Dys•lex´ ic Read´ er • •



Vol. 38

Davis Dyslexia Association International

Issue 1 • 2005

Reprinted with permission from The Everything Parent’s Guide to Children with Dyslexia ©2004; F+W Publications, Inc., by Abigail Marshall, Adams Media, $14.95 trade paperback.

By Abigail Marshall

Phonics vs. Whole Language
Whole language instruction focuses on providing a literature-rich environment and emphasizing comprehension skills. Reading and writing is incorporated throughout the day in the context of lessons in other subjects. There is emphasis on both oral and silent reading and reading authentic literature. Lessons may be fluid and theme-based, rather than tied to a set curriculum. Pros and Cons Dr. Maria Carbo, founder of the National Reading Styles Institute, points out that neither phonics nor whole language will reach all children. The Everything Parent’s Guide to Children with Dyslexia, available She points out that phonics programs
Continued on p. 4

Over the past two decades, there has been a cultural war over two ideologically distinct methods of teaching reading—phonics and whole language. A phonics-based approach focuses instruction on learning to connect letters and letter combinations with their corresponding sound, and provides students with specific strategies for decoding by sounding out familiar words. The teacher relies on direct instruction, using a well-developed and highly structured curriculum with carefully planned, sequential lessons.

in our catalog or at: www.dyslexia.com/bookstore.

In This Issue
News & Feature Articles
Phonics vs. Whole Language . . . . . . . .1 Duststorm of Deception . . . . . . . . . . . .1 Friends and Family . . . . . . . . . . . . . . . .3 One Teacher’s Search for Answers to the Riddle of Dyslexia . . . . . . . .6 Help for College Students . . . . . . . . . .8 IDEA 2004 Update . . . . . . . . . . . . . . . .9 Int’l Davis Facilitator Symposium . . .10 New Ron Davis Book Releases . . . . .11

By Ronald D. Davis

The Duststorm of Deception
It wasn’t just me, the system has an inherent flaw and wasn’t working very well anywhere; so a solution was needed. As a result we see whole word or whole language recognition replacing the old phonics system. The illogic of the debates and controversies is centered around the question, “Do we continue using a system that isn’t working very well, or do we revert back to a system that also doesn’t work very well?” The real question is, do the educational authorities really care, and will something actually be done that can remedy the situation? The hard line “probable” answer is “No!!!”
Continued on p. 4

Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . .2 Book/Software Reviews . . . . . . . .13-15 Q&A . . . . . . . . . . . . . . . . . . . . . . .16-17 New Facilitators . . . . . . . . . . . . . .18-21 Workshops . . . . . . . . . . . . . . . . . 22-23

The debates and controversies over the proper way to teach children to read would seem to be something new and therefore worthy of our attention. It would appear that someone cares, and maybe something can be done about the situation. The hard line reality is that this assumption is wrong on both counts. This controversy isn’t just an Australian or American dilemma, it exists everywhere that English is taught in schools. Up until about 25 years ago, the primary method of teaching reading in English was sounding out words (phonics). I personally experienced phonics training forty-four years ago and it didn’t work.



In the Mail
taught me to be attentive. The point helps me to listen much better than before and the modelling clay helps me to know the words and spell them backwards; it helped me mostly to know the alphabet. It’s easier to find things in the dictionary. When I sigh, it helps to calm me down. The gift of dyslexia helps me to design plans in my head. I can see a wooden boat that I can make for my little cousin, or I can see my vegetable garden and how I can arrange it for next year. The gift helps me to have ideas to set up my fishing-line and imagine how the fish might bite! Thank you for your book Mr. Davis.
—Raphaël Christophe. Age 12

Dear Mr. Davis:
I am writing to you because I am a bit like you. When I was a little boy I used to go in my garden and make little marbles out of clay, and also bunches of grapes and little men. Last year my teacher made me copy things out of Cinderella and Barbie (because I had no ideas for a story). She told the whole class and they all laughed at me. Your method taught me to read better. And the KOOSH balls have
Copyright 2003 Randy Glasbergen. www.glasbergen.com

I do not think there is any thrill that can go through the human heart like that felt by the inventor as he sees some creation of the brain unfolding to success ... Such emotions make a man forget food, sleep, friends, love, everything.

Nikola Tesla, electrical engineer, inventor and humanitarian

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



Friends and Family
situations has increased greatly. Her second response was being better with her numbers and math. In just the past few weeks, she When I first took my daughter, came home with an Liz, to New Hope Learning Centers, “A” on a math test Inc. in Milwaukee, Wisconsin, I was and finished her timed looking for answers for the learning worksheet in the time difficulties she was showing. As a given. Both took center first grader, she was having trouble stage on our refrigerator identifying the letters. She was also door. Her math reversing her letters and numbers computation score on when she wrote them, and learning the the Iowa Basic Skills sight words was next to impossible for Achievement Test went her. As an occupational therapist, I from the 1st percentile had recognized all the signs of some to the 46th percentile type of processing disorder, but the after the completion techniques I knew and had been of the program. I’ve trying were not giving me the results noticed a big I wanted. I had found the Davis improvement in her Dyslexia website and went from there. concept of time and her I was impressed when the staff at New ability to work with money. Hope talked about sensory input and Being able to fall asleep easier neurological pathways. We went for was her third answer. Liz has always our evaluation and just after her had a hard time falling asleep. She’ll seventh birthday went back for her lie quietly for hours but “just can’t fall to complete the Davis Dyslexia asleep.” I noticed an instant change in Correction® Program. Approximately this as she began using her dial and two years later, she completed the release tools after she completed her Davis Math Mastery® Program. first Program. Getting a good night’s I recently asked Liz what she sleep is so important to her overall was most thankful for from New Hope health. I have also noticed that she is Learning Centers. Her first response, not as restless in her sleep and she has which didn’t surprise me, was for her had fewer nightmares. friend Chloe. Chloe was completing I am also thankful for all of the the Davis Dyslexia Correction® above. I love seeing the confidence Program when Liz was doing the Math that Liz shows. There have been Program. They became friends. They multiple challenges and there will still keep in contact with each other continue to be. Learning does not and get together whenever possible, always come easy. She still struggles even though we live three hours away at times, especially with writing. It is a from each other. The energy and real effort to continuously educate her creativity they have seems to be teachers about how she learns best and unending when they’re together. I how they can help in facilitating that. think having Chloe as a friend has I am so thankful for all of the support shown her that she is not alone—that New Hope has provided to me as a there are others who think and learn as parent of a dyslexic child. They have she does. Her confidence in social
The following narrative was submitted to New Hope Learning Centers, Inc. by Janet Adcox, mother of Liz who completed the Davis Dyslexia Correction® Program in March of 2002 and the Davis Math Mastery® Program in August of 2003 with facilitator Darlene Bishop.

Liz and friend, Chloe

been such a valuable resource. I view the entire staff there as “family” in a lot of ways. I have shared Liz’s many successes with them. I have called looking for additional ways to help her when what we’re doing is just not working. We visit when we are in their area. Looking back, I realize how much more both Liz and I have received than just answers for her learning difficulties. Thank you New Hope Learning Centers.

P.S. Just as this article was going to press, the following email came in: “Hi all-had to share with you! Guess who made the HONOR ROLL?? Liz was so excited and I was so proud. Wouldn’t have done it if it weren’t for the tools she learned up there! You are all so awesome and certainly make differences in the lives of those you work with. Keep up the good work! God Bless you all.” Janet

PAGE 4 International Davis Dyslexia Correction Providers

Phonics vs. Whole Language (cont’d from p. 1)

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 Australia Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Sally Beulke Melbourne +61 (03) 5727 3517 Jan Gorman Eastwood/Sydney +61 (02) 9804 1184

Gail Hallinan Naremburn/Sydney +61 (02) 9405 2800 Penny Hardcastle Mosman/Sydney +61 (02) 9968 3317

are good for children who have analytic learning styles and benefit from systematic teaching. Whole language programs are more suited to children who have strong visual, tactile, and global learning styles, who do best in an environment emphasizing hands-on learning and peer interactions. Your child with dyslexia doesn’t fit into either of these molds. It is true that she probably has the overall learning style that thrives in the enriched atmosphere of a whole language classroom; but unlike her peers, she won’t be able to absorb the tools and strategies needed for reading merely through exposure. On the other hand, as much as she needs specific help, the sequential teaching of phonics is geared to her weakest learning pathway. Benefits of Both Methods The debate over phonics vs. whole language makes about as much sense as arguing over whether you should feed your child only meat or only vegetables. Good reading requires that students have a variety of skills. The research is unequivocal: Students learn best when taught with programs encompassing both phonics and whole language. Students taught only phonics tend to have better decoding skills, but weaker comprehension skills. Students taught with whole language tend to have stronger comprehension skills,
Duststorm (continued from p. 1)

FACT: “Whole language” is not the same as wholeword teaching, which was the hallmark of the “looksay” method popular in the mid-20th Century. With “look-say,” children learned new words through repeated exposure and repetition in “Dick and Jane” style basal readers.
but weaker decoding skills. Just as you need to provide your child with a balanced diet, he must also have balanced reading instruction. In fact, your child needs more than phonics or whole language; he needs instruction that covers all of the elements that are part of reading. He needs to be taught to focus on how a word sounds, how it looks, and what it means. He needs practice to develop reading automaticity and fluency. And he needs an array of strategies to support comprehension, build motivation, and to keep him engaged.

