still thinking Please allow me to go at my own pace. If I am rushed, I get confused and upset. 4. I’m stuck, I can’t do it! - Please offer me options for problem solving. If the road is blocked, I need to know the detours. 5. Is it right? I need to know now Please give me rich and immediate feedback on how I am doing. 6. I didn’t forget, I didn’t hear it in the firt place! - Please give me directions one step at a time, and ask me to say back what I think you said.

7. I didn’t know I wasn’t in my seat! - Please remind me to stop, think, and act. 8. Am I almost done? - Please give me short work periods with short term goals. 9. What? - Please don't say, "I already told you that." Tell me again, in different words. Give me a signal. Draw me a symbol. 10. I know it’s all wrong isn’t it? Please give me praise for partial success. Reward me for selfimprovement, not just for perfection. 11. But why do I always get yelled at? - Please catch me doing something right and praise me for the specific positive behavior. Remind me about my good points when I am having a bad day. submitted by Judy Cohen, www.pleasetutorme.com

Restoring Motivation
by Alice. J. Pratt, Facilitator, Jacksonville, Florida

Cartoonist, John Baumann, is a 16 year old high school student who recently completed the Davis Program at Reading Research Council in California.

Because the Davis methods are based on utilizing the imagination and creating word concepts with clay, it encourages dyslexics to value their natural picture learning style. At the core of motivation is a person’s will or intention. When a person’s will is engaged in a creative endeavor, the heart is involved and motivation is free flowing. We have all seen this in ourselves when we do something we love. We see this in children when they are playing earnestly. The Davis Orientation procedures use a person’s imagination and perceptual talent to take control of perceptions when dealing with symbolic language. The Symbol Mastery procedure is a rich language process utilizing the hands and critical thinking to create models for the meanings of words. This creative process connects and taps the emotional and motivational systems of the dyslexic learner. As a parent and/or support person, it is important to realize that motivation is restored gradually and needs time to emerge. The dyslexic person may need to stop trying to meet the developmental time table of word thinking people. They need time, respect, and freedom to practice and control using their newly acquired skills, and thus restore their belief in the validity of their natural learning style.

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, Maria Fagioli and Dee White. 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®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.

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Dreams Really Do Come True
For all of us who have had the privilege of using the Davis Dyslexia Correction® Program to help individuals worldwide, we know that dreams really do come true as learning barriers are removed. Ron Davis often begins his workshops by stating that he is a “lucky man…because he has a dream and that dream is coming true.” But what about Davis Facilitators? Do they have dreams come true? Picture this… The mom and dad with the dyslexic child who 20 years ago was not learning to read; the teacher who works with children who recognize letters, words or concepts one day, but seems to forget them the next; the learning center director who is trying to unlock a child’s learning potential, yet for some reason just can’t find the right key; and the person who cares deeply about others and has a dream. Now picture the dream coming true…On September 27, 2001 at 7:00 pm at the Creekside Community Center in Bloomington, Minnesota, Cyndi Deneson (Davis Facilitator, Specialist, Workshop Presenter), and her husband, Paul, co-director of New Hope Learning Centers, Inc. realized a dream come true. Cyndi, who is the mom, the teacher, the director, and the dreamer welcomed approximately 100 people from the Twin Cities and surrounding area to hear Ron Davis publicly share his story and touch the hearts of the community. Ron and Alice Davis joined Cyndi, Paul and their staff for an evening of public lecture, questions and answers, and personal greetings as New Hope Learning Centers commenced the Grand Opening Celebration of their Minnesota office. Among the guests were many who have benefited over the years from the work of Ron Davis, Cyndi Deneson and New Hope Learning Centers. They were excited to welcome many former clients, parents, teachers, mental health professionals, psychologists, and physicians from the surrounding community. The excitement didn’t end there. For those of you who know Cyndi,

Top Photo: Ribbon Cutting with Mayor Gene Winstead of Bloomington, Minnesota. Bottom Photo: Left to right: Darlene Bishop, Linda Johannes, Paul Deneson, Cyndi Deneson, Margie Hayes, Ron Davis, Alice Davis, Pam Kretz.

you realize that she believes if you’re going to dream, then dream big and go for it! On Saturday, September 29, 2001, New Hope Learning Centers continued their outreach to the community with a Fall Family Fun Festival. The Festival began under a glorious white tent with a ribbon cutting ceremony by Mayor Gene Winstead of Bloomington, Minnesota and representatives from the Bloomington-Minneapolis Chamber of Commerce. The sun was shining, and the smiles were welcoming. New Hope Learning Centers’ Wisconsin Facilitators Darlene Bishop, Pam Kretz, Margie Hayes, and Administrative Assistant Linda Johannes were present, along with Minnesota Facilitators Ginny Bushman of New Visions Integrated Learning Systems and Cindy Bauer of Partners in Learning, and Iowa Facilitator Mary Kay Frasier of Innovative Learning Professionals, truly making the event a Midwest celebration. Once again, Ron was able to share his story and message of hope. Cyndi considered it an honor to host such

an event and publicly introduce Ron to the Twin Cities and Midwest area. As usual, his presentations were informative and encouraging to all who attended. During the Festival, a local radio station was broadcasting the event live, and children were jumping in a big inflated castle, getting their faces painted, or eating cookies. Twentyone local businesses gave their support to the festivities by donating food, beverages and prizes. Many spoke about their own struggles and experiences and became encouraged with the potential the Davis Program holds for the dyslexic learner. Cyndi wanted to let people in the area know that she cares about them and their families and she did just that. Her hope for the future is that she will be able to increase the awareness of what dyslexia really is and how the Davis Program can bring new hope to the dyslexic learner. For Cyndi Deneson, this event represented a dream come true. For those she and her staff are reaching in the community, it is a dream beginning to come true. t

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Symbol Mastery . . .
continued from page 1

Such examples are endless. Because of such diversity, we are often asked for recommendations about how best to apply Davis Symbol Mastery when working with students and clients who speak more than one language or must learn another language. There is no one pat formula because of the individual variations in situation, needs, and background. Some people want to learn a second language for personal enrichment. Some need to pass exams to graduate or to better their employment prospects. Some children speak one language at home but are being educated in another language at school. Dyslexics want to master reading, writing and spelling no matter the language. Some people first experience severe dyslexia symptoms only when trying to learn a second language. Others find learning a second language enriches their skills in their native language.
Fig. 1 Three Parts of a Symbol What it means What it looks like What it sounds like* Letters pronunciation or speech sound shape, case, position on a line name of the letter

