Dys•lex´ ic Read´ er • •



Vol. 35

Davis Dyslexia Association International

Issue 2 • 2004

The Abilities of Those with Reading Disabilities: Focusing on the Talents of People with Dyslexia, Part 1
This three-part article provides a preliminary rationale for a program of systematic scientific study focusing on the various strengths and talents believed to be closely associated with developmental reading disability. Profiles of a few highly successful dyslexics are provided to underscore the high level and variety of talent sometimes displayed. Reference is also made to a recent revival of interest in visual and spatial talents, their links
By Thomas G. West

to dyslexia and their links to extreme giftedness in science and mathematics. Finally, there is some discussion of recent research looking at giftedness among dyslexics. The Smartest Lad In 1896, in the first description of developmental reading disability in the medical literature, it was noted that a certain student could not learn to read in spite of “laborious and persistent training.” However, his headmaster observed that this student “would be the smartest lad in the school if the instruction were entirely oral.” The study of reading disability has frequently considered the often striking inconsistencies between high intelligence and ability coupled with surprisingly poor reading and writing

“Perhaps my early problems with dyslexia made me more intuitive: when someone sends me a written proposal, rather than dwelling on detailed facts and figures, I find that my imagination grasps and expands on what I read.” Richard Branson, from “Losing My Virginity: How I’ve Survived, Had Fun, and Made a Fortune Doing Business My Way,” Times Business, 1998 “Don Winkler has a brain for the 21st century. A dyslexic brain. As other managers struggle to ‘think outside the box,’ Mr. Winkler has no other way of thinking. . . . In five years he has built the finance arm of Banc One Corp. from an industry also-ran to $26 billion in assets. How he did so says a lot about Mr. Winkler and the value of querky thinking in a chaotic business world.” Thomas Petzinger, Jr., “A Banc One Executive Credits His Success to Mastering Dyslexia,” Wall Street Journal, April 24, 1998. “His thoughts often seem to progress in a nonlinear fashion, which McCaw says stems from [his] dyslexia . . . He has difficulty absorbing lengthy written documents and usually avoids them. That leaves time for him to do what he prefers anyway, which is to think and to stand back and take in the big picture . . .” Andrew Kupfer, “Craig McCaw Sees an Internet in the Sky,” Fortune, May 27, 1996.

In This Issue
News & Feature Articles
The Abilities of Those with Reading Disabilities . . . . . . . . . . . .1 Davis Methods Effective in Foreign Language Learning . . . . . .3 Implications for Davis Methods New Dyslexia Research . . . . . . . . .7 Dear Ron Davis . . . . . . . . . . . . . . . . . .9 Perseverence is the Key . . . . . . . . . . .11 Die unerkannten Lerngenies . . . . . . .13 DDA-CH: Einblick in unsere Erfas . . .14 UK Program Offers Young Adults a Second Chance . . . . . . . .15

Continued on page 5

Regular Features
In The Mail . . . . . . . . . . . . . . . . . . . . .2 Q&A . . . . . . . . . . . . . . . . . . . . . . . . .17 Book Review . . . . . . . . . . . . . . . . . . .19 New Facilitators . . . . . . . . . . . . . . . .20 Workshops . . . . . . . . . . . . . . . . . . . . 23

“I've always felt that I have more of an ability to envision, to be able to anticipate where things are going, to conceive a solution to a business problem than people who are more sequential thinkers.” Charles Schwab, explaining that his struggle with his own dyslexia has led him to develop other capabilities. “The Schwab Revolution,” Business Week, December 19, 1994.


anchors, the clay models she made of certain words, how she uses her workbook, and how she perceives pictures and symbols. She did a wonderful job, was very confident, focused, and relaxed. She received applause and positive feedback from everyone! Meghann has always been a wonderfully happy, motivated, hard-working young lady, but now she seems much more confident and relaxed about everything she does. As a teacher of twenty-five years, I have never seen a program target a disability or problem so precisely and achieve such high levels and rates of success. As I expected from Meghann’s demonstration, I had a few students approach me to teach them what Meghann had learned because they had identified totally with her manner of learning. They were students who I had “identified” as dyslexic (in some form) and have been working


A letter to Wendy Ritchie, Davis Facilitator in New York Dear Wendy, I wanted to let you know how much you and the Davis Program have helped Meghann. Meghann is my student and more recently has become my teacher! I have seen her confidence and her understanding escalate. She recently demonstrated to the kids in our class what she learned and worked on with you in her week long, intense “training session.” What you have taught her and what this program provides for these children is nothing short of a miracle. It is their “pot of gold” at the end of the rainbow! Meghann was excited to show the kids in our class what she had been working on. She demonstrated the exercise she does each morning to strengthen her orientation point and

closely with throughout the year, but have never been formally identified because their scores on the assessments were too high. I recently spoke with the parent of one of these children who broke down into tears admitting that she is dyslexic, and knew that her son was possibly dyslexic but could not convince the Special Ed. Dept. that something was wrong because his scores were so high. I am presently in the process of finding out how I can help this child. He is exceptionally bright yet has severe reading and writing difficulties. His mother and he are very interested in the Davis Dyslexia Program. Another teacher and I have recently submitted letters of interest for the Davis training workshops. I'll find a way! Thank you so much for what you do in helping our children! – Susan B.

Copyright 1996 Randy Glasbergen. www.glasbergen.com

In all affairs it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted. Bertrand Russell
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, Maria Fagioli and Dee White. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS 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: 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.



A study at the University of Arizona has shown that clay modeling of abstract concepts is more effective than other methods for learning prepositions representing new concepts in a foreign language. The study, entitled 3-D Clay Modeling Instruction: A Pathway to Spatial Concept Formation in Second Language Learners, was submitted by Maria Serrano-Lopez in July, 2003, in fulfillment of her doctoral dissertation requirements. Dr. Serrano-Lopez hypothesized that a clay modeling procedure, adapted from Davis Symbol Mastery, would be more effective than other instructional methods for learning appropriate usage of foreign-language prepositions The study investigates the immediate and delayed effects of

By Abigail Marshall

University of Arizona Study Shows Davis Symbol Mastery Effective for Foreign Language Learning
formal instruction on the acquisition of the Spanish spatial concepts for which English native speakers could use the first language (L1) to generate correct responses in the second language (L2) and for spatial concepts that created confusion between the L1 and the L2. It also investigates the effect of formal instruction when prepositions are taught by rules. All of the subjects in her study were native English speakers enrolled in advanced university-level Spanish classes. Prepositions are one of the most difficult grammatical structures for second language learners to acquire, because they correspond to different sets of words, with subtle differences as to context and appropriate usage. In addition, because of their high
Dr. Maria SerranoLopez receiving her Ph.D. at the University of Arizona.


Spanish English
in on de en a sobre

in on of around off through by to upon inside for above throughout over from with up onto at

Figure 1

frequency, L2 learners need to use them right from the beginning of L2 acquisition when they have not learned much about them. For example, the English prepositions “in” and “on” can be represented in Spanish by “de”, “en”, “a”, or “sobre”, which in turn can correspond to more than a dozen different English meanings (See Figure 1). These words cannot merely be substituted via direct translation, because proper usage is often based on concepts that do not have similar significance in each language. For example, the preposition “sobre” in Spanish can be translated as “above” in English. However, in Spanish it is proper to say, “El hombre está sobre el caballo,” but in English one would not say, “The man is above the horse,” but rather would use the preposition on. Because these words also represent spatial relationships, Dr. Serrano-Lopez theorized that 3-dimensional clay modeling would be a more effective means of learning the concepts than simple written or oral instruction, or mere practice and exposure to the language. Her theory was confirmed by her study. Although students receiving traditional instruction usually outperformed the control group (which received no instruction at all), the benefits were not consistent and did not appear to
Continued on page 4

PAGE 4 International Davis Dyslexia Correction® Providers Foreign Language Learning
Continued from page 3


The Davis Dyslexia Correction program is now available from more than 300 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/ providers.htm O Australia Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Sally Beulke Melbourne +61 (03) 5727 3517 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Penny Hardcastle Mosman/Sydney +61 (02) 9968 3317 Linda Houben Sydney +61 (02) 9948 4307 John Reilly Berala/Sydney +61 (02) 9649 4299