Barbara Hoi Mosman/Sydney Tel: +61 (02) 9968 1093 Sue Jutson Seaforth/Sydney +61 (02) 9400 2305

Linda Houben Sydney +61 438 440 177

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

Michelle Roach Sydney Tel: +61 (02) 9680 1610 Heidi Rose Pennington/Adelaide +61 (08) 8240 1834 Francisca Sibbald Ermington/Sydney +61 (02) 9638 4939 Annette Dietrich Wien +43 (01) 888 90 25 Jacinta Fennessy Wien +43 (01) 774 98 22 Austria

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

Christa Salcher Wien +43 (01) 888 61 44

Keep in mind that simply changing the system for the sake of changing the system isn’t a real answer. Do the educational authorities deserve our respect simply because they appear to be looking for an answer? Is there a real answer? Is there a line of reasoning and logic that can determine a real answer if it exists? To an “outsider” looking at the entire landscape of education, the answers are fairly clear. It appears that there is a missing puzzle piece. Therefore, the debates and controversies are inappropriate because both systems are flawed. The flaw is that the real purpose of reading isn’t taken into consideration by either system. The real and only purpose of reading is to comprehend the communication that has been written. The purpose of the two systems in question is to recognize and

convert a written symbol into its proper sound. This is one step beyond that actual starting place.

The real and only purpose of reading is to comprehend the communication that has been written.
It would be rude of me to be so critical of the education system, without also offering some reasonable suggestions that could lead to an actual remedy. So I would like to share some of my reasoning on this subject. Before we can even begin to reason out an answer there are two things that we must consider first:

Continued on p. 5

Duststorm (cont’d from p. 4)

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

1. There are two recognized methods of human thought: a) verbal conceptualization and b) nonverbal conceptualization. Verbal conceptualization in thinking with mental sounds and nonverbal conceptualization is thinking with mental images. Humans are born with the ability to do nonverbal conceptualization, however this is not true for verbal conceptualization. Verbal conceptualization is a “developed” skill that cannot be developed until a child has learned the language. Some children are quicker to develop this skill than others. A child that hasn’t developed this skill before entering into the education system cannot learn the phonics skills. Education and reading training are exclusively geared to verbal conceptualization. 2. Language mirrors the thought process. If it didn’t, language would be too difficult for anyone to learn. If we look at language we see that it is made up of symbols. Symbols are made up of three parts: a) what the symbol looks like when we see it, b) what the symbol sounds like when we hear it, and c) what the symbol means. If verbal thinking is thinking with sound, then someone capable of doing verbal thinking would be thinking with the sounds of symbols. Making a connection between what a symbol looks like and what it sounds like can be easily learned. However, the most important aspect of reading, comprehension, is being ignored. Reading isn’t simply making the proper sound come out of the mouth. The real connection isn’t between what the symbol looks and sounds like, it is making the connection between what the symbol

Language mirrors the thought process. If it didn’t, language would be too difficult for anyone to learn.
looks like or sounds like and what it means. If nonverbal thinking is thinking with mental images, it is of no value to know what a symbol sounds like, because the brain simply cannot process the verbal sound data. The person also isn’t thinking with images of what the symbols look like. If this were true the person would have to read his own thinking the same way he would read a newspaper. Therefore, nonverbal conceptualization is actually thinking with the meaning of symbols, in the form of pictures of their concepts and ideas. To truly teach someone to read, all three parts of a symbol must be taught. Chapter 32 “Three Steps to Easier Reading”, in the book The Gift of Dyslexia, is the instructions on how to teach a picture thinker to read. It’s not just for “dyslexic” children; it’s appropriate for anyone that thinks with images – the basic method of thinking we are all born with. This method of reading training looks somewhat like whole word, but it truly isn’t. When this reading training is accompanied by the Symbol Mastery Procedures also found in The Gift of Dyslexia, the complete connection of what symbols look like, sound like, and mean is made. This then satisfies the real purpose of reading–comprehension.

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

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

Maria Ormachea La Paz +591 (02) 792 945 Ana Lima Rio De Janeiro +55 (021) 2295-1505 Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Canada Brazil

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

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

Clay is moulded to make a vessel, but the utility of the vessel lies in the space where there is nothing. Thus, taking advantage of what is, we recognize the utility of what is not.

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

–Lao Tzu, philosopher (circa 600 B.C.)

Canada (cont’d) D’vorah Hoffman Toronto +1 (416) 398-6779 Helen McGilivray Oakville/Toronto +1 (905) 464-4798


Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953 0033 Sharon Roberts Waterloo/Toronto +1 (519) 746-8422

By Elenica Pitoska Davis Facilitator in London

One Teacher’s Search for Answers to the Riddle of Dylsexia

Kendra Rodych Saskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961 Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Kim J. Willson-Rymer Oakville/Toronto +1 (905) 825-3153 China Livia Wong Hong Kong +852-2810-0282

Cyprus Alexis Mouzouris Limassol +35-72-538-2094

France Dominique Blaess Le Pecq/Paris +33 (01) 39 76 12 61

Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Carol Nelson-Pollard Paris +33 (01) 46 51 72 63 Odile Puget Annecy/Geneva + 33 (04) 50 41 82 67

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

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

Jutta Gorschlüter Muenster +49 (0251) 39 99 53 05 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70 Wibke Hachmann Freiburg +49 (0761) 13 78 288

I started my teaching career 16 years ago at a secondary school in Balham, South London, where I taught Math and Physics for a year and a half. After that I taught mathematics for more than nine years at an inner secondary school in North West London. I must admit that I did not know anything about dyslexia, ADD/ADHD and other related learning differences before they entered my personal life. I remember feeling very confused about some of my students who were labelled as learning disabled and at the same time were very articulate and could very easily remember all sorts of different information about their favourite football team, pop group, computer games, cars, films… and yet no matter how hard they tried to learn some simple maths concepts, they simply could not retain that information. I was in the seventh year of my teaching career when I realized that my son was struggling with his reading and writing. That was when I started researching dyslexia and various methods on offer. My son was assessed when he was seven and for a year and a half he received one-to-one, phonics-based tuition recommended to us by the British Dyslexia Association. He enjoyed the lessons and made some progress, and there is no doubt in my mind that he was going to learn to read and write if he continued with his lessons for the rest of his school years. But still, his self-esteem was very low and no matter how positive my husband and I tried to be, he was still bottom of the class and suffered deeply. Six months after his eighth birthday, I discovered a very important book that was the turning point in my understanding of dyslexia and also my teaching career, The Gift of Dyslexia by Ronald D. Davis. While

reading that book, not only could I see my child described there, but also hundreds of children whom I taught and who were failing badly in school and leaving school without any GCSE grades. My son completed the five-day Davis Dyslexia Correction Programme soon afterwards, and after seeing the positive changes in his self-esteem and significant improvement in his academic and social skills, I decided to undertake the training and become a certified Davis Dyslexia Facilitator. I started the training in 2000 and since then I have had the pleasure of helping many children and adults discover and achieve their true potential.

