Dys•lex´ ic Read´ er • •



Vol. 39

Davis Dyslexia Association International

Issue 2 • 2005

Brain Function, Spell-Reading and Sweep-Sweep-Spell
word–and then continues. Spell-Reading and Sweep-SweepSpell are important because they build a vital center for reading in the brain. Beginning readers often rely exclusively Two of the most important Davis tools on phonetic decoding strategies for all for building reading fluency and word words, a process usually centered in the recognition skills are Spell-Reading mid-temporal lobe of the left hemisphere, and Sweep-Sweep-Spell.1 During these where letter sounds are connected to reading exercises, the student reads a words. This is a workable means of passage out loud in the company of decoding words, but it is slow–and it is his support person. When he hesitates particularly difficult for most dyslexics. the “Visual Word Form Area” on a word or encounters an unfamiliar The Importance of Visual (VWFA).2 Essentially, this part of the word, he spells it out letter by letter. brain is a storage bin for all of the Word Form Recognition After saying the name of the last letter, familiar, known words–what teachers Fluent readers use a different part of if he recognizes the word, he says the their brain to recognize familiar words– call “sight words.” It is located in the word, and then moves on. If he does not visual cortex–the part of the brain that an area in the rear left-hemisphere recognize the word, his helper supplies responds to all visual stimuli–and for occipital lobe, dubbed by scientists it for him, and the student repeats the (Cont’d on p. 4)
not phonics “ This is process; it isor a phonetic simply letter and word recognition. ” – Ronald D. Davis

by Abigail Marshall

In This Issue
News & Feature Articles
Brain Function, Spell-Reading and Sweep-Sweep-Spell . . . . . . . . . . .1 A Very Special Birthday . . . . . . . . . . . .1 A Look at BrightStar Learning . . . . . . .3 First DLS Model School in US . . . . . . .8 My Point of View . . . . . . . . . . . . . . .10 The Way I see It . . . . . . . . . . . . . . . . .10 Highlights of Davis Australia Tour . . .11 Art is the Greatest Gift . . . . . . . . . . .17 Famous Dyslexics Remember . . . . . . .17

Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . .14-15 Q&A . . . . . . . . . . . . . . . . . . . . . . .12-13 New Facilitators . . . . . . . . . . . . . .18-21 Workshops . . . . . . . . . . . . . . . . . 22-23

Recently, I received one of my most treasured invitations. One of my clients, who took a program last October (2004) was celebrating 17 years sober, and invited me to the ‘birthday’ celebration at an open meeting of the local Alcoholics Anonymous in January. I met Tammy in September, for an interview/ assessment. It was about 40 minutes before I was able to say anything, and for those of you who know me, that was no mean task! But Tammy was SO angry, I had to keep telling myself to allow the unloading! She was angry

by Sue Hall, Davis Facilitator in W. Vancouver, Canada

A Very Special Birthday
about the bus, about not having a car, about her business, about her life, about her so-called friends, about her childhood, and most of all about her newly discovered dyslexia. A mutual friend, who is a counselor, had just suggested to her that she might be dyslexic. So now she had something else to contend with. She was not a happy camper! When I arrived at the AA meeting, the first I’d ever been to, I was given a very warm welcome. Everything was plentiful–the friendship, the laughter, the openness and the ‘birthday’ cakes!! Having led a fairly sheltered life, I
(Cont’d on p. 7)



In the Mail
me choose between DDAT and Davis when I was looking for a programme for my daughter some years ago. A 13-year-old boy I worked with Dear Ron & Alice: and who attends my monthly trigger Thank you Alice, for suggesting Ron word mastery group sessions, came to was available to give a talk in the UK your talk. I asked him on Saturday, and to you Ron, for giving it. You what he thought of your talk. His touched the hearts of many people. I reply: “It was good, he talked about came to your talk in May and was so things which happen to me that I’ve moved by your insight that I wanted never shared with anyone in my life.” to share you with Reading. I never He now helps me out when some of dreamt it would become a reality. the other students are stuck with their One of the main things that has trigger words, including myself! appealed to me about your work is the Here are some more comments wholehearted desire you have to help and emails I received since your talk. those with the learning difficulties. “We were all really impressed by Who else would reveal to the general the talk last week. Our special needs public all their methods and for such a teacher said she couldn’t sleep for modest price! It was this that helped thinking about all the stuff she’d heard
Copyright 2001 Randy Glasbergen. www.glasbergen.com

and another teacher who did her MA in Dyslexia was taking copious notes! Anyway, I’m now reading the book! It was an amazing feat to talk for nearly 3 hours without any visual aids and to keep your audience captivated.” “Thank you very much for making the Davis talk happen. I have rarely met men with such insight and compassion as Mr. Davis.” A lady of a dyspraxic boy cried in the car on the way home. At last she had some hope. So thank you, to both of you. With love, Angela James, Davis Facilitator in Reading, Berkshire, UK

The lights of

stars that were extinguished ages

ago still reach us. So it is with great men who died centuries ago, but still reach us with the radiation of their personalities.
-Kahlil Gibran, poet and artist (1883-1931)

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.


The newest arrival to the dyslexia scene is called BrightStar, which bills itself as “The Solution to Dyslexia,” and heavily promotes its services through an aggressive advertising campaign. The program is a computer based, patented product developed by the US-based corporation Epoch Innovations. Epoch is the primary investor in the London-based BrightStar Learning Ltd., which markets the program in the UK. BrightStar clients watch a series of flashing lights and shapes on a computer monitor; a heart monitor coordinates the timing of the screen images with the individual’s heart rate. The program consists of two weekly 45-minute sessions conducted over six weeks. BrightStar promotional materials claim impressive results–but the claims are inconsistent. On their US web site they claim, “BrightStar moves your child immediately ahead 2.1 grade levels in reading ability.” A bar graph on the same page shows only a 14-month level improvement on “word attack” skills and lesser improvements in subsidiary skill areas. On the UK site, they claim average results of 7 to 19 months improvement in various skill areas. There have been no long-term follow-up studies of BrightStar, and the post-testing that supports the company’s claimed results appears to have been done immediately at the conclusion of the series of computer sessions. Nor is there any prescribed program of followup and practice, either with reading exercises or with the visual/neurological skills that purportedly are enhanced by this computerized regimen. Although BrightStar claims to be scientifically based, it is supported by a single study of 35 dyslexic adults, including some assigned to a placebo group. An article published in the Jan. 2005 issue of the British journal Dyslexia, reported that the program yielded “small but significant improvements” in timed tests of single word reading and picture naming

By Abigail Marshall

A Look at BrightStar Learning
accuracy among the treatment group. No significant improvements were found in untimed reading measures. The treatment group fared worse than controls in a test measuring visual perception of objects presented in left-to-right sequence, a skill previously correlated to some types of reading errors in dyslexics. The placebo group had been exposed to the same visual stimuli, without the heart rate synchronization. The solution to dyslexia? From a Davis perspective, it appears that BrightStar may achieve results similar to Davis Orientation Counseling. But the problem is that orientation isn’t permanent, and BrightStar provides no prescribed program of followup and practice to recapture and re-establish results. In other words, the research indicated that the BrightStar system seems to prime the brain to find words faster. One of the authors of the study, Professor Stephen Jackson of the University of Nottingham, told the press that more research is needed to determine whether the improvements were a direct result of the computer training. Jackson noted that the results could be explained simply by the program’s effect of lowering heart rate and slowing breathing, counteracting the stress reaction that dyslexics may experience with any reading task. From a Davis perspective, it appears that the BrightStar system may achieve similar results to Davis Orientation Counseling. The “reading improvement” results reported by the BrightStar promoters are far less remarkable than results commonly seen by Facilitators during initial Orientation Counseling or Alignment sessions, and significantly less than

the 3-5 grade level improvements often measured at the end of the Davis Dyslexia Correction week. When Ron Davis first stumbled on the profound effects of finding his own orientation point, he thought he had cured his dyslexia. Ten years ago, after spending only 20 minutes leading my son through the Orientation exercise in The Gift of Dyslexia, I also thought that we had found a miracle cure. But Davis later told me, “the problem with Orientation is that it works too well.” By that he meant that it was easy to be mislead by the rapid improvement that accompanied the perceptual improvement attained with orientation. The problem is that orientation is not permanent. Inevitably the disorientation with reading would recur–and the “dyslexia” would come back–if steps were not taken to address the underlying problems that triggered disorientation. If Jackson is correct that the BrightStar effects are merely an artifact of a lowered heart and respiration rate, then the same results could be achieved by any stress-reduction technique– such as the Davis “Release” and dialsetting procedures–or with meditation or yoga classes. But Jackson’s comments probably are selling the computer program short: it is likely that the viewing of the visual stimuli coordinated to heart rate leads to a more focused mental state, akin to Orientation. If so, it is easy to understand the measured results– they are to be expected. Any form of training that leads to a state of relaxed mental attentiveness approximating the effect of Orientation would probably produce similar results. Without corresponding evidence that results are sustained over time–or that the individual has even learned how to recapture and re-establish results when away from the machine–the reading test scores are meaningless. Davis providers know that even the most remarkable improvements during the one-week program are likely to be lost if the student does not use the techniques in life and focus on addressing the underlying sources of
(Cont’d on p. 7)


