VOL.

44 Davis Dyslexia Association International ISSUE 1 • 2007
Dys lex ic Read er

´•
´•
~
The
IN THIS ISSUE
(Cont’d on p. 7)
(Cont’d on p. 4)
By Jane Mangano
Introduction
In the introduction to his book The Gift
of Learning, Ron Davis states “you
have purchased this book because you
have refused to accept that the child is
incapable of overcoming his or her
disabilities.” (Davis, 2003, p xix) I
believe this statement is very relevant to
the many parents, teachers and therapists
who continue to search for alternate
ways of teaching the children and adults
in their care to read and write. The
reason they continue to search for new
strategies and understandings is that
these students have demonstrated
sophisticated intelligence in other areas.
The reason my husband and I developed
ReadOn software was because we
refused to accept that our bright
daughter Hannah was unable to read.
It is Thomas West’s (1997, p 20)
belief “that dyslexics can be identified
when very young–not by early
indication of problems but rather early
indication of unusual talents and gifts.”
Our daughter Hannah certainly fits
with this theory. At the age of three,
Hannah learnt to communicate in sign
language with her profoundly hearing
impaired friend. The ease with which
News & Feature Articles
ReadOn - Positive Outcomes for Students
with Reading Difficulties . . . . . . . . . .1
Errors: The “Invisible” 800-Pound Gorilla
Blocking the Road to Learning . . . .1
New Zealand Cookie Icon Help
Dyslexics Discover Their Gifts . . . .3
The Gift . . . . . . . . . . . . . . . . . . . . . . . .9
Ty’s Visit to “America’s County” . . . .12
A Picture is Worth a Thousand Words 13
Mirror, Mirror, in My Head . . . . . . . .14
Famous Dyslexics Remember . . . . . . .17
Small Events Can Lead to
Big Changes . . . . . . . . . . . . . . . . .20
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2
Book Reviews . . . . . . . . . . . . . . . .10-11
Q&A . . . . . . . . . . . . . . . . . . . . . . .18-19
New Davis Licensees . . . . . . . . . .23-25
Davis Workshops . . . . . . . . . . . . . 26-28
ReadOn–Positive Outcomes for
Students with Reading Difficulties
By Marion Blank, Ph.D.
Some teenagers were discussing the
ways they handle questions in class that
they cannot answer. With a smile, one
boy said, “You know what I do? I raise
my hand.” Seeing the surprise that his
comment evoked, he elaborated, “It
works. If the teacher doesn’t call on
me, she thinks I know the answer. And
if she does call on me, I say, ‘Excuse
me. I didn’t hear the question.’ Of
course, she repeats the question. But
she never stays with the same student
for two turns. So she calls on some
other student and never realizes that I
didn’t know the answer.”
This student, like most students,
is attuned to one of the most harmful
forces that exists in the teaching/learning
setting. Ironically, it is a force that goes
unrecognized by almost all teachers and
parents. If teaching is to be successful,
it is vital for adults to become aware of
Errors: The “Invisible”
800-Pound Gorilla Blocking
the Road to Learning
Jane Mangano, ReadOn’s developer,
with her daughter Hannah and
husband Phil.
PAGE 2 THE DYSLEXIC READER
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:
Laura Zink de Diaz, Alice Davis, Abigail Marshall & Maria Fagioli. 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:
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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
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are trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.
All rights reserved.
Happy Results
Casey Linwick-Rouzer, Davis
Facilitator in Sugar Land, Texas, heard
from a very pleased mom recently:
Hi Casey:
Matthew had a spelling test today. He
had 10 words all beginning with “re”
(rewrite, retry, etc.) He had to spell
them all correctly and he had to know
the meaning of each word. When we
sat down last night to review, Matthew
was only sure about a couple of the
words. So he decided that he would
Copyright 2001 Randy Glasbergen. www.glasbergen.com
In the Mail:
was finished, he could spell each word
forwards and backwards and had a
visual meaning for each.
He took the test today and made
a 102%. For perfect spelling, all correct
definitions, and bonus points for
knowing the definition of “re.” It
was amazing.
Matthew’s grades are good: A’s
and high B’s. His math grades were all
A’s until this week when he made 59%
on a multiplication test. We’re going to
work on that, though. Anyway, I am
really proud of Matthew and I am
grateful to you for giving him a tool
that he can really use.
We saw another of your clients at
a football game. Matthew went up to
him, introduced himself and asked him
if he’d enjoyed your program. He said
he had and thought it was “cool” that
Matthew is dyslexic too! It’s all so
interesting!
We are going to be jumping into
multiplication with clay as soon as
possible - I am sure I will need some
guidance!
Talk to you soon,
Lisa Plummer
make a clay model for each of the
words using the definitions that the
teacher had given him, and do
Symbol Mastery on them. It took him
only an hour to do them all. When he
PAGE 3 THE DYSLEXIC READER
the cause of dyslexia correction. This
will result in the distribution of a
further 200,000 brochures. As $1.00
of the price of each bucket sold is
donated to the Charitable Trust, they
expect to raise $200,000.
In April, Cookie Munchers will
launch another fundraiser, in the form
of a Dyslexia Cookie. Starting April
23, 2007 the Dyslexia Cookie will be
available at a large number of food
and non-food retail businesses. This
New Zealand Cookie Icon
Helps Dyslexics Discover
Their Gifts
Guy and Suzanne Pope-Mayell,
with their son Shey. Founders of
Cookie Time, the Pope-Mayell’s
are the driving force behind the
Cookie Munchers Charitable Trust.
movie, Lord of the Rings).
Already, the Dyslexia
Foundation of New Zealand (DFNZ)
has been established (www.dyslexia
foundation.org.nz). The mission of the
DFNZ, as expressed at its website is
to encourage the acceptance of dyslexia
as an alternate way of thinking. DFNZ
will also pressure our Ministry of
Education to accept visual-spatial
learning as a normal learning style and
address the needs of visual-spatial
thinkers in schools.
These are exciting times for New
Zealand and Davis Dyslexia
Correction. I really do feel that this
model of support and sponsorship
from a Trust is a world first. It may
well set the standard for other bodies
seeking to become involved on a deep
level. The Cookie Muncher Charitable
Trust has enabled us to disseminate
information about dyslexia and the
Davis method across the country on an
extremely cost effective basis. And it
has lifted DDAI’s profile enormously,
moving us from a niche provider to a
mainstream dyslexia solution.
For updates and more information,
visit www.cmct.org.nz and
www.dyslexiafoundation.org.nz. At
the CMCT website you can also listen
to Ron Davis speaking about dyslexia
and his personal history, in a substantial
interview with Kim Hill, of New
Zealand National Radio.
by Catherine Churton
Co-Director, DDA-Pacific
Something good is in the oven in
Auckland, New Zealand, home of
DDA-Pacific which covers Australia,
New Zealand and the South Pacific.
Through its unique association with a
leading cookie company, DDAPacific
has been able to lift the profile, not
only of dyslexia, but of Davis Dyslexia
Correction.
Cookie Time – for serious cookie
munchers! – is a New Zealand icon.
Its founders, Suzanne and Guy Pope-
Mayell, are the parents of two dyslexic
children who received wonderful,
meaningful programs from Lorna
Timms, licensed Davis Facilitator and
Workshop Presenter in Christchurch.
Motivated by their children’s experience,
they established the Cookie Munchers
Charitable Trust (CMCT) to support
innovations in the field of education.
The Pope-Mayell children’s Davis
experience was so positive that the
Cookie Munchers Charitable Trust has
initiated a scholarship program to
provide Davis Correction Programs to
youngsters between the ages of 8 and
18 whose families could not otherwise
afford it.
Working closely with DDA-Pacific,
CMCT subsequently began to build
community awareness of dyslexia and
provide a wide array of support for Davis
programs. To date seventy youngsters
for whomthe programwould have been
out of reach have received scholarships
for the Davis Dyslexia Correction
Program. CMCT and DDA-Pacific are
involved in a number of other efforts
to spread the word about dyslexia and
the Davis method.
So far, 300,000 brochures about
dyslexia and the Davis method have
been sent to New Zealand schools,
libraries, medical professionals and
others. Since November, seventy-five
Christmas Cookie sellers have been
selling buckets of cookies and promoting
effort won’t
just raise funds
for scholarships–it will also spread
awareness.
In late April, 2007 the Dyslexia
Discovery Experience will be launched.
This outdoor gallery will allow the
public to explore and experience
dyslexia through the stories and
real-life experiences of Ron Davis,
Mackenzie Thorpe (respected British
artist), John Britten (New Zealand icon
and designer of world-class motor-bike
designs) and Richard Taylor (winner
of the Oscar for Special Effects in the
PAGE 4 THE DYSLEXIC READER
‘Three Steps to Easier Reading,’ are
included with ReadOn. The purposes of
spell-reading are to train the student in
left to right eye movement in reading
and to enable the student to recognize
letter groups as words. The purpose
of sweep-sweep-spell is to continue
training in left-right eye movement
and word recognition. (Davis, 2003)
As well as being useful for people
with dyslexia, these exercises can also
assist people who constantly misread
words, because they have not taken
in the whole word. If this habit is
not addressed, plurals and tenses in
particular tend to be confused, making
comprehension inaccurate. Most
teachers will be aware of children in
their classes who perform poorly in
comprehension activities, even though
they appear to be able to read. These
students will also benefit fromthe visual
tracking exercises included in ReadOn.
Comprehension Support. People with
reading difficulties use up much of
their mental energy struggling to
decode text. As a result, there is little
energy left to comprehend what is
read, which is, after all, why we read
in the first place (Westwood, 2001).
Without comprehension, students are
likely to be discouraged from reading
as there is little satisfaction, but
instead, frustration. ReadOn’s auditory
feedback relieves the student of this
constant decoding struggle, allowing
comprehension to take place, and with
it the motivation to continue reading.
ReadOn can be customised to read
words, phrases or paragraphs out loud.
Hannah learnt to communicate with her
little friend amazed us all. I remember
thinking at this time that Hannah would
have no problems when she started
school. Unfortunately nothing could
have been further from the truth.
Once Hannah started formal
education, our bright, bubbly little
girl started to change. She became
withdrawn, sad and disliked school.
By the time we got a formal diagnosis
of dyslexia from an educational
psychologist, Hannah had very well
developed task avoidance strategies.
Hannah needed more toilet breaks,
drinks of water and tissues than
anyone else in her class. There were
few weeks in the year when I would
not get a phone call to say that
Hannah was unwell. We now know
that all of this task avoidance and
these unwell episodes were Hannah’s
only way of dealing with something
that she didn’t understand.
It is Ron Davis’ belief that most
people with dyslexia are primarily
picture thinkers. “They naturally think
through mental or sensory imagery,
rather than using words, sentence,
or internal dialogue in their minds.
Because this method of thinking is
subliminal – faster than the person can
be aware of –most dyslexics are not
aware of what their minds are doing.”
(Davis, 2003, p 12) Unfortunately,
most of our classrooms rely on auditory,
Reading Difficulties . . . (cont’d from p. 1)
The visual tracking
exercises–spelling the
word and reading, and
sweeping the word and
reading–detailed in
Ron Davis’ ‘Three Steps
to Easier Reading,’ are
included with ReadOn.