What I learned from the Davis Methods The basic principle of the Davis approach is that dyslexic strengths and difficulties share the same root: the dyslexic thinking style, which is primarily about thinking in three-dimensional pictures rather than words. On the one hand, this can bring extraordinary talents and creativity; dyslexics tend to excel in areas such as spatial awareness, strategic planning, music/dancing, engineering, building, drama/role playing, inventing, storytelling, athletic ability, artistic ability, and mechanical arts. But this ability can also be the foundation for a problem – picture thinking does not allow the person to think with abstract words and symbols. That explains why many dyslexic children find learning the letters of the alphabet very difficult, and also recognizing and remembering the spelling of some abstract words like: a, the, of, for, was (there are more than 200 of these words in the English language and many of these words have more than one meaning). Every time they encounter any of these words, they experience confusion and mental blankness
Continued on p. 7

Let me give you an example of how the inability to think with a common because they have no picture for their abstract word can affect comprehension. meanings. As these blanks accumulate, Recently, one of my year-nine students confusion increases, causing disorientation tried to answer the following question: Find (distorted perceptions) as they try to make 25% of £35. Instead of only calculating sense of the two-dimensional words in front 25% of £35 = £8.75 he also did £35 - £8.75 of them. This manifests itself as the familiar = £26.25. Ultimately, his final answer was symptoms of substitutions, reversals, incorrect, and it would have been very easy transpositions or omissions in reading or for me as his math teacher to think that this writing letters, words and child does not understand numerals. percentages. But, the only Imagine you’re Disorientation is not thing that he did not dyslexic and have limited to visual input. Many difficulty understand in this case dyslexics mishear words or distinguishing the was the meaning of the the sequence of words in meaning of the words word ‘of;’ he misread it as “of” and “off.” Now sentences. Also, their internal answer this question: ‘off’ and therefore produced sense of time can become the wrong answer. distorted and their motor Find 25% of £35. Therefore, when working coordination can appear (a) £8.75 with a person who is prone delayed and clumsy. (b) £26.25 to disorientation, it is very (c) £10.00 For people who disorienimportant to be alert for (d) none of above tate in learning situations, the signs of disorientation. threshold for confusion is a Information can be mis-seen, key factor in how often they mis-heard or mis-interpreted. disorientate. If we understand This method of thinking [For the child who disorientation, then it is very is subliminal and therefore answered (b),] it easy to understand why some would have been most dyslexics are unaware professionals believe that very easy for me as that this is what they are there is no such thing as his math teacher to doing. They simply know think that this child dyslexia. Because a dyslexic that they are making mistakes does not understand person’s performance is and eventually will call percentages. inconsistent, they feel that themselves stupid, lose their when the child is not self-esteem, feel confused, producing the work that the frustrated, anxious, inadequate child is simply lazy and lacks discipline. and eventually give up trying. We can also use picture thinking and Recent research has indicated that the disorientation to understand why some Davis methods are of benefit to all children children find it very difficult to understand regardless of learning style. A new workshop the meaning of what they are reading. recently launched in the UK trains primary Secondary school teachers need to be school teachers in proven methods which particularly aware of the cause of poor reduce the onset of learning difficulties and comprehension because by the time many stimulate the already gifted learner at the dyslexic children reach secondary school, same time. Exciting stuff! they can read reasonably well, and it is very easy to rule out dyslexia because of their ‘appropriate to their ability’ level of reading.
Riddle of Dyslexia (cont’d from p. 6)


Germany/Deutschland (cont’d) 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 Kirsten Hohage Nürnberg +49 (0911) 54 25 18

Ingrid Huth Berlin +49 (0179) 896 8007 Christine Jacob Lörrach +49 (07621) 134 60 Doris Karl-Akova Bremen +49 (0421) 713 30

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

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

Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart Tel: +49 (0711) 479 1000 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0 Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60

Barbel Preuss München +49 (089) 69 38 03 92

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

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

Often you must turn your stylus to erase, if you hope to write anything worth a second reading.
–Horace, poet and satirist (658 B.C.)

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

Germany/Deutschland (cont’d) Inge Starck Battenberg/Eder +49 (06452) 93 28 88 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89


Magdalena Vogel-Eichert Bonn +49 (0228) 689 69 70 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Christine Wusch Wuppertal +49 (0202) 80 230 Iceland

Excerpted from Wrightslaw newsletter, The Special Ed Advocate November 23, 2004 (www.wrightslaw.com) “At Wrightslaw, our goals are to help you gain the information and skills you need to navigate the changing world of special education.”

Help for College Students with Disabilities

Susanne Wild Paar +49 (08205) 959 08 28

Áslaug Ásgeirsdóttir Mosfellsbaer Tel: +354 566-7514

College-bound students need to learn selfadvocacy skills–how to present information about their disability and accommodations so professors want to help. If students master these skills, they are more likely to make a successful transition from high school to college. For more information, download the

Wrightslaw Flyer: Help for College Students with Disabilities: www.wrightslaw.com/flyers/college.504.pdf IEPs do not follow students into college. Make sure you and your child know what to expect. Read Your Rights and Responsibilities in College by the U.S. Dept. of Education, Office of Civil Rights: www.ed.gov/about/offices/list/ocr/ transition.html To learn more about Section 504 & life after high school, visit: www.wrightslaw.com/info/sec504.index.htm

Gudrún Benediktsdóttir Hafnarfirdi +354 822 0910 or 555 0862 Gudbjörg Emilsdóttir Kópavogur +354 554 3452

Scholarships and Choosing a College

Asta Valdis Gudmundsdóttir Stykkisholmur +354 863-8268 Hólmfridur Gudmundsdóttir Gardabae Tel: +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 566-8657

Now is the time for high school seniors to visit college campuses and get a head start on their college applications. Learn about college scholarships and financial aid for students with disabilities at: www.nhida.org/scholarships.htm www.dyslexia.com/scholarships These books answer many questions that students have when deciding on a college.
Peterson’s Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders - More than 750 college programs in the U.S. & Canada for special-needs students. Available from our catalog or www.dyslexia.com/bookstore

Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 586-8180 or 896-7472

Sigrún Jensdóttir Mosfellsbaer +354 586-8180 or 566-7737 Valgerdur Jónsdóttir Kópavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 845 6956 Ásta Olafsdóttir Vopnafjordur +354 473-1164

Thor Elis Pálsson Reykjavík +354 533-2772

Hugrún Svavarsdóttir Mosfellsbær +354 698-6465

Thorbjörg Sigurdardóttir Hafnarfirdi +354 862 2021 Kolbeinn Sigurjónsson Mosfellsbær +354 586 8180

Visiting College Campuses - When to go, how to get there, where to stay, and how to get the most from your visit complete profiles of the nation’s 249 most toured schools - information on campus tour schedule, interviews, and local accommodations.

The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder - A resource


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

Excerpted from Wrightslaw newsletter, The Special Ed Advocate November 23, 2004 (www.wrightslaw.com) “At Wrightslaw, our goals are to help you gain the information and skills you need to navigate the changing world of special education.”

IDEA 2004 Update: Changes to Key Statutes

Definitions: IDEA 2004 - Transition Services for Education, Work, Independent Living Looking at the Definitions in Section 1401, note that several new definitions were added to IDEA 2004 - core academic subjects, highly qualified teacher, homeless children, Tip: Plan to read these files more than once. Use a highlighter to mark important passages. Limited English proficient, universal design, and ward of the state. Other definitions were Make margins notes to help you remember revised. “Transition services” is defined as: key points. As you read, keep in mind that (34) a coordinated set of activities for a child Congress intended to align the Individuals with a disability that (A) is designed to be a with Disabilities Act (IDEA) with No Child results-oriented process, that is focused on Left Behind, the federal general education law. The full text of the No Child Left Behind improving the academic and functional achievement of the child with a disability to Act is in Wrightslaw: No Child Left Behind. facilitate the child’s movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; and (B) is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests . . . ” Learn more about transition services, read Making the Transition from School to Work by Sue Heath www.wrightslaw.com/heath/ transition.work.htm and IEP & Transition Planning: Frequently Asked Questions at: www.wrightslaw.com/info/trans.faqs.htm

On November 19, 2004 the U.S. House of Representatives and the Senate passed the Individuals with Disabilities Education Improvement Act of 2004. What does this mean to you? In our books and training programs, we focus on five key statutes that parents and teachers need to know and understand: • Section 1400 - Finding and Purposes • Section 1401 - Definitions • Section 1412 - State Responsibilities (the “Catch All” statute) • Section 1414 - Evaluations and IEPs • Section 1415 - Procedural Safeguards (Rules of Procedure) In the files at www.wrightslaw.com/law/ idea/index.htm, you will find the full text of IDEA 2004 with the changes in these five statutes.

Purposes of IDEA: Employment, Independent Living . . . and Further Education “The ‘Purposes’ section is the most important statute. ‘Purposes’ is the mission statement.” So how is “Purposes” different in IDEA 2004? 20 U.S.C. § 1400(d) Purposes (1)(A) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living . . . (3) to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities . . .

Ireland Sister Antoinette Keelan Dublin +353 (01) 884 4996

Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (09) 772-9888 or (052) 272-9532 Etya Chesler Kfar-Saba/Tel Aviv +972 (09) 768 0267 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185

Eve Resnick Kfar Saba/Tel Aviv +972 (09) 766 2140

Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888

Italy Elisa De Felice Roma +39 (06) 507 3570 Silvia Walter Bagno a Ripoli Florence Tel: +39 (055) 621 0541

Japan Helen Brittle-Matsuki Tokyo +81 (03) 3795 5997 Lebanon Samar Riad Saab Beirut +961 3 700 206 Malaysia Hilary Craig Kuala Lumpur +603 2096 1342

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

Las Palmas Counseling Ctr Silvia Arana Garcia Cathy Calderón de la Barca México D.F. +52 (55) 5202 7913 La Puerta de las Letras María Silvia Flores Salinas Supervisor-Specialist DLS Workshop Presenter Graciela Trevino Gonzalez Olga Zambrano de Carrillo DDA-Mexico Director Garza García Monterrey +52 (81) 8335 9435 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126

Mexico (cont’d) Alejandra Garcia Medina Cuajimalpa, Mexico, D.F +52 (55) 5813 9554 Maria del Pilar Peréz Ornelas San Luis Potosi +52 (444) 817 0961


Lucero Palafox Veracruz +52 (022) 99 351302

Susana Palafox Naucalpan, Edo. de Mexico +52 (55) 5251-3037 Sociedad de Consultatoria Organizacional Maria Eugenia Gutierrez Maria Lourdes Gutierrez Mexico D.F. +52 (55) 5595 8442 Netherlands Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005

Hester Brouwer Groningen +31 (050) 52 61 146 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539

Monique Commandeur Uithoorn +31 (0297) 56 88 50 Alexandra De Goede Aerdenhout +31 (023) 524 3263 Mine de Ranitz Driebergen +31 (0343) 521 348

Christien De Smit Sluis +31 (0117) 461 963 Saskia Dijkstra Amsterdam +31 (020) 463-2753

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

The Second International Davis “Thank you for a wonderful Facilitators Symposium was held symposium at Rolduc. It was such on October 12-14, 2004 at Rolduc a privilege to be there and to meet Abbey Conference Center, a restored fellow facilitators from all over Augustine Monastery founded in the world and participate in the 1104 in the Limburg region of programme. I thoroughly enjoyed Holland. 135 delegates from 20 it and also I feel a changed person! nations gathered for educational Rolduc Abbey Conference Best wishes.” Center, aerial view. presentations, and to enjoy each —Evelyn White, UK others talents and company. “Thank you for the opportunity to share your life According to the participants, the best things dream. I just started this wonderful experience... about this Symposium were: it is for me the occasion to discover again the • Meeting and sharing experiences and ideas “courage” of life, and as Ron says “the harmony with people from many countries who have the of the worlds.” Thank you and all the people same goals, intentions and dreams. who share the same energy for what they have • The feelings of empowerment, strength of the group, togetherness, professional encouragement done and what they do and....will do. Your warmth and freshness at the Symposium was and support, laughter and fun, and bonding. • The diversity of topics and information (Math like being wrapped in love and understanding. Thank you for that and all the feelings, pictures Mastery, Study Skills, Marketing, Left-Right Confusion, and Brain Research, to name a few) and ideas I can’t describe with words.” —Silvia Walters, from Florence, Italy Here are three heartwarming letters about the experience: Thank you all so very much for your “How lovely it was at Rolduc! Thank you for support and encouragement. a special Davis week and inspiration to take —Love, Ron & Alice Davis home. All the best.” —Áslaug Kirstín, Iceland
1 2

International Davis Facilitator Symposium a Great Success

Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000 Pérola Gonçalves Amsterdam +31 (020) 636 3637

1. (L-R): Karima Turkatte, Hólmfridur Gudmundsdóttir, Kim Ainis, Lynne Smith, Judith Schwarcz, Ray Davis, Myrna Burkholder. 2. Samar Riad Saab, Edith Rotenberg, Alexis Mouzouris, Judith Schwarcz

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




3. Cyndi Deneson & accordion 4. Ron & Alice Davis 5. (L-R): Cyndi Deneson, Siegerdina Mandema, Robin Temple, Margarita Whitehead, Richard Whitehead.

Will Huntjens Horn +31 (0475) 589 238 Trudy Joling Laren +31 (035) 531 00 66


Helen Kaptein Middleburg +31 (0118) 64 37 73 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Netherlands (cont’d)

New Ron Davis Book Releases

Drs. Marianne Kuster Alkmaar +31 (072) 51 24 301 Imelda Lamaker Hilversum +31 (035) 621 7309

Edith Kweekel-Göldi Soest +31 (035) 601 0611

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

The Gift of Dyslexia Russian edition

Release date: January 2005 Price: 59 N.I.S (US$14) Publisher: Center for Learning Correction 20 Ha’shhafim, Ra’anana 43724, Israel Tel: +972 09-772 9888 Fax: +972 09-772 9889 Email: moogy@netvision.net.il

Da gave van leren: Nieuwe methoden om leerhandicaps te overwinnen
Release date: October 2004 Price: 18.50 Euros ISBN: 90-389-1540-3 Publisher: Elmar www.uitgeverijelmar.nl

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 Ineke Pijp Groningen +31 (050) 542 0817 Lydia Rogowski Helmond +31 (0492) 513 169

Marianne Oosterbaan Zeist +31 (030) 691 7309

Available from: DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, Nederland Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 Email: holland@dyslexia.com

Petra Pouw-Legêne Beek +31 (046) 437 4907

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

Le don d’apprendre

Release date: October 2004 Price: 25 Euros Publisher: La Méridienne/Desclée de Brouwer, www.descleedebrouwer.com/ ISBN: 2-220-05508-7

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

Agnes van den HombergJacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501

Rieja van der Valk Almelo +31 (0546) 867 537

Annemarie van Hof Utrecht +31 (030) 65 86 700

Netherlands (cont’d) Drs. Marian J.A. van Leeuwen/Woudenberg +31 (033) 286 3506 Sjakkelien van Lier Deventer +31 (0570) 600 008




Gerard van Poppel Gouda +31 (0182) 535 265 Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941







T ®

Young Learner Kit for Home-Use

Karin Van Wulfen Breda +31( 076) 514 4889 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163

Lucie Wauben-Cruts Elsloo +31 (046) 437 0329

Based on the Davis Dyslexia Correction methods, this Kit enables parents and tutors of children, ages 5-8, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how to learn” skills.

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 4941 New Zealand





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


The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Checking Your Grammar (softcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart Note: For older children (ages 9 and up), we recommend the Davis Symbol Mastery Kit.

Raewyn Matheson Inglewood +64 (027) 411 8350 Shelley McMeeken Dunedin +64 3 456 5058 Lorna Timms Christchurch +64 3 359 8556

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

Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Ann Chua Singapore +65 9843 1726 Constance Chua Singapore +65 6873 3873 South Africa Sara Louise Kramer Capetown +27 (021) 794 5778

The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstore or call our toll-free number: 1-888-999-3324


María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 Spain

Book Reviews
Two New Visual Dictionaries in our Catalog
If a picture is worth a thousand words, then these books are worth a thousand textbooks.

Silvia María Sabatés Rodrigo Madrid +34 (091) 378 2331 Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Gerda Barakos-Jeger Dornach +41 (061) 701 80 60 Switzerland/CH

Ultimate Visual Dictionary Using more than 6,000 full-color photographs and illustrations, this dictionary explains the world around us with few words and many pictures. Instead of definitions and example sentences, it shows you what each word means! There are detailed illustrations and gorgeous photographs in rich color. Helpful annotations surround the pictures. Cutaways and exploded views provide new perspectives on everything from the inside of a volcano to the inner working of a computer. Divided into 14 sections, this easy-to-use reference covers everything from prehistoric Earth and science, to sports, art, and music. Unlike the Firefly Dictionary, this book provides many more “real” photographs (rather than illustrations). A must have book for the creative writer, curious student, and visual-spatial thinker. Firefly Visual Dictionary Visual-spatial thinkers will love browsing through this successor to The Macmillan Visual Dictionary. The new edition contains 10,000 more terms (35,000 in all) and 500 more full-color, computer-generated illustrations (6000 in all). Subjects include:
• Astronomy • Earth • Vegetable Kingdom • Animal Kingdom • Food and Kitchen • Human Being • House • Clothing • Society • Transport and Handling • Energy • Arts and Architecture • Science • Sports and Games • Do-it-Yourself and Gardening • Personal Adornment and Articles • Communications and Office Automation

Ultimate Visual Dictionary by Dorling Kindersley Publishing Hardcover: 672 pages 2002 edition ISBN: 0789489481 Price: $39.95

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

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

Firefly Visual Dictionary by Jean Claude Corbeil, et al Hardcover: 960 pages Publisher: Firefly Books Ltd ISBN: 1552975851 Price: $49.95

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

Each key word and phrase is connected to the detailed illustrations. Examples include the

anatomy of an umbrella, the structure of a Greek temple, and the parts of honeybee. All are organized into a series of sections and are fully indexed. The only text in the book is the Preface, Headings, actual terms, and Index. This book would be an excellent reference for researching homework assignments, building vocabulary, or browsing just for fun.