Davis Symbol Mastery can be a useful tool for both enrichment and remedial purposes. Whatever is done should be based on the client’s goals, age, and educational needs. Bear in mind that the objective of Symbol Mastery is mastery of the three elements of any symbol as shown in the chart [see Fig. 1]. For the dyslexic learner, the objective is to make sure all three elements are mastered and no longer cause confusion or trigger disorientation. General Guidelines When working with children ages 8-9 or less, it is best to start Symbol Mastery on the letters, alphabet and punctuation marks in the child’s mother language. At early ages, cognitive development and language development go hand in hand. Thus, for the young child first learning to read, the language that is most fluent will be the easiest for opening the door to emphasizing the basic
Punctuation Marks function Trigger Words & Vocabulary mental picture of the concept or definition

structure of written language. For an age 10 or older bilingual person, assess strengths in Speaking, Reading & Writing in each language. Start Symbol Mastery with the strongest language for reading and writing. For someone just starting to learn a second language, begin with mastering the basics symbols and trigger words of the language that is already spoken, before starting this process with the second language. If the Davis Orientation Counseling procedures are needed, do them in the language that is most easily comprehended or with the help of a good interpreter. Be sensitive to the fact that many of the words on our Trigger Word list are used to describe our temporal (having to do with time) and spatial relationship to the world, and that these relationships can vary from language to language. Letters, Alphabets, Punctuation, and Words 1. Do the alphabet and punctuation marks together, one language at time, in distinctly separate time frames for each language. For Roman alphabets that contain more letters than the English, when possible, do the longer alphabet first (reduction is better than increasing the number of letters to learn). The reason to do them completely separately is to avoid referencing, e.g., ‘It is the same in French as in English except for .…”
continued on page 5

shape and placement letters in a specific order/spelling name of the mark pronunciation

* For deaf students, “what it sounds like” could be replaced with “what the sign is.”

Davis Symbol Mastery Procedure for Words
1. Look up the word. 2. Pronounce the word. 3. Read the first definition and any example sentences aloud. 4. Establish a clear understanding of the definition. Discuss it. Make up sentences or phrases using the word with that definition. Do this until you can picture this definition in your mind. 5. Make a clay model of the concept described by the definition. 6. Make the word with clay. Make sure the spelling is correct. Make lower case letters unless the word normally begins with a capital letter. 7. Say aloud to the model of the concept: “This is [word] meaning [definition].” Example: “This is [tall] meaning [of more than normal height]. 8. Say aloud to the word or symbol: “This says[word].” Example: “This says [tall ].” 9. Make a mental picture of what has been created. Intentionally make the picture above eye level. Looking at the mental picture, name the letters of the word starting from the reverse direction of reading to ensure an accurate picture has been made. Then name the letters in the normal reading direction. Additional Exercises: These are optional. A. Touch and say the letters of the word. B. Write the word. C. Make up more sentences and phrases until you can do so easily. Be sure the usage of the word matches the definition you just made.

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Symbol Mastery . . .
continued from page 4

as this can prevent true mastery. However, when such comparison/ referencing occurs naturally and is “discovered” by the client (as opposed to being taught or hinted at), it can aid mastery. 2. To avoid confusion and referencing, it can be helpful to have the client say aloud to the clay letters, “This is the French alphabet!” or “You are the letter A in French!” in the respective language. 3. When mastering words, it may also be helpful to have the client say aloud to the model, “You are (word) meaning (definition) in Spanish!” in the appropriate language and in a

commanding tone of voice. This allows all the mental pictures to stay separate and distinct in their respective languages. 4. Trigger words should be done separately in each language in their own time frames to ensure mastery. Especially the prepositions which can vary from language to language depending on context. (example: “for” in English meaning “with the intent to present to” as in “I got a gift for Ann,” would be “para” in Spanish. However, “for” with the meaning “to get” as in “I went for the groceries,” would be “por” in Spanish.) The model of the concept may remain the same but the sound and form of the word changes in Spanish but not in English. terms of expense. You would end up having to buy new clay all the time; the reason that we use a nonhardening clay with a single neutral color is that the same clay can be reused again and again, with no need for special storage arrangements to keep it fresh. Try a local art supply store to find the clay you want; the brand we use is called Klean Klay. You might consider purchasing the Davis Symbol Mastery Kit from us; this has all the materials you need, including clay. Of course it has much more than clay, including a manual and video that will provide you a lot more information about the process. Q3. I see that you form lower case and upper case printed letter. Do you do the same with script letters? A3. With the initial clay modeling, we use only printed letters. The first objective is to find and eliminate confusions associated with recognizing individual letters, not with writing letters. Later on, if you are working on mastering handwriting, you could do some modeling of script letters, but I would not advise it when you are just starting out. I worked with my own son, and I realized that I did not have the knowledge or training to do everything that might be done in a formal Davis program, such as

5. Models of the meaning of nouns and adjectives usually remain consistent. But with some languages the concept of feminine, masculine or neuter becomes involved in learning them. So it is best to master all words separately in their own time frame. 6. Doing Symbol Mastery on the irregular and auxiliary (helping) verbs can also be a good opportunity to increase fluency and to master conjugation and tense in any language. However, these should be mastered slowly and thoroughly, in short sessions, to avoid confusion. The basic procedures for Davis Symbol Mastery are outlined in detail in The Gift of Dyslexia, and in the Symbol Mastery Kit and Teacher Kits available from DDAI. t helping my son with handwriting. Instead, I just decided to focus on the biggest problem for him–reading –and nothing else. We just asked his teacher at school to excuse him from any assignments requiring handwriting, so that he could print or type instead. Later on, when my son felt ready, he started working on handwriting on his own, using a workbook he borrowed from his younger sister. He was about 12 at the time and did not need extra support. This was about a full year after we had completed the Davis Orientation, clay alphabet, and Symbol Mastery on trigger words. Q4. I’ve seen some posts on the dyslexiatalk discussion board that indicate the letters should be formed within a certain amount of time. Is this true? If so, how quickly should he be forming them before we move on? A4. You should simply be working at a pace that is comfortable for your son. It should not be dragged out for too long, but if he can’t finish in one day and he comes back to the task the following day, that is OK. It just should be done very close in time—that is, he shouldn’t do half the alphabet, and then wait a week before finishing. If you can manage it, it’s a good idea to find some large blocks of time that you can devote to this. t