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be sustained over time. However, the the smallest unit students in the clay-modeling group of thought and outperformed both the control group and language. Word traditional-instruction group in a systematic manner, and their improvement was more meanings are likely to be sustained over time. dynamic and not In addition, the dissertation offers a novel theoretical explanation for why 3-D static. Meaning clay modeling may help resolve confusion in is just part of the sense of the the case of overlapping of spatial concepts word. The sense of a word is between the L1 and L2, and may create new mental representations not existent in the L1. the sum of all the psychological Vygotsky’s Tools for Cognitive Development events aroused in our are extended: 3-D clay modeling provides a new tool that is both concretely grounded consciousness. The context of and consciously systematically accessible. the word is also critical in Although Dr. Serrano-Lopez cautions determining word meaning.” that inferences made from the observations and numerical results need more qualitative data to support them and that a more From Thought and Language longitudinal study is needed, her study by Lev Vygotsky (1896-1934) demonstrated that “clay modeling instruction showed significant advantages over traditional instruction in helping advanced university learners of Spanish as a second Dr. Maria Serrano-Lopez can be language learn new abstract concepts” not contacted at: maleleserrano@earthlink.net present in English. O

“Word meaning is

Dr. Serrano-Lopez’s Study in Brief
The participants in the study were native English-speaking students, enrolled in twelve Spanish upper-division classes at the University of Arizona. They were divided into three groups. Experimental Group 1 received traditional grammarbased instruction. Experimental Group 2 received Clay-Modeling intervention. The Control Group received no intervention. There were a total of eight instructors. Intervention consisted of one-two hours focusing on the usage of the Spanish prepositions “en,” “de,” “sobre,” and “a,” which translate as “in” or “on” in English. Assessment tools used were: 1. Demographic survey 2. Spanish Prepositional Usage test in English and in Spanish; and 3. the 3-D clay modeling instruction questionnaire. Each group was pre-tested, post-tested within two days of intervention, and follow-up tested two-three weeks later.

Pre-, Post- and Follow-up Test Means by Type of Treatment (N=number of students):

Treatment Control Traditional 3-D Clay

N 68 71 74

Pre-test Means 5.00 4.56 4.97

N Post-test Means N 64 61 61 4.73 6.26 7.09 61 63 69

Follow-up test Means 4.58 5.10 5.58

THE DYSLEXIC READER Focusing on Talents
Continued from page 1

skills. However, most research to date has focused mainly on the obvious problems to be corrected rather than the hidden potential to be identified and developed. The quotations concerning the four highly successful individuals on page 1 would suggest that there is something about the dyslexic mind that sometimes confers significant and consequential benefits. It Briefly Put—Real Problems, is also no small matter, perhaps, that the Real Talents Wall Street Journal article and others like Some researchers argue that the gifts and it indicate that these ideas seem to be more talents seen among highly successful and more widely held in the business world dyslexics are merely more noticeable in –where performance is so important, in such a population because of the striking contrast to other worlds contrast between where credentials often exceptional capabilities FAMOUS seem more important than and surprising and highly DYSLEXICS performance. specific disabilities. Given the right context, They argue that a properly individual drive and constructed study would adequate organizational probably show that the skills, it would appear that, proportion of gifted at least sometimes (and dyslexics is likely to perhaps often), the dyslexic be no greater than the kind of mind can create non-dyslexic population. much that is unexpected Others, following the and highly beneficial. approach of the late Dr. What is true for creativity in Norman Geschwind, argue business, is often also true “Kids made fun of me that the nature and variety for the arts, technology and because I was dark of the talents are directly the sciences as well. Given skinned, had a wide nose, related to the different and was dyslexic. Even as the right circumstances, it brain structures seen in an actor, it took me a long would seem that this kind dyslexics–and that the time to realize why words of mind can indeed have a and letters got jumbled in problems and the unusual great deal to contribute. But my mind and came out strengths come together in much may depend upon differently.” a package that is difficult whether organizations, Danny Glover, actor to separate into parts. That co-workers, educators and is, the same microscopic, parents understand that the structural brain changes talents and special abilities exhibited by that produce reading difficulties and other such individuals are often quite different problems, may often (but not always) from the talents and abilities most highly produce brain changes and differences that valued in a conventional academic context, can be highly beneficial in certain areas especially the early years. of work and life. Indeed, from this position Plainly, however, reading disabilities it might be said that it is not so much the and dyslexia are not always seen as frequency and extent of talent within this closely associated with talent and high group that is of greatest interest, but the accomplishment. One of our problems, kinds and degree of talent and whether then, should be to try to figure out why these are unusually beneficial in different some succeed in such dramatic ways while fields. In other words, perhaps not all so many struggle fruitlessly in obscurity, dyslexics can be shown to be highly gifted never seeming to realize a small fraction

of the their own distinctive potential. Perhaps some of those who have already succeeded at this complex task may be the best guides in helping researchers and dyslexics to understand how to create success where there is so often failure. At least initially, it may be better to look to highly individualized personal reports and case histories to see if we can learn new ways of approaching old problems.

O Canada

Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Winifred Bauer Nelson +1 (250) 359-0195

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

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

Gerry Grant Supervisor-Specialist Advanced Workshop Presenter Waterloo/Toronto +1 (800) 981-6433 (Toll-Free) +1 (519) 221-8484 Jan Hagedorn Garibaldi Highlands/Vancouver +1 (604) 898-5668 or (604) 815-7054 Sue Hall West Vancouver +1 (604) 921-1084 D'vorah Hoffman Toronto +1 (416) 398-6779 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Jeri McLeod Calgary +1 (403) 257-7576 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422 Catherine Smith Oakville/Toronto +1 (905) 844-4144

Kim J. Willson-Rymer Oakville/Toronto +1 (905) 825-3153 O China Lai Wan Livia Wong Hong Kong +852-2810-0282 O Cyprus Alexis Mouzouris Limassol +35-72-538-2094

Continued on page 6

O France


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Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 O Germany/Deutschland Liesbeth Berger-Laming Stuttgart-Vaihingen +49 (0711) 782 3115 Ute Breithaupt Langenselbold +49 (06184) 93 84 88 Andrea Fleckenstein Witzenhausen +49 (05542) 91 16 07

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

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Das Legasthenie Institut Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Ina Hallermann Riezlern +49 (05517) 200 12

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important educational difficulties, often in the earlier years, and may have near family members who are either dyslexic or have in some way, but those who are highly had a similar history of educational gifted may have gifts that are unusual and difficulties. While many members of this somehow distinctive–since theory would group have been able to succeed in business, suggest that in this population distinctive science, global politics and neurological mechanisms other areas, they are very may produce distinctive FAMOUS much aware that their talents as well as distinctive DYSLEXICS usual way of thinking is difficulties. This perspective quite different from most also suggests that there may of the people around them. be important talents in this They find it difficult to population which are explain their visually-based difficult to assess with ideas to non-visual people. conventional instruments. They also find that they Some argue that dyslexics can rapidly identify and are often judged by the establish rapport with other wrong criteria so that many strong visual thinkers – talented individuals are while communicating with being cast out of the great ease and fluency. system–depriving them “I am, myself, a very poor Individuals in this group visualizer and find that I of their useful roles, and can seldom call to mind feel that understanding depriving the larger society even a single letter of the such patterns will greatly of their distinctive alphabet in purely retinal benefit those with reading contributions. terms. I must trace the problems–as well as many Still others argue that letter by running my others. the areas of proficiency mental eye over its For some time, many often noted among dyslexics, contour in order that the professionals in the field such as visual and spatial image of it shall leave have felt that looking at the talents (amid a great variety any distinctness at all.” gifts and talents thought to of other traits), happen to be William James, psychologist & philosopher be associated with dyslexia just those talents that are (1842-1910) would be a distraction from recently coming into greatest the serious business of demand–along with the correcting deficits in literacy skills. More newest computer graphic and information recently, however, there has been a growing visualization technologies. That is, the awareness among certain professionals particular talents that many dyslexics seem and researchers that it is time for a serious to have are seen as well timed for the scientific look at this other side of dyslexia. O technological changes which happen to be taking place all around us just now–even though most educators and professionals This article is excerpted in three parts over the next are wholly unaware of this trend and of what it will eventually mean. Consequently, three issues of the Dyslexic Reader from the longer article “The Abilities of Those with Reading the problem for some dyslexics is not so much their inability to do what is expected Disabilities: Focusing on the Talents of People with in school–but their inability to persuade Dyslexia”, which appeared in somewhat different those in authority that their particular talents form as chapter 11 of the book Reading and Attention have growing value while their particular Disorders -- Neurobiological Correlates edited by difficulties are becoming rapidly less and Drake D. Duane, M.D., published 1999 by York less important. Press, Inc. based on a symposium, June 28 – July 2, Members of another group see 1998, sponsored by the National Dyslexia Research themselves primarily as strong visual thinkers. While not all in this group are Foundation. Reprinted with permission. dyslexic, it appears that many have had
Focusing on Talents
Continued from page 5