rather than being distracted by all the
other text on the page.
When moving through the text,
highlighting can be set to either the
full word, phrase or paragraph,
or can include a sweeping of
the word where each letter is
highlighted one at a time.
ReadOn also offers a spell
reading option, where each
letter of a word is named and
highlighted, before the whole
word is read.
Visual Tracking Exercises.
The visual tracking exercises
–spelling the word and reading,
and sweeping the word and
reading–detailed in Ron Davis’
word-based teaching and learning, so the
dyslexic child becomes confused when
trying to interpret words and symbols
that do not produce a mental image.
Once my husband and I became
aware of this connection
between dyslexia and visual
thought, with the help of our
daughter Hannah, we set about
creating ReadOn. In this paper
I will outline how ReadOn can
be used to support students with
reading difficulties to become
independent learners through
its assistive and therapeutic elements.
ReadOn’s Therapeutic
Functions
Text highlighting. ReadOn uses word,
phrase and paragraph highlighting to
remove any distraction from the
surrounding text while a student is
reading. Students can easily focus on
the current word, phrase or paragraph,
In ReadOn’s Read Mode, students
can highlight a word, phrase or
paragraph, and consult the Picture
Meaning bank for help with
comprehension.
Using ReadOn, students can type
in the Write Mode and consult the
Word Bank for spelling help.
PAGE 5 THE DYSLEXIC READER
Ron Davis’ ‘Three Steps to Easier
Reading’ included with ReadOn
details the ‘Picture-at-Punctuation’
strategy. The goal of this strategy is
full and complete comprehension.
This strategy can be performed on
ReadOn, by using the up and down
arrows on the keyboard, to go through
the text, phrase at a time. By sharing
the picture being created by each
phrase of the text, the student will
move from mindless decoding to full
and complete comprehension.
Customised visual cues for problem
words. According to Ron Davis (2003)
there is a bank of high-frequency
words which are often difficult for a
dyslexic person to process because
these words do not have a ready visual
image (eg. on, and, it, but, because …).
Ron Davis’ Symbol Mastery procedure
is included with ReadOn, and involves
the student establishing a clear
understanding of the definition of a word
and then creating a clay model of the
concept described by the definition.
ReadOn allows the student to record
a digital image of the clay model as
well as the definition, and then when
the word appears in a text, the image
and definition can be accessed to
support comprehension.
Individualised Word Bank. ReadOn
can also be used as a diagnostic tool.
When the student requests auditory
feedback, these words are automatically
saved in an individualised word bank.
Teachers, parents, tutors and other
specialists may choose to include these
words in the student’s literacy program.
The words can be displayed with or
without frequency. Words frequently
appearing in the word bank, may
require multi-sensory work or perhaps
Symbol Mastery in order to be
effectively processed.
The contents of the word bank
can be printed, or copied to another
application, and used as a basis for
multi-sensory exercises, flash cards or
word charts. Students may also get a
thrill from checking the word bank
after a reading session, to see if they
can decode the words. This kind of
use encourages students to take
responsibility for their own learning.
ReadOn’s Assistive Functions
Auditory Feedback. Where a student
has difficulty interpreting or decoding
a word, ReadOn can simply read the
word out loud using the ‘Word Assist’
function. Students can also listen to
whole phrases and paragraphs. This is
particularly useful for students who
would like to be able to independently
access interest and age-appropriate texts.
As Riddick, Wolfe and Lumsdon
point out (2002, p 21) “Amajor
difficulty for dyslexic children is
Students can type their
work into ReadOn using
‘Write Mode’ and then
listen back to their work
in ‘Read Mode.’