Symbol Mastery Q&A
by Abigail Marshall

I have “The Gift of Dyslexia” book and have read it to my 13-year-old son. We are both eager to start the process. He is definitely a candidate for the program per the Perceptual Ability Assessment we did on Friday. There are some things that I don’t quite get from the book about the clay: Q1. When doing Symbol Mastery from day to day, do you keep the letters previously done or smoosh them and reform them again? A1. Ordinarily, you would just put the clay away and start fresh during the next session. Some kids like to save letters or even frequently modeled items (such as a model of a person). There’s no harm in doing it that way, as long as the model itself is new, even though it incorporates previously-modeled figures. The main issue is the expense involved if you keep running out of clay, and the space to store all the old models. Taking photos of the models is another way to “save” the creations. Q2. The only clay we could find here is self-hardening clay - is this a problem? A2. That would be a problem in

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Phoneme Awareness Is direct instruction in phoneme awareness or symbol-sound correspondences necessary to correct dyslexia? It is important that dyslexics be able to perceive phonetic components of language accurately - for example, to be able to hear the difference between the short “e” in “then” and the short “i” in “thin”. It is also important that dyslexics understand that letters generally represent specific sounds, and to make sure that they can accurately perceive the letters - for example, to see the difference between the letter “b” and letter “d”, and to tell the difference in order and sequence of letters in the words “from” and “form.” Davis methods address all of these factors. However, once these basic concepts are mastered, our reading program is geared to developing whole word recognition and comprehension skills, relating words to their meanings rather than merely to their sounds. Our primary physical tools are a dictionary and clay. We do not find it necessary to do extensive tutoring in phoneme awareness or symbol-sound correspondence. However, it should

be noted that the Davis Dyslexia Correction program is geared to individuals ages 7 and above. Most of our clients have already had basic instruction in phonetic principles, and their problems arise generally from the fact that they cannot apply what they have been taught. Some possible problems are: 1. They cannot hear the difference between similar-sounding phonemes. 2. They understand phonetic principles, but cannot apply them because they have inconsistent perceptions of the sequence, direction, and order of letters, or of the sounds of words, due to disorientations or poor sequencing skills. 3. They understand phonetic principles, but are confused by words that are not spelled exactly the way they sound, and are impeded by their over-reliance on phonetic strategies. 4. They simply do not think with the sound of words, and cannot gain meaning from what they read until they learn to relate the letters of the words they see to a mental picture of what the words mean. Each of these problems can be solved by providing the student with tools geared to mastering the underlying concepts, rather than through tutoring, drill or memorization. Picture-at-Punctuation Where can I access some research that tells about the Pictureat-Punctuation method? There’s an excellent article called Mental Imagery in Reading which summarizes the many studies that have been done in this area. It is at: www.readingonline.org/ research/Sadoski.html

What is a phoneme?
Phonemes are the smallest unit of meaningful sound in a word. When we talk about phonemic awareness, it refers to the ability to hear these individual speech sounds. For example- the word "for" has 2 sounds- two phonemes: /f/ and /the r-controlled o/ The word "example" has 8 sounds 8 phonemes: /e/ /g/ /z/ /ae/ /m/ /p/ /schwa(uh)/ /l/ Submitted by Jen on the DyslexiaTalk Discussion Board.

As this article makes clear, the concept of incorporating visualization into reading has been around long enough to generate fertile ground for studies. Basically, it has been repeatedly shown that readers who have strong mental imagery have better recall and comprehension, and that the visualizing skill can be taught to students to improve comprehension. Davis isn’t the only method that teaches imagery as part of an overall approach to improving comprehension skills. Picture-at-Punctuation is described in the book, The Gift of Dyslexia, in the section called “Three Steps to Easier Reading.” The main distinction of Picture-at-Punctuation is that we have included it within a three-step process that connects to building visual tracking, accurate spelling, reading sequencing, and word recognition skills. Our approach probably encourages more frequent image association, as opposed to reading methods that instruct students to form an image after a paragraph or passage. We also focus on punctuation because our experience has been that many dyslexic students often don’t see, understand, or respond to punctuation. Our particular approach reinforces the habit of recognizing and responding to certain punctuation marks that signal a pause or stop in speech when the text is spoken. These include commas, periods, semicolons, and quotation marks. Our goal is for Picture-atPunctuation to become ingrained as a habit, so that the dyslexic reader naturally pauses at frequent and appropriate intervals in the reading process to visualize the meaning of the preceding clause or sentence. This encourages and utilizes the strong visual-spatial thinking skills which usually go hand in hand with dyslexia, and ensures excellent comprehension.

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PRODUCT REVIEW by Abigail Marshall, DDAI Information Services Director
One of the toughest hurdles for a dyslexic student is the test of verbal reasoning skills that comprises the College Board SAT I. The single most important thing students can do to improve SAT Verbal scores is to increase their vocabulary. But to the picture thinker, studying words by reading definitions can quickly become overwhelming. That is why I was delighted to discover a new product, designed by reading specialist Rebecca L. Lev, M.Ed.—picture vocabulary cards. The introductory set has 150 cards, each with the definition of an advanced vocabulary word, pronunciation, sample sentences, and a whimsical cartoon illustration to reflect the meaning of the word. Ms. Lev says, “I tried many techniques to help my average, above average, and learning-disabled students learn vocabulary words and keep these words in their long-term memory,” and couldn’t believe the results when she created her Visual SAT Vocabulary Cards: “All of my students eagerly learned the words. Two months later they still remembered the meanings by associating the words with the wonderful, and many times humorous, pictures. As a result, every one of my students easily acquired a large bank of vocabulary words and used these cards to increase their scores on the verbal section of the SAT.” I tried the cards myself, following the suggested visualization approach that is included with the card set, and

Visual SAT Vocabulary Cards
by Rebecca L. Lev, M.Ed. $19.95 Mail order only. See our catalog or visit the bookstore at www.dyslexia.com

was amazed at how easy it was to retain the meaning of the word. I don’t know whether the results would actually carry through to increased scores on the SAT, but I am pretty certain that if a student plans to study vocabulary for the SAT, this probably is a fun and effective way for most students to learn the words. I would highly recommend this product to students, home schooling parents, and to middle school and high school teachers.

Humor Corner
One day, the phone rang, and a little boy answered. “May I speak to your parents?” “They’re busy.” “Oh. Is anybody else there?” “The police.” “Can I speak to them?” “They’re busy.” “Oh. Is anybody else there?” “The firemen.” “Can I speak to them?” “They’re busy.” “So let me get this straight— your parents, the police, and the firemen are there, but they’re all busy. What are they doing?” “Looking for me.”