PAGE 4 International Davis Dyslexia Correction Providers


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

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typical readers, it is the first part of the brain techniques are not intended to entirely to activate when the eyes perceive a word. supplant other strategies; ideally, the student Thus, known words are recognized and will only practice Spell-Reading and Sweepunderstood in subliminal time, even before Sweep-Spell for 10 minutes at a time–just the reader is aware of having seen the word enough time to exercise and reinforce the or capable of speaking it. Generally, the important neural pathways that they build. VWFA activates and completes its work of Many students are tempted to use matching the letter string to a known letter their sound-it-out phonics skills at this time. pattern within the first quarter-second of However, the use of phonics at this time exposure to a letter string. defeats the purpose of the exercises. As From there, the whole word can be explained in The Gift of Dyslexia, if the sent to parts of the brain where meaning student starts using phonetic strategies, the is ascertained. For typical readers, this is helper should say: probably the same left-hemisphere temporal “You don’t need to sound out the word. region as where sounding out occurs; but Only say the name of the letters one at a with development of the VWFA the process time. All we want is for you to name the becomes one of matching the sounds of whole alphabet letters in the order they are written. words to their meaning, Then you say the word rather than sounding out after I say it.” letters or small word The problem with while the typical reader segments. adding phonics to the In typical readers, mix is that it sends the relies on an instant wordthe VWFA is developed brain down the wrong recognition system, the and begins to activate path. We are training dyslexic reader must use regularly in response to the brain to use the vital time-consuming, analytical short-cut that is the exposure to letter strings thought processes . . . a at around the age of eight hallmark of all good –the time most children readers–the ability to constant and exhausting are transitioning from exercise in puzzle-solving. recognize a string of early decoding skills to letters and match them fluent and meaningful almost instantaneously reading. But unfortunately, to a known word, a skill this is the part of the brain sometimes referred to as that doesn’t seem to work for uncorrected “orthographic knowledge.” dyslexic readers. Research shows that this Every time the brain takes a detour to area is largely bypassed, with higher activity another path, we reinforce the pre-existing occurring in right brain and frontal regions, mental habits, and fail to build the short cut important for discerning patterns and solving for visual word form recognition. This is why puzzles.3 These areas don’t even begin to dyslexic children schooled heavily in phonactivate until after the VWFA has already ics have such difficulty transitioning to fluent done its job for more skilled readers. reading: their phonic knowledge is strengthSo the brain picture shows us that ened and reinforced again and again, underwhile the typical reader relies on an instant mining the opportunity to develop the neural word-recognition system, the dyslexic reader shortcut that ordinary readers have access to must use time-consuming, analytical thought at age eight. processes. Where for others reading is a matter The Importance of Timing of recognizing the familiar, for dyslexics it It is not enough for the brain to merely “see” is a constant and exhausting exercise in the series of letters that form a word–the brain puzzle-solving. must have a means of sorting and recording Training the Brain Davis Spell Reading and Sweep-Sweep-Spell are exercises for the eyes and brain. They are designed to train the brain to develop the instantaneous, visual word recognition system that non-dyslexics acquire naturally. These the order of the letters. FORM is not the same as FROM; TEA is not the same as EAT. When we look at brain scans taken with an fMRI, we are looking at images taken at one second intervals; whereas much of the

Brain Function . . . (cont’d from p. 1)

Bahrain Sameera Sadiq Al Baharna Manama +973 555 201

(Cont’d on p. 5)



work of the brain occurs in a time frames measured in tiny fractions of a second. To understand the process of word recognition, we need to do more than look at a picture of the brain; we also need to correlate the activity with the passage of time. This can be seen with the use of an EEG; ordinarily when a person is awake and alert, the brain produces beta waves with a frequency of about 13-30 Hz. When attention is engaged for learning or retaining new information, brain activity increases to the gamma range, producing brain waves of about 40 Hz. When the eyes fixate on an object, information is transmitted to the visual cortex of the brain, where different types of information are registered and evoke a response from different specialized sets of neurons. Information about shape, color, or position of an object is processed in different parts of the visual cortex. The process by which the brain reassembles the information is called binding. Scientists think that binding occurs when all neurons associated with the perceived object begin firing simultaneously, in a synchronized gamma wave pattern. Thus, when looking at a word, the separate neurons associated with recognizing each individual letter will fire simultaneously, in a uniform, synchronous wave pattern. In order for the letters in the string to be seen and remembered as a word, the brain must also have an efficient means of retaining information about letter order. Dr. Carol Whitney of the University of Maryland has proposed a specific scheme for encoding of letter order that she calls SERIOL: “sequential encoding regulated by inputs to oscillations within letter units.”4 Dr. Whitney suggests the letter-order, word recognition skill is a matter of the timing of neural firing within short brain wave cycles, combined with an invocation of a mental grid which assigns a priority value to each letter based on its relative position. The grid is established through the ingrained habit of reading words from left-to-right, or from right-to-left in languages like Hebrew and Arabic. Although the neurons for recognizing each letter are all firing, the brain’s internal prioritizing system will register the first letter in any series slightly before the second letter, the second slightly before the third, and so on. This process takes place very rapidly; each letter position

Brain Function . . . (cont’d from p. 4)

fMRI, a powerful tool for studying the brain

Ann Devloo-Delva Veurne +32 (058) 31 63 52 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 Brazil

Maria Ormachea La Paz +591 (02) 792 945

Functional magnetic resonance imaging, is a relatively new technique that measures the quick, tiny metabolic changes that occur in an active part of the brain. Scientists know the general areas of the brain where speech, touch, memory, and other functions occur. fMRI is useful in determining what the brain is doing when subjects perform specific tasks or are exposed to specific stimuli. The photos above show clearly how differing areas of the brain react when a subject is performing different tasks.
(Brain mapping photo © Columbia fMRI, 2003)

Ana Lima Rio De Janeiro +55 (021) 2295-1505 Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Canada

Winifred Bauer Nelson +1 (250) 359-0195

is registered within successive subcycles of about 25 milliseconds for each letter, within an oscillatory period of 200 msec. This is long enough for the brain to process about seven or eight letters within a string, and will allow a person to read at a rate of about five words per second, or 300 words per minute, which is about average for skilled readers. Because timing is so important, the ability to recognize letter order is impaired if perception of individual letters is delayed. For example, experiments have shown that as time intervals between display of letters are extended, the subject’s ability to remember letter order diminishes. These experiments are usually done with skilled adult readers; when the timing is off, the test subjects start making the same kind of mistakes that are typical for dyslexia: letters are perceived out of order, and the subjects are unable to form a mental picture of the whole word. Davis Tools and the SERIOL Model It is very possible that the Davis tools of Orientation, Alphabet Mastery, Punctuation Mastery, Spell-Reading, and Sweep-SweepSpell, work by their combined effect on the brain’s timing system and through training of the visual system to apply the priority
Continued on p. 6

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Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Canada (cont’d) Brain Function . . . (cont’d from p. 5)