Christa Jaeger Riehen +41 (061) 641 4667 Susanne Jeker Olten +41 (062) 296 45 30 Claudia Lendi St. Gallen +41 (071) 288 41 85 Renate Löffel Basserdorf +41 (01) 836 96 59 Consuelo Lang Lumino +41 (091) 829 05 36

Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Switzerland/CH (con’t)


Software Review
Keyhole: Ultimate Interface to the Planet
Keyhole is a new software package and a new concept in software for most home users –billed as the “Ultimate Interface to the Planet.” Essentially, it gives the user access to satellite images of the entire world, coupled with overlays which can show borders, roads, transportation routes, parks, or other points of interest. Users can search easily for a specific address, zoom in for views close enough to distinguish individual houses, and zoom out to quickly navigate the globe. Most of the data supporting the views is not stored in the user’s computer, but is streamed on demand from the Keyhole servers, now owned by Google. Why am I reviewing this for The Dyslexic Reader? Well ... I have this problem with road maps. I like looking at maps, but I always get mixed up when I am driving somewhere, confused about directions, and basically – no matter how good the directions – I forget them almost as soon as I am told. And remembering left from right? Forget it. When I have to go someplace new, I usually
Reviewed by Abigail Marshall

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

Véronique Pfeiffer Zürich +41 (01) 342 22 61 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth Mohlin/Basel +41 (061) 851 2685

Elisabeth Raberger Baden +41 (056) 209 17 76

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 Sonja Sartor Winterthur +41 (052) 242 4015 Lotti Salivisberg Basel +41 (061) 263 33 44

Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Claudia Taverna Sent +41 (081) 864 9115 Andreas Villain Zürich +41 (076) 371 84 32 Iris Webber Bäretswil/Zürich +41 (01) 939 2633

Catherine Warner Geneva +41 (022) 321 70 42

print the maps from an online service like Mapquest or Yahoo!Maps,keep it with me in the car,and make frequent stops to consult the map. It works fine as long as I’m going north. But if I am heading in a different direction I have to turn the map around to try to match the way I am facing, and I have a hard time getting that right. But Keyhole gave me a picture, complete with parks and mountains and lakes and trees. So when I had a meeting with someone in my town, rather than go online for my map, I found the address in Keyhole. And instead of printing out the map (a program option), I simply used the cursor to follow the roads I would have to take, using the rotate tool to turn the map image as I turned, to get a sense of what I would really see when driving. Since the town was familiar, even though the particular neighborhood was not, I quickly recognized familiar landmarks.. I didn’t have to write anything down, because this time I actually “drove” the route online. I even made a mistake on the computer, missing a turn, saw the error and came back, all while safely at home. When I got in my car and drove to the house, I had no problem, because instead of remembering a map, I now had a clear picture in my mind of where I had to drive.
Continued on p. 15

Margit Zahnd Ettingen +41 (079) 256 86 65

Linda Rademan Dubai Tel: +9714 348 1687

United Arab Emirates

Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Kate Blow Southampton, Hants +44 (02380) 704 734 Jo Broughton Hitchin, Herts +44 (0)1462 435 166

United Kingdom

Screenshot of Savannah, Georgia.

THE DYSLEXIC READER Software Review (Cont’d from p. 14)

Laurie Challoner Barton Upon Humber, North Lincs +44 (01652) 636 676 Susan Duguid London +44 (020) 8878 9652 United Kingdom (con’t)

Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Workshop Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699 Maureen Florido Harleston, Norfolk +44 (01379) 853 810

So I’m sold. I definitely need Keyhole. A free 10-day trial download is available at www.keyhole.com. After that, a one-year license and subscription is $29.95. A few caveats: First, Keyhole is currently available only for Windows, and it’s best if you have a powerful computer, lots of memory, a good graphics card, and a high-speed internet connection. If you own a newer computer, it shouldn’t be a problem – if not, then definitely go the try-before-you-buy route. Secondly, not all places of the world have close-ups good enough to use as road maps. Most major US cities have hi-resolution images available, as well as many cities in Europe and Asia. Other parts of the world are being added, but it may be a while before the mapping aspect of this software is sufficiently detailed in rural or less developed parts of the world. Keyhole is being marketed mostly to Americans, and it shows. Even so, this software provides a great geography lesson. The whole world is available, just not in high resolution. In areas with lower resolution, you can still see the mountains and valleys; find cities and measure distances; you can make the globe spin as you travel around it – it’s just that the road map function isn’t of much use. I found Keyhole fascinating to play with and extremely helpful. People always ask me if there is a Davis Facilitator near them, and for the first time I have a tool that lets me see very clearly distances between cities, with a

Screenshot of New York City.

zoom feature that lets me find the information quickly. I learned that Savannah, Georgia is not particularly close to Atlanta; in fact, they are 150 miles apart. I could have figured that out with Mapquest, but I figured it out a lot faster and a with lot less fuss with Keyhole. (But note: for the Keyhole search to work, you must know the correct spelling of the city you are looking for – another issue that may be a problem for some). However, a final warning: some may find this software very disorienting. With all the zooming in and out and the world turning, it seems as if you’re flying all about, not quite sure which way is up. Fortunately, if you get too confused, there is a one-click compass button that automatically “rights” the image to orient with North at the top. I liked the turning about because it all seemed very 3-D and real. But it is the kind of thing that could almost literally cause your mind’s eye to fly to Timbuktu (which is in Mali, in a brown, deserty part of West Africa, about 890 miles away from Monrovia, in Liberia.). Anyway, I highly recommend Keyhole software for any one with a powerful computer who wants a better view of the world. Parents, your kids will figure out the graphical interface immediately; it’s all arrow buttons and slider bars. If you like to waste time playing with stuff on the computer instead of working, Keyhole is also highly addictive.

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

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 645

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

Judith Jenkinson Old Windsor, Berks +44 (01753) 853 275 Liz Jolly Fareham, Hants +44 (01329) 235 420 Keryn Middleton Barking, Essex, +44 (0208) 507 9164

Madeleine Miles Dereham, Norfolk Tel: +44 (01362) 861 136 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

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

Center for Natural Health and Learning Judith Shaw Richard Whitehead Margarita Whitehead DDA Director Staplehurst, Kent +44 (01580) 890 321 United Kingdom (con’t)

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

By Abigail Marshall, DDAI Information Services Director

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

Definitions of Dyslexia

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Margarita Whitehead Staplehurst, Kent +44 (01580) 890 321

Q. I tried doing the assessment with my son and when it came time for him to move his mind’s eye above the cake, he couldn’t do it. He said he could visualize what the cake looks like from any angle but he couldn’t put this “mind’s eye” somewhere else to look at it. What do we do?

A. Yes. It is fine to have a shorter schedule. You should plan to work 2-3 hours a day at first, while your son learns to use his orientation tools and you do the clay alphabet and the first few words of clay modeling. Once he has the idea of Picture-at-Punctuation and the Symbol Mastery of words, you could easily drop to half-hour sessions and your son can do most of the work on his own. He would just need you to help check his progress if he ran into problems. The real key will be your son’s motivation and willingness to stick with mastering the trigger words. Q. What is the connection between left-handedness and dyslexia? A. Left-handed people are more likely to be dyslexic than those who are right-handed, but the majority of dyslexics are right handed. It’s just that the tendency is greater among left-handed people. It probably has to do with brain structure and hemispheric specialization. Typically, reading and speech rely largely on left-hemispheric processes, and the motor areas of the left hemisphere also govern the use of the right side of the body, including the hand. Left-handed people would be expected to have stronger development on the right side of their brain. In some, but not all, left handers, the speech and language functions are also on the right side of the brain. Dyslexics tend to rely more on right hemispheric processing and to have more uniform development of the right and left hemispheres, rather than strong specialization of the left. So the answer is probably simply that left-handedness is associated with strong development of the right brain hemisphere, which is also associated with dyslexia. Q. Does anyone know if there has been a study done, or if there is one being done, on the percentage of dyslexic students being placed in Special Ed? A. The statistics I found while researching my book were that an estimated 15% of students have dyslexia, but only 5% are identified and qualified to receive services in U.S. schools. I also found this online at www.nichcy.org/pubs/research/rb2txt.htm:


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

A. If your son was unable to move his mind’s eye during the assessment, then it means that he will not be able to do the Davis Orientation Counseling procedure. There is a second book by Ron Davis called The Gift of Learning, which also retails for $14.95, and can be ordered from our web site or from other booksellers; you might also be able to find a copy in the library. That book describes an alternate procedure called Alignment, which we use for students who cannot do Orientation. You should find that easier to understand - we are able to teach that technique to children as young as age 5. Q. Does dyslexia confuse perception of what you hear and understand in general life situations?