O Germany/Deutschland (con’t) Inge Koch-Gassmann Buggingen +49 (07631) 23 29

Significant Implications for Davis Methods in New Dyslexia Research
In February, 2004, Dr. Virginia Berninger words, and showed how to interrelate reported new research findings showing that them,” Berninger said. “While many educators debate whether phonics or dyslexic children show rapid improvement in reading when taught with methods which meaning-based instruction is more effective, we found that an effective way to create interrelationships between sound and treat dyslexia is to show children explicitly meaning. how letters, sounds and meaning are Berninger says reading is a complex interrelated.” activity involving different parts of the Dr. Berninger has developed a specific brain. Each word has three “forms”–how it instructional program for use in her sounds, how it's spelled and what it means. research, but her work has significant Each of these forms is processed in a implications for Davis methods. different part of the brain. To read words, Davis Symbol Mastery provides a the brain draws on the interconnections specific framework emphasizing the among these word forms. same three word form elements that Dr. Berninger developed methods to teach Berninger emphasizes. In The Gift of each of these word forms to fourth, fifth Dyslexia, Ron Davis wrote that the key to and sixth grade children with dyslexia. For mastery of a word research purposes, she was understanding provided selected “what it looks like dyslexic children with When we create the concept (on paper), what it three weeks of of the word in clay, and then sounds like (when specialized training. add what the word looks like someone says it) After the training, and what the word sounds and what it means.” brain scans show like, we have created the Davis Symbol measurable changes Mastery combines in activity when word in the real world. clay modeling and children performed That word is mastered. dictionary usage specific word tasks. to address each “Most people of these elements. think words are just With Davis, the words, but the human dyslexic learns to brain uses three neural circuits to code words in three forms, determine the sound–or phonology–of words through use of the dictionary not just their meaning,” said Berninger, a pronunciation key, and reinforces that professor of educational psychology and knowledge by speaking the word aloud in director of the University of Washington sentences and as part of the culminating Learning Disabilities Center. She explained step of Symbol Mastery [“Say aloud to the that the brain codes words by their sound word or symbol: “This says (word).”] (or phonology), by the parts of words (or The Davis student learns to focus on morphology) that signal meaning and grammar, and by their visual or written form the visual appearance of the word (letters and letter sequence) via clay modeling of (or their orthography.) the letters, and in some cases the added “The teaching that gave dyslexic brains steps of touching and saying the letters the jump-start was unique in that it made of the word, and/or writing the word. every aspect of reading words explicit. It Using the dictionary, the Davis student drew their attention to the sound form, the Continued on page 8 meaning form and the written form of
By Abigail Marshall

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O Ireland

New Dyslexia Research

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can directly access meaning through reading the definition and example sentences. By modeling the meaning in clay, a deeper, more intuitive and image-based understanding is established. Another important aspect of Dr. Berninger’s work is that she has demonstrated in repeated studies that dyslexic students can be taught effectively in a short-term intervention program; Dr. Berninger’s research intervention programs generally encompass about 30 hours of training over a three week period. Although she emphasizes that these programs do not “cure” dyslexia, she characterizes the improvement she sees as a “jump-start” in reading. These improvements are also

(Continued from page 7)

reflected in brain scan evidence, which show clear changes in mental processing for various reading tasks. Students completing the one-week Davis Dyslexia Correction program often demonstrate tremendous gains in tested reading level. It is not unusual for a middleschool aged child (age 10-14) to show a gain of five or more years in reading level. Many parents and educators are understandingly skeptical of the program, simply because such rapid results seem “too good to be true.” However, Dr. Berninger’s work with her own short-term intervention shows that dyslexic youngsters are “teachable” and “ready to learn” with appropriate strategies, and that progress be measured with brain scans as well as with testing reading performance. O


Davis Symbol Mastery Procedure for Words
This procedure, used by Davis Facilitators, ensures that all three parts of a word are mastered. 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 an accurate picture of the concept described by the definition is formed in the 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 the word and clay model.

Dr. Raffaella Zingerle Corvara In Badia +39 (0471) 83 68 71 O Japan Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 O Lebanon Samar Riad Saab Beirut +961 3 700 206 O Malaysia Hilary Craig Kuala Lumpur +603 2096 1342 O Mexico Sandra Cecilia Gorozpe Querétaro +52 (01442) 220 52 48

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A model of “tall” meaning“ of more than normal height.” (Photo courtesy of Charlotte Foster)

ADDITIONAL EXERCISES (optional): 1. Touch and say the letters of the word. 2. Spell the word forward, backward and forward again without looking. 3. Write the word. 4. 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.

O Mexico (cont’d)


Dear Ron Davis:

Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126

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Based on Six Years of Classroom Piloting and Research
Develop Strong Pre-Reading Skills Which Prevent Learning Disabilities and Enhance Giftedness in Children Ages 5-8.
Each Kit includes: • Sturdy Nylon Briefcase • Reusable Modeling Clay (2 lbs.) • K-1 Manual or Grades 2-3 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
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


Discount Schedule
Price in US Dollars
Quantity 0-5 Non-Member 0% 10% 15% 20% 25% DDAI Member 10% 15% 20% 25% 30%


Item Davis Learning Strategies® Kit __ K-1 __ Grades 2-3 (Check one) Davis Learning Strategies® Kit with both Manuals Manuals only __ K-1 __ Grades 2-3 (Check one) Alphabet Strip Punctuation & Styles Booklet Letter Recognition Cards Stop Signs for Reading Chart Koosh Balls (2) Clay - 2 pounds Webster’s Children’s Dictionary (Hardcover) Checking Your Grammar (Softcover) DDAI Membership
(not including shipping charges)


$119.95 $149.90 $29.95 $7.95 $9.95 $9.95 $1.95 $11.00 $8.00 $17.95 $6.95 $50/year US$60/year non-US
• • •

11-20 21-40 More than 40

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.


O Netherlands (con’t) Will Huntjens Horn +31 (0475) 589 238

Perseverance is the Key!!!
How many times have you heard phrases like, “Anything worth doing is worth doing right,” or “If at first you don’t succeed, try, try again?” Meant as words of encouragement, they are often interpreted as empty clichés used to frustrate people. But whether heard as encouragements or clichés, they are principles that apply all too well to individuals who have completed the Davis Dyslexia Correction® Program. Perseverance IS the key. This is not something people normally like to hear. I know I would prefer to eat donuts and ice cream and never have to step foot into a gym again, but then reality must set in or a bulging tummy will. The choice is mine. With this in mind, let me share some of the New Hope Learning Center’s client stories of success and perseverance. I hope they will warm your heart and encourage your spirit.
by Linda Johannes, New Hope Learning Centers’ Administrative Assistant

Helen Kaptein Middleburg +31 (0118) 64 37 73 Carry Kuling Heemstede +31 (0235) 287 782

Drs. Marianne Kuster Alkmaar +31 (072) 51 24 301 Edith Kweekel-Göldi Soest +31 (035) 601 0611

Jonathan, an accomplished cello player, almost lost the use of several fingers on his left hand, and doctors said he’d never play again. But he went on and continued his music studies and proved the doctors wrong. Perseverence IS truly the key!

Imelda Lamaker Hilversum +31 (035) 621 7309

Jonathan-Age 20

Completed the Davis Dyslexia Correction Program in January 2001 at the age of 20. Jonathan is currently a student at the Baldwin Wallace Conservatory in Berea, Ohio. After a very serious accident, Jonathan, an accomplished cello player, almost lost the use of several fingers on his left hand. Nevertheless, Jonathan went on and continued his studies. As a result of the accident, the doctors said he would never play again. Jonathan has proved them wrong. Jonathan’s mom, Rachel, credits his recovery and great attitude to his ability to overcome adversity; an attitude he had developed as a result of being a dyslexic learner. We applaud Jonathan’s perseverance and admire the example he sets not only for other dyslexic learners, but for us all!

and math, and is currently reading Sounder which is a high-end third grade book. Jimmy is using his tools, although we are not on the four words a week track that we originally planned; we have been averaging three to four a week. He still enjoys doing them and does them quite quickly. He came home with a division test the other day and had two wrong. He said, ‘All the smart kids got four wrong’. Jimmy is now able to do all of his homework without help. He is doing math word problems on his own, which he was never able to do before. He will also read a book for fun, which he never used to do. His fluency and comprehension have sky rocketed. I cannot say enough about his academic improvements!!” Way to go Jimmy!! The I can’ts have turned into I cans!

ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Karin Meij Amsterdam +31 (020) 679 9152

Sjan Melsen Arnhem +31 (026) 442 69 98 Petra Moolhuizen Middelaar +31 (024) 696 3530

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

Petra Pouw-Legêne Beek +31 (046) 437 4907 Lydia Rogowski Helmond +31 (0492) 513 169

Completed the Davis Dyslexia Correction Program in April 2002 at the age of 33. Between Ken and his wife’s schedules, he struggled to find the time to do follow-up work. Even though it was easy to fall back into his old routine, Ken would not give up. On several occasions he contacted his Jimmy-Age 10 Facilitator (knowing he’d have to tell her Completed the Davis Dyslexia Correction he hadn’t been doing his trigger words) for Program in February 2003 at the age of 10. encouragement and suggestions on how to Mom reports: “Jimmy is doing fabulously!! overcome his struggle in spite of his busy He has made great progress with reading

Ken-Age 33

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

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

Continued on page 12

Annette van der Baan Amsterdam +31 (020) 420-5501

O Netherlands (cont.) Rieja van der Valk Almelo +31 (0546) 867 537

Perseverence is the Key

Annemarie van Hof Utrecht +31 (030) 65 86 700 Drs. Marian J.A. van Leeuwen Woudenberg +31 (033) 286 3506 Sjakkelien Van Lier Deventer +31 (0570) 600 008

Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941 Karin Van Wulfen Breda +31( 076) 514 4889 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163

schedule. Ken decided to persevere and he has gone on to pursue his dream of going back to college. With the help of the school, he found someone to help him with mastering his trigger words and to hold him accountable. We are proud of Ken and his continued desire to overcome and to do what will help him. What an example of making the choice not to give up!

Continued from page 11

always easy. We think that in life you just take a pill and it fixes everything. That’s the way life is advertised these days, but it’s not really that way. New Hope Learning Centers never gave us that impression; we had to change the whole way we do things. At times it was tough and life happened, so we’d take a break, but always with the attitude of ‘I’m not going to give up on this!’ ” Mom and Dad are so proud of Quinn and so are we! Completed the Davis Program in January 2000 at the age of 10. Heather’s grandmother said, “She began the week a very sad little girl who thought she was dumb. By the end of the week Heather knew that she was smart and that she had a gift. We had our happy little girl back again.” Since the program, Heather went on to complete all her trigger words and do the exercises that she knew would help her. Heather continues to use her tools and has made them a part of her life. As a result, she has become very successful in school and in life. In fact, Heather improved so much that her Grandmother, Margie Hayes, went on to become a licensed Davis Facilitator who is affiliated with New Hope Learning Centers. Margie is now helping others to use their gift and go on to be successful learners. Jimmy, Ken, Quinn, Jonathan, Heather: Each is tempered by their own academic and life experiences and in spite of individual adversity reveal to all of us the many faces of perseverance. New Hope Learning Centers and the Davis Dyslexia Correction® Program may be bringing new hope to the dyslexic learner, but these persevering dyslexics are bringing new hope to everyone they encounter. O


Heather-Age 10

Quinn-Age 12

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 O New Zealand Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Raewyn Matheson Inglewood +64 (027) 411 8350 Shelley McMeeken Dunedin +64 3 456 5058 Lorna Timms Christchurch +64 3 359 8556 O Oman

Patricia Lynne Hodge Muscat +968 698 596 Phaik Sue Chin Singapore +65 6773 4070 Ann Chua Singapore +65 9843 1726

O Republic of Singapore

Constance Chua Singapore +65 6873 3873

Completed the Davis Dyslexia Correction Program in October 2001 at the age 12. When Quinn’s mom, Heidi, called New Hope Learning Centers, they were in crisis. A year and a half later, school is going very well and Quinn’s teachers are happy to report that he has made tremendous progress during this time. Mom and Dad, of course, know why that is. Quinn chooses to use his tools and work on his trigger words: “He can practically do the words by himself and is almost finished!” Quinn even took charge of his science class where amoebas and protozoans caused a real problem. Quinn went to the teacher and asked if the teacher would help him. As a result, one day a week, Quinn works with his science teacher and is getting an A! He also passed a very difficult test on the US Constitution on his first try. Mom says, “He is in such a routine; it’s wonderful. He’s done excellent!” Prior to the program, Mom reported that Quinn was quiet and kept to himself. “Now,” she notes, “he advocates for himself and he gets up in front of the class for projects.” Quinn’s very strict English teacher states that, “Quinn’s writing skills are getting much better.” Heidi says, “It isn’t

O South Africa


Sara Louise Kramer Capetown +27 (021) 794 5778

Carine van Vuuren Benoni/Johannesburg +27 (011) 849 9492

Die unerkannten Lerngenies Mit der Davis-Methode Lernstörungen beheben
Von Ronald D. Davis 350 Seiten mit zahlreichen Abbildungen Pappband € 22,00 [D], € 22,70 [A], sFr 39,60 ISBN 3-7205-2508-2 ARISTON im Heinrich Hugendubel Verlag Erscheinungstermin: März 2004

O Spain

Conquista del Lenguage María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 La Llave del Don Silvia María Sabatés Rodrigo Madrid +34 (091) 378 2331 O Switzerland/CH

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

Kinder werden nicht mit Lernschwächen geboren. Im Gegenteil: Die meisten Kinder mit sogenannten “Lernstörungen,“ wie Aufmerksamkeitsschwäche (ADS), Rechenoder Handschriftproblemen, haben die Gabe, hauptsächlich in Bildern zu denken. Unterrichtet man sie auf herkömmliche Weise, kommen die Lerninhalte nur unverständlich bei ihnen an. Die Folge: Sie schalten ab und können sich nicht mehr konzentrieren. Mit seinem Bestseller Legasthenie als Talentsignal weckte Ronald Davis vor einigen Jahren das Bewusstsein einer breiten Öffentlichkeit für das Thema Legasthenie. In seinem neuen Buch Die unerkannten Lerngenies befasst sich der Lernexperte mit den Hintergründen für die häufigsten Lernstörungen und bietet Übungen, die Abhilfe schaffen. Alle Übungen können mit den Kindern zu Hause durchgeführt werden. Bilder und Schritt-für-Schritt-Anleitungen im Buch machen sie anschaulich und leicht nachvollziehbar. Die unerkannten Lerngenies ist ein Praxisbuch, das sich nicht nur konsequent an den Bedürfnissen der anders lernenden Kinder orientiert, sondern auch Eltern und Lehrer in die Welt und Sichtweise der Kinder einführt und ihnen ermöglicht, das unglaubliche Potenzial, das in ihnen schlummert, zu entdecken. Mithilfe der Übungen in diesem Buch können aus frustrierten Schulkindern kleine Lerngenies werden!

Das Praxisbuch der Davis-Methode zur Behebung von Lernschwächen

Gerda Barakos-Jeger Dornach +41 (061) 701 80 60

Lerninstitut Basel Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA-CH Director Ruth Froels +41 (061) 272 24 00 Priska Baumgartner Wettingen +41 (056) 426 28 88

This article announces the German edition of “The Gift of Learning” in March 2004.

Ron Davis galt selbst bis zu seinem 38 Lebensjahr als Analphabet. Dennoch hat er studiert und wurde ein erfolgreicher Ingenieur, Geschäftsmann und Künstler. Aufgrund seiner Erfahrungen entwickelte er eine alternative Theorie zur Behebung verschiedener Lernbehinderungen, mit be-eindruckendem Ergebnis: Die Erfolgsquote der Davis-Methode liegt bei 97 Prozent. Ron Davis ist inzwischen ein gefragter Autor, Redner und Seminarleiter. Die von ihm gegründete Davis Dyslexia Association ist in 29 Ländern und 18 Sprachen aktiv. Bei ARISTON ist bereits sein Best-seller Legasthenie als Talentsignal als Buch und Hörbuch erschienen. O

Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Beatrice Conti Wolfisberg +41 (062) 636 2146

Regula Dürr Basel +41 (061) 321 60 32 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410

O Switzerland/CH (con’t) Katharina Grenacher Bern +41 (031) 382 00 29 Ursula Hirzel Egler Stäfa +41 (01) 926 2895


DDA-CH: Einblick in unsere Erfas
Von Marianne Kranzer

Christa Jaeger Riehen +41 (061) 641 4667

Susanne Jeker Olten +41 (062) 296 45 30 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Renate Löffel Basserdorf +41 (01) 836 96 59

Sandra Moschtaghi Basel +49 (0172) 81 57 351

Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (061) 701 39 16 Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 25 38

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

Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Claudia Taverna Sent +41 (081) 864 9115