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process and causes students to stumble over gradient proposed by the SERIOL model. With Alphabet Mastery and Punctuation the small words, with frequent transpositions and reversals of letter order. Sounding-out Mastery we insure that the brain is able to strategies also lead to the same confusion: accurately recognize each letter and the slowing of the input of individual letters punctuation mark. With Davis Orientation, we probably reset the brain’s internal clock causes the mind to lose track of letter order. That is why the dyslexic student may be able so as to enable the simultaneous gamma wave pattern that is required for the binding to successfully sound out a word repeatedly, process. This primes the neurons associated but be unable to recognize the same word when seen only a short time later, or may with letter recognition to fire in synch. With Spell-Reading and Sweep-Sweep- frequently confuse words with similar letters, Spell, we are exercising the letter-recognition such as confusing on/no, form/from, etc. The neurons together with developing a habit of word simply has not been processed in the brain in a way that can possibly be encoded registering the letters in their appropriate for retention of information about letter order. sequential order, creating the internalized Because Spellgrid needed to assign Reading and Sweepa priority tag to each Sweep-Spell are individual letter. It is not enough for the brain primarily strategies for Given this goal, to merely ‘see’ the series of training the brain and it is imperative for building the capacity letters that form a word–it Sweep-Sweep-Spell for visual word form to be done quickly, must have a means of sorting recognition, we do because the brain must and recording their order . . . not use it for study be trained to be able to of word lists or as a recognize a short letter Because timing is so important, the ability to recognize letter vehicle for learning string within the 200 sight words beyond msec. cycle required order is impaired if perception those encountered in for accurate encoding. of individual letters is delayed. the course of practice. However, the exercise Rather, we use Davis should not be done Symbol Mastery for so fast as to rush or its benefits in linking the way a word sounds pressure the reader; this would be counterproductive. Frustration would cause and what it means to the way the word looks. This makes sense, as the mental processes for disorientation, which would probably disrupt the synchronization of neural firing relating words to their sounds and meanings takes place in the brain after the VWFA has needed for binding. The oral spelling that is part of Spell- done its work. Reading would not be fast enough to match References the speed required for mental recognition in 1 Davis, Ronald D. The Gift of Dyslexia. the SERIOL model, but it helps build the Perigee, 1997 (213-219). habit. The speed of mental letter encoding 2 McCandliss B, Cohen L, Dehaene S. is increased when the student moves on to Sweep-Sweep-Spell, where he is instructed The visual word form area: Expertise for to let his eyes sweep through the word, and reading in the fusiform gyrus. Trends in then say the word, repeating the sweep a Cognitive Science, 13:155-161, 2003. second time and spelling out loud only if 3 Shaywitz B, Shaywitz S, Pugh K, Disruption the word is not immediately recognized. of Posterior Brain Systems in Children with It can readily be seen why this process Developmental Dyslexia. Biological is so important for recognition of the small Psychiatry, 52:101-110, 2002. trigger words such as the, for, and its. Dr. 4 Whitney, Carol. “How the brain encodes Whitney points out that the time frame for the order of letters in a printed word: The recognition of a three-letter word is the SERIOL model and selective literature same as for a six-letter word–both occur review.” Psychonomic Bulletin & Review. within a single oscillatory subcycle. It is Jun; 8(2):221-43, 2001. easy to see how disorientation disrupts this



didn’t anticipate such a wide age range, and such a wide range of economic situation. It was obvious to me, as the speakers shared, that whether you are one day sober, or 17 years sober, you still take one day at a time. It was Tammy’s turn to be introduced. Her sponsor described the first time she’d met this wild child, age 14, in a tight plaid shirt, with a cigarette in one hand, a beer in the other, and one hell of an attitude. Tammy was tearful as she started to relate her story. She described how AA had saved her life at the age of 22, and how she’s been to their meetings regularly ever since. As she listened to other AA members over the years, she kept wondering why she still wasn’t making it, whatever it is. She got herself through cooking school and then massage school, she’d run her own business, and still the elusive it was not hers. Last year everything seemed to fall apart, just as it does when a change is needed. If anyone had offered her a drink, she’d have replied, “One wouldn’t be enough.” She described how she’d started her Davis program, determined to get to grips with the learning challenge, and yet at the same time, as she sat rolling clay, she was disorientation. Relaxation and stress-reduction are important: clients learn to use Release when they feel frustrated or catch themselves “concentrating.” Perceptual accuracy is also vital, and clients must learn to self-monitor for symptoms of disorientation, reminding themselves to check their point or “get focused.” But these tools merely lay the foundation for a successful program; the keys to success are the reading exercises and word mastery. BrightStar calls its procedures “scientific,” but its explanation of the underlying “science” is vague. The UK web site explains that the technology is based on a “theoretical interpretation” of other research showing a connection between visual tracking, processing and learning. The US web site provides the “expert” opinion of Stanford Professor Sam Savage, that the “program appears to conclusively and substantially improve reading skills.” But Dr. Savage is a computer software developer who teaches management science and gives seminars on investment risk, with no experience or qualifications in any field related to dyslexia
BrightStar Learning (cont’d from p. 3)

A Special Birthday (cont’d from p. 1)

thinking, ”Yeah, right.” Her program week was magical. I have never seen such a difference in such a short space of time. She was more than ready, and through the anger and the tears, and the clay, she transformed herself and I was privileged to guide and watch. When she became oriented her face changed. You could just tell by looking at the shape of her face and the sparkle in her eyes whether she was ‘at home’ or out to lunch. Best of all, she could feel it, and others were noticing it. This remark stayed with me, and instigated this article. Tammy said, “It feels now, as if I’m just 4 months sober.” She’s cleaned her apartment from floor to ceiling, she told me she’s “getting her home how she’s always wanted it.” It reminded me of my son, who at the age of 10, came home from his program on the Friday afternoon, and completely blitzed his bedroom. He’d got rid of so much clutter in his mind, that it had to be reflected in his home too. Now, Tammy is determined to become a Davis Facilitator, so she can work with others who’ve fallen through the cracks big time. And who better!! Thank you Tammy, thank you Ron, and here’s to an abundance of it!! treatment, such as education, medicine, psychology or neuroscience. His conclusions are based not on his own research or working with dyslexic clients, but on a statistical audit conducted by Price Waterhouse–an accounting firm which analyzed BrightStar’s self-reported testing data. The “science” appears to be mostly that of business and marketing. BrightStar has two centers in London and two in California, with plans to open 20 more. CEO, Michael Fox, told the local news that “we’ve been able to come up with a technology that produces results quickly” and that their $2700 price “has been set by the market.” He explained, “The better we do financially, the quicker we can get out there.” References An evaluation of a visual biofeedback intervention in dyslexic adults, Dyslexia, Vol. 11, No. 1. (Feb. 2005), 61.by Liddle E, Jackson G, Jackson S. US website: www.getbrightstar.com UK website: www.brightstarlearning.com Corporate site: www.epochinv.com

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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 +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

Phoebe Schafschetzy Hamburg +49 (040) 392 589

Germany/Deutschland (cont’d)


Inge Starck Battenberg/Eder +49 (06452) 93 28 88 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89

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

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 Iceland

Susanne Wild Paar +49 (08205) 959 08 28 Áslaug Ásgeirsdóttir Mosfellsbaer Tel: +354 566-7514

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

Asta Valdis Gudmundsdóttir Stykkisholmur +354 863-8268 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Svava Hlin Hákonard Eskifjordur +354 862 1518 Sigrun Hauksdóttir Mosfellsbaer + 354 895 6148

Northwestern Elementary School in Mellette, South Dakota, has been recognized to have met the qualifications and standards of a Davis Learning Strategies Model School for the 2004-05 academic year. Kim Carson, DLS Mentor and Workshop Presenter and owner of Smart Start Dyslexia Correction Center in Brookings, South Dakota nominated Northwestern for this award. The award criteria are: • Administration should be knowledgeable and supportive of DLS. • All primary teachers must have attended a DLS Workshop. • Staff has received two years of mentoring from a DLS Mentor. • The school community is enthusiastic about DLS, clearly understanding that Davis Learning Strategies are lifelong strategies for ALL students. • The Staff is willing to allow other (outside) school personnel to visit. • The school can demonstrate positive results through test scores and/or teacher/principal observation of incorporating DLS in the curriculum and school environment.

Congratulations to Northwestern School! First Davis Learning Strategies Model School in the United States

Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 566-8657

Nora Kornblueh Reykjavik +354-562-1295

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

Erla Olgeirsdóttir Akranes +354 694 3339

The following is Kim’s description of how Northwestern School has implemented Davis Learning Strategies over the last three years and met these criteria. Northwestern School is a consolidated school in a rural setting, encompassing K–12 under one roof with an enrollment of 305 for the 2004-05 school year. This district meets the No Child Left Behind criterion of employing 100% highly qualified staff members. Administrative leadership is provided by Mr. Ray Sauerwein, Superintendent/High School Principal and Miss Kathy Graves, Elementary Principal. Economic base for this district is primarily agricultural. In the elementary, class size ranges from 10 to 33, kindergarten through fifth grade. Resource Room and Title I programs are also part of the elementary grades. Currently, 100% of the staff encompassing grades K–4 are trained in Davis Learning Strategies. This has occurred over each of the past three summers. This includes: six

certified teachers (K–4, Resource Room, & Title I), three classroom aides, one elementary principal, and myself as DLS Mentor. As a DLS Mentor-in-training these past two years, I played a significant role in leading this district toward the DLS training and implementation. Administrators and school board members were witness to the positive gains made by students with whom I worked through the Davis Correction Program. This led to seeking information about how the district could reach all students, not just those in need of a Davis Correction Program. I recommended the DLS program. We started with a core group of certified staff. Since then, Northwestern has trained new and support staff to be at 100%. The DLS strategies are used regularly (daily) in the K–4 classrooms, Resource Room, and Title I classroom. The Focusing strategies are used most consistently and significantly throughout the grade school. They are used to manage the classroom, class work, recess, extra-curricular activities, and discipline. All areas implement the Reading Strategies, as well, with Sweep-Sweep-Spell being the one most widely used in most all discipline areas. Although all classrooms implement Davis Symbol Mastery, the Title I classroom is the one that uses it the most. | It is used in that classroom on a daily basis. Each child averages two words per week. Administrators and teachers alike embrace the DLS strategies. It started as a one-year pilot program with an evaluation at the year’s end to determine its destiny.
(Cont’d on p. 9)