gaining access to
the curriculum
especially where
time constraints are
to the fore.” Text can
be entered into ReadOn
by either typing, scanning
or copying from other files
(internet, word files etc) and
then saved ready for the student
to access during class. Rather than
having to wait for assistance to access
texts, students with reading difficulties
can independently read, and risks can be
taken and mistakes made without fear
of judgment from a critical audience.
Students with reading difficulties are
then better able to demonstrate their
thinking and learning.
Writing Tool. ReadOn can also be used
as an assistive writing tool. Students
can type their work into ReadOn using
‘Write Mode’ and then listen back to
their work in ‘Read Mode’. By listening
back to their work students will more
easily identify word substitutions, clarity
issues and missing punctuation. This
editing support allows students to take
control of their learning and also engage
more fully in the writing process.
The Learning Vortex
The ReadOn Learning Vortex illustrates
one way of using ReadOn in a student’s
literacy program. The Learning Vortex
is a cyclical process in which student
learning strategies are developed and
reading skills are refined over time.
The first step of the process
involves the teacher, parent, tutor or
student sourcing appropriate reading
material, and entering this text into
ReadOn. Texts can be typed directly
into ReadOn, copied from electronic
documents (including the internet) or
scanned using the OCR function.
Once the text has been entered,
the student can use visual tracking
options to read the text. Text can
be highlighted paragraph,
phrase, word or letter at a
time, depending on the
purpose for reading. Students
can then use ReadOn to read
texts independently. Instead of
asking a third party for assistance
on tricky words, ReadOn’s auditory
word assistance can be utilised. The
words for which the student has sought
word assistance are automatically
recorded in an individual word bank.
Visual images for these words can then
be recorded within ReadOn and used
for future decoding and processing.
As the student continues to work
through this cycle, self-confidence and
reading competence should continue to
improve. As time goes on, the student
should require less and less external
assistance.
ReadOn allows the student to
PAGE 6 THE DYSLEXIC READER
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Davis Dyslexia
Correction
®
Providers
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Correction program is
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than 450 Facilitators
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For updates, call:
(888) 805-7216 [Toll Free]
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learn at his or her own pace, and progress can
be continually monitored with the support of
the individual word bank.
Conclusion
In the process of writing this paper, I read
aloud the following quote from Thomas
West’s book In the Mind’s Eye. “It is of great
importance for dyslexics to receive confirmation
that their academic problems do in fact result
fromreal difficulties not experienced by others.
They need to know that the problems that they
experience are real and not imagined. To have
extreme difficulty with things that are easy for
one’s peers is painful.” (West, 2003, p 56) My
daughter Hannah’s emotive response to this
quote was ‘You should give that book to every
teacher to read; I hate the way everyone else can
read stuff so easily and I can’t!’ It is our hope
that ReadOn might be able to alleviate some
of the ‘difficulty’ that comes with learning
difficulties, while at the same time delivering
therapeutic functions that might improve the
literacy skills of many learners.
As Christine Ostler (1999, p 23) states
“If children can’t learn the way we teach, we
must teach themthe way that they can learn.”
References
Davis, D. (2003). The Gift of Learning –
Proven new methods for correcting ADD,
Math & handwriting problems. New York:
The Berkley Publishing Group.
Ostler, C. (1999). Dyslexia – A Parents’
Survival Guide. Surrey: Ammonite Books.
Riddick, B., Wolfe, J., Lumsdon, D. (2002).
Dyslexia – A Practice Guide for Teachers
and Parents. London: Davis Fulton
Publishers Ltd.
West, T. (1997). In the Mind’s Eye – Visual
thinkers, gifted people with dyslexia and
other learning difficulties, computer images
and the ironies of creativities. New York:
Prometheus Books.
Westwood, P. (2003). Reading and Learning
Difficulties – Approaches to teaching and
assessment. Camberwell: The Australian
Council for Educational Research Ltd.
About the Author
Jane is a special needs teacher who
has worked in both primary and
secondary settings. After graduating
from University in 1987, Jane
taught mainly junior primary in
both country and city schools. Jane
developed a particular interest
in learning difficulties and so
completed a Graduate Certificate
in Special Needs Education. Following this she
spent several years as a specialist teacher supporting
students with learning difficulties. In order to further
support struggling students and their parents Jane
recently completed a Graduate Diploma in
Counseling. Prompted by her daughter Hannah’s
diagnosis of dyslexia and inspired by Hannah’s
success with the Davis Dyslexia Correction
Program, Jane and her husband Phil, created
ReadOn, a software package to support students
with reading difficulties including dyslexia. This
paper was accepted by the Australian Rehabilitation
&Assistive Technology Association and presented
by Jane at their 2006 Annual Conference.
PAGE 7 THE DYSLEXIC READER
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Errors: The Invisible . . . (cont’d from p. 1)
what is happening and how to mitigate its
negative effects. This force is one we will call
error dynamics.
The error dynamic involves much more
than just making mistakes. Mistakes, in limited
quantities, are a normal part of the learning
process. But when mistakes begin to dominate
that process, their meaning is different and
pernicious. Then a multi-dimensional force
takes hold that includes a sense of helplessness,
the anxiety of being exposed and the repeated
shame of making mistakes in front of others –
including powerful authority figures and
one’s peers.
Responsible adults, of course, are keenly
aware that something is awry. Their thinking,
however, is directed almost exclusively on
identifying skills within the child that might
be problematic. That’s why children undergo
extensive testing to determine if they have
problems in attention, language, auditory
processing, memory, spatial relations –to
name only a few. Underlying all these varied
explanations, however, is a single common
factor – the child is making significant numbers
of errors in meeting demands that adults have
placed on them!
Strangely, though, the difficulties are
never discussed in terms of error. Perhaps it
seems more scientific to address the issues
with clinical, somewhat esoteric, names. Or
perhaps adults do not want to see the role
they play in generating error. Or perhaps error
is so obvious that it seems unnecessary to
mention it. Regardless of the reason, error is
rarely given the attention it merits. It is the
invisible 800-pound gorilla who doggedly
blocks the path to learning.
Fromthe child’s perspective, the situation
is quite different. Consciously or unconsciously,
they know they are on dangerous turf. Afew
feisty souls, like the teenager at the start of
this article, are emboldened to create ploys to
deal with the error dynamic. For many others,
however, the following comment summarizes
what often happens.
School had been unremitting torment for
him... The scars left by his school experiences
reached down to his very soul. No amount of
love or admiration...ever totally erased his
low self-esteem or the conviction that he was
unable to learn. (Scheil, M. An Encyclopedia
of Love, NY Picador 1999, p. 136).
It is not hard to see how children are so
dramatically affected by this error dynamic.
The potential embarrassment and shame of
your peers seeing you fail can be unbearable.
Think back to your experiences in the
classroom when you did not know the
answer and prayed the teacher would not
call on you. Remarkably, that fear lingers
on–for years after our school days are distant
memories. It’s why adults avoid sitting in the
first row in a lecture hall—they want to
make sure that just in case the speaker asks
a question, they are not the ones who might
be called on to answer.
Fear is not the only problem. Children
who experience high rates of error see this as
incontrovertible proof of their stupidity. Once
that feeling takes hold, its grip is tenacious.
The child’s self-esteem plummets, often
never fully recovering.


Mistakes, in limited
quantities, are a normal part
of the learning process. But
when mistakes begin to
dominate that process, their
meaning is different and
pernicious.