Andreas Villain Zürich +41 (076) 371 84 32

Während unseres Erfa-Treffs am 26. November hatten wir Gelegenheit, die Praxis für Audio-Psycho-Phonologie in Basel zu besuchen, um die dort angewandte TomatisMethode kennen zu lernen. Wir wurden sehr freundlich und offen von Frau Elisabeth Moser, der Leiterin der Einrichtung, empfangen und von ihr in die Grundlagen, Anwendung und Ziele ihrer Arbeit eingeführt. Eine differenzierte inhaltliche Beschreibung der Indikationen, des Behandlungsablaufs usw. können wir den Informations-Blättern entnehmen, die Frau Moser uns zu Verfügung gestellt hat. Sie zeigte sich sehr interessiert an einem konstruktiven Austausch, zumal unsere jeweiligen Arbeitsweisen–auch aus ihrer Sicht–unser Klientel betreffend Überschneidungen aufweisen, in gemeinsamen Zielen münden und so ergänzend wirken könnten. Dies betrachtend haben wir in einer abschliessenden Runde folgendes festgestellt: Tomatis wirkt als Methode der Wahrnehmungsschulung über die Ohren, u.a. bei auditiven Wahrnehmungsverzerrungen, Differenzierungsschwächen, mangelnder Fähigkeit des Zuhörens...: ursächliche Begleiterscheinungen einer möglichen Lernproblematik, wie wir sie auch bei manch einem unserer Klienten vorfinden. Sicherlich wäre es in einem entsprechend gelagerten Fall dem Klienten sehr zuträglich, seine spezifischen Hör- bzw. Horchprobleme erst über eine Tomatisbehandlung zu bereinigen, um so eine günstigere Basis für eine DavisBeratung zu haben. Oder aber der begonnene Prozess der auditiven Wahrnehmungsschulung mittels der Gehörorientierung während eines Davis-Programmmes könnte über Tomatis ergänzt, verfeinert oder gefestigt werden. Allerdings steht dieser genial erscheinenden Kombination möglicherweise der finanzielle Aspekt entgegen, da beides mit nicht unerheblichem Kostenaufwand verbunden ist. Wohl zielt die Tomatisbehandlung auch ab auf aktives Zuhören, dem Behandlungsablauf selbst allerdings fehlt der aktivkreative und selbstverantwortliche Anteil, der uns in

unserer Arbeit zentral wichtig ist und sie so vielschichtig und unmittelbar zielorientiert wirken lässt. Sehr interessant würde es uns erscheinen, die bei Tomatis als Test- und Kontrollwerkzeug ermittelten Hörkurven bei einem Klienten vor und nach einem Davis-Programm vergleichen zu können. Die anwesenden Teilnehmerinnen haben sich positiv dazu geäussert, weitere komplementäre Ansätze in den nächsten Erfa-Treffs anzuschauen. O

Here in Switzerland we hold a support group meeting for all facilitators four times a year. We normally have 10-15 facilitators from all over Switzerland and Southern Germany. This “Erfa Gruppe” provides us all with an opportunity to get together, share our experiences, and work on certain themes which concern us in our work. Last year we decided it would be very helpful if we all learned more about the other alternative dyslexia approaches on the market. We decided to invite guest speakers–each an expert in his or her field - to come and talk to us about “their” method, eg. Kinesiology, Tomatis, Primitive Reflex, DDAT, Sophrologie, and many more. This is a report of our first such event, in which we all were invited to the Tomatis Institute.
Dr. Alfred A. Tomatis laid the groundwork for a new multi-disciplinary science called AudioPsycho-Phonology (APP). It explains “why the way we listen” has a profound impact on almost all aspects of our being. In the early 50's, Dr. Tomatis also discovered that Listening Problems are the root cause of many learning problems. Dr. Tomatis not only discovered the root cause of learning disabilities, but also developed a highly effective technique to remedy them. Thanks to his revolutionary discoveries, he enriched the lives of hundreds of thousands of children and adults.


Hilary Farmer has a master’s degree in education and a long background in teaching students who do not learn in a conventional way. Her daughter is dyslexic, so she knows what it is like to have a dyslexic child go through theeducation system.
O Switzerland/CH (con’t) Catherine Warner Geneva +41 (022) 321 70 42 Iris Webber Bäretswil/Zürich +41 (01) 939 2633

UK Program Offers Young Adults a Second Chance
By Hilary Farmer, Davis Facilitator in Oxford, England

Recently there have been two articles in the British media and press featuring Hilary Farmer’s work providing Davis Programmes to E2E college students from Abingdon and Witney College. The first was in the BBC News in December 2003, the second in the Times Educational Supplement on March 12, 2004.

Margit Zahnd Ettingen +41 (079) 256 86 65 O United Kingdom Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Hertfordshire +44 (01442) 252 517 Kate Blow Romsey, Hampshire +44 (01794) 515 714 Susan Duguid London +44 (020) 8878 9652

large sums of money are involved, they are asked to sign a contract with the college. Given the type of student we are dealing with, this involves such things as ensuring they do not use recreational drugs, that they get adequate sleep, eat properly, etc. These E2E stands for “Entry to Employment” requirements alone can be difficult for and is an area of my local Further them to comply with! Education College. Further Education I always supply a write-up of my traditionally offers vocational courses, assessment interview and a brief write-up of although the curriculum offer is broader the programme itself. On the last afternoon, than this. The E2E programme takes young someone who knows the student from the adults between the ages of 16-19. They college visits to find out how it has been study for National Vocational Qualifications going and to learn how to support the for one or two days per week and have a student when they are back in college. work placement for the other days. They are All students have a review day and I also paid a small weekly sum provided they attend, write this up. Since this is paid for with are punctual and work well. The students government money, there has to be written tend to have few or no qualifications. Many documentation to show that work has been have been early school drop-outs or had done. I keep this at a minimum, making behavioural issues. Unsurprisingly, many sure that confidential parts are omitted and are undiagnosed dyslexics. For many of them, that the student sees what is written. this is a second chance, in a supportive I am concerned that the students have environment, to take control of their lives. the after-programme support and at the end In the past, if a student was found to be of last academic year, ran a two-day course dyslexic, the student received one-to-one for interested staff from E2E. The first day learning support. As learning support was was “Dyslexia Awareness” and the second run by Lynne Smith (one of our UK day was “Supporting a student who has Facilitators) they had Davis support. completed the Davis Dyslexia Course” However, because of the way learning There were 25 staff who attended these days support was set up, they had an hour a week and required reading was of course “The and there was no provision for follow up Gift of Dyslexia.” The college library has work, built in. In agreement with Lynne, 20 copies on its shelves: an initiative taken I offered the full 30-hour programme with by Lynne Smith. the students, offsite, at my premises, which There was one especially pleasing event are close to the college. The funding body during those two days. One student who had agreed to pay my fee for designated students. completed the course, had, as one of her The students receive exactly the same learning goals “to be more confident when programme as my other clients. with more than one person” (she always felt The procedure is that once a student is that people were judging her). When I did formally assessed as dyslexic and is thought her exit interview and asked her about this to be suitable for the programme, I see them learning goal she said that it was too early and do the full profile with them. Since Continued on page 16

Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699 Carol Forster Gloucester +44 (01452) 331 573

Axel Gudmundsson London +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 645 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Keryn Middleton Barking, Essex, +44 (0208) 507 9164

Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 609 797 Elenica Nina Pitoska London +44 (020) 8451 4025

Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875

O United Kingdom (con’t.) Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 Laura Shone Ilford, Essex +44 (020) 8924 5755

THE DYSLEXIC READER A Second Chance . . .

Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Barbara Timmins Solihull +44 (015) 6477 2657

Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116 Beth Waterman Hampton Wick, Surrey +44 (020) 8977 8777 +44 (07958) 252 792

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Richard Whitehead DDA-UK Director Cranbrook, Kent +44 (01580) 713 094

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

to tell. Not only was she persuaded to come into the room where 25 members of staff were sitting, but she sat in front of them and answered their questions for a full ten minutes. At the end, they clapped her and she bowed and beamed! One of those moments… In theory each student has a minimum of an hour a week follow up work in college but with illness, absence, etc. this doesn’t always happen and in my opinion is an area we need to work on. On the optimistic side, one student has enrolled for an Art and Design course in the other part of the college, but still goes back to E2E for her weekly support. Another student is working with her mother on her trigger words as well. We have eight more students booked in for 2004, so far. Of the seven students that I have worked with in 2003 and the five students from the previous eighteen months, all but one can be said to be successful. Here is a small sample of comments: “I understand now that I am not stupid, I just learn differently.” (This student has gone on to learn how to design and make furniture in wood.) “My reading has improved–big time!” (This student had a reading age of 5 although he was 16. He has gone from strength to strength.)