Teachers expressed an overwhelming support for the program and dictated its continuation. Through administrative observation, Principal Kathy Graves agreed with the teachers. The program is now beginning its third year of implementation. Students also respond positively to the strategies as it helps them improve in their academic tasks and learn to control their behaviors. Parents respond positively to this, as well. I observe the DLS strategies to positively impact all students. The above average students generally are willing to use the strategies, but because they are often very naturally oriented, they may not see the same significant gains that the below average students may experience. Even so, I hear from them that the Focusing

First DLS Model School (cont’d from p. 8)

Northwestern teachers reiterate many times that they feel classroom management has improved significantly with the implementation of the DLS strategies.

helps them to be at their best. Also, I have seen some of these same (above average) children take the strategies and apply them to areas that provide more personal challenge– sports or a specific skill, for example. For the average and below average student, I have observed numerous times when a child has used the strategies and made corrections on a paper or has improved the fluency of their reading. Northwestern teachers reiterate many times that they feel classroom management has improved significantly with implementation of the DLS strategies. Through my leadership as a Mentor, they have learned to use it throughout the school. It doesn’t stop at the classroom door; it continues to PE, recess, music, art, and into the principal’s office, when necessary. Northwestern does not have standardized test scores that can “prove” with numerical statistics that DLS has improved academic performance. In order to have that, they

would have had to select a control group that did not receive the DLS strategies. All other parts would have needed to be carefully monitored to insure the comparison groups were the same throughout, with, of course, the difference of DLS between the groups. Northwestern School Kim Carson did not want to select a group of children who were not allowed to receive DLS. They do, although, have numerous oral testimonials from teachers and students who have seen and observed first-hand that the strategies improved specific academic performances. Examples of that are as follows: • Corrections made on spelling tests, independent decoding of difficult words, and improved fluency after using the Sweep-Sweep-Spell strategy; • Improvement in decoding, fluency, and comprehension after using Symbol Mastery; • Ability to more efficiently complete a worksheet after implementing Focusing Strategies; • Improved understanding and usage of the alphabet when using the dictionary. The list is almost endless.

Thor Elis Pálsson Reykjavík +354 533-2772 Iceland (cont’d)

Hugrún Svavarsdóttir Mosfellsbær +354 698-6465

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

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

Ireland Sister Antoinette Keelan Dublin +353 (01) 884 4996 Maggie O’Meara Clonmel, Co. Tipperary +353 (87) 415 70 99

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

Northwestern Elementary School’s successful implementation of Davis Learning Strategies is the subject of a video documentary filmed by Kristi Thompson, Davis Facilitator and DLS Workshop Presenter in Walsh, Colorado. This 30-minute video features interviews with Kim Carson, Principal Kathy Graves, Superintendent Ray Sauerwein, teachers, parents, and students, and shows classrooms using Davis Learning Strategies. Copies are available for $9.00 USD. To order, call 1-888-805-7216.

Video of Davis Learning Strategies in Action

Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 871

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


My “Point” of View
by Jackie M. Black ©2002 Davis Facilitator in Arlington, Washington

Las Palmas Counseling Ctr Silvia Arana Garcia Cathy Calderón de la Barca Fundamentals Presenter México D.F. +52 (55) 5520 1883 or 5282 4196 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

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

I have a brand new “point” of view that no one else can see. It helps me when I’m reading to tell a “b” from “d.” It never lets “was” be “saw,” the letters stay in place. No more will “I” be “l” because it never changes case. And when I’m doing math now a “2” won’t be a “5.” The numbers stay in nice neat rows, the ends don’t try to dive. It keeps the words from moving and dancing off the page. If everyone could have one—reading would be the rage. It helps me when I’m writing—the lines don’t disappear. I used to only print you see, but now my cursive’s clear. I can throw and catch a ball much better than before, And now my teammates need me to help improve the score. I play a game with Koosh Balls as I stand on one foot. It makes the “mind’s eye” stronger and helps the “point” stay put. I model words in clay to make the meaning clear, There’s three parts to a word, did you know that, my dear? I have some other “special tools” to use in any way And I must use them all the time each and every day. For if I do not use these tools I might forget how to relax, slow down, and see my “point” of view.

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

The Way I See It
CHROME was harder for me to read than dog, explained later. ANTIQUE is not a real word, just something someone made up that we all use. Yet it is still easier for me to spell than CHROME because in reality there is no h in chrome; that is just the way it is spelled. I said the S-word several times before I could get the spell checker to give me a spelling for sword. They added silent letters to words to keep them from being confused with other words, which is why they are so easily confused with letters that were added to words to only change the way they’re spelled. Once I understood why there, their, they’re were spelled different, meant different things, but sounded the same, I was still confused about there’s, and theirs, but much more so by doe, dough, and as Homer Simpson would say, doah! I wonder why you can’t make contractions with was and were? “Theyw’re here yesterday” or “He’as here this morning.” Maybe it is just because it makes you sound
by Dan Willemin, dyslexic engineer

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

Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316

like a hick! I wonder who decided that W should look like double V in print, instead of like double-U? And why? I once thought there was a letter like W called “elemental-P;” turned out to be L-M-NO-P! When offered gum, I have often said “No thanks, I am walking.” A quote of my dad’s about me: “Well he may be dumb, but at least he’s clumsy!” Speaking of dumb, I think the b was added just to make me feel that way! DOB is not as much BOD backward as dob is bod backward. If one could know everything there is to know, who could you ask to know for sure? I guess you would just know. Seeing and hearing a person say one word can take pages of printed words to begin to explain. If nothing lasts forever, then that must be why doing nothing wastes so much time. Speaking of wasting your time, my sincerest apologies for this …


Netherlands (cont’d) Marianne Emmerzaal Zwijndrecht +31 (078) 612 3000 Johanna Fokkens Beilen +31 (0593) 540 14 Pérola Gonçalves Amsterdam +31 (020) 636 3637

DDA-Pacific sponsored an Australian lecture and media tour for Ron Davis in December 2004. Ron and Catherine Churton, director of DDA-Pacific, visited Brisbane, Melbourne, Adelaide and Sydney to support and promote the growing group of Facilitators in Australia. During Ron’s lecture at the University of Sydney, an uninvited and surprising guest made several appearances. A friendly possum entered the back of Wallace Theatre and tried to find a seat. Despite being caught and escorted some distance from the theatre, Davis Facilitators Down Under (L to R) Standing: Linda Houben, Sally Buelke, the possum found its way back and made
Marianne Mullally, Michele Roach, John Reilly, Eileen McCarthy, Mark O’Brien. Seated: Brenda Baird, Catherine Churton, Ron Davis, Jan Gorman.

Highlights from Ron Davis’ Lecture Tour Down Under

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

Will Huntjens Horn +31 (0475) 589 238 Mia Jenniskens Eindhoven +31 (040) 245 9458

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

Edith Kweekel-Göldi Soest +31 (035) 601 0611 Mw. Drs. M.H. Labrujère Zutphen Gelderland + 31 (0)575 543 211 Imelda Lamaker Hilversum +31 (035) 621 7309

two additional attempts to come back in! Apparently, even the possums in Australia are interested in Davis Dyslexia Correction! DDA-Pacific also arranged a Day of Inquiry with Ron for the Davis Facilitator down under on December 12, 2004. It was hosted by newly licensed facilitator, Marianne Mullally, at her centre, Dyslexia Answered, in Crows Nest, Sydney. Amongst the radio, TV, newspaper and magazine interviews Ron did is this Dec. 17, 2004 article from The Adelaide Advertiser featuring a photo of Ron and Hannah Mangano from Perth. Three cheers for Milt Barlow and Catherine Churton, “Apparently, even the Directors of possums in Australia DDA-Pacific!!! are interested in Davis
Dyslexia Correction!”

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

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

Sjan Melsen Arnhem +31 (026) 442 69 98 Petra Moolhuizen Middelaar +31 (024) 696 3530 Ineke Pijp Groningen +31 (050) 542 0817

Marianne Oosterbaan Zeist +31 (030) 691 7309

Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Petra Pouw-Legêne Beek +31 (046) 437 4907 Lydia Rogowski Helmond +31 (0492) 513 169 Netherlands (cont’d)

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

by Abigail Marshall, DDAI Information Services Director

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

Q: My son is 3. He pronounces words backwards. For example, he will say “soh” for horse, “sme” for mess, “sog” for goes, etc. Could he have dyslexia?

Q: What can be done for a kindergartner who has not been able to memorize the alphabet? Can your program help not only a child with reading difficulties, but a child who is completely a non-reader?

generally associated with the right brain. You can find Jeffrey Freed’s book and others on this subject such as Tom West’s “In the Mind’s Eye” and Robert Ornstein’s “The Right Mind - Making Sense of the Hemispheres” at our online bookstore: http://www.dyslexia.com/bookstore


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

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

Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453 Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163

Karin Van Wulfen Breda +31 (076) 514 4889

Q: I’m interested in understanding which side of the brain is dominant (if either) with dyslexia. There are some commonalities between Dyslexia and ADD that I am interested in. Any suggested readings?