If I were really smart,
they wouldn’t have to keep
assuring me of it.
Parents and teachers sense the children’s
vulnerability and with the best of intentions,
try to bolster their egos via compliments
such as, “but you are really smart,” and
“look at how many things you do well.”
Unfortunately, the comments rarely achieve
their intended effects. As one student put it,
“If I were really smart, they wouldn’t have to
keep assuring me of it.”
So what is to be done? How are we to
dislodge the gorilla so that the path to learning
is cleared? The answer rests with changing
some of the ways we interact with children so
that (a) the rate of error is reduced and (b) when
errors do occur, they can be addressed more
effectively.
PAGE 8 THE DYSLEXIC READER
Canada (cont’d)
D’vorah Hoffman
Toronto
+1 (416) 398-6779
Sue Jutson
Vancouver, B.C.
+1 (604) 732-1516
Mary Ann Kettlewell
London, Ontario
+1 (519) 652-0252
Carol Livermore
Ottawa, Ontario
+1 (800) 394-1535 [Toll Free]
Julie Locke
Truro, Nova Scotia
+1 (902) 895-9015
Yuko Kimura McCulloch, Ph.D.
Vancouver, B.C.
+1 (604) 222-2258
Helen McGilivray
Oakville/Toronto
+1 (905) 464-4798
Susan Nikolic-Vicentic
Newmarket/Toronto
+1 (905) 953-0033
Tina Panaritis
Montreal, Quebec
+ 1 (514) 690-9164
Judy Parley
Taber, Alberta
+1 (403) 330-9873
Sharon Roberts
Waterloo/Toronto
+1 (519) 746-8422
Kendra Rodych
Saskatoon/Saskatchewan
+1 (306) 979-7323
Catherine Smith
Oakville/Toronto
+1 (905) 844-4144
1-888-569-1113 toll-free
Edwina Stone
Whitehorse, Yukon
+1 (867) 393-4489
Bernice Taylor
Riverview, NB
+1 (506) 386-4624
Kim J. Willson-Rymer
Oakville/Toronto
+1 (905) 825-3153
Cheryl Wood
Huntsville, Ontario
+1 (705) 783-2763
China
Livia Wong
Hong Kong
+852-2810-0282
Colombia
Laura Zink de Díaz
Bogotá +57 (1) 638-6342
Costa Rica
Maria Elena Guth Blanco
San Jose
+506 296-4078
Marcela Rodriguez
Alajuela
+506 442-8090
Cyprus
Alexis Mouzouris
Limassol
+357 25 382 090
The following three points provide a
useful start.
1. Eliminate unnecessary questions.
To lessen error, we need to eliminate some
of its sources. One of the simplest ways is to
reduce the number of questions we ask of
children. This suggestion may seem to run
counter to the idea that questions are the way
to get children to think. While questions can
serve this purpose, it is also true that they
are often overused. The end result is that
conversations between adults and children
are laced with abundance of superfluous
questions –many of which unintentionally
but systematically trigger the error dynamic.
Consider the question “What did you
do in school today?” which many children
hear upon returning home. The query is not
aimed at getting children to think; rather it is
clearly designed to start a friendly exchange
about the day’s
events. Frequently,
that is not the way it
works. As frustrated
parents commonly
report, the children
close down, saying
little or nothing.
The end result
is often the opposite
of what was intended.
Ironically, given its
purpose, the question can easily be eliminated.
After all, it is offered as a greeting. That type
of exchange can effectively be handled by
replacing the question with a comment such
as “You look great. I hope your day was as
good as you look.” Comments have an
enormous advantage. They free the child
from having to come up with “the right
answer.” With the pressure removed, there is a
far greater likelihood of the children beginning
to talk spontaneously about whatever they
want to discuss. It’s a win-win situation with
the children feeling relaxed, more confident,
open and outgoing, and the parents feeling
delighted.
2. Provide clear, concise feedback.
When we ask a question, we are not prepared
for anything but a correct response. For
example, to the question, “How much is 4
and 4?” we anticipate hearing “8.” When an
answer such as “7” is offered, we are in a
quandary.
Years of training have embedded in us
the idea that it is ego-deflating to tell a child
that an answer is not correct, and that the
child must independently arrive at the correct
answer. With these restrictions in place, there
are not many options open. Typically, the
only possibility is to follow up with additional
questions such as “Do you think it is 7?”
or “Do you want to try again?” or “How
can it be 7?”
Not surprisingly, the questions rarely
achieve their objective. The adult may have
gone to great lengths to avoid the words “You
are wrong,” but the children know that this is
message. Had they been correct, the follow-up
questions would never have been asked. Instead
there would have been a comment such as
“Right” or “Good work.” So children recognize
the questions for what they are –indirect ways
of saying, “Change your answer.”
The problem is not in telling a child that
an error has been made; there is really no
way to avoid that
message. The problem
is in the way the
message is conveyed.
If it is done indirectly
through a series of
challenging questions,
the difficulties only
increase. By contrast,
if the feedback is stated
directly in a simple,
neutral, non-judgmental
manner such as “No, that’s not the answer,”
the difficulties lessen significantly.
3. Demonstrate the path to success.
Human beings have a remarkable ability to
learn by watching what others do and then
copying the behavior. This process, termed
modeling, is responsible for our learning an
amazing array of skills. It’s why French
children learn to speak French while our
children learn to speak English. While
modeling is common in everyday life, it
is unfortunately not typically a major part
of teaching.
Take, for example, a child who reads
with a high rate of error. Typically, with each
mistake, the child is stopped and told to “sound
out the word.” This practice is so widespread
that it seems the only thing to do. But as many
a parent knows, it is slow and draining. And
if used repeatedly, the reading is so slow and
halting that it is impossible for the child to
comprehend the meaning of what is being
read. Through modeling, the situation can be
dealt with in a very different manner. For
The adult may have gone to
great lengths to avoid the
words “you are wrong,”
but the children know that
this is the message.


example, a number of studies show that
children’s reading improves considerably
when they hear an adult reading a passage
before they are asked to read it themselves.
A Final Note
Recognition of the error dynamic is an exciting
enterprise with an enormous potential to
enhance children’s learning. It will clearly
take some time to devise all the techniques
we need. After all, we have lived with the
invisible gorilla for quite a while. But now
PAGE 9 THE DYSLEXIC READER
Finland
Elisabeth Helenelund
Borga +358 400 79 54 97
France
Christine Bleus
Saint Jean de Gonville/
Genève +33 450 56 40 48
Corinne Couelle
Marsannay-le-bois/Dijon
+33 (0380) 357 953
Jennifer Delrieu
Voisins le Bretonneux/Paris
+33 (01) 30 44 19 91
Françoise Magarian
Legny/Lyon
+33 (0474) 72 43 13
Carol Ann Nelson
Boulogne-Billancourt
+33 (0) 1 49 09 12 33
Odile Puget
Segny/Geneve
+33 (0) 450 418 267
Guilaine Batoz Saint-Martin
La Bastidonne/Marseille
+33 (0490) 08 98 56
Germany/Deutschland
Theresia Adler
Bannewitz
+49 (0351) 40 34 224
Ute Breithaupt
Langenselbold
+49 (06184) 93 84 88
Gabriele Doetsch
Bad Windsheim / Würzburg
+49 (09841) 1637 or 1644
Ellen Ebert
Ammern
+49 (03601) 813-660
Cornelia Garbe
Berlin +49 (030) 61 65 91 25
Astrid Grosse-Mönch
Buxtehude
+49 (04161) 702 90 70
Das Legasthenie Institut
Ioannis Tzivanakis
Specialist Trainer
Workshop Presenter
DDA-Deutschland Director
Wilfried Bähr
Hamburg
+49 (040) 25 17 86 23
Christine Heinrich
Schwäb Gmünd
+49 (0717) 118 29 74
Sonja Heinrich
Supervisor-Specialist
DLS Workshop Presenter
DDA-Deutschland Director
Garbsen/Hannover
+49 (040) 25 17 86 23
Kirsten Hohage
Nürnberg
+49 (0911) 54 85 234
Ingrid Huth
Berlin +49 (0179) 896 8007
Christine Jacob
Lörrach
+49 (07621) 134 60
Rita Jarrar
München
+49 (089) 821 20 30
Rainer Knobloch
Röthenbach/Nürnberg
+49 (09120) 18 14 84
…a number of studies show
that children’s reading
improves considerably
when they hear an adult
reading a passage before
they are asked to read
it themselves.