BOOK REVIEW Director by Abigail Marshall, DDAI Information Services
Learning How to Learn is a nononsense, comprehensive source book that provides college-bound students with the basic facts they need to know if they believe they will need or want accommodations or support for their learning differences. Students will appreciate the large print titles and well-organized chapters. The book takes the student through the process of documenting a learning disability and asking the right questions about the type of support or accommodations. It offers practical suggestions for organization and study at college, and how LD students can highlight their learning strengths. Also included is a guide to LD-friendly colleges and universities and a list of further resources. Although there are other books which provide similar information, this book is one of the most useful I have seen. Joyanne Cobb draws on her own experiences as a student with learning differences—she states that it took her seven years to complete her undergraduate degree; she since has earned a Masters degree. Her book functions as a road map for

Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability
by Joyanne Cobb CWLA Press (Child Welfare League of America) ISBN 0878687769 $14.95 118 pages, softcover

others to follow, and gives an empowering message to high school and college students with learning differences: You can! (Note: this book is geared to U.S. students. The information concerning typical accommodations and legal rights may not apply in other countries.)

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Improve Children's Reading Skills and Creative Talents
with Davis Learning Strategies® Kits Designed Especially for K-3 Teachers and Parents of Children Ages 5-8
Each Kit includes: • Sturdy Nylon Briefcase • Reusable Modeling Clay (2 lbs.) • Kindergarten & Grade One Manual or Grades Two & Three Manual • Webster's Children's Dictionary (Hardcover) • Checking Your Grammar (Softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip (upper & lower case) • Stop Signs for Reading Chart • One-year subscription to The Dyslexic Reader newsletter ($25.00 value). If you are already a subscriber, your subscription will be extended for an additional year What is different in each Kit is the Manual. These include suggested curriculum, lesson plans, and activities appropriate for each grade level and age. Teachers or home-schooling parents who teach multiple grade level students may purchase a combination kit, containing both Manuals for $149.90. Previous purchasers of the Davis Symbol Mastery Kit may purchase either Manual separately for $29.95 each.

Kit price: $119.95

Recommended materials for classroom implementation:
• One Kit per teacher or aide • Four Koosh Balls per Classroom • Six Letter Recognition Card sets per classroom • One Alphabet Strip per student • Six Punctuation & Styles Booklets per Classroom • Six Dictionaries per Classroom • One Pound of modeling clay per student

ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies® Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies® Teacher Kit with both Manuals $149.90 Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Webster’s Children’s Dictionary (Hardcover) $16.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US (not including shipping charges)

Discount Schedule
Quantity Non-Member 0-5 0% 6-10 10% 11-20 15% 21-40 20% More than 40 25% DDAI Member 10% 15% 20% 25% 30%

· · ·

TO ORDER: By phone: Call 1-888-999-3324 toll-free in the USA or Canada. Fax this order form with your name, shipping address, credit card authorization to +1 (650) 692-7075. We will add shipping and handling charges. E-mail your order to DDAorders@aol.com

UPS Shipping Charges will be added to all orders

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The Light and Knife
My name is blue and flowing like the ripples in a pond When you skip smooth stones across it’s crystal clear surface It moves like a gentle breeze rustling the leaves and whispering words. It is long and flowing like a pale moonbeam Streaming through a window just before you fall asleep. It means “the bearer of light.” My first name, Camille.

Congratulations to Larry Smith, Jr. of Calgary, Alberta!

On November 1, 2001, Larry was awarded the Alberta Literacy Award of Merit. This award recognizes and highlights individuals for their exceptional performance, accomplishments, and dedication; and significant achievements in service of professional activities in literacy in Alberta, Canada. During the presentation it was stated, “The nominations we received My middle name has a sharp edge to for Larry Smith were full of letters from former clients, parents, teachers it. and doctors who have seen lives When I say it, it feels sharp dramatically impacted by the help Like my tongue is a knife, they received at Rocky Point And I can slice through any word. Academy.” Even so, it is quiet and secretive Some quotes from nominations that And no one can guess it when I ask, were mentioned during the “What’s my middle name?” presentation: “The program works wonders.” -Camille Meyers “My son who has dyslexia and ADD, spent a week with Larry which has This is a poem my daughter, Camille, wrote in response to a classroom made a very positive change in his assignment. It has been four years since personality and the way he looks at she went through her Davis Dyslexia learning.” Correction Program and it has made such “He has a willingness to work and a difference in her life. Words used to read now after 7 years of tears.” confuse her and control her. Now as you “ I am so glad I took the program, it can see, she is the one in control. I found has changed me and my family’s it particularly interesting and meaningful that she alluded to “words” several times. life.”

“Before the program I was trying to adapt to a world that did not fit. It was like putting the wrong puzzle piece in the wrong space. Now I know how I learn and I know that I can do anything that I want to do.” “I have seen dramatic changes in his ADD and would no longer consider prescribing Ritalin. He’s beat it himself!” Larry is a licensed Davis Facilitator, and travels to many schools and communities sharing the positive side of dyslexia and ADD. He is a credit to us all. Congratulations again Larry! t

Growing knowing from a seed showing beauty fighting weeds. Velvet petals on the trees. So softly buzzing com the bees. Juicy peaches clinging on, warmed and ripened in the sun, slightly swaying in the wind. Peach pie for many families. Jams and Jellies that we made. Years of writing diaries in the shade. Axes cut all the memories.
Elena Bronisz, age 10 (4th grade) Bellingham, WA

Space isn't remote at all. It's only an hour's drive away if your car could go straight upwards. -Fred Hoyle, Astronomer, mathematician, writer (1915- )

Elena Bronisz 11-5-01

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T HE DYSLEXIC READER

Improve Your Primary Classroom Reading & Classroom Management Skills
With the Davis Learning Strategies ® Basic Teacher Workshop Davis Learning Strategies give K-3 teachers immediately usable and effective tools that:
• Tap the creative learning process in all children. • Significantly improve language arts skills without paper/pencil and worksheets. • Efficiently and effectively teach reading and prereading skills to multiple learning styles. • Quickly and easily give children self-management skills for paying attention and staying on task. • Make classroom and behavior management easy and positive. • Children find fun, engaging, and motivating. • Can be flexibly applied in a variety of school and learning activities. Research Based
The workshop represents the results of six years of research and development in several K3 elementary classrooms by an experienced teacher, Sharon Pfeiffer. In August, 2001, a research paper detailing the effects of these strategies on first grade word recognition and gifted education placement was published in Reading Improvement, a peer-reviewed journal. Davis Learning Strategies are based on methods developed by Ronald D. Davis.