A: Your son is still very young and it is normal for children to mispronounce many words when they are first learning to talk. At age 3, a few months can still make a big difference in speech development. This is something that your son may grow out of with time; but it is also something to keep an eye on. If your son has difficulty with a lot of words or does not seem to improve over time, then you may want to have him evaluated by an audiologist or a speech and language therapist. This could be a very early sign of dyslexia, but it also could be a sign of some other problems with his speech or hearing.

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

A: With most people, the auditory language functions and sequential reasoning takes place on the left side of the brain, and most schools are geared to left-brain modalities. Jeffrey Freed, coauthor of “Right Brained Children in a Left Brained World: Unlocking the Potential of Your ADD Child” believes that most kids with ADD have predominantly right-brained learning styles. Studies of brain structure and function shows that while non-dyslexics tend to develop early specialization of the left hemispheres of their brain, dyslexics show a more symmetrical brain structure (right/left areas about the same size) and tend to use right brain pathways more for reading tasks. Ron Davis and Thomas West both believe that dyslexia is a result of a primarily picture-thinking or visual-spatial thinking style; these thought processes are the ones

A: The Alphabet Mastery procedure described in the book The Gift of Dyslexia can be done with a kindergarten-age child, but you should proceed at a slower pace with a child that age. We recommend the Davis Young Learners Kit for Home Use for children age 7 and under; the manual that comes with the kit is geared toward working with children age 5-7. Davis methods can be used with children who are nonreaders as well as those who have difficulty reading. The Davis tools for teaching reading and word mastery can be used with individuals of any age. However, if your question is in reference to the kindergarten-age child you mentioned, we do not recommend pushing a kindergarten-age child toward early reading; rather, it is important to lay a good foundation of underlying skills before expecting a child to become an independent reader. You can get more info about the kits we sell here at: www.dyslexia.com/bookstore/kit

A Framework for Understanding Dyslexia

The British Department for Education and Skills has a web page that describes the Davis approach to dyslexia. It’s articulate and accurate, and includes two case studies and interviews with the clients, their facilitators and college instructors. The entire report (ARDD2) may be ordered from: DfES Publications, Prolog PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 ODJ Tel.: +44 (0845) 60 222 60 www.dyslexia.com/dfes


Good Questions and Some Answers

Q: I have read The Gift of Dyslexia. It seems to make sense considering the types of difficulties my daughter experiences. I feel this approach could work. I don’t want to jeopardize this opportunity by doing something wrong, however. I have questions about going through program as directed in the book. What is the difference between my taking her through the program and my bringing her to a facilitator? Is it necessary for her to miss a week of school for the process to be most effective? What kind of support is typically required after you work with them? Do you know of any children for whom this has made a difference when parents acted as facilitator? I would appreciate any light you could shed on the whole process.

by Charlotte Foster, Davis Specialist in Bernardsville, New Jersey

A: Regarding your concern about doing something wrong–I don’t think that you can. The Davis Facilitator just has more practice noticing subtleties of disorientation. One of the Facilitator’s tasks is to help the client realize when she is disorienting so that the client can know when to use the orientation tool and then identify and clear the culprit that caused the disorientation. (For me this is the one thing about which I always worry–even with all the years I have been doing this–have I helped the client become completely sensitive to her own symptom/signal for disorientation; I cannot tell the client what that signal is since it is different for everyone.) It is essential that the alphabet triggers be cleared before moving on to the trigger words like the, for, to. If a letter is not cleared, then all words containing that letter become triggers. It is during the work on the alphabet that the client’s sensitivity to disorientation is usually honed. The other area in which I think the Facilitator has an edge over the parent is in the work of Symbol Mastery on the trigger words. I do a lot of training of Facilitators for Davis Dyslexia Assoc. International, and it is in the Symbol Mastery work where I find the facilitators-in-training need the most work to become artful enough that they can then take future clients to an adequate level for mastery of the trigger words. It is the responsibility of the Facilitator, during a Davis program, to get the client to that adequate level so that the client can carry on to successfully master that

list of 217 words and any other words that are personal triggers. When I was first trained by Ron Davis in 1987 I wanted to put the world “on-point” (the usual term for the orientation procedure) because I would see these amazing miracles. However, if today you told me that I was going to the Land of Dyslexia and that I could only take one tool from Davis, I would take the clay and a dictionary. I would get the job done without orientation; it would take longer, but I would get it done. Ron Davis says that orientation corrects perception; Symbol Mastery corrects the dyslexia (the reading problems). I also think that the Symbol Mastery asks of the client significant, and even elegant, thinking skills—well beyond anything that is asked in school. The Symbol Mastery procedure is just plain good for anyone, and amazingly, it is something good for us that is also fun. There are parents who have used the book and helped their child move out of the mist and angst of reading problems. And here I think that non-teachers might have an edge, because this whole process is based on selflearning and creativity (in my opinion: real learning). The Facilitator is not teaching the client but giving the client the tools with which the client remediates the problem. The role of Facilitator (the role you would be in) is one of guide and support person. Working with your daughter from the book should be, in my opinion, a process of shared discovery. If at all possible, I strongly urge you and your daughter to come for a consultation before deciding anything. For one thing, your daughter needs to be involved in the decision; she needs to be able to tell you honestly AFTER the consultation whether she thinks she could spend a week working with a Facilitator, and her feelings about this need to be honored. There is probably not a single Davis Facilitator who hasn’t tried to do this program in some way other than in the one week. I have, and I won’t do it again. There can be something so special about a child coming out of the one week with a sense of promise and possibility that the struggles will be a thing a the past. Some schools are great about the whole thing and work to minimize make-up work; other schools can be horrid (there is no other word). In the bigger picture, one week is minimal if this process gets a client up and
(Cont’d on p. 14)

Raewyn Matheson Inglewood +64 (027) 411 8350 Shelley McMeeken Dunedin +64 3 456 5058 New Zealand (cont’d)

Lorna Timms Christchurch +64 3 359 8556

Sandra Moetra Whangarei +64 (09) 435 6822

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 Spain

María Campo Martínez Murguía, Álava +34 (0945) 46 25 85 Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 Switzerland/CH

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 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

Switzerland/CH (cont’d)


Vicki Brignoli Lumino +41 (091) 829 05 36 Beatrice Conti Wolfisberg +41 (062) 636 2146

Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410

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

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

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

out of the maelstrom of sinking in school because of falling further and further behind when no one understands. When the parent works with the child it just takes longer to get the process of recovery started. On-going support: Your role in follow-up, should your daughter go through a Davis Program, would be to assist her with a couple of reading exercises (this is dependent on her reading level at the end of the program) and to understand and share her efforts in on-going Symbol Mastery work. In the best of all worlds, a client knows what to do after the program. Children need support, company, and sharing their efforts and discoveries with someone. The program provides time in the afternoon of the last day to coach the parent based on the results of the program and the needs of the client. Additionally the phone is always there, should a parent need to call for guidance and answers after the program. If a client commits to working on 3-4 trigger words per week after the program, I am delighted. (We create a follow-up schedule of on-going practice to which the client commits as a part of the ritual of closing a program.) Some time for the Koosh ball exercise daily is a good idea. I had one client whose parents discovered that, on the days that they did not

Questions & Some Answers (cont’d from p. 13)

do even 5 minutes of Koosh before the client left for school, the client really could not use the orientation, release, and energy dial successfully during the day. Success of children when the parent has acted as Facilitator: One mother I know used the book nine years ago and got her son rolling. Her son did well in high school, qualified for admission to top universities, received a National Merit scholarship, and was accepted at a highly selective liberal arts college that is known for its exceptionally strong writing program. Success of a parent working with her child really is dependent on the relationship of parent and child AND realizing that this is not about teaching; it is about facilitating learning and about understanding that the child is in the driver’s seat. There is a difference. Recall how your child learned to speak a whole language with proper grammar without anyone teaching her how to conjugate “to be.” All you did was praise and support and model. I believe that real learning is as natural as breathing. The brain does it naturally; learning is a major part of what the brain is meant to do throughout life. It is that “real learning” into which, I like to think, this program taps.