that he is in our sights, it is not hard to envision
him waddling off into the distance –opening
the path to success in ways we can just begin
to envision.
About the Author
Dr. Marion Blank, Ph.D. is the
Director of the “ALight on
Literacy” program at Columbia
University. Dr. Blank has spent
over 40 years studying how
children learn to read. She has
lectured extensively around the
world, served as a consultant to government
bureaus abroad, authored the widely used
Preschool Language Assessment Instrument,
developed an award-winning computer program
that teaches reading, and written over sixty articles
and six books on language and literacy. Her
alternative method has helped thousands of
children learn to read, and her latest book, The
Reading Remedy, and her new reading system,
“Phonics Plus Five,” makes the ideas behind
her comprehensive program available to every
parent. More information is available at:
www.phonicsplusfive.com
The Gift
I want to share with you a gift given to me by my adult case study client last summer.
This client and I shared coffee together every morning. He used to sell coffee door to
door and at one time owned a coffee shop. He found this gift for me in a little shop
here in Fredericton.
As he gave me the gift, he said, “This is what you and your business are all
about.”
Not being dyslexic, this gift gave me some insight.
As I looked at the first item I knew what the word was and could read it but
for some reason I did not like looking at it. I was not sure why. The confusion made
me want to just look away. When I put the cup on the saucer and all became clear,
the emotion welled up in me and I understood.
Go to page 19 to see the secret of The Gift.
by Raylene Barnhill
Davis Facilitator in New
Brunswick, Canada.
1 2 3
PAGE 10 THE DYSLEXIC READER
Germany/Deutschland
(cont’d)
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
Gundula Patzlaff
Stuttgart
+49 (0711) 23 64 86 0
Margit Pleger
Wetter/Dortmund
+49 (02335) 84 87 60
Ursula Rackur-Bastian
Idstein/Rheingau-Taunus-
Kreis/Wiesbaden
+49 (06126) 565 01
Colette Reimann
Landshut
+49 (0871) 770 994
Ursula Rittler
Stuttgart
+49 (0711) 47 18 50
Phoebe Schafschetzy
Hamburg
+49 (040) 392 589
Gabriela Scholter
Supervisor-Specialist
Stuttgart
+49 (0711) 578 28 33
Inge Starck
Battenberg/Eder
+49 (06452) 93 28 88
Beate Tiletzek
Waldkraiburg
+49 (08638) 88 17 89
Andrea Toloczyki
Havixbeck/ Münster
+49 (02507) 57 04 84
Ulrike von Kutzleben-Hausen
Deisslingen
+49 (07420) 33 46
Dr. Angelika Weidemann
Ulm +49 (0731) 931 46 46
Susanne Wild
Paar +49 (08205) 959 08 28
Gabriele Wirtz
Stuttgart
+49 (0711) 55 17 18
Greece
Evagelia Apostolopoulou-
Armaos
Patras
+30 (261) 062 21 22
Zoe Deliakidou
Thessaloniki
+30 2310 434510
or +30 6934 662438
Irma Vierstra-Vourvachakis
Rethymnon/ Crete
+30 283105 8201
or 69766 40292
Iceland
Áslaug Ásgeirsdóttir
Mosfellsbaer
+354 861-2537
“It’s a damn poor mind that can only
think of one way to spell a word.”
–Andrew Jackson
This is a handy reference book premised on
a great idea: You look up the misspelled word
in order to find out how to spell it correctly.
The book is simple and easy to use –
all of the mistaken spellings are printed in
red, with the correct spellings listed in black.
Although it is called a “dictionary,” it doesn’t
provide much beyond an occasional synonym
in the way of definitions; there is no
pronunciation guide; and it won’t give you
word etymology (derivations). What you will
get, if you are successful, is either the correct
spelling for the words you don’t know–or
confirmation that you had it right all along.
So, sample entries looks like this:
makaroni macaroni *[pasta]
revalashun revelation
tempracher temperature
The problem is that there are many
more ways to misspell a word than there are
to spell it right, and while this book does a
good job of anticipating many common
misspellings, there is no guarantee that it
will capture the particular mistake that the
user needs corrected. I personally can’t seem
to remember that the word “egregious” does
not begin with the letters a-g-g (as in the
nonexistent, “aggregious”) – but that word is
not listed in this dictionary, in either format.
Those of us who do a lot of work
online have probably discovered by now that
Google™ does a pretty good job of figuring
out our mistakes. Enter a search for “fonetic”
–the search engine returns, “Did you mean:
phonetic?” That’s better than this book, which
lists fone and fonology but unfortunately not
the word in question.
However, we can’t always carry a
computer around in our pockets, so there are
times when a reference book would come in
handy. I think the Spell it Right dictionary
would make a great addition to any classroom,
to be stored near the regular dictionary; and
it would be a useful pocket or desk reference
for students or others who frequently have
difficulty finding the right spelling for words.
The layout of the book makes it ideal for a
quick reference, and the color coding makes
intuitive sense. A reader who has managed
to get the first few letters of the word right
may often be able to find the correct spelling,
even if the book hasn’t listed exactly the
same mistake he is looking for.
It may not be purfict, but it’s pretty good.
Moving Beyond
Phonics
Over the past decade, reading instruction in
American schools has been seized by a sort
of phonics-mania. Low reading proficiency
rates among school children has been widely
attributed to the failure of schools to properly
instruct children in the intricacies of phonetic
decoding. Children who fail to grasp the
subtle nuances of blending letter sounds to
decipher the phonetically inconsistent lexicon
of the English language are said to lack
“phonemic awareness” and are referred for
more training and tutoring. When laborious
efforts at training small children to deconstruct
words into individual letter sounds ultimately
result in improved ability to pronounce
nonsense words seen only in screening tests,
success is proclaimed–even though studies
show no significant correspondence between
the late acquisition of such phonetic skills and
improvements in recognition of real words
encountered in sentences, reading fluency, or
comprehension.
Berlitz Spell it Write Right
Dictionary
By Christine Maxwell
Berlitz Publishing 2007
ISBN 981-246-981-8 ($10.95)
Spelling Help
PAGE 11 THE DYSLEXIC READER
Iceland (cont’d)
Sigrún Jónina Baldursdóttir
Snaefellsbae
+354 586 8180
Gudrún Benediktsdóttir
Hafnarfirdi
+354 545 0103 or
+354 822 0910
Gudbjörg Emilsdóttir
Kópavogur
+354 554 3452
Hólmfridur Gudmundsdóttir
Gardabae
+354 895-0252
Svava Hlin Hákonard
Eskifjordur
+354 862 1518
Sigurborg Svala
Gudmundsdóttir
Mosfellsbaer
+354 566-8657
Stefanía Halldórsdóttir Wade
Kopavogur
+354 564 2890
Sigrun Hauksdottir
+354-895-6148
Kopavogur
Nora Kornblueh
Reykjavik
+354-562-1295
Ingibjörg Ingolfsdóttir
Mosfellsbaer
+354 899-2747
Sigrún Jensdóttir
Mosfellsbaer
+354 897 4437
Valgerdur Jónsdóttir
DLS Workshop Presenter
Kópavogur
+354 863 2005
Sturla Kristjansson
DLS Workshop Presenter
Hafnarfjordur
+354 845 6956
Ásta Olafsdóttir
Vopnafjordur
+354 473-1164
Erla Olgeirsdóttir
Akranes
+354 694 3339
Thor Elis Palsson
Reykjavik
+354-533-2772
Hugrún Svavarsdóttir
Mosfellsbær
+354 698-6465
Thorbjörg Sigurdardóttir
Reykjavík +354 698 7213
Kolbeinn Sigurjónsson
Mosfellsbær
+354 566 6664 / 661-8654
Margret Thorarinsdottir
Selfoss +354-486-1188
India
Carol Ann Rodrigues
Mumbai
+91 (22) 2667 3649 or
+91 (22) 2665 0174
Ireland
Anne Marie Beggs
Old Portmarnock/Dublin
+353 (86) 239-1545
The other four skills deemed essential
are language skills, including semantics
(meaning), syntax (grammar), text (reading
books), as well as phonology (sounds). In
discussing syntax, Dr. Blank focuses on the
importance of learning noncontent words,
the small, abstract words of language that
parallel the Davis trigger words, as well as
comprising the most frequently encountered
words in text. Dr. Blank points out that most
of the noncontent words are phonetically
irregular, and thus not easily decodable, and
emphasizes the importance of teaching these
words along with their meaning and contextual
role in language.
Those familiar with Davis methodology
will quickly recognize the overlap between
the skills identified by Dr. Blank and those
that are developed through the Davis reading
exercises and modeling small words in clay.
One surprise is that even Dr. Blank’s view of
phonology is a departure from the traditional
focus on word segmentation and blending
skills; Dr. Blank favors an inverted approach
which starts with supplying the child with the
sounds of the initial word segment and letting
them practice sounding-out strategies with the
last letter of the sequence–such as giving
the child the segment “ma” and substituting
ending letters such as n, t, p, to decode the
words man, mat, map. With that approach, the
child learns the role that letter sounds have
in word structure, without experiencing the
frustration and mistakes inherent when they
attempt left-to-right, letter-by-letter decoding.
Dr. Blank has developed materials to
teach each of the skills she has identified,
and includes the materials with her book.
Her materials are intended to be used by a
parent or tutor working one-on-one with a
child. It is important to note that the materials
and her paper-and-pencil approach are not
necessarily intended for dyslexic children.
Dr. Blank has geared her research largely
to the segment of children who are falling
behind with traditional teaching methods,
but do not necessarily have any other learning
barriers. However, parents and teachers who
are already using Davis methods successfully
will probably still find Dr. Blank’s explanation
of the development and role of various
underlying skills useful in gaining greater
understanding of the goals that are served by
Davis exercises such as Spell-Reading and
Davis Symbol Mastery.
Thus, it is refreshing to read the work of
Columbia University’s Dr. Marion Blank, who
has studied reading and language development
for more than forty years, in her book The
Reading Remedy. Dr. Blank explains in simple
terms why the shift to phonics-dominated
educational strategies has failed to yield a
nation of better readers, with 40% of school-
children continuing to test below levels of
expected proficiency. These are not merely
the 15-20% of children who might later be
identified as dyslexic, but at least another
20% of children who have no diagnosable
barriers, but simply continue to fall behind
because they are unable to make sense of the
instruction they receive in school.
Dr. Blank has identified six essential
skills necessary for children to become readers,
only one of which has anything to do with
understanding the sounds associated with
letters. These begin with the physical skills
of left-to-right scanning and sequencing, and
small motor skills involved in writing and
letter formation. While advocates of phonics
take it for granted that these skills will develop
on their own, Dr. Blanks’ research has shown
that they do not –and often are at the root of