Feedback from Teachers
"I really saw a difference. I go once a week with the class to the school library. In previous years my pupils would just check out the picture books. They were content to look at the pictures. This class has become very 'knowledge thirsty.' They check out general education books, everything from volcanoes to Indians. Better yet, they look at them AND read them!" —AA, primary school teacher "The biggest change that I have seen in this first semester of using Davis? Short and simple: energy management. Nowadays, my class comes back from even the most turbulent playground breaks and can quickly adjust to the classroom. They can pay attention and actually listen to me." —GE, primary school teacher, Switzerland "I am using it in the class, and yes it's working. In the children I saw change: caring for one another, helping another and realizing that no one in our class is stupid. There is no more such a thing as a naughty child because you can focus your friend next to you, you can focus your group. With spelling and reading there is definitely a great improvement in my class. I've got 38 children in my class (in South Africa we can go up to 45 or 50 per class) all focused. The other teachers often tell me they don't think I have children in my class: the reason being they are focused AND use there dial setting! Even if they come to class wild and active, within minutes I have the most well behaved class in the whole school. Thanks to Davis Learning Strategies!" —Stephany van Dyk, Educator in Johannesburg, South Africa "In essence, I believe that this is the gift that we are able to give our children if we implement the Davis Learning Strategies in our classrooms. We are able to give each learner, regardless of their individual learning style, the ability and opportunity to learn successfully. As educators, what greater reward do we require? I wish to encourage all educators who have the opportunity to learn the Davis methods to do so. They truly are a life-line to help ALL children, and in so doing, we can enable them to reach their full potential." —Gillian Rookyard, A final year teaching student

Davis Learning Strategies
With Davis Focusing Skills™, a series of exercises which use imagination and coordination, children can easily develop the self directed ability to be physically and mentally focused on the learning task at hand. Through Davis Symbol Mastery®, children master the alphabet, punctuation marks, and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill exercises. Davis Reading Exercises provide a fun and cooperative method for increasing word recognition and reading comprehension skills. This reading method can be used alone or as a supplement to a current reading program. With these Davis Learning Strategies, children become well prepared for a successful first four years of schooling and for a lifetime of learning!

Visit the Davis Learning Strategies web site: www.davislearn.com

2002 DATES & LOCATIONS
June 10-13 June 24-27 July 8-11 July 15-18 August 12-15 August 26-29 San Antonio, Texas San Francisco, California Minneapolis, Minnesota Milwaukee, Wisconsin San Francisco, California Vancouver, Canada

Call 1-888-805-7216 for U.S. Registration Call +1 (604) 921-1084 for Canada Registration

THREE ACADEMIC UNITS AVAILABLE (with no homework)

T HE DYSLEXIC READER

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Come Learn and EXPERIENCE the Davis Dyslexia Correction procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis 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 & weaknesses; set goals; and establish motivation) · Demonstration and Practice Session DAY TWO Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) · What is Orientation? Demonstration and Practice Session Release Procedure (method for alleviating stress and headaches) Alignment (an alternative to Orientation Counseling) · What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling ADD symptoms) 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 FOUR Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words · Demonstrations, Group Exercises and Practice Sessions Implementing the Davis Procedures

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

2002 WORKSHOP SCHEDULE
9 - 12 April 2002 (English) Instructor: Jürg Peter Location: Ipoh, Malaysia Contact: singapore@dyslexia.com 15 - 18 April 2002 (English) Instructor: Jürg Peter Location: Singapore Contact: singapore@dyslexia.com 6-9 May, 2002 (English) Instructor: Bonny Beuret Location: Muscat, Oman Contact: Hodge@omantel.net.om (Pat Hodge) 27-30 May (English) Instructor: Robin Temple Location: Winchester, England Contact: uk@dyslexia.com 30 May - 2 June (German) Instructor: Ioannis Tzivanakis Location: Karlsruhe, Germany Contact: germany@dyslexia.com 6-9 June (German) Instructor: Ioannis Tzivanakis Location: Munich, Germany Contact: germany@dyslexia.com 4 - 7 July 2002 (French) Instructor: Bonny Beuret Location: Geneva, Switzerland Contact: ch@dyslexia.com 8 - 11 July 2002 (English) Instructor: Ronald D. Davis Location: San Francisco, CA Contact: training@dyslexia.com 29 Aug - 1 Sep 2002 (German) Instructor: Bonny Beuret Location: Basel, Switzerland Contact: ch@dyslexia.com 7-10 or 12-15 Sept (English) Instructor: Bonny Beuret Location: Sydney, Australia Contact: australia@dyslexia.com 7-10 October (English) Instructors: Gerry Grant & Ronald D. Davis Location: Toronto, Canada Contact: canada@dyslexia.com 17-20 October (Spanish) Instructor: Ronald D. Davis Location: Monterrey, Mexico Contact: mexico@dyslexia.com 19-22 October (English) Instructor: Robin Temple Location: Winchester, England Contact: uk@dyslexia.com 4-7 December (English) Instructor: Bonny Beuret Location: Singapore Contact: sg@dyslexia.com