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

Tamera P. Richardson Mesa/Phoenix +1 (480) 649-7737 x2237

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

Q. I have read The Gift of Dyslexia twice and have taken notes. The book recommends 5-6 hours a day to do this treatment. Can I do it for 2–3 hours a day with my son, age 14?

A. Yes, it can, and it is especially common for dyslexics to misconstrue or misremember instructions or specific words of conversations. The problems encountered with trigger words in reading or writing can often come up with the same words in speech. For example, if you ask, “Please put that box on the top shelf in the closet,” a person might be confused about words like “that, on, the, in” – and simply respond to “put box closet” and put the box on the closet floor.

Continued on page 17


United States/ California (con’t.) Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

What this means is that your granddaughter has dyslexia; that her writing is characterized by frequent letter reversals; and that she probably has difficulty recognizing common words and in writing, has unusual but phonetically accurate spelling. Most school reading programs emphasize • 75% were classified as having either teaching of phonics, but children with your learning disabilities or speech/language granddaughter’s symptoms typically have a impairments as their primary disabilities. good understanding of phonics–they need • 9% classified with mental retardation. help with the perceptual issues that cause • 6% classified with emotional disturbances. them to misperceive letters. Students like this • 5% classified with other health impairments. actually do not have a consistent visual image of letters and words–they really do “see” letters Q. I have a 12-year-old granddaughter, out of order or backwards. diagnosed with Dyslexia Dysnemkineidesia We call this “disorientation” and have (combined type). We can find informaton on effective techniques for correcting this problem. the web about Dyslexia, but can not find any We begin with Davis Orientation Counseling information on Dysnemkineidesia. Can you or Alignment, which trains the student to help me? recognize and self-correct, using simple A. The term “Dysnemkineidesia” is used to mental techniques. From there, we have a refer to dyslexics who commonly reverse method called Davis Symbol Mastery which letters and are unable to recognize whole helps connect words with their meanings as words. It is basically a combination of two well as appearance and sound, and Reading types of dyslexia–in this case a combination Exercises which emphasize full comprehension. of the words, “dysnemkinesia” (problems Over time, the student is able to master the with letter formation), and “dyseidesia” most common words of the language and (problems with whole word recognition). reading becomes fluent with strong comprehension. In 2000, The Special Education Elementary Longitudinal Study (SEELS) found that youth receiving special education services made up 11% of all students between the ages of 6 and 13. Of these special education students:

Q&A (continued from page 16)

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 Learning Disability Resource Clinic Nicole Melton Karen Pongs Diamond Bar +1 (909) 229-5251

Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Terry DeMeo Littleton/Denver +1 (303) 850-7668

David Hirst Pagosa Springs/Durango +1 (970) 731-1661 Erin Pratt Boulder +1 (303) 775-6464 Crystal Punch Centennial/Denver +1 (303) 850-0581

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

Famous Dyslexics Remember
“The looks, the stares, the giggles . . . I wanted to show everybody that I could do better and also that I could read.”
–Magic Johnson, basketball player, advocate for AIDS/HIV awareness, and youth role model.

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Alice J. Pratt DLS Workshop Presenter Jacksonville +1 (904) 389-9251 Edwina Stone Sunrise/Ft. Lauderdale +1 (954) 290-5395 Rita Von Bon Ft. Walton +1 (850) 934-1389

“Young George, although bright and intelligent and bursting with energy, was unable to read and write. Patton’s wife corrected his spelling, his punctuation, and his grammar.”
–General George Patton, WWII general and war hero

Georgia Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 685-1122

“As a child, I was called stupid and lazy. On the SAT I scored 159 out of 800 in math. My parents had no idea that I had a learning disability.”
–Henry Winkler, actor

“It’s a damn poor mind that can only think of one way to spell a word.”
–Andrew Jackson, seventh President of the United States

Illinois Kim Ainis Chicago +1 (312) 360-0805 Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455

Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 United States (con’t.)


Newly Licensed Davis Facilitators and DLS Workshop Presenters
A special welcome to our first Davis Facilitators in India and the Philippines!
Carol Ann Rodrigues “After a Bachelor of Arts degree in Psychology, I trained to become a Special Educator and have been working at schools in Mumbai. About two years ago, I chanced upon a personal copy of ‘The Gift of Dyslexia’ with a colleague of mine at school. I picked it up merely out of curiosity, but was very impressed by what I read. I decided to try out the methods from the book and was amazed with the results. The very first child I worked with remarked that I had ‘magical powers.’ I am looking forward to begin providing Davis programs in India.” Dyslexia Correction-India +91 (222) 667 36 49. dyslexiaindia@yahoo.co.in Gudbjörg Emilsdóttir “I have been a teacher for more than 30 years, the past 20 years in Special Education and School Administration. I have been working with children with different learning disabilities as well as dyslexic, ADD & ADHD children. I have always been searching for new things that could help my students. Five years ago a colleague said to me, ‘You are not really helping your students, try to read this book and you will understand what I mean!’ She gave me Ron Davis’ book, ‘The Gift of Dyslexia.’ Now I understand what she meant. I am very grateful to have come across the Davis Program. I feel very proud to be a Davis Facilitator and I feel much more competent as a teacher, too. I look forward to working with my clients and help them to discover their gift and how they can work their special talents and use it in their life. I also use Davis Learning Strategies in my teaching and have started DLS Mentor training.” Gudbjörg speaks Icelandic, Danish and English. Saebólsbraut 6, 200 Kópavogur, Iceland. +354-554-3452. gem@ismennt.is Ásta Ólafsdóttir “As I have taught children and teenagers for 15 years I have become aware of the problems dyslexic pupils have in school. I have been interested in all kinds of methods to assist those pupils. When I got acquainted with the Davis procedure, I was certain that I would like to become a Facilitator for both children and adults.” 690 Vopnafjirdur, Iceland. +354-473-1164. astaol@mi.is

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

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 (989) 365-3176

Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Minnesota Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460

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

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

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

Imelda S. Casuga is the founder and school head of Small World Christian School Foundation (K-Gr. 10). With her love for children and an innate heart to teach, she observed some children with learning difficulties that reminded her of her own dilemma during her school years. Equipped with an MS in Early Childhood Education Administration from NOVA Southeastern University and a BS in Family Life & Child Development from University of the Philippines, she saw it was not sufficient to meet the needs of these children. In her search, she came across the Davis methods and now incorporates them as a part of her school’s extended services. Small World Christian School Foundation, 37 Military Cut Off, Baguio City 2600, Philippines. + 63 (744) 42 29 01. teachimel@yahoo.com

Linda Jo Price Bozeman +1 (406) 586-8218 Nancy Sitton Whitefish +1 (406) 863-9844 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

Kolbeinn Sigurjónsson “My interest in Dyslexia has grown from my experience as a parent. Controversial as it may seem, the extreme difficulties dyslexia can cause and the huge impact the Davis Methods can have on peoples lives, pushed me into learning to become a Facilitator – and it has been a great experience.” Lesblind.com, Thverholt 2, 270 Mosfellsbær, Iceland. +354 586-8180. dyskolbeinn@hotmail.com

Aslaug Kirstin Asgeirsdóttir “As a teacher for over 20 years I haven’t come across anything that really helped my many dyslexic pupils –until last year. My friend’s 17-year-old son had a Davis Correction Programme and it changed his life. I’m grateful for being on this new path, with my great Icelandic group of colleagues. My goal is to facilitate all ages, both in Iceland and the other Scandinavian countries. Thank you, Ron Davis!” Lesblind.com, Tverholt 2, 270 Mosfellsbær, Iceland. +354 566-7514. lesaslaug@hotmail.com
Continued on page 19