later reading problems.
The Reading Remedy: 6 Essential
Skills That Will Turn Your Child
Into a Reader
By Marion Blank, Ph.D.
Josey-Bass, 2006
ISBN-10: 047174204X ($16.95)
You can visit Dr. Blank’s
website, Phonics Plus Five at:
www.phonicsplusfive.com
PAGE 12 THE DYSLEXIC READER
Ireland (cont’d)
Paula Horan
Mullingar
+353 44 934 1613
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
Mira Ashoosh
Kiron +972 (03) 635-0973
Goldie Gilad
Kfar Saba/Tel Aviv
+972 (09) 765 1185
Eliana Harpaz
Ma’Ale Adumim
+972 (02) 590-2110
or 054-441-0789
Baruch Kassiff
Kfar-Saba +972 (09) 767-3638
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
Piera Angiola Maglioli
Occhieppo Inferiore / Biella
+39 (015) 259 3080
Silvia Walter
Bagno a Ripoli Florence
+39 (055) 621 0541
Rafaella Zingerle
Corvara In Badia
+39 (0471) 836 871
Kenya
Diana Smit-Jurgens
Nairobi
+254 733 895 603
Lebanon
Samar Riad Saab
Beirut +961 3 700 206
Malaysia
Hilary Craig
Kuala Lumpur
+60 (36) 201 55 95
Mexico
Sivia B. Arana García
Mexico, D.F.
+52 (55) 5520-1883
Cathy Calderón de la Barca
México D.F.
Fundamentals Presenter
+52 (55) 5520 1883
or 5282 4196
Hilda Fabiola Herrera Cantu
Culiacan, Sinaloa
+52 81 6677 15 01 19
La Puerta de las Letras
María Silvia Flores Salinas
Supervisor-Specialist
Olga Zambrano de Carrillo
DDA-Mexico Director
Garza García
Monterrey
+52 (81) 8335 9435
Before undergoing his Davis Program, Ty
had constructed a moving, working model of
a dragline using tape, paper, dowel rods and
wire, and he is now working on a “new and
improved” dragline.
While visiting “America’s County” Ty
got to observe a Marion 7820 dragline at the
PBS Coals strip mining site south of Berlin
and also had the opportunity to visit Dragline
World in Listie, Pennsylvania, and operate a
working replica of a Marion 8750 dragline.
Ty is already looking forward to
coming back to Laurel Highlands Dyslexia
Correction Center next summer to complete
a Davis Math Mastery
®
Program, and also to
experience more of the wonderful sites in
“America’s County.”
By Marcia Maust
Davis Facilitator, Berlin, Pennsylvania
Six years ago, Somerset County,
Pennsylvania, was best known for its pristine
mountains, with hiking and biking in the
summer and skiing in the winter. That all
changed on September 11, 2001, when
United Airlines Flight 93 crashed into a field
in rural southwestern Pennsylvania. Somerset
County was thrust into the national spotlight,
along with New York City and Washington,
D.C., all victims of the worst terrorist attack
ever on U.S. soil.
Less than a year after the September 11
tragedy, and approximately 10 miles from the
Flight 93 crash site, nine coal miners were
trapped for 78 hours more than 200 feet below
the earth’s surface. Once again, media from
around the world set up camp in Somerset
County, to watch and await word on the fate of
the miners. In the wee hours of the morning
of July 28, 2002, all nine miners were brought
safely out of the mine. The new slogan of the
county became “from tragedy to triumph.”
In 2005, Somerset County was dubbed as
“America’s County” by the Somerset County
Chamber of Commerce.
In July of 2006, twelve-year-old Ty
Stansbury traveled from his home in
Martinsburg, West Virginia, to Berlin,
Pennsylvania, to undergo a Davis Dyslexia
Correction
®
Program with me at Laurel
Highlands Dyslexia Correction Center. Berlin
is located in Somerset County, and during the
evenings, Ty and his parents visited several
of the attractions in “America’s County.”
Ty’s trip to the Flight 93 temporary memorial
inspired him to create a clay model of the
aircraft.
This project started as his “create-a-word”
exercise; however, the finished product did
not come to fruition until the last day of
the program. Ty spent many of his breaks
adding minute details to the intricate model.
Ironically, less than six weeks after Ty
sculpted his clay replica of the aircraft, a
granite monument memorializing the flight
crew was erected at the Flight 93 Chapel.
The monument has a bronze jet on top, which
is strikingly similar to Ty’s creation.
Ty’s interests and creative abilities don’t
stop with sculpting in clay. He has a fascination
with the mining industry, especially draglines.
Ty’s Visit to “America’s County”
Ty and his “create-a-word” model in
memory of Flight 93.
Strikingly similar memorial to Flight 93 in
Somerset County, Pennsylvania built six
weeks after Ty completed his model.
PAGE 13 THE DYSLEXIC READER
Mexico (cont’d)
Laura Lammoglia
Tampico, Tamaulipas
+52 (833) 213 4126
Alejandra Garcia Medina
Cuajimalpa, Mexico, D.F
+52 (55) 5813 9554
Sociedad de Consultatoria
Organizacional
Maria Lourdes Gutierrez
Mexico D.F.
+52 (55) 5595 8442
Lucero Palafox de Martin
Veracruz
+52 (229) 935 1302
Ana Elana Payro Ogarrio
Corregidora, Queretaro
+52 442 228 1264
Netherlands
Karin Bakkeren
Breda +31 (076) 581 57 60
Liesbeth Berg-Schagen
Vleuten
+31 (030) 604-9601
Ineke Blom
Dorpstraat
+31 (020) 436-1484
Lot Blom
Utrecht +31 (030) 271 0005
Hester Brouwer
Groningen
+31 (050) 52 61 146
Lieneke Charpentier
Nieuwegein
+31 (030) 60 41 539
Hester Cnossen
Veghel +31 (495) 641 920
Monique Commandeur
Sterksel +31 (06) 13 94 97 54
Ratnavali de Croock
Oudorp (Aalkmaar)
+31 (072) 511 6881
Alexandra De Goede
Aerdenhout
+31 (023) 524 3263
Mine de Ranitz
Driebergen
+31 (0343) 521 348
Christien De Smit
Sluis +31 (0117) 461 963
Leonardus D’Hoore
Sluis +31 (0117) 56 29 40
Saskia Dijkstra
Amsterdam
+31 (020) 463-2753
Marijke Eelkman Rooda-Bos
Gouda +31 (0182) 517-316
Johanna Fokkens
Beilen +31 (0593) 540 141
Ina Gaus
Santpoort-Zuid
+31 (023) 538-3927
Pérola Gonçalves
Amsterdam
+31 (020) 636 3637
Jan Gubbels
Maastricht
+31 (043) 36 39 999
Sue Hillier-Smith
Breukelen
+31 (0346) 265 059
By Linda Johannes, Administrative Assistant
New Hope Learning Centers, Inc.
And then some! As a dyslexic learner, I can
really relate to that statement. Often the
pictures I see in my mind’s eye and experience
as real life events cannot be expressed only
with words. Is it any wonder that so many
dyslexic learners express themselves in ways
that do not require words, such as music,
dance, drama, building or creating beautiful
works of art? Even as I sit at my desk writing
this, I find that words do not suffice to express
what my mind’s eye sees so clearly.
Jason Havey (age 20) and his brother
Tommy Havey (age 13) came to New Hope
Learning Centers, Inc. in July, 2006 and each
boy completed a Davis Dyslexia Correction
®
Program – one with facilitator Darlene Bishop
and the other with facilitator Margie Hayes.
Both Jason and Tommy display some of
the wonderful talents we see in every client.
Tommy is a fun loving, ever smiling, and
free-spirited guy, often ready “to kid around.”
He loves the outdoors and connects with people
in a very caring, empathetic way. Jason is a
gifted soccer player. But during his program
Jason also shared his drawings with me.
I was awestruck by the detail of his
artwork. I saw what words could not begin to
express. It seems to me that the beauty of his
art is that we can each see the very same thing,
but come away with different impressions.
Jason’s art is truly unique.
It was such a treat to enjoy both Jason’s
art and Tommy’s light-hearted fun during their
week at New Hope Learning Centers. Our
thanks to both these gentlemen, for sharing
their gifts with us!
A Picture is Worth
a Thousand Words
“Why am I
Here” is one of
the drawings
Jason shared
with his new
friends at New
Hope Learning
Centers, Inc.
Created Dec. 19,
2005.
PAGE 14 THE DYSLEXIC READER
Netherlands (cont’d)
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
Imelda Lamaker
Hilversum
+31 (035) 621 7309
Irma Lammers
Boxtel +31 (411) 68 56 83
Yvie Leenaars-de Rooÿ
Bavel +31 (0161) 433 449
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
Sjan Melsen
Arnhem
+31 (026) 442 69 98
Cinda Musters
Amsterdam
+31 (20) 330-78 08
Marianne Oosterbaan
Zeist
+31 (030) 691 7309
Ineke Pijp
Groningen
+31 (050) 542 0817
Fleur van de Polder-Paton
Schiedam
+31 (010) 471 58 67
Petra Pouw-Legêne
DLS Presenter & Mentor
Beek +31 (046) 437 4907
Karin Rietberg
Holten +31 (0548) 364 286
Jacqueline van Rijswijck
Venray
+31 (0478) 58 73 98
Lydia Rogowski
Helmond
+31 (0492) 513 169
Hanneke Schoemaker
Wageningen
+31 (0317) 412 437
Ilse Schreuder
Dokkum +31 (0519) 220 315
Mirror, Mirror,
in My Head...
By Laura Zink de Diaz
Davis Facilitator, Bogotá Colombia
Because I’m a former teacher and still teach
part time, I read a lot of stuff relating to
education. And some of my most recent
reading strikes “Davis” chords, teaching
chords, and just plain living chords as well.
Daniel Goleman had an article in the
September 2006 issue of Educational
Leadership entitled: “The Socially Intelligent
Leader.” You may be familiar with Dr.
Goleman, Harvard-educated psychologist,
researcher, and author of Emotional
Intelligence: Why It Can Matter More Than
IQ, published ten years ago. Goleman
maintains that the role our emotions play in
our thought processes, decisions and even our
personal success is much greater than most of
us imagine. As a culture and as individuals we
expend a lot of energy trying to boost academic
achievement as measured by standardized
tests–as if the most important skill necessary
to ensure for a decent life for our children
were the linguistic and mathematical skills
those tests measure. Emotional intelligence is
a set of skills never examined on IQ tests or
any of the standardized tests children take at
school. These skills include the ability to
control our impulses, our internal motivation,
our ability to empathize–a whole range of skills
important for interpersonal relationships. On
the playground a child’s developing emotional
intelligence may keep him out of a fight.
Similar skills can help husbands and wives
listen more carefully to one another and
maintain calm as they work out those little
disputes that can blow up into major wars when
people live together. And in the workplace
and classroom, emotional intelligence may
be in evidence when bosses and teachers seek
ways to give constructive, helpful advice,
rather than resorting to autocratic browbeating
to get what they want from us.
Reading the newspapers you might think
the really big idea for improving schools is to
establish “zero tolerance” for guns, drugs,
sloth, and general lack of interest in academic
achievement. But in “The Socially Intelligent
Leader” Goleman discusses the social nature of
our brain and learning, and why it’s important
for those empowered to lead schools to
establish a culture of warmth and trust. It
turns out that our brains have wiring that
links our thinking and emotional centers,
such that emotions can enhance or interfere
with our ability to learn. Anybody who’s
chewed off her finger nails while studying
for a test (me!) could tell you that! But there
is in fact ample research evidence of this.
We also have some little features in our
brains called “mirror neurons.” These allow
us to create an internal simulation of what’s
…mirror neurons… allow us to
create an internal simulation
of what’s happening in the
minds of other people around us.