Book Reviews
Two Books About Improving Reading Speed

The nichecoach BOOK REVIEW by Bill Foster (editor@nichecoach.com)

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

Yes, that’s right; the author says that a reader can, in just 10 days, actually learn to read faster. The single most common thing that exists in almost every office is stacks of papers, documents, and other material waiting to read. If they are not piled on the desk or on shelves, then the paper is in drawers, or in some instances in boxes beside the desk. The author says that readers, by reading the book, can teach themselves to zip through books, magazines and newspapers and understand and remember everything that has been read. Marks-Beale first defines what she means by “reading the book:” the book is read in the order presented so that the readers

can maximize their speed reading potential. The book has three key objectives: the first is for the readers to realize the value of what they are already doing as readers. They do not always recognize that their current reading habits are good reading strategies. The author’s second key objective is to introduce the readers to a broad spectrum of ideas. The premise here is that there is no one best way to read but there are a great many strategies for the readers to explore and then pick and choose those which are important and useful. Enhancing readers’ level of confidence is the author’s third major objective so that readers feel that the time spent reading is worthwhile because they are getting what they want from the reading. Getting what is wanted from reading will mean reading more often.
(Cont’d on p. 15)


Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Claudia Taverna Sent +41 (081) 864 9115 Switzerland/CH (con’t)

10 Days to Faster Reading is designed as a workbook and the readers have to use pen or pencil and other assorted study equipment, to effectively navigate their way through the book and to gain the maximum from the book. Marks-Beale uses the metaphor of racecar driving in laying out the book starting with Day 1 (ch. 1), Putting the Key in the Ignition, through to Day 10, The Final Lap. The analogy is that faster reading is comparable to the relationship between car drivers and those who want to learn to become skilled at racecar driving. The author uses “Time Trials” at the end of each day's session for the readers to track their progress when they apply the skills learned that day. In addition there is a “Pit Stop: Tip of the Day,” at the end of each chapter for adjusting and honing readers’ skills. The author makes the distinction that the book is designed to develop skills to efficiently read anything. However most of the information is focused on reading non-fiction such as business books, periodicals or school textbooks because non-fictions readers are always looking for ways to read more in less time. Fiction readers who read stories and novels have a choice as to how they use the skills learned. This book, or if you will, this manual, will help all readers who read, study and use it to set and attain their goals of becoming effective rapid readers. A second book titled Read More Faster...On Screen, by Pam Mullan, with Abby Marks-Beale, and published by The Reading Edge, has recently come to the market and is applicable to today’s ever-increasing use of the computer and e-mail. This book makes some clear distinctions between book and on-screen reading and defines the critical differences between reading on paper and on a computer screen. While reading on paper and on a screen is similar in that one is seeing letters and words, there are few other similarities. One of the reasons people struggle with on screen reading is that screen reading looks and feels completely different. One of these differences is that paper seems flexible because it is a form that has been used for hundreds of years. Digital text has a much shorter history and a wide variety of presentation formats. The number of differences between the two is considerable.

Book Reviews (cont’d frm p. 14)

Andreas Villain Zürich +41 (076) 371 84 32 Iris Webber Bäretswil/Zürich +41 (01) 939 2633

Catherine Warner Geneva +41 (022) 321 70 42

Margit Zahnd Ettingen +41 (079) 256 86 65

Linda Rademan Dubai +9714 348 1687 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

United Arab Emirates

10 Days to Faster Reading

by Abby Marks-Beale and The Princeton Language Institute; published by Warner Books; ISBN 0-446-67667-5 ($10.95)

Susan Duguid London +44 (020) 8878 9652

Sue Bullen Ayrshire, Scotland +44 (01292) 591 797

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

by Pam Mullan, with Abby Marks-Beale Published by The Reading Edge ISBN 0-9745928-1-10

Read More Faster ... On Screen

The book gives very useable tips, techniques, and strategies so that one can become more at ease reading on-screen and thus increase reading speed, comprehension, and retention. Read More Faster...On-Screen is a book to be read, studied and used by anyone who depends on a computer as a means of communication. If readers want “more time” by minimizing reading time, these are two books well worth exploring.

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

United Kingdom (cont’d)



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 +44 (01362) 861 136





T ®

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.

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 DDA Director Margarita Whitehead DDA Director Staplehurst, Kent +44 (01580) 890 321 Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Barbara Timmins Solihull +44 (015) 6477 2657




Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806



Young Learner Kit for Home-Use


Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 Paul Francis Wright Barton Upon Humber, North Lincs +44 (01652) 636 676 Alabama Paula Morehead Birmingham +1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 United States

• Instruction Manual • Sturdy nylon briefcase The Davis Methods • Reusable modeling clay (2 lbs.) for Young Learners • Clay cutter Davis Focusing Strategies provide chil- • Webster’s Children’s Dictionary (hardcover) dren with the self-directed ability to be • Checking Your Grammar (softcover) physically and mental focused on the • Punctuation Marks & Styles Booklet learning task at hand. • Two Koosh Balls Davis Symbol Mastery enables children • Letter Recognition Cards to master the alphabet letters, punctuation • Laminated Alphabet Strip marks and basic sight words with a simple, • Stop Signs for Reading Chart easy and fun alternative to pencil-paper activities and drill. Note: For older children (ages 9 and up), we Davis Reading Exercises improve recommend the Davis Symbol Mastery Kit. accuracy with word recognition and comprehension.

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


The Kit includes:


United States/Arizona (cont’d)

“Art is the Greatest Gift of the Human Spirit.” –Aaron Hedgecock

Nancy Kress Glendale/Phoenix +1 (623) 203-1890

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

Aaron Hedgecock is one of the many clients who has given us a deeper glimpse into the gifts of being dyslexic. He is insightful, inspiring, and an extremely gifted artist. He has a way of taking negative circumstances and turning them into positive experiences. At the end of his Davis Program week at New Hope Learning Centers, Inc. in January 2004, Aaron had this to say about being dyslexic, “My only disability was not knowing how to use my gift.”

Aaron and his Facilitator, Darlene Bishop.

As with all of our clients at New Hope Learning Centers, it was a great privilege to work with Aaron and see him continue to use his gifts to bless others. We hope you enjoy his art as much as we have. –Paul, Cyndi, Darlene, Margie and Linda

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 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 Learning Disability Resource Clinic Nicole Melton Karen Thorworth-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

Famous Dyslexics Remember
“My problem was reading very slowly. My parents said ‘Take as long as you need. As long as you’re going to read, just keep at it.’ We didn't know about learning disabilities back then.” –Roger Wilkins, Head of the Pulitzer Prize Board “Willie was sent to lessons in spelling and grammar, but he never learned to spell. To the end of his life he produced highly idiosyncratic versions of words.” –Biographer A. Norman Jeffares on William Butler Yeats

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

Erin Pratt Boulder +1 (303) 775-6464

“I am, myself, a very poor visualizer and find that I can seldom call to mind even a single letter of the alphabet in purely retinal terms. I must trace the letter by running my mental eye over its contour.” –William James, psychologist/philosopher

“Since I was the stupidest kid in my class, it never occurred to me to try and be perfect, so I’ve always been happy as a writer just to entertain myself. That’s an easier place to start.” –Stephen J. Cannell, screenwriter, producer, director and author

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

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Alice J. Pratt Jacksonville +1 (904) 389-9251

Edwina Stone Sunrise/Ft. Lauderdale +1 (954) 290-5395

United States/Florida (cont’d)


Rita Von Bon Ft. Walton +1 (850) 934-1389

Newly Licensed Davis Facilitators and DLS Workshop Presenters
Congratulations and welcome to our growing International family of Davis providers!
Sue Bullen “Having been inspired and encouraged by Pat Hodge’s work with dyslexic children, I decided to train as a facilitator. I have lived and traveled extensively abroad, taught English in Germany and also in the Middle East. With 4 children I have experienced international, American and British education, both fee paying and state funded. I am especially keen to promote the positive aspects of dyslexia, and will be working in rural Scotland, south of Glasgow.” Stair House, Stair, Mauchline, Ayrshire KA5 5HW, Scotland. +44 (01292) 59 17 97. suebullen@dyslexia-scotland.com Tienke Veenstra-Sierhsma “I am the mother of six children and grandmother of a little boy. Our youngest boys, twins, appeared to be dyslexic. As a teacher and as a mother I became very interested in this problem and as a mother I had to see their struggle. I wanted to help all the other brave children with dyslexia. I specialized in motoric problems and followed lessons in Brain-Gym. It was obvious that only those abilities could not solve the problem. Then a friend who knew my search gave me the book of Ron Davis. It was clear that way of helping got the problem at the root. This was it! Now, after finishing the facilitator training, I work two days a week as a teacher for 4/5 year olds specializing in young “at risk” children, and at home I have my private practice as a Davis Facilitator. I found a way to help my own and many other children. That is a blessing.” Focus, Maogien 21, Meppel, Drenthe 7943 JN, Netherlands. +31 (0522) 25 44 53. tienkeveenstra@hotmail.com Fleur van de Polder-Paton “I am an elementary school music teacher, specializing in the plural sensory education. For my business name I have chosen “The Laughing School.” I look forward to working with both children and adult clients.” “de Lachende School,” Nieuwe Haven 289 2a, Schiedam, ZuidHolland 3117 AC, Netherlands. +31(0102) 73 64 45. Fleurpaton@wanadoo.nl