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

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T HE DYSLEXIC READER

Newly Licensed Davis Facilitators and Specialists and Davis Learning Strategies School Mentors & Workshop Presenters
Congratulations and welcome to our growing international family of Davis providers!
Margarete (Margie) Hayes became interested in the Davis Dyslexia Correction Program when her granddaughter, Heather, went through the program in January 2000. The positive changes in Heather began that week and continues. Margie wanted to be part of this exciting program. She holds a BS in Education. Margie works at New Hope Learning Centers, 2525 N. Mayfair Road, Suite 107, Wauwatosa, WI 53226. USA. (888) 890-5380 or (414) 774-5380. Newhope4dyslexia@aol.com Georgina Dunlop has a B.Ed. in Physics. She has also worked in primary schools providing reading and literacy support. She became interested in the Davis Methods having seen a close friend (also a Davis Facilitator) use the Davis Methods to help children and adults improve their literacy skills. Georgina has traveled widely and worked in Hungary. She has lived in the US for four years and as a result understands the differences in the British and American education systems. She has two sons who are currently working their way through GCSEs and A Levels. Her interests include literature and opera. Dyslexia Correction Centre, Holtwood, Brockenhurst Road, Ascot, SL5 9HA, United Kingdom. +44 (1344) 62 21 15. Gerogina.dunlop@btinternet.co.uk Catherine Warner became interested in dyslexia through her volunteer work with refugee children in Geneva, Switzerland. She is looking forward to using her bilingual skills to work with clients, both French and English, in this very international city. 25 Av. Du Mail, CH-1205, Geneva, Switzerland. +41 (0223) 21 70 42. Dyslexie@romandie.com Crystal Punch is a mother of two and has been teaching for ten years at experiential schools. “I was puzzled because many students were brilliant, out-of-thebox thinkers, but could not write down their thoughts, or follow through with and complete a project. My journey to understand this dilemma lead me to Ron Davis. After the Fundamentals Workshop, I discovered my “brilliant” father was also dyslexic, and it appears my son as well. How lucky! I am very honored to be part of each person’s discovery of talents.” Alternative Learning Solutions, 8142 East Briarwood Blvd., Englewood, CO 80112. USA. (303) 850-0581. Pukooi@aol.com Susanne Wild. St. Johannes Strasse 5, D86316 Paar, Germany. +49 (08205) 95 90 828. BeratungSWild@aol.com Gerri Cox, BSN, RN “My life and my son’s life were affected in many special ways as a result of a very positive, inspiring and successful Davis program with our, Facilitator, Bill Allen, in Atlanta, Georgia. My son received confidence and tools which enabled him to improve his reading skills and he is now willing to tackle high school honors level English courses! For me, a journey began to become a certified Davis Facilitator. After receiving a Bachelor of Nursing degree from the University of North Carolina at Chapel Hill in 1982, I worked in a neonatal intensive care unit and went on to teach nursing at a local college. In more recent years, I have served as the office manager of The Cox Law Firm. This job allowed me the time to volunteer in the school systems as a tutor as well as see the needs of many special bright children who display the signs of dyslexia. I am excited to be opening the Coastal Carolina’s Dyslexia Correction Center, located at the beach!” P.O. Box 2439, Shallotte, NC 28459, USA. (910) 754-9559 or (910) 754-6499. Cox2@mindspring.com Janet Confer has been married to her husband Russ for twenty three years and is the mother of three children. After enrolling her son in the Davis Program and observing the academic success in Ben’s life, Janet began her training as a Facilitator. “The Davis philosophy, that each person is uniquely created and endowed with personal gifts, meant that becoming a Facilitator would be an extension of my own heart. One of the greatest joys I have as a Facilitator is watching my clients and their families walk out the door full of hope and knowing their lives will never be the same.” Uniquely Created Learning Solutions for Dyslexia, 159 Encantado Canyon, Rancho Santa Margarita, CA. 92688, USA. (949) 589-9466. conferj @aol.com Gabi Justen is both a licensed Curative Educator and a licensed Equitational Therapist. “The most important thing for me in facilitating is to have respect for the other person. Then to understand my client’s nature. From this understanding then develops the form of how we work with each other. A good portion of humor helps.” Schumannstrasse 30, D-66111 Saarbrucken, Germany. +49-681 595 9623. g.justen@t-online.de

Yvonne Preisig. Albistrasse 11, CH-Thalwil, Sitzerland +41 720 3270. Gundula Patzlaff achieved a degree as a medical assistant and physiotherapist. As a physiotherapist, Gundula acquired experience through her work in various hospitals. Zur Uhlandschohe 12B, D-70188 Stuttgart, Germany. +49 (0711) 23 64 865. Angelika Kohn has worked as a teacher in several trade schools where she specialized in teaching German. Von Plieningenstr. 12, D71711 SteinheimKleinbottwar, Germany. +49 (071) 48 66 08. Elisabeth Raberger has worked as a goldsmith. She has made a continued education as teacher, has taught socially disadvantaged children, and has acquired a degree in German. She specialized in teaching German to foreigners. Currently she teaches refugees. Bäderstr. 24, CH-5400 Baden, Switzerland. +49 (040) 82 29 35 69. Richard Whitehead has a family-run centre specializing in the correction of a variety of learning difficulties using the Davis Methods, and in the homeopathic treatment of illness. Besides English, Richards is also fluent in German and Polish. Centre for Natural Health and Learning. 75 Wheatfield Way, Cranbrook, Kent, TN17 3NB, United Kingdom. +44 (1580) 71 30 94. Dyslexia@cnhl.info

T HE DYSLEXIC READER
Jeannette Myers has a BA in Psychology with an emphasis on kinesthetics. For many years she worked as a Creative Arts Therapist in hospitals and day care centers. Jeannette used art, movement and dance as a way to connect and to help people express themselves. Currently, she has her own art studio where she paints and creates ceramic sculptures. “A few years ago, I began to do volunteer work with local schools tutoring students with reading difficulties. I found the Davis program while looking for a new direction in my life. The combination of reading and using clay was a natural progression and the fit ‘feels’ exactly perfect.” New Perspectives, 2415 Gracey Lane, Fallbrook, CA.92028, USA. (760) 723-2989. jeannette@tfp.com Heidi Gander-Belz Himmelsbergstr. 41, CH8617 Monchaltdorf, Switzerland. +41 (01) 948 1410. hganderbelz@gmx.ch Jennifer Delrieu was born in the north of England in 1947. Jennifer married a Frenchman and had three children, one of whom is married and lives in Arizona, one is teaching English in Turkey, and the youngest is in high school. She has a Bachelor of Arts Honours degree in French and Italian and has worked in teaching for over 30 years. It was the certainty that one day she would find a method to teach those bright yet bewildered children and adults who “didn’t learn” that led her to train as a Davis Facilitator. After traveling and living in Europe and North America, she is presently based in France in the Paris area and hopes to develop learning differences awareness in French schools as well as accompanying clients through the Davis Program. Apprendre, 44 Rue Serpentine, Voisins le Bretonneux, 78960 France. +33 (01) 30-4419-91. jenniferdelrieu@yahoo.com Tamera Richardson found the Davis method while searching for help for her 7-year-old daughter, Emily. After attending the Fundamentals workshop and observing the dramatic success of her daughter, she decided to pursue a Davis Facilitator License. There are many of Tammy’s family members who have the gift of dyslexia. During the course of the Facilitator training she was able to host a Davis Learning Strategies Workshop at the Charter School where she works. “Having the opportunity to do Davis Correction while seeing the Davis Strategies begin to be used in the classroom is just incredible.” She now works with clients and students at Sequoia Charter School in Mesa, AZ. Dyslexia Unlocked, 1050 South McDonald Street, Mesa, AZ 85210, USA. (480) 649-7737 ext.2237. tammypr@yahoo.com Wendy Gilley is a teacher and mother who was looking for a solution to her daughter's dyslexia and discovered the Davis Methods. "After my Katie's remarkable success, my interest in dyslexia continued to grow and I realized that a Davis Facilitator was desperately needed in our area. I needed a career change and Davis was the obvious choice for me. As a science teacher with a keen interest and love for children I've taught three-year-old Head Start, middle school, high school and college, but nothing has given me the sense of fulfillment I have when helping a child discover that he or she can succeed in school. Seeing a young mind flourish and a life change is the ultimate career." Dyslexia Correction Center of Louisiana, 14174 Woodland Ridge, Baton Rouge, LA 70816. (225) 751-8741. Dg663@aol.com

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New Davis Specialist
Nic Carter of Basel, Switzerland has been a licensed Facilitator since November, 1999. +41 (061) 273 81 85 info@dda.ch