In his book, Dr. Goleman maintains
that the role our emotions play in our
thought processes, decisions and even
our personal success is much greater
than most of us imagine.
happening in the minds of other people
around us and give rise to a kind of emotional
walkie-talkie. It turns out that what Goleman
calls “the social brain” through its mirror
neurons, seems to create a conduit for
transmitting emotions back and forth
between people, allowing each to adjust to
the other, automatically getting in sync with
each other.
PAGE 15 THE DYSLEXIC READER
Netherlands (cont’d)
Silvia Jolanda Sikkema
Drachten
+31 (0512) 538 815
Suzan Sintemaartensdijk
Akersloot
+31 (25) 131-26 62
Karima P.A. Turkatte
Amsterdam
+31 (020) 696 4379
Mieke van Delden
Leek +31 (059) 4514985
Agnes van den
Homberg-Jacobs
America Limburg
+31 (077) 464 23 22
Annette van der Baan
Amsterdam
+31 (020) 420-5501
Hetty van der Well
Oss +31 (041) 263 6403
Annemarie van Hof
Utrecht +31 (030) 65 86 700
Juchke van Roozendaal
Oss +31 (0412) 690 312
Willem Van Ulsen
Groningen
+31 (050) 542 3941
Tienke Veenstra-Sierhsma
Meppel +31 (0522) 254 453
Lia Vermeulen
Huizen +31 (062) 3671530
Christien Vos
Tolbert +31 (0594) 511 607
Lucie Wauben-Cruts
Elsloo +31 (046) 437 0329
Christa Wiersma
Onna (bij Steenwijk)
+31 (0521) 523 303
Gerda Witte-Kuijs
Heerhugowaard
+31 (072) 571 3163
Astrid Zanen-vander Blij
Aerdenhout
+31 (023) 524 3485
New Zealand
Vivienne Carson
Auckland
+64 (09) 520-3278
Catherine Churton
DDA-Pacific Director
Supervisor-Specialist
Auckland
+64 (021) 448 862
Jennifer Churton
Auckland
+64 (09) 360 4941
Konstanca Friedrich-Palzer
Motueka/Nelson
+64 (03) 527 8060
Wendy Haddon
Mosgiel
+64 (03) 489-8572
Rochelle Harden
Wanganui
+64 (027) 306-6743
Margot Hewitt
Kaiapoi +64 (03) 312-0496
This makes a lot of sense when I think
about how my clients and I use our Dial in
many academic and social situations. We can
“see” at what level the dial of another person
(or group) is set, and adjust our own to help
us cope, and even to influence the comfort
level of the person we are with. Although
Goleman says that mirror neurons facilitate
this kind of rapport automatically, I suspect
that he would consider our use of the Dial
to be an example of consciously applied
“social intelligence” which, in his definition
“encompasses both interpersonal awareness
and social facility.”
So what do the workings of our mirror
neurons imply for the classroom or school?
It’s well known that students function best
when their stress level is tolerable and they’re
are highly motivated. It’s also widely accepted
that in the classroom, from Kindergarten to
graduate school, stress and fear limit our ability
to attend, concentrate, recall, or apply what
we already know in order to answer questions
or solve problems. Along with the Dial, we can
also use Release to reduce stress in academic
situations. These strategies give students
control over their responses to stressful
situations. But suppose teachers begin to
create a culture within their individual
classrooms which by design lowers stress
and transmits positive emotions to and
among students? The best teachers already
do this to the best of their ability because
they have ample evidence that in a warm and
accepting environment, all students achieve
more than in an autocratic and inflexible one.
Dr. Theresa M. Akey published a study
in January of this year called “School
Context, Student Attitudes and Behavior, and
Academic Achievement: An Exploratory
Analysis”. She looked at factors that promote
academic success among high school students
at high risk of failure due to their personal
circumstances at school or demographic
factors, like poverty, race, native language,
etc. She knew going in, that research had
already demonstrated that the two factors
she wanted to focus on – the extent to which
students find their studies engaging, and the
degree to which students view themselves as
competent learners - both influence student
achievement. That makes a lot of sense: we
would expect self-confident students, and
those who “get hooked” by a topic to do
better. But what Dr. Akey discovered during
her study was that the second factor –the
students’ perception of themselves as smart
and competent, was three times as important
to their later success than their degree of
engagement in their studies. She also
examined “directionality,” that is, which
develops first: engagement, or a positive image
of oneself as a learner? She discovered that
students’ perception of themselves as smart,
precedes their engagement with learning.
So what does this mean for the classroom?
Akey discovered that students in classes run by
supportive teachers whose methods provided
students with successful experiences came to
see themselves as competent learners and
performed at higher levels. But these effects
were short-lived, if students moved into a
classroom where they were less accepted by
the teacher and experienced less success.
(Most mothers could have predicted this
effect!) It suggests that the earlier we begin to
provide children with successful experiences,
Students’ perception of
themselves as smart precedes
their engagement with
learning.