Continued from page 15

Davis Methods in the British Media
Abingdon and Witney College attributes much of the success of E2E to the provision of additional support for the large numbers of students affected by dyslexia. Students benefit from a pioneering course–the Davis Dyslexia Correction Programme–that complements the E2E course and teaches learners practical ways to combat dyslexia. One student said: “Whilst I was a diagnosed dyslexic at school, I never had any real explanation of what dyslexia was and why I always got muddled about things and never received any help. The Ron Davis programme really helped.” (Full article at:http://news.bbc.co.uk/1/hi/ education/3244022.stm) –From Times Educational Supplement, March 12, 2004: –From BBC News, UK Ed. Nov. 27, 2003:

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

“My handwriting is better.” (This student had spent his last year of school at home or in trouble. He has full attendance at college and is doing very well. His mother cried when she saw a handwritten note to her at the end of the programme because it was so well written.)

Making models was hardly what the streetwise, 16-year-old Ashley Harris expected, but it seemed to work. “The first day I walked in I was like, “Why is there a tub of clay?” I was used to copying out of textbooks,” he says. “But the course was fantastic. I loved it.” One week later he read a book for the first time. “I could read the words before but I couldn’t understand what I was reading,” he says. “But I read the whole thing properly. I was dead chuffed.”

Tamera P. Richardson Mesa/Phoenix +1 (480) 664-9274

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

In case you think it is all roses, I can tell you that sometimes these students can be challenging in all kinds of ways. Working with an institution the size of the college can at times be difficult. Exhortations to staff to ensure the students get good follow-up sessions can seem as though they fall on deaf ears. But the students are well worth it, and in a small way, in a rural part of Oxfordshire, we are having quite an impact.O

David Jamieson’s dyslexia was discovered early, at the age of six. Now a 17-year-old A-level student, he was given an extra hour’s tuition every week through primary school in an attempt to improve his “appalling” and slow handwriting. But it wasn’t until he was 15, when he went to a Davis tutor, that it began to improve. “It had an immediate effect,” he says. “She gave me a whole new way of writing; it was legible and I could write faster. It was brilliant, a relief.” David describes the programme as “a bit like Zen for dyslexics.”

concepts of past, present and future and all the pronouns can be very helpful. In my Concise Oxford Dictionary, the first definition of “will” is: want or desire or choose to, as in “Come when you will.” “I will be...” “I will have you know.” Therefore a model showing the meaning of WILL would need to involve desire or choice. One possible way, based on a child’s By Abigail Marshall, mental picture being, “I will eat ice cream,” DDAI Information Services Director [I (want or desire or choose to) eat ice cream.] would be to model a person standing in front of a piece of cake and an ice cream cone and Q. I am a classroom teacher who has seen the pointing at the ice cream cone. It could go one results of your program. I am impressed and step further and show the person then eating intersted in becoming certified. In surveying the ice cream cone. Or the model of the course offering and locations, I find the person eating the ice cream cone could be in Fundamentals workshop but I do not find a a “thought bubble” attached to the head at the location or time for “Basic Field Assignments.” same time the person is pointing at the ice Is this something that you set up. Could you cream cone. give me more information of this. Illustrating one’s understanding is always very individual. The above is one of many A. Basic Field Assignments are independent practice exercises that you do on your own time, ways that a child might show understanding of this definition of WILL. The discussion at home. You can sign up for them any time after completion of the Fundamentals Workshop; and sentence-making that precedes the you will be given materials which include a list modeling of a definition is a vital step in word mastery. It allows the teacher or of assigned exercises for practice (example: facilitator to assess whether that understanding doing the perceptual ability assessment with a has been mastered with the model which is “client”), and you will write a short summary made afterwards. of your experiences with each exercise. Most I am often shown photos of clay Facilitators enlist friends and family members to models which at first appear “incomplete.” be their practice “clients” for these assignments. You will also be assigned a Davis Specialist However, after being told about the discussion that preceded the modeling and the child’s who will be available by phone or email for consultation and to answer questions; and when explanation of the model, it became clear you are done with the assignments you will send the child had indeed mastered the definition your written material to the Specialist for review. and found a very simple way of showing it. For a word like WILL that has multiple definitions and usages, it is wise to keep in Q. I find teaching the word mastery very difficult mind that we are working on only one for some of the trigger words. Say, for “will,” definition of this word. Trying to consider what may be one possible way of making a the whole word and all its definitions at model to illustrate one’s understanding of its once would be overwhelming. meaning. How would a seven-year-old child Now, it’s your turn. What would you do it, for instance? model for this definition of WILL? A. It is vital to have a dictionary that defines these words clearly with good examples that Q. I’m a rabbinical student diagnosed with allow for thorough discussion of one definition dyslexia. Do you know of anyone trained in of the word, and how it can be pictured and teaching dyslexics Hebrew? Also, is there modeled. In addition, with verbs which vary any way that I can get the list of trigger with tense or conjugation, first mastering the words that affect Hebrew readers?
Continued on page 18


O United States/ California (con’t.)

Janalee Beals Orange +1 (877) 439-7539 (Toll Free) +1 (714) 547-4287 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

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

Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Kathy Bacon Loveland/Boulder +1 (970) 669-0170 Terry DeMeo Littleton/Denver +1 (303) 850-7668 Crystal Punch Centennial/Denver +1 (303) 850-0581

Kristi Thompson Walsh +1 (719) 324-9256

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Rita Von Bon Pensacola Beach +1 (850) 934-1389

Dyslexia Plus Alice J. Pratt DLS Workshop Presenter Gwin Pratt Jacksonville +1 (904) 389-9251 Georgia Bill Allen Marietta/Atlanta +1 (770) 594-1770

Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach / Honolulu +1 (808) 685-1122 Scott Shedko Honolulu +1 (808) 377-3177 Illinois Kim Ainis Chicago +1 (312) 360-0805

O United States (con’t.) Indiana Jodi R. Baugh Cloverdale/Terre Haute +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280


Kansas Carole Coulter Overland Park/Kansas City +1 (913) 831-0388 Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741

Christina Martin Slidell/New Orleans +1 (985) 646-2201

Michigan Ann Minkel Six Lakes/Grand Rapids +1 (866) 330-3671 (Toll-Free) +1 (989) 365-3176 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Minnesota Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460 Virginia Bushman Cold Spring/St. Cloud +1 (320)-685-7977

Cyndi Deneson Supervisor-Specialist Advanced Workshop Presenter Bloomington/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550

Mississippi Mississippi Dyslexia Center M. Elizabeth Cook Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) +1 (601) 636-2900 Missouri Patricia Henry Kansas City +1 (816) 361 6563 Montana Elsie Johnson Kalispell, MT +(406) 257-8556

Linda Jo Price Bozeman +1 (406) 586-8218

No. It is letters put together into words. For example: kuh+a+tuh = cat or duh+ah+guh = dog. Except it doesn’t really, as my examples show. Q. What is decoding? Is it to recognize Phonics works a little better in and know the meaning of a word? language that is phonetically consistent. A. According to the article, “Learning to But in English it is a fiction at best to Read: The Stages of Reading Development” pretend that anyone can read without by Evelyn Peter (http://www.rlac.com/ adding in some knowledge or insight resources/stages.php), decoding is Stage One about meaning. and is taught to children ages 6-7. Children in This is the natural way for about this stage begin to utilize their knowledge of one-third of kids to learn. The part-to-whole consonants and vowels and to blend together way isn’t learned, it’s the way they think. simple words such as c-a-t, b-a-t, f-a-t, h-i-p, They just need the tools to plug into that l-i-p, etc. modality. Many have very strong memories Natural readers whose strengths lie in for words or facts, so it is easy for them to linear-sequential, verbal thinking will pick memorize multiplication tables or spelling up this skill rapidly. Children who are strong rules. But they get frustrated if you ask visual-spatial, non-verbal thinkers, and thus them to try to figure out things for prone to developing dyslexia, have difficulty themselves. They want RULES and they with decoding skills. After they have want the teacher to give them the rules. achieved ease with letter recognition, moving Another third of the kids are strong directly to whole word recognition coupled picture thinkers or visual-spatial learners, with learning the sound and meaning for each and that part-to-whole approach is frustrating word is more useful to them. or impossible for them. They cannot retain or use information until they know how it Q. What is part-to-whole learning? fits or where it goes. They want to figure out things for themselves and to invent their A. If you like to follow a set of instructions own rules. that someone else has written, you are The other third of the kids are the probably a part-to-whole learner. If you need ones who have more flexible or in-between to know what the end product is going to be, learning styles, and they can probably learn and you need to know where each part or well with both approaches.O piece fits before you are comfortable with it, then you probably are a whole-to-part learner.