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

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

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

Michele Wellman Alma/Lansing/Grand Rapids +1 (989) 463-5276

Glyndene Burns “I have been involved in different areas of the educational system for many years. I taught business education for four years and kindergarten for one year. I wanted a more personal closer way to help students. Thanks to Davis, I have found it!” 114 N. Pontiac Avenue, Lubbock, Texas 79416, USA. +1 (806) 795-4790. glyndeneburns@aol.com

Svava Hlín Hákonard “I am dyslexic myself and I have spent a considerable time trying to overcome my problems. When I first was introduced to the Davis Methods I was a student in the University of Akureyri, but I knew this was something I wanted to do. I am looking forward to helping people with the wonderful tools that Davis has given us.” Bleiksarhlid 62, Eskifjordur 735, Iceland. +354-862-1518. Svavahlin@austurland.is

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

Sharon Schachter “Having built a career in Special Education, I have witnessed the pain and frustration felt by dyslexics and their families when the available programming simply failed to help them overcome obstacles and realize their goals. I was always searching for a method or program that offered real solutions. Then I heard about the Davis program, and found that it truly helps dyslexics harness their potential and creativity. As someone who has had to cope with dyslexia myself, discovering the Davis program was a life-changing experience. I am thrilled to join with other Facilitators across the globe as we help to enrich our clients’ lives.” Effective Learning Tools, 52 Joshua Court, Thornhill, Ontario L4J8B6, Canada. +1 (905) 764-6774. sharon.elt@rogers.com

Johanna Fokkens “I am married and have two children, a son (10) and daughter (7). In my previous jobs, I was active first as a teacher, later as a financial co-worker. Both jobs could not inspire me. The last ten years I kept searching for work with real fulfillment. Three years ago, my son was diagnosed dyslexic. Simultaneously I got acquainted with the Davis Methods. All the jigsaw pieces fell together! Today, I am not only able to better assist/accompany my own children, but with them many others who want to have their home on this planet too.” De Vuurboorn, De Zuidmaten 4, Beilen, Drenthe 9411 PT, Holland. +31 (0593) 54 01 41. jwfokkens@hetnet.nl
(Cont’d on p. 19)

Mia Jenniskens was an elementary school teacher. Her son’s dyslexia is what brought Mia in contact with the Davis Dyslexia Correction Program and made her decide to become a Davis Facilitator herself. Hekubastaat 14, Eindhoven Noord-Brabant 5631 KJ, Nederland. +31 (0402) 45 94 58. mia@werkplet.net Theresia Adler “I am a mother of 6 children. Three of them are dyslexics. I could help them with the Davis Method. Therefore I like to offer these experiences to others, too.” Graf von Bünau-Ring:20, 01728 Bannewitz, Germany. +49 (3514) 03 42 24. Phoebe Schafschetzy Legasthenieberatung & Alphabetisierung für Erwachsene (Dyslexia Correction and Literacy for Adults) Friedensallee 42, Hamburg 22765, Deutschland. +49 (040) 39 25 89.
New Facilitators (cont’d from p. 18)

Sandra Moetara “My interest in the Davis Program began through addressing my own son’s Michele Wellman “I will dyslexia, and we had him take part in a program be providing Davis programs in during January 2003. We were excited by the my home in Alma, Michigan, results he had which in turn encouraged me to which is about one hour north address my own dyslexia, and I also completed of the Lansing area. The reason the program. I saw that I could help others, and I was first interested in the Davis lend my own personal experience to the role of a program was a very selfish reason Facilitator. I know that there is a huge need for – I only wanted to help my son the Davis Program, and that it can help dyslexics so he wouldn’t struggle so realize the full potential of the gift they have, and much in school. But when I saw the difference it the positive way that they can use it to enhance can make in a person and the effect it can have their lives. Thanks to the fantastic training I have on the rest of their life that was all the motivation received and my extremely supportive family, I I needed to pursue becoming a Davis Facilitator. now look forward to making a difference for I have only begun this new career and already I people by providing Davis Programs from my know it is perfect for me. There is nothing more home office.” Dyslexia Support, Te Paka awesome that the feeling you get on Friday when Crescent, Kamo, Whangarei, New Zealand. you ask your client what changes they have +64 (094) 35 68 22. dyslexiasupport@xtra.co.nz noticed and they tell you, “I feel like I’m smart Sandy Farrell “I have had now!” Fifth Dimension Learning Center, LLC, experience in teaching, running my 611 Pine Avenue, Alma, Michigan 48801, USA. own business, and participating +1 (989) 463-5276. shelwellman@hotmail.com in many sports. I have three Eileen McCarthy “I am a Special Education wonderful, bright sons whose teacher with extensive experience working with learning styles were not addressed dyslexia and literacy development in schools and by the current educational system early childhood centers. From my own love of due to their dyslexia. Through a books I developed a particular interest in reading very dear friend, I learned about difficulties. Introduced to Davis by a friend I was Ron Davis and “The Gift of Dyslexia” and again intrigued by the process and took a Fundamentals with her encouragement decided to become a Davis course. Seeing first hand the profound effect of Facilitator. I found the Davis training experience the procedures, I received answers to many, to be exciting, inspiring and awesome. What a long held questions and went on to complete privilege to help French and English speaking the Facilitator training. I now look forward to individuals fulfill their potential. What a rewarding delivering this wonderful program to my clients.” experience!” Dyslexia Correction Associates 3/21 Eustace Street, Manly, Sydney 2095, (Quebec), 253 Main Road, Hudson, Quebec, J0P Australia. +61 (0299) 77 20 61. 1H0, Canada. +1 (450) 458-4777. emccarthy@exemail.com.au sandyfarrell_2000@yahoo.com
(Cont’d on p. 20)

Kim Bezanson “I have a supportive husband, Ed and two beautiful daughters, Heather and Brooke. My youngest daughter Brooke is dyslexic and was the reason I got involved with the Davis Methods. She is a bright imaginative girl and it was very confusing for us when all the issues related to dyslexia started surfacing in her first few years of school. We put in considerable effort trying to help and find solutions for our daughter. It was destiny that I found the Davis Program. It made perfect sense to me and I was so overwhelmed by the improvement I noticed in Brooke that I enrolled in the Facilitator training. My years in working with children and within the school system made me aware of the lack of understanding by teachers, parents and even Special Ed programs. I am very excited about the opportunity to help clear up the confusion and unlock the gift that is dyslexia.” The Picture Thinker, Post Office Box 888 (mailing), 2871 Highway 83 North, Seeley Lake, Montana 59868, USA. +1 (406) 677-3076. bez@blackfoot.net

Mississippi M. Elizabeth Cook Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) +1 (601) 636-2900 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 United States (cont’d)

Montana Kimberly Bezanson Seeley Lake +1 (406)-677-3076 or 499-0220 Linda Jo Price Bozeman +1 (406) 586-8218

Patricia Henry Kansas City +1 (816) 361 6563

Elsie Johnson Kalispel +(406) 257-8556

Nancy Sitton Whitefish +1 (406) 863-9844 Robin Zeal Whitefish +1 (406) 862-6210

Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

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

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

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

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

Jean Moser Winston-Salem +1 (336) 765-6310

North Dakota Karen Nelson Bismarck +1 (701) 527-5367 United States (cont’d)

Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060

Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895

Oregon Gary Ives Portland +1 (503) 238-7449 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

South Dakota Kim Carson DLS Workshop Presenter Brookings/Sioux Falls +1 (605) 692-1785