THE DYSLEXIC READER Hugrún Svavarsdóttir “I have been so happy to have had the opportunity to learn about Davis Methods. Finally there is something that works. Being a Facilitator is like a dream come true. To help dyslexic people, to see inside themselves and how clever they really are. This is a wonderful job.” Efstu-Reyker, 270 Mosfellsbær, Iceland. +354-698-6465. efstureykir@isl.is Asta Valdis Gudmundsdóttir “Many of my loved ones are dyslexic, and I have seen the obstacles they have to overcome everyday. I have always known that they are bright and creative but their dyslexia has always managed to be in the way of their self-security. That is a very sad thing. When I listened to Ron speak about a year ago, I knew this was the answer! I’m grateful and proud to become a Davis Facilitator. It is a special and wonderful opportunity to work with clients and help them to use the Davis tools to overcome their problems.” Adalgata 2, Stykkisholmur 340, ICELAND. +354 863-8268. asta_valdis@hotmail.com New Facilitators (continued from p. 17)

Liz Jolly “I came to read ‘The Gift of Dyslexia’ when I was looking for a method to help my youngest son with his literacy skills. I wanted something that would be fun, as I knew he would not cope with repetitive phonics drill. Understanding the way he thinks, having done a program with a facilitator, changed our lives and enabled him to enjoy learning. I work part-time with children and families and see on a regular basis the misery that these children endure being a visual thinker in the current educational system. I wanted to bring to them the understanding of how they can use their own special gift, and return to them the joy of learning. This prompted me to train as a Davis Facilitator and I have had a fantastic time studying and making friends with people from all around the world. I look forward to giving Davis Programs to both children and adults. Dynamic Dyslexia, 5 Lakeside, Funtley, Fareham, Hants, P0175EP, United Kingdom. +44 (01329) 23 54 20. liz@mountainpass.co.uk Rochelle Abner has a Bachelors degree in Communication Disorders and postgraduate work in Early Childhood Special Education with an emphasis in Behavior Disorders. Her interest in dyslexia stems from the special gifts and challenges of her own children. Bluegrass Learning Center, 706 W. Lexington Ave. Winchester, Kentucky, 40391, USA.+1 (859) 513-2662. bluegrasslc@yahoo.com

Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 United States (con’t.)

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

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 New York Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

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

Thor Elis Pálsson “I first learned about the Davis Program a few years ago when I read “The Gift of Dyslexia.” Then, for the first time I realized that there was something else behind Dyslexia than just a plain learning disability, and that it is not a handicap! I work in the film industry directing documentaries and entertainment projects for the public. A position of satisfaction, but I wanted to give something more to people in a more personal way. Davis gave me that possibility. I feel that there is hardly anything more rewarding than to be a part of a person’s experience while overcoming his/her learning difficulties. It also strengthens one to know that the Davis Program can also be of help in people’s work and in life itself. I was educated as a teacher from the Teacher College of Iceland and then studied fine arts at the Icelandic College of Art and Crafts. Later I went to Holland to the Jan Van Eyck Academie and studied fine arts and film. I have taught in elementary schools, in art schools and organised workshops and seminars for artists and filmmakers. I look very much forward to open the door for people that seek solving their problems concerning dyslexia and other learning disabilities.” Hringbraut 119, Reykjavík 107, Iceland. +(354) 533-2772. thorelis@simnet.is

Luba Alibash “As a certified Davis Facilitator I will now be working in the Center for Learning Correction in Ra’anana to provide this unique method for private clients. I am happy to utilize my knowledge and acquired skills in the public sector, for example in education centers (ulpans) for new immigrants from Russia in order to help them study Hebrew. I believe that Davis methods will be of great help for people studying the new language. Now that ‘The Gift of Dyslexia’ is translated into Russian, I will be pioneering the Davis method in Russian in this new huge market of Russian-speaking people to help them resolve their dyslexia problems. To my mind, this is the sort of activity that is worthwhile being engaged in to change somebody’s life for the better. I will be working together with the Center for Learning Correction with the future goal of bringing Davis Correction Programs to Russia.”3/9 Menachem Begin Street, Ramat Hasharon, 44837, Israel. +97 (297) 72 98 88. moogy@netvision.net.il
Continued on page 20

Ohio Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

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

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

United States/ Texas (con’t.)

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

Susan Dickens Leander/Austin +1 (512) 515-5591 Susan Lewis Lubbock +1 (806) 771-1385

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

Amanda Meyer Burleson / Ft. Worth +1 (817) 426-4442

Dorothy Owen Supervisor - Specialist Plano/Dallas +1 (972) 447-8327 Paula Roberts Tyler +1 (903) 570-3427

Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492

Laura Warren DLS Workshop Presenter Lubbock +1 (806) 771-7292 Virginia Donna Kouri Mount Pelier / Richmond +1 (804) 883-8867

Angela Odom DLS Workshop Presenter Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Newport News/Norfolk +1 (757) 283-5218 Washington Christy Biron Washougal/Vancouver +1 (360) 835-9627

Madeleine Miles “My introduction to DDAI came through a friend. All of my children have completed the Davis Programme. It was quite an undertaking, but the best decision I could have made. All three gained a kind of inner confidence and new composure and now take responsibility for their own learning. For adults, spending a week one-to-one with a Facilitator results in a real boost in ability and self-knowledge. The same went for my children. Deciding to train was a natural progression and it has been a fascinating journey that I could never have pre-judged. I look forward to passing on these common-sense methods and life-long benefits to others.” Keeper’s Cottage, Hoe, Dereham, Norfolk NR20 4BD, United Kingdom. +44 (013) 62 86 11 36. mmiles@clara.co.uk Margarita Whitehead “As a qualified homeopath with a keen interest in holistic approaches, I became interested in the integrity of the Davis Methods. I am Russian by birth and would like to bring the benefits of the Davis Methods to Eastern Europe.” Margarita speaks Russian, English and Polish. Centre for Natural Health and Learning, Unit 3A, Slaney Place, Headcorn Road, Staplehurst, Kent, TN12 0DT, United Kingdom. +44 (1580) 89 03 21. homeo@cnhl.info

Angela James “I became interested in the Davis Method through personal experience. My daughter is dyslexic and completed a Davis Program some years ago. I was so impressed with the positive changes in her self-esteem together with the significant improvement in her social and academic skills that I decided to train as a Davis Facilitator. I feel privileged to be able to help talented but troubled children and adults find their gift.” 22a Grosvenor Road, Caversham, Reading, Berkshire, RG4 5EJ, UK +44 (011) 89 47 65 45. angela.james@waitrose.com

Lucie Wauben-Cruts “I’m a teacher and mother of two children. I always loved to work with children. There are many children who have problems with reading. I started with Davis Learning Strategies in my own class. I’m impressed to see what happens with the children. So I wanted to know more about Davis Correction and I started with the Facilitator training. I hope I can help a lot of children to discover their own way of learning!” eigenbeeld, Elserveldstraat 26, Elsloo, 6181KA, Holland. +31 (464) 37 03 29. eigenbeeld@planet.nl

New Facilitators (continued from p. 19)

Silvia Walter has a Bachelors Degree in Modern Languages. She lives in Italy where she taught German. During several periods of time abroad she was able to experience home schooling with her two daughters. “As a Davis Facilitator I would like to give children and adults the precious tools that can help them to handle their learning difficulties and improve their self-esteem. I would love to take the persons with learning disabilities through this “process of discovery.” Silvia speaks both Italian and German. Via Vicchio E Paterno 115, Bagno a Ripoli, Florence, 50012, Italy. +39 (055) 65 10 541. silwal62@hotmail.com Jutta Gorschlüter, Spielraum Lernen, Zwi-Schulmann-Weg 54, D-48167, Muenster, Germany. +49 (251) 39 99 53 05. spielraum-lernen@muenster.de


Jackie Black Arlington/Everett 1-866-218-1614 (Toll-Free)

Meadowbrook Educational Services Dorothy Bennett Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737

Beate Tiletzek “My background is both educational (primary school teacher) and therapeutical. I am an alternative practitioner in own office specializing in naturopathy. I trained in psychotherapy, NLP, transaction analysis and family constellations. I am married and have two successful adult children and two grandchildren. Our son used to be partially agraphic and dysgraphic until we encountered Davis Methods.” Trigon. Balthasar-Neumann-Str. 35, 84478 Waldkraiburg, Germany. +49 (863) 88 81 789. Tiletzek@gmx.de
Continued on p. 21

Sabine LaDue “I have a teaching degree in English Language and needlework/ crafts/art from the Rudolf Steiner Schools. I was a teacher for Special Education and Physical Therapy at a school for special education for 13 years. I am most interested in working with young adults and teenagers. Birkenpilzstr. 9, 70599 Stuttgart, Germany. +49 (711) 47 91 000. SabineLaDue@aol.com