A. The Gift of Dyslexia was published in Hebrew in 2000. It contains instructions for how to provide a Davis Dyslexia Correction Program in Hebrew, including the Hebrew trigger words. You can contact DDA-Israel to purchase a copy: Davis Dyslexia Association-Israel 20 Ha’shhafim Ra’anana 43724 Israel Telephone: +972 (053) 693 384 Fax: +972 (09) 772 9889 Email: israel@dyslexia.com You can do a search for Davis Facilitators who can provide the Davis Program in Hebrew at: http://www.dyslexia.com/providers.htm

Continued from page 17

In reading, the part-to-whole or linearsequential learner is very comfortable with phonetic decoding where first you learn sounds of letters, then you piece the letters together to make words. Dyslexics can’t learn by segmenting words into pieces. They need to have the context and the whole picture in mind. They are frustrated and lost with phonetic decoding because they need to have meaning FIRST, and then employ what they know about language and words to fill in the gaps.


Q. Would this be words (parts) put together (to) in a sentence (whole)? A.


PAGE 19 By Dan Willemin, dwillemin@ptitest.com
O United States/Montana (con’t.) Nancy Sitton Whitefish +1 (406) 863-9844 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

Book Review Extreme Indifference

It is not often you will see a book review written by me, especially for a novel of any sort. However, I felt more than obliged to write this one. You see Stephanie Kane is not only a wonderful writer but also a champion for dyslexics everywhere. I won’t go into details about the book’s story or plot. Those reviews can be read anywhere on the web and are far better than I could ever write. I will go into the hero of the book, Jackie Flowers, because I seem to have known her all my life. That last statement may make me sound a bit odd; but then again, I have felt odd most of my life. To me, the importance of the underlying story of Jackie Flowers far outweighs the wonderfully entertaining novel. Jackie Flowers is a attorney that has a brilliance she can’t see. Her high confidence in court gives way to little in her private thoughts. Through out the twists and turns of her cases she always prevails. Yet, she would give the credit of her success, to the mistakes of her opponents and lucky breaks. (I know this mindset all too well.) She has a champion in Pilar Perez her assistant and street tough private detective. Pilar of course, can see Jackie’s brilliance. Pilar knows Jackie’s successes are nothing compared to her capabilities, so she is constantly prodding Jackie toward bigger and better things. (I have been blessed to know several “Pilars” in my life.) Resiliency is as common a trait of successful dyslexics as is self-doubt. A lifetime of focusing on disability will always leave a hole in one’s self-esteem. However, resiliency and wit got Jackie thorough law school even though she was barely able to read and write. (Though I am relatively uneducated, resiliency has contributed to my success more than most things I learned in school.) I know Jackie is a fictional character but I want so to reach out to her. If she could only see that in reality, her disability is really the source of her ability. If she could just know that, it is not bad to be different, if she could only see her abilities are all that are really

Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188

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

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

Extreme Indifference
By Stephanie Kane Hardcover: 283 pages Publisher: Scribner ISBN: 0743245563

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 Edwina Stone Skillman +1 (609) 333-0618

important! (These are things I had to learn before I could be truly successful.) I must mention one other unique realism about the book. Jackie’s problems reading and writing are not the most troublesome dyslexic challenge she faces. I mention this because if you ask any successful dyslexic they will say the same. (Still, reading and writing remain the single-minded educational intervention for dyslexia.) I don’t know if a fictional character can help dyslexics see themselves in a better light. I don’t know if others reading this underlying story will ever know how much they help to disable dyslexics. Maybe a dyslexic hero will be an inspiration for dyslexics to read more and that is always good. (That is why I read the book.) However, some dyslexics might even realize they are far better than they think they are. (It just doesn’t get any better than that!) Bless you Stephanie Kane! All your research and effort to understand dyslexia have opened a window that is truly accurate, combined with a story full of surprises that was a joy to read! (That “joy” word means a lot coming from a dyslexic man.) O

New York Carla C. Niessen Clintondale/Poughkeepsie +1 (845) 883-5766 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

North Carolina Gerri W. Cox Shallotte/Wilmington +1 (910) 754-9559 Tina Kirby Sanford/Fayetteville +1 (919) 499-0774 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Erin Pratt Asheville +1 (828) 231-2400 Elizabeth Ratliff Cary/Raleigh +1 (919) 461-3948 North Dakota Karen Nelson Bismarck +1 (701) 527-5367

Ohio Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118

O United States/Ohio (con’t)


Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

Newly Licensed Davis Facilitators
Congratulations and welcome to our growing international family of Davis providers!
Sr. Mary-Elizabeth Bastin “I am a teaching nun in a Catholic boarding school. After having tried in vain during several years to help students with learning difficulties, I read “The Gift of Dyslexia.” Soon after I decided to train as a Davis Facilitator. I plan to apply my new skills mainly in the schools of the congregation I belong to, where I can also care for the clients’ post program needs.” Sister Mary-Elizabeth speaks English, French and German. Institut Sancta Maria, 24 Fabrikstrasse, Mels, CH-8887, Switzerland. +41 (81) 723 4423. Michelle Bonardi trained as a Psychologist at the University of Geneva and has worked for 13 years as an educational psychologist. This experience led to her interest in the Davis training and its applications for dyslexia, dyscalculia and ADHD. “The Davis methods are so structured and direct. Because it touches all the different aspects of dyslexia; it permits me to work in a profound way with children and adults.” Michelle speaks both French and Italian. Her center is situated one half hour from Milan in the Italian-speaking region of Switzerland. Dislexia de Michelle Bonardi, V. Roccolo, CH-6874 Castel S. Pietro, Ticino, Switzerland. +41 (091) 630 2341. mibonardi@hotmail.com to meeting lots |of gifted people in the near future. Dyslexia Assistance, 35 Mandolong Road, Sydney, Mosman, NSW 2088, Australia. +61 (02) 9968 3317. penny_hardcastle@yahoo.com

South Dakota Kim Carson Brookings/Sioux Falls +1 (605) 692-1785 Tennessee Sheri Howard Harrison +1 (423) 432-4582

Texas Success Learning Center Rhonda Clemons Colleen Millslagle Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Kellie Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783 Susan Dickens Leander/Austin +1 (512) 515-5591 Susan Lewis Lubbock +1 (806) 771-1385

Shannon Liverman Lampasas/Austin +1 (512) 556-6990

Dorothy Owen Supervisor - Specialist Dallas +1 (817) 919-6200 Paula Roberts Tyler (903) 570-3427

Laura Warren Lubbock +1 (806) 771-7292 Virginia Donna Kouri Rockville +1 (804) 749-8791

Angela Odom Midlothian/Richmond +1 (804) 833-8858 or (804) 744-0321

Jamie Worley Newport News/Norfolk +1 (757) 283-5218

Betty Engelhardt, Ph.D. works as an Educational Consultant at New Tribes Mission Language Institute in Missouri. Her doctorate is in Educational Administration and Curriculum Development. She plans to provide Davis programs exclusively to the missionary families who service over 200 tribal groups around the world. Box 1200, Camdenton, MO 65020 USA.

Washington Jackie Black Arlington/Everett 1-866-218-1614 [Toll Free]

Penny Hardcastle is the mother of three wonderful children, who have inspired and helped with their time and patience to make their mother’s new and exciting career possible. I am looking forward

Sandra H. Korn has a personal purpose and mission– to serve others by planting the seeds of positive possibilities in their lives. She has been doing so for over 25 years. She now passionately embraces the Davis Program as a way to help those with dyslexia excel using their gifts and talents despite the negative characteristics of dyslexia. She is a graduate of a small teaching college located in Michigan, a “graduate” of Corporate America with an extensive background in Human Relations, and has a far reaching career in Personal and Business Coaching. Always passionate about helping others, it was being the Mom of a dyslexic child that planted the seeds of deepest passion within Sandra. She explains, “I have always conducted extensive research whenever confronted with a problem, and my son’s inability to write despite his ability to read and comprehend at the posthigh school level even as early as the second grade, was very frustrating for both of us. No one had answers and no one had solutions that worked. We used to tell our frustrated little boy that a door existed in his head for which we did not yet have the key. We told him that behind the door were the skills of writing and we were going to find the key.” When Sandra discovered the book, The Gift of Dyslexia and the Davis Correction Program, she found the key for her son. Because it worked so well for him, Sandra has combined her broad training and facilitation background in order to become a Davis Facilitator. She is thrilled to make available the “key” for other children and adults, plant the seeds of positive possibility and provide for their personal excellence. Dyslexia

Continued on page 22

THE DYSLEXIC READER New Facilitators Keys, The Learning Abilities Center, 6930 Maple Creek Drive, Liberty Township, OH 45044, USA. 1 (513) 779-9118. dyslexiakeys@msn.com Susan Lewis, ABC Dyslexia Correction Center, 7901 Aberdeen Ave #B, Lubbock, TX 79424, USA. 1 (806) 771-1385. sdclewis@hotmail.com
Continued from page 21