New Davis Learning Strategies School Mentors
Marlene Easley of Bellingham, Washington has been a Davis Facilitator since August, 1998. She has been mentoring classroom teachers in her area to implement Davis Learning Strategies since 1999. (360) 7149619. marlene@dyslexiaunlearned.com Gerda Barakos-Jeger of Basel, Switzerland was a primary school teacher before becoming a Davis Facilitator in May, 1999. She has been mentoring local primary school teachers to implement Davis Learning Strategies since 1999. +41 (061) 273 81 85 info@dda.ch

New Davis Learning Strategies Workshop Presenters
Carol Hern of Spokane, Washington taught in elementary schools for 15 years. Currently she is an adjunct instructor at Gonzaga University and supervises student teachers. She holds a Masters Degree in Special Education. (509) 363-1771 hernsie@msn.com Ethel Kellog of Spokane, Washington taught students with learning disabilities for 16 years and is an adjunct faculty member at Gonzaga University. She holds a Masters Degree in Special Education. (509) 363-1771 marethk@earthlink.net Bonny Beuret, Director of DDA-CH in Basel, Switzerland. +41 (061) 273 81 85 info@dda.ch The Davis Facilitator training program requires 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. Davis Learning Strategies School Mentors and Workshop Presenters are experienced teachers and trainers who have had two-three years of specialized training and experience mentoring classroom teachers of children ages 5-9. 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.

Elizabeth (Betsy) Ratliff has a Masters degree in Anthropology and spent two years in the Peace Corps. “While raising three daughters, I worked in a school as a computer lab assistant. While there, I encouraged lab usage for special education students. Since my move to North Carolina, I have been a vision therapist for six years. Realizing a few clients could not consistently make forward progress without an orientation point, I trained to become a Davis Facilitator. I have a firm commitment to help a child succeed in school and have the chance to become whatever he or she wants.” ZYX Learning Center, 124 Chimney Rise Drive Cary, NC 27511 USA. (919) 461-3948. beaeff@earthlink.com Stacey Smith has a degree in Elementary Education. In addition to her experience in the classroom, she has been a therapist and a coach with learning and physically challenged individuals. She, her husband, children, parents, and siblings have all participated in Davis Correction Programs. “To be a Davis Facilitator is the most fulfilling career I can imagine. To work with children and adults that come in with their heads hanging on Monday, and then seeing them bounce out the door with a smile on Friday is so rewarding.” Rocky Point Academy, 128 Partridge Court. Calgary, Alberta Canada T3Z 3M2 Tel: 1866-685-0067 or fax 1-403-685-0673. info@rockypointacademy.com

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T HE DYSLEXIC READER

Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is now available from more than 270 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm

United States
Paula Morehead, Dyslexia Center of the South (205) 822-9050 (Hoover) Edie Fritz, New Solutions Dyslexia Correction (602) 274-7738 (Phoenix) Nancy Kress, Dyslexia Corrector (602) 291-8528 (Glendale) John Mertz, Arizona Dyslexia Correction Center Toll Free: (877) 219-0613 (520) 219-0613 (Tucson) Tamera Richardson, Dyslexia Unlocked (480) 649-7737 ext.2237 (Mesa) Dr. Fatima Ali • Ron Davis • Alice Davis • Sharon Pfeiffer • Lexie White Strain • Dee Weldon White Reading Research Council Dyslexia Correction Center Toll Free: (800) 729-8990 (650) 692-8990 (Burlingame) Janalee E. Beals, The Dyslexia Mentor (877) 439-7539 (Palm Springs) Janet Confer, Uniquely Created Learning Solutions for Dyslexia (949) 589-9466 (Rancho Santa Margarita) Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles) Jeannette Myers, New Perspectives (760) 723-2989 (Fallbrook) Dwight E. Underhill (510) 559-7869 (El Cerrito) Kathy Bacon, Creative Learning Center (970) 669-0170 (Loveland) Terry Demeo (303) 850-7668 (Littleton) Crystal Punch, Alternative Learning Solutions (303) 850-0581 (Englewood)

Alabama

Carol Stromberg, Dyslexia Correction Toll Free: (800) 290-7605 (970) 487-0228 (Collbran) Randee Garretson Dyslexia Correction (813) 956-0502 (Lutz) Alice J. Pratt & Gwin Pratt, Dyslexia Plus (904) 389-9251 (Jacksonville) Bill Allen,”THE” Dyslexia Coach (770) 594-1770 (Atlanta) Scott Timm, Dyslexia Masters (770) 516-7294 (Woodstock) Scott Shedko (808) 377-3177 (Honolulu) Kim Ainis, The Reading Center (312) 360-0805 (Chicago) Myrna Burkholder, Michiana Dyslexia Correction Center (574) 533-7455 (Goshen) Mary Kay Frasier, Innovative Learning Professionals (515) 270-0280 (Des Moines) Carole Coulter, Dylsexia Correction of Johnson County (913) 831-0388 (Kansas City) Wendy Gilley, Dyslexia Correction Center of Louisiana (225) 751-8741(Baton Rouge) Ann Minkel, Michigan Dyslexia Resources Tollfree: (866) 330-3671 (517) 365-3176 (Six Lakes) Dean Schalow, Tri-Point Toll Free: (800) 794-3060 (231) 899-5954 (Manistee) Cindy Bauer Partners In Learning-Minnesota (612) 483-3460 (Plymouth)

Virginia Bushman, New Visions Integrated Learning Systems (320) 845-6455 (Albany) Cyndi Deneson, New Hope Learning Center Toll Free: (888) 890-5380 (952) 820-4673 (Bloomington) Nancy F. McClain & M. Elizabeth (Beth) Cook MDC Mississippi Dyslexia Center (866) 632-2900 (Vicksburg) Patricia Henry, Dyslexia Correction of KC (816) 361-6563 (Kansas City) Nancy Sitton, Dyslexia Deciphered (406) 863-9844 (Whitefish) Shawn Carlson, Education Insights (402) 420-1025 (Lincoln) Barbara Clark, New Foundations for Dyslexics (775) 265-1188 (Gardnerville) Charlotte Foster, Multivariant Learning Systems (908) 766-5399 (Basking Ridge) Nancy Cimprich, Creative Learning Systems (856) 358-3102 (Elmer) Annie Johnson-Goodwin, Dyslexia Resource (505) 982-9843 (Santa Fe) Carla Niessen, Dyslexia Changed (845 or 914) 883-5766 (Clintondale) Wendy Ritchie, Positive Perception Ltd. (716) 233-4364 (Hilton) Gerri Cox, Coastal Carolina’s Dyslexia Correction Center (910) 754-9559 or (910) 754-6499 (Shallotte) Erin Pratt, Dyslexia Plus (828) 231-2400 (Asheville)