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

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

Glyndene Burns Lubbock +1 (806) 781-4891

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

Gary Ives “It is said, ‘Necessity is the mother of invention.’ I believe it. Nate and I were looking for Sigrun Hauksdóttir “When I heard about support for his learning style a year and a half ago, the Davis methods two years ago I decided to when somehow I stumbled upon a copy of The get to know this method better and I saw it had Dyslexic Reader. In the back there were some dates something new to offer. I have helped dyslexic for a Four Day Fundamentals Workshop to be held individuals for many years and therefore I have a in Houston, TX. I made a few calls and was able good understanding of how they think and what to get in just before the cut off. I received so much their problems are. I believe that this experience support and help from the instructors and listened to is good for a Davis Facilitator. I want to help stories of parents like me who had found significant dyslexic individuals of all ages to understand help for their bright young children. I was greatly their own gift and to use it to blossom.” encouraged. I signed myself up for an advanced Lesblind.com, Kjarna, Thverholt 2, 270, workshop and my son for a program. The rest is Mosfellsbær, Iceland. +354-895-6148. history. I’ll be the first facilitator to be licensed in sigrunhauks@simnet.is Oregon, and I’m really looking forward to helping people both young and old reach their goals using Robin Zeal has been teaching the Davis learning tools. It’s a dream come true.” children struggling with learning Learning Strengths Institute, 205 SE Spokane problems since 1976. She is Street, Suite 300, Portland, OR 97202, USA. currently a Title I teacher in +1 (503) 238-7449. gives51@gmail.com northwestern Montana and has www.learningstrength.com integrated the Davis Learning Strategies into her kindergarten Erla S. Olgeirsdóttir “I have for a long time and first grade classrooms. She been searching for a solution or trying to find a is the mother of two “picture way to help my dyslexic son. When I got to know thinkers.” “I have been trained in several different the Davis procedures, I was absolutely amazed! methods to teach struggling learners to cope in Viewing dyslexia positively–as a gift–really the academic setting. The Davis Dyslexia changes the approach of things. As a Davis Correction Program is the only comprehensive Facilitator I hope to help dyslexic people reach approach that honors and develops the gifted their goals, minimize the negative side of their manner in which non-verbal learners THINK, dyslexic condition and use their amazing abilities addressing not only academics, but life skills, as to prosper in life. Through my Davis studies and well.” New Dimensions Learning Services, 203 the wonderful people I met during this period I Fox Hollow Lane, Whitefish, Montana 59937. have gained so much knowledge and understandUSA. +1 (406) 862-6210. ing, both of myself and the people around me. NewLearning@centurytel.net This year of training has been outstanding and to take these steps forward really feels good. I Jean Moser ”I first became acquainted with presently work as a Yoga trainer in Akranes Davis through my sons struggle with reading. College, something that I think will go very well After doing a Davis Program he began to read with my future Davis practice.” Jörundarholt 33, and enjoy reading. Davis affirmed his giftedness 300 Akranes, Iceland. and offered real answers to his problems. I look +354 564 5604. eolgeirs@mi.is forward to sharing this wonderful approach to dyslexia with others.” Learning Tools for Dyslexia, Nora Kornblueh is a 3750 Vest Mill Road, Suite G, Winston-Salem, professional Cellist, who moved NC 27103, USA. +1 (336) 765-6310. to Reykjavik, Iceland from jmoser459@triad.rr.com Boston. in 1980 after completing her musical training. She has (Margaret) Maggie O’Meara “Wanting to spent the past 25 years performing help my nephew I happened and teaching throughout Europe upon the Davis site, bought and America. Her career took a The Gift of Dyslexia and turn as she was raising her two children. Nora worked through it with him became involved in the American Embassy school with great results. I went to a in Reykjavik. There she taught reading among workshop to find out more and other subjects and had her first experiences with got hooked. I find the subject dyslexic students. “After years of teaching of dyslexia fascinating and it dyslexics I still had so many unanswered questions. is wonderful to do something totally different. Now that I have completed my training as a Davis As Facilitators are scarce in Ireland it is great to Facilitator, I finally feel deeply satisfied.” Nora be able to provide Davis Dyslexia Correction opened an office four years ago for tutoring Programs here, and I look forward to its becoming dyslexics. She plans to offer Davis Programs to more available, acceptable and raising awareness people of all ages in order to share Ron Davis’ levels.” Clonmel, Co. Tipperary, Ireland. remarkable discoveries. Ennin, Reykjavikurvegur +353 (87) 415 70 99. nimheara@eircom.net 31, Reykjavik, 101 Iceland. +354-562-1295. norak@hn.is
New Facilitators (cont’d from p. 19) (Cont’d on p. 21)


Marianne Mullally “My son has been instrumental in the Lorraine Charbonneau “My development and motivation background is in Communications for me to become a Davis and a year ago I was working for a Facilitator or “coach.” As life psychologist promoting and providing is like a baseball game where relationship and parenting seminars. fielding, batting, throwing and One of the attendees asked me to catching are all skills needed to play well and enjoy the game, review Ron Davis’ book, The Gift so too are skills of reading, writing, math and of Learning in light of her son’s ADHD, and The Gift of Dyslexia in behaviour necessary to enjoy education and light of his inability to read. I was so moved by Ron’s participation in society. I set up ‘Dyslexia insights that I was on my way to DDAI within 4 days Answered,’ an office suite in Sydney, as a ‘home to begin my Facilitator Training. It has been an honor ground’ where kids can come and be facilitated and a privileged to be able to provide individuals with by a Davis ‘coach’ in a professional, supportive the tools to enhance the process of self-discovery and environment. The ‘clay club’ team meets every week for clay training and we have end of year mastery of individualized learning goals. Open Door carnivals and games for folks to meet and enjoy Learning Center, 7983 Hedgewood Circle, Mason, their team success. As a result of completing my OH 45040. +1 (513) 850-1895. Davis training, I feel adequately equipped to coach children and adults to enjoy the game of Cathy Cook received a B.S. in Agriculture (emphasis are horticulture), life and get the most out of their gift of dyslexia.” from Western Illinois University and Dyslexia Answered, Suite 103/8 Clake Street, an M.Ed. in Special Education from Crows Nest, Sydney, NSW 2065, Australia. the University of Missouri. Cathy has +61 (02) 9436 3766. MarianneMullally@bigpond.com spent the majority of her education career in the public schools. During New Fundamentals Workshop this time Cathy worked with dyslexic Presenter: Cathy Calderón de la Barca students who were being left behind by is the Director of Palmas Counseling Center and has been a Davis Facilitator since 2001. Thanks the school system. From her desire to empower these students, as well as members of her own family, Cathy to Cathy, the Fundamentals of Davis Dyslexia Correction Workshops can now also be presented discovered, “The Gift of Dyslexia.” Cathy witnessed what the Davis tools were able to accomplish that other entirely in Spanish. Explanada 316, Col. Lomas de Chapultepec, México D.F. 11000, Mexico. programs, medicine, frustrated teachers and parents +51 (55) 5202-7913 were not able to do–give discouraged students the desire to learn and confidence in themselves. The discovery marks the beginning of a new career for Davis Training Programs Cathy and the chance of a lifetime to passionately help others. OnPoint Learning Center, 3610 Buttonwood The Davis Facilitator Training Program Drive, Suite 200, Columbia, MO 65201, USA. requires approx. 400 hours of course work. +1 (573) 886-8917 or +1 (573) 819-6010. cathy@onpointlearning.org The Davis Specialist Training Program
New Facilitators (cont’d from p. 20)


United States/Virginia (cont’d)

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

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

Mary Ann Kettlewell |“The Davis Program provided my 10 year old nephew with the tools he needed to become a successful reader. Thank you Ron Davis! I am looking forward to providing the Davis Program in the London, Ontario, Canada region at “Tools For Successful Reading.” London, Ontario, Canada. +1 (519) 652-0252. kettlewell@uniserve.com

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 with 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.

This Directory is current as of March 1, 2005. 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.



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: June 9-10
Staplehurst, Kent Email: uk@dyslexia.com, Tel: +44 (08700) 132 945

United States
• June 27-28: Helena, Montana • July 25-26: San Antonio, Texas • July 28-29: Tyler, Texas • Aug. 15-16: Minneapolis, Minnesota Email: info@davislearn.com, Tel: 1-888-805-7216

Basel, Switzerland • August 19-21 • November 11-13 Language: German Email: office@dda.ch, Tel: +41 (061) 273 81 85

Iceland: June 14-16
Mosfellsbaer, Iceland Language: English Contact: Kolbeinn Sigurjónsson Email: ks@lesblind.com, Tel: +354 586 8180

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.

Kenya: April 3-5
Nairobi, Kenya Language: English Sponsor: Dyslexia Africa/DDA-UK E-Mail: info@dyslexia-africa.com, Tel: +44 (08700) 132 945

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)
16-19 May
New York, New York Presenter: Cyndi Deneson

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

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

13-16 August: Basel 3-6 November: Basel (August Workshop in German)
Presenter: Bonny Beuret office@dda.ch Tel: +41 (061) 273 81 85

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

11-14 July
Burlingame, California Presenter: Cyndi Deneson training@dyslexia.com Tel: +1(888) 805-7216 toll-free

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

2-5 May: Tel Aviv
Presenter: Ioannis Tzivanakis israel@dyslexia.com Tel: +972 (0523) 693 384

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

8-11 November
Atlanta, Georgia Presenter: Cyndi Deneson

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

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

NOTE: All workshops are in English unless otherwise noted.

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

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

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

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
7-10 18-21 2-5 10-13 16-19 26-29 11-14 6-9 13-16 1-4 24-27 3-6 8-11 15-18 April April May May May May July September August October October November November November Nairobi Auckland Tel Aviv Kent New York, New York Freiburg Burlingame, Calif. Kent Basel Hamburg Halifax, Nova Scotia Basel Atlanta, Georgia Washington, D.C. Kenya New Zealand Israel England USA Germany USA UK Switzerland Germany Canada Switzerland 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 (0523) 693 384 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 E-mail: ch@dyslexia.com E-mail: holland@dyslexia.com E-mail: ddai@dyslexia.com E-mail: Israel@dyslexia.com

Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22 our booklet.

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