Jamie Worley has a Bachelor of Science degree in Education, and a Master of Science degree in Special Education. She has worked with learning disabilities and dyslexia in both public schools and private situations for the past 30 years. She will provide Davis programs from her home office. 741 Keppel Drive, Newport News, VA 23608, USA. 1 (757) 283-5218. jeworley@hotmail.com O

O United States/ Washington (con’t)

Dyslexia Correction Center of Washington Marilyn Anderson Aleta Clark Kent/Tacoma +1 (253) 854-9377

Meadowbrook Educational Services Dorothy Bennett Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Marlene E. Easley Bellingham +1 (360) 714-9619 Kathy Hawley Wenatchee +1 (509) 662-9121

Ruth Mills has been interested in how learning occurs most of her life. She was born into a family with a dyslexic member and witnessed the struggle to learn. A natural teacher, she owned and operated a ballet and ballroom dance studio for many years following a career as a professional dancer. Most recently she was a tutor supervisor and trainer for an adult literacy organization. Searching for the most effective way to guide tutors to work with adults who were not making progress, she discovered the Davis methods. So impressive were the results that she decided that this was the way she could most contribute to the advancement of our society. Accurate Perceptions Dyslexia Correction, 13530 Dansville Drive, Pineville, NC 28134, USA. 1 (704) 541-1733. millsruth@bellsouth.net Beth Waterman “My centre focuses on providing creative learning solutions for clients with a variety of learning styles. It specializes in developing the natural gifts and talents of clients who are not reaching their full potential. I have been a primary school teacher in Australia and the UK for more than 11 years. In this time I have encountered a variety of learning styles and have had to adapt my teaching style to meet not only the needs of my students, but also to accommodate various national curriculum standards. I have established my business to fill the gaps for clients who want to take steps to reach their potential, but whose needs are not identified nor catered for by the traditional educational system.” 2 Hesley Cottages, High Street, Hampton Wick, Surrey, KT1 4DJ, UK. +44 (020) 8977 8777 or +44 (07958) 252 792. bmwat@hotmail.com

Davis Facilitator & Davis Specialist Training Programs

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 years of age. For information about training or a full directory of Davis providers, see www.dyslexia.com/providers.htm or call 1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

Dyslexia Mastery Center Carol Hern DLS Workshop Presenter Mary Ethel Kellogg DLS Workshop Presenter Spokane +1 (509) 363-1771 Jo Del Jensen Oak Harbor/Anacortes/ Seattle +1 (360) 679-9390

Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Ruth Ann Youngberg Bellingham +1 (360) 671-9858

West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Pam Kretz Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 This Directory is current as of March 15, 2004. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However the Davis Providers list at www.dyslexia.com is always up to date. O O



Workshops for Primary Teachers
Would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • With methods that are easy to implement and flexible? Introduction to Davis Learning Strategies® This one-day workshop provides Primary Teachers (K-3 or Keystage 1&2) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with life long skills in “how to learn”. Instruction includes: • Theory and Reasoning for each Strategy • Video demonstrations of each Strategy in classroom setting • Q&A and discussion about each Strategy • Classroom implementation suggestions. • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each Strategy and various curriculum activities • Video tape demonstrating each classroom strategy • Teacher Kit briefcase which includes all the materials needed to start and proceed with confidence working with 1-2 students: alphabet strip, letter recognition cards, clay, clay cutter, 2 Koosh® balls, dictionary. • Verification of Attendance letter Cost: $385 US Dollars (£250 in UK) Basic Davis Learning Strategies® Practice Lab This hands-on, one-day workshop provides supervised experiential practice on each Strategy. Attendees will work in pairs or small groups to practice each skill, followed by a Q&A session on each Strategy. Prerequisite: Introduction to Davis Learning Strategies Workshop. Included are: Included are:

What Teachers say about Davis Learning Strategies

“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It also helped develop the little finger muscles for being able to move on to coordinate paper-pencil activities. Assigning each child a storage box for creating the alphabet over time also fit and accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” “It has helped me become more aware and sensitive to the needs of my students. My students are very receptive and amaze me how quickly they pick it up. I have many children who are ADD and ADHD. This system helps me reconnect with them. I have small groups for short periods of time and this helps us to get down to business quickly.” –DG, Elementary Spec. Ed. Resource, Sequoia Charter School, Mesa, Arizona –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California

June 7 & 8 Lubbock, Texas June 11 & 12 Worcestshire, England June 21 & 22 Kallispell/Whitefish, Montana August 16 & 17 Vancouver, BC, Canada Introduction & Practice Lab Start-Up & Hands-On Introduction & Practice Lab Introduction & Practice Lab

Discounts: $595 for both workshops if attended on consecutive days (£390 in UK)

• Verification of Attendance letter • Post-workshop e-mail consultation with a Davis Learning Strategies Mentor, as needed. (US & Canada only) Cost: $295 US Dollars (£220 in UK)

To bring these workshops to your school or location, please contact Paula McCarthy at (650) 692-7141 or 1-888-805-7216.

Call: 1-888-805-7216 (toll free) for US & Canada Registration +44 (01580) 714 838 for UK Registration
Visit www.davislearn.com or www.davistraining.co.uk



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
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

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

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)

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

22 - 25 April
Presenter: Ioannis Tzivanakis Language: German Location: Freiburg, Germany Contact: germany@dyslexia.com +49 (040) 25 17 86 22

12 - 15 July

22 - 25 April

Presenter: Cindy Deneson Language: English Location: Burlingame, Cal., USA Contact: training@dyslexia.com Phone: 1 (888) 805-7216

30 Sept - 3 October

Presenter: Bonny Beuret Language: German Location: Basel, Switzerland Contact: ch@dyslexia.com 41 (061) 273 81 85

21 - 24 July

29 April - 2 May

Presenters: Ronald and Alice Davis Language: English Location: Auckland, New Zeland Contact: pacific@dyslexia.com Phone: +64 (09) 361 6115

Instructors: Robin Temple & Siegerdina Mandema Language: English Location: Addington, Kent UK Contact: davisUK@dyslexia.com Phone: +44 (08700) 132 945

3 - 6 November

27 - 30 October

Presenter: Gerry Grant Language: English Location: Atlanta, Georgia USA Contact: dorothy@dfwdyslexia.com Phone: +1 (866) 520-8858 and +1 (817) 919-6200

Presenter: Ioannis Tzivanakis Language: German Location: Kassel, Germany Contact: germany@dyslexia.com +49 (040) 25 17 86 22

25 - 28 September

Presenter: Bonny Beuret Language: German Location: Basel, Switzerland Contact: info@dda.ch Phone: +41 (061) 273 81 85

Presenter: Gerry Grant Language: English Location: Boston, Mass. USA Contact: dorothy@dfwdyslexia.com Phone: +1 (866) 520-8858 and +1 (817)919-6200

25 - 28 November

Instructors: Siegerdina Mandema & Robin Temple Language: Dutch Location: Amersfoort, Nederland Contact: ddaned@plex.nl Phone: +31 (0475) 301 277

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


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

~ Dys•lex´ ic Read´ er • •



Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.

2004 International Schedule
22 - 25 April 22 - 25 April 29 April - 2 May 12 - 15 July 23 - 26 Sept 30 Sept - 3 Oct 27 - 30 Oct 3 - 6 Nov 25 Sept - 28 Nov Freiburg Basel Kassel Burlingame, Cal. Basel Kent Boston, Mass. Atlanta, Georgia Amersfoort Germany Switzerland Germany USA Switzerland UK USA USA Netherlands

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

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

U.S. Fees and Discounts
• $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 and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 8 Ring Terrace Río Volga #308 ote The Corner House Offices St. Mary’s Bay Colonia del Valle High Street D-22089 Hamburg Auckland 66220 Garza Garcia N.L Cranbrook, Kent TN17 3DF GERMANY NEW ZEALAND MEXICO Tel: +44 (08700) 132 945 or Tel: 49 (040) 25 17 86 22 Tel/Fax: +64 (09) 361 6115 Tel/Fax: 52 (81) 8335-9435 (0870) 443 9059 Fax: 49 (040) 25 17 86 24 E-mail: info@ddapacific.co.nz or 52 (81) 8356-8389 Fax: +44 (08700) 469 658 E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com Email: uk@dyslexia.com DDA-CH DDA-Israel Freie Strasse 81 DDA-Nederland DDAI-Int’l, Canada & USA 20 Ha’shahafim St. CH 4001 Basel, Kerkweg 38a 1601 Bayshore Highway, Ste 245 Ra’anana 43724 SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 ISRAEL Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 Tel: 972 (053) 693 384 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 e-mail: ch@dyslexia.com E-mail: holland@dyslexia.com E:mail: ddai@dyslexia.com E-mail: Israel@dyslexia.com

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