Arizona

Florida

Mississippi

Georgia

Missouri

California

Hawaii Illinios

Montana

Nebraska Nevada

Indiana

New Jersey

Iowa

Kansas

New Mexico

Louisiana

New York

Michigan

Colorado

North Carolina

Minnesota

THE D YSLEXIC READER
Betsy Ratliff, ZYX Learning Center (919) 461-3948 (Cary) Lisa C. Thatcher, Ohio Dyslexia Correction Center (740) 397-7060 (Mount Vernon) Christina Martin, Reading Tree Dyslexia Solutions (918) 492-0700 (Tulsa) Toll Free: (866) 492-0700 Marcia Maust, Laurel Highlands Dyslexia Correction Center (814) 267-6694 (Berlin) Kellie Brown, Texas Dyslexia Services Toll Free: (877) 230-2622 (817) 989-0783 (Ft. Worth) Rhonda Clemons & Colleen Millslagle, Success Learning Center Toll Free: (866) 531-2446 (903) 531-2446 (Tyler) Susan Dickens Discovery Learning Center (512) 515-5591 (512) 267-4156 (Leander) Dorothy Owen DFW Dyslexia Correction (817) 919-6200 (Dallas) Margot Sampayo (956) 544-6360 (Brownsville) Laura Warren, Dyslexia Correction Center (806) 771-7292 (Lubbock) Angela Binns Odom, Succeed Learning Center (804) 833-8858 (Midlothian) Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of WA (253) 854-9377 (Kent) Dorothy Jean Bennett, Jackie Black & Renie Smith, Meadowbrook Educational Services Toll Free: (800) 371-6028 (509) 443-1737 (Spokane) (425) 252-5184 (Everett) Ray Davis & Suzanne Hailey, Reading Research Council Northwest Toll Free: (866) 677-7726 (Everett) Marlene Easley, Dyslexia Unlearned (360) 714-9619 (Bellingham) Kathy Hawley & Meliesa Hawley, Cascade Dyslexia Correction (509) 784-1927 (Entiat) Carol Hern & Ethel Kellogg, Dyslexia Mastery Center (509) 363-1771 (Spokane) Jo Del Jensen, Learning Tools Northwest (360) 679-9390 (Oak Harbor)

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Rebecca Luera, Dyslexia Mastery (800) 818-9056 (Fall City) Sharon Polster, Dyslexia Tutoring Services (206) 780-8199 (Bainbridge Island) Ruth Ann Youngberg, Dyslexia Mastered (360) 671-9858 (Bellingham) Gale Long, New Horizons Dyslexia Correction Center Toll Free: (888) 517-7830 (304) 965-7400 (Elkview) Darlene Bishop, Margie Hayes & Pamela Kretz, New Hope Learning Centers, Inc. Toll Free: (888) 890-5380 (414) 774-4586 (Milwaukee)

Ohio

Virginia

Oklahoma

Washington

West Virginia

Pennsylvania

Texas

Wisconsin

Canada:
Stacey Borger-Smith & Lawrence Smith, Jr., Rocky Point Academy (403) 685-0067 Toll Free: (866) 685-0067 (Calgary, Alberta) Darlene Brown, Creative Learning Resource (250) 847-3463 (Smithers, B.C.) Gerry Grant, Dyslexia Solutions Canada, Ltd. Toll Free: (800) 981-6433 (Princeton, Ontario) Sue Hall, Positive Dyslexia (604) 921-1084 (West Vancouver, B.C.) Brian Grimes (604) 892-9117 (Squamish, B.C.) Wayne Wolfram Hassell, LearningAbilities Enhancement Programs (604) 988-7680 (Vancouver, B.C.) D’vorah Hoffman, Living Hands Learning Centre (416) 398-6779 (Toronto, Ontario) Jeri Mcleod, Dyslexia Mind Masters (403) 503-0108 (Calgary, Alberta) Catherine (Cathy) Smith, C.M. Smith & Associates (905) 844-4144 (Oakville, Ontario) Wayman E. (Wes) Sole, Dyslexia Help (519) 472-1255 (London, Ontario)

In Fond and Grateful Memory of Elizabeth (Misty) Davis of Richmond, Virginia who passed away on February 7, 2002. Misty trained in 1997 and became one of the first US Davis Facilitators. She was a good friend and mentor to many colleagues. Her ever-present wit and wisdom are revealed in the following playful sonnet. The Dyslexic's Dilemma
Is this a passage which I see before me, The meaning toward my eye? Come, let me grasp thee. I have decoded thee not, and yet I perceive thee still. Art thou not glorious passage, sensible to orientation as to sound? Or art thou but a milieu for phonic babble? To think, or not to think, that is the question: Whether `tis nobler to the mind to suffer the process of decoding, Or to use vision against a sea of sounds, And through perception end them. To read: to grasp, To grasp? perchance to understand? Ay, there's the glory; For with thy comprehension what knowledge may be unveiled, To enhance thy life, to increase thy wisdom, Must give us pause. by Elizabeth Armistead Davis, with sincere apologies to William Shakespeare

The

~ Dys•lex´ ic Read´ er • •

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

PRESORTED STANDARD U.S. POSTAGE

PAID
BURLINGAME, CA PERMIT NO.14

Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training. Who Should Attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 11 for more workshop details.
DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: ch@dyslexia.com DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: germany@dyslexia.com DDA-Israel 20 Ha’shahafim St. Ra’anana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com DDA- México Privada Fuentes #110, esq. con Ricardo Margaín Colonia Santa Engracia Garza García - Monterrey, 66220 Nuevo León MÉXICO Tel/Fax: +52 (08) 335 9435 or +52 (08) 356-8389 E-mail: mexico@dyslexia.com

2002 International Schedule
Malaysia Asia Oman England Germany Germany Switzerland US Switzerland Australia Canada Mexico Ipoh Singapore Muscat Winshester Karlsruhe Munich Geneva San Francisco Basel Sydney Toronto Monterrey April 9-12 April 15-18 May 6-9 May 27-30 May 30 - June 2 June 6-9 July 4-7 July 8-11 Aug 29 - Sept 1 Sept 7-10 or 12-15 Oct 7-10 Oct 17-20

U.S. Course Schedule

• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (Lunch break 12:00-1:30) • $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units available

U.S. Fees and Discounts

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: holland@dyslexia.com DDA-UK P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 Fax: +44 (01962) 820 006 E-mail: uk@dyslexia.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: ddai@dyslexia.com

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

Enrollment Limitedu Classes Fill Early u Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm

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