Ingrid Huth has a diploma in Pedagogics and Healing Pedagogics. “For the past 10 years I have been working with children experiencing dyslexia, dyscalculia and ADD.” Berlin, Germany. +49 (017) 98 96 80 07. teatrumm@aol.com

THE DYSLEXIC READER Terri Fedorchuk “My journey has been a personal one. From the beginning I could tell something was going on with my son. By the time he reached school he was having problems. After trying all traditional methods both inside and outside the school system, there was no change. I began doing my own research. I found Davis and traveled to Waterloo, where my son attended the program. The program really made sense and I saw such progress with him. I decided to change my career and train to become a Facilitator. Now I can provide the program for all interested in Northwestern Ontario.” Conquering Dyslexia, 4 Earl Avenue, Suite 204, Dryden, Ontario, P8N 1X3, Canada. +1 (807) 223-7769. terri.fedorchuk@conqueringdyslexia.ca Renée Figlarz, herself a dyslexic, tried many different programs growing up. When she went through the Davis Dyslexia Correction Program, she was inspired to help others dyslexics to be able to view their dyslexia as a gift, and to pursue their dreams without fear of failure. Through tenacity, perseverance and a positive attitude, Renée has added a BA and a MSc. Degree to her list of successes. She views her mission as helping motivated people from 8 to 88 to help themselves. As a result, Renée created the word dyslexiabilities” to describe the gifts of dyslexia, choosing to focus on the positive aspects of dyslexia. She has founded a learning center called Dyslexiability in Montreal Quebec, Canada where she hopes to help people use their strengths to overcome their weaknesses. Dyslexiability, Montreal, Quebec, Canada. +1 (514) 815-7827. renee@dyslexiability.com New Facilitators (continued from p. 21)


Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers who have had two-three years of specialized training and experience mentoring classroom teachers of children 5- 9 years of age. For information about training and a full directory of Davis providers, see www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or toll-free in the US at 1-888-805-7216. Barbara Hoi “I am originally from Austria, but have lived in Australia for the past 17 years. I have four children. The two youngest are dyslexic. They motivated me to train as a Davis Facilitator; a path which fills me with more joy, enthusiasm and inspiration that I have envisaged for myself, my children and all those wonderfully gifted dyslexics.” 32 Queen Street, Mosman, NSW 2088, Australia. + 61 (02) 99 68 10 93. hoibarbara@hotmail.com

Aleta Clark Auburn/Tacoma +1 (253) 854-9377

United States/ Washington (con’t.)

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

Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Ruth Ann Youngberg Bellingham +1 (360) 752-5723

Laura Zink de Díaz Mount Vernon/Everett +1 (360) 848-9792

West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900

Kendra Rodych is the first and only licensed and certified Davis Dyslexia Correction Program Facilitator in Saskatchewan. Kendra received a B.A. and B.Ed. From the University of Saskatchewan and has teaching experience at the elementary and high school levels. It is through this teaching experience and having dyslexic family members that Kendra became interested in dyslexia and its gifts and challenges. Kendra is very passionate about helping dyslexics use their gifts to help them improve their academic and social skills. Kendra enjoys working with dyslexic children and adults of all ages in her practice. Learning Solution Saskatoon, 400-165 3rd. Ave. South, Saskatoon, Saskatchewan, S7K 1L8, Canada. +1 (306) 955-2972. info@learningsolution.ca

O This Directory is current as of December 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.

Michele M. Roach “I came upon Davis through my son who I took everywhere looking for someone who understood him. Davis was the perfect solution. My dream is to help other children feel the way I felt watching the change in my child.” 69 Glenhaven Road, Glenhaven, Sydney, NSW 2156, Australia. +61 (02) 9680 1610. michelleroach2000@yahoo.com.au



Basic Workshop 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 research methods that are flexible and easily fit into and enhance any existing curriculum?

This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Included are: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each Strategy and various curriculum activities. ($45 value) • Videotape demonstrating each classroom strategy. ($30 value) • Workshop Kit: includes all the materials needed to start and proceed with confidence working with students: alphabet strip, letter recognition cards, clay, clay cutter, two Koosh® balls, dictionary. ($90 value) • Post-workshop e-mail consultation with a Davis Learning Strategies Mentor, as needed. • Verification of Attendance letter. • Refreshments and deli lunch. Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only)

To register:
call 1-888-805-7216 (toll free) or fax 1-650-692-7075

United Kingdom
• March 4 & 5 Ascot, Berkshire • June 9 & 10 Staplehurst, Kent Email: uk@dyslexia.com Tel: +44 (08700) 132 945

United States
June 27 & 28 Helena, Montana Contact email: info@davislearn.com Contact tel: 1-888-805-7216

April 3-5 Nairobi, Kenya Presenter: Siegerdina Mandema Sponsor: Dyslexia Africa/DDA-UK Contact E-Mail: info@dyslexia-africa.com Contact tel: +44 (08700) 132 945
All DLS workshops are in English.

Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $44 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216 and ask for Paula McCarthy.

Visit www.davislearn.com for the most current information.



Come Learn and EXPERIENCE the Davis Dyslexia Correction Procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session

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

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

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

To register for US workshops call 1-888-805-7216 (toll-free)
• 24-27 January • 11-14 July
Burlingame, California Presenter: Cyndi Deneson training@dyslexia.com Tel: +1(888) 805-7216 toll-free

15-18 November
Washington, D.C. Presenter: Cyndi Deneson

• 19-22 March: Kassel • 26-29 May: Freiburg • 1-4 October: Hamburg
Presenter: Ioannis Tzivanakis Language: German germany@dyslexia.com Tel: +49 (040) 25 17 86 22

• 3-6 February (French/Engl.) • 22-25 September (German)
Basel Presenter: Bonny Beuret Language: See above office@dda.ch Tel: +41 (061) 273 81 85

Tel: +1(866) 520-8858 toll-free

10-13 May
Kent Presenter: Robin Temple uk@dyslexia.com Tel: +44 (08700) 132 945

2-5 March
Austin, Texas Presenter: Cyndi Deneson

10-13 February
Amersfoort Presenters: Siegerdina Mandema &/or Robin Temple Language: Dutch ddaned@plex.nl Tel: +31 (0475) 301 277

18-21 April
Auckland Presenter: Ronald D. Davis pacific@dyslexia.com Tel: + 64 (09) 361 6115

Tel: +1(866) 520-8858 toll-free

6-9 September
Addington, Kent Presenter: Siegerdina Mandema uk@dyslexia.com Tel: +44 (08700) 132 945

9-12 March
Denver, Colorado Presenter: Cyndi Deneson

Tel: +1(866) 520-8858 toll-free

24-27 October
Halifax, Nova Scotia Presenter: Gerry Grant ggrant@dyslexia.ca Tel: +1 800-981-6433 toll-free

7-10 April
Nairobi Presenter: Siegerdina Mandema Sponsor: Dyslexia Africa / DDA-UK E-Mail: info@dyslexia-africa.com Tel: +44 (08700) 132 945

8-11 November
Atlanta, Georgia Presenter: Cyndi Deneson

Tel: +1(866) 520-8858 toll-free

NOTE: All workshops are in English unless otherwise noted.

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.

2005 International Schedule
24 - 27 3-6 10 - 13 2-5 9 - 12 19 - 22 7 - 10 18 -21 10 - 13 26 - 29 11 -14 22 - 25 1-4 24 - 27 8 - 11 15 - 18 January February February March March March April April May May July September October October November November Burlingame, Calif. Basel Amersfoort Austin, Texas Denver, Colorado Kassel Nairobi Auckland Kent Freiburg Burlingame, Calif. Basel Hamburg Halifax, Nova Scotia Atlanta, Georgia Washington, D.C. USA Switzerland Nederland USA USA Germany Kenya New Zealand England Germany USA Switzerland Germany Canada USA USA

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

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

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

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 PO BOX 46023 Río Volga #308 ote Slaney Place Herne Bay Colonia del Valle Headcorn Road D-22089 Hamburg Auckland, New Zealand 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ. GERMANY Tel: +64 (09) 361 6115 MEXICO Tel: +44 (08700) 132 945 Tel: 49 (040) 25 17 86 22 Fax: +64 (09) 361 6114 Tel/Fax: 52 (81) 8335-9435 or (0870) 443 9059 Fax: 49 (040) 25 17 86 24 E-mail: pacific@dyslexia.com or 52 (81) 8356-8389 Fax: +44 (0870) 432 0317 E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com E-mail: 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 (052) 369 3384 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 forContinued on page 22 our booklet.