In a warm and accepting
environment, all students
achieve more than in an
autocratic and inflexible one.


the more likely they are to view themselves as
smart and competent students, which in turn
leads them to a greater interest and engagement
in their studies, which will likely result in
greater academic success.
And how might we provide students with
successful experiences early in their school
lives? Goleman would like to see not only more
teachers acquire the skills of social and
emotional intelligence, but principals and
other school administrators. They are in a
position to lead teachers and other staff in a
direction that could transform the academic
environment. Many schools started educating
their teachers in Goleman’s ideas about social
PAGE 16 THE DYSLEXIC READER
New Zealand (cont’d)
Alma Holden
Alexandra
+64 (027) 485-6798
Bronwyn Jeffs
Christchurch
+64 (03) 344 2526
Raewyn Matheson
Inglewood
+64 (027) 411 8350
Sally Ann McCue
Nelson +64 (03) 545-1779
Tania McGrath
Christchurch
+64 (03) 322 41 73
Shelley McMeeken
Dunedin +64 3 456 5058
Sandra Moetra
Whangarei
+64 (09) 435 6822
Kerrie Palma
Rodney +64 (09) 425 5941
Jocelyn Print
Kaikoura +64 (03) 319 6711
Alison Syme
Darfield +64 (03) 318-8480
Lorna Timms
Christchurch +64 3 359 8556
Philippines
Imelda Casuga
Baguio City
+63 (744) 42 29 01
Poland
Agnieszka Osinska
Warsaw
+48 (22) 658-2237
Portugal
Rita Alambre Dos Santos
Lisboa 1000-115
+351 (21) 781-6090
Republic of Singapore
Phaik Sue Chin
Singapore +65 6773 4070
Constance Chua
Singapore +65 6873 3873
Serbia
Jelena Radosavljevic
Kraljevo
+38 (163) 762 87 92
South Africa
Sara Kramer
Capetown
+27 (021) 671 4634
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
and emotional intelligence in the late 1990s.
And many have followed his suggestion that
we teach children to be socially smart as well.
Forward-looking schools have been folding
into their curriculum well-tested programs
that teach essential personal skills, anger
management, decision-making and problem
solving skills. Such programs can improve
student achievement and attendance, reduce
violence and the amount of time teachers
must spend on discipline in the classroom.
This may sound to some like “coddling,”
and others may consider these skills best
taught in the family. But adding this kind of
learning to a child’s school experience pays
off academically. Goleman cites a 2005 study
by Durlak and Weissberg, which demonstrated
that students who participated in a social-
emotional learning program outscored their
peers who did not by 12 percentile points on
tests of academic achievement.
When I think of the billions being spent
on standardized testing and consumable drill
and practice for reading, spelling and math …
when I consider how many schools have
eliminated naps in Kindergarten and cut out
recess altogether in order to make more time
for “test prep”… how often schools have to
eliminate the “non-academic” subjects that
make school interesting and fun for so many
students in order to increase their focus on
what will be tested… I can’t help but wonder
if the mirror neurons in the heads of those
empowered to make such changes to school
life are completely turned off!
References
Akey, Theresa M. “School Context, Student
Attitudes and Behavior, and Academic
Achievement: An Exploratory Analysis.”
MDRC, 2006. Available on the internet at:
www.mdrc.org/publications/419/full.pdf
Goleman, Daniel. “The Socially Intelligent
Leader.” Educational Leadership, 64:76-81.
Social-emotional learning
programs can improve student
achievement and attendance,
reduce violence and the
amount of time teachers must
spend on discipline in the
classroom.


When my grandson, Billy, and I entered
our vacation cabin, we kept the lights off
until we were inside to keep from attracting
pesky insects. Still, a few fireflies followed
us in. Noticing them before I did, Billy
whispered, “It’s no use, Grandpa. The
mosquitoes are coming after us with
flashlights.”

A man rushed into the doctor’s office and
shouted, “Doctor! I think I’m shrinking!”
The doctor calmly responded, “Now, settle
down. You’ll just have to be a little patient.”
A three-year old put his shoes on by
himself. His mother noticed the left was on
the right foot. She said, “Son, your shoes
are on the wrong feet.” He looked up at
her with a raised brow and said, “Don’t
kid me, Mom. I know they’re my feet.”

Two atoms are walking down the street
and they run into each other. One says to
the other, “Are you all right?”
“No, I lost an electron!”
“Are you sure?”
“Yeah, I’m positive!”

If a pig loses its voice,
is it disgruntled?
PAGE 17 THE DYSLEXIC READER
Switzerland/CH (cont’d)
Regula Bacchetta-
Bischofberger
Horw/ Luzern
+41 (041) 340 2136
Priska Baumgartner
Wettingen
+41 (056) 426 28 88
Mieke Blommers-Friederichs
Basel +41 (061) 378 9060
Renate Blum-Muller
Full-Reuenthal
+41 (56) 246-18 66
Michelle Bonardi
Castel S. Pietro, Ticino
+41 (091) 630 23 41
Vicki Brignoli
Lumino
+41 (091) 829 05 36
Carole Dubosson
Veyras/Sierre
+41 (027) 452 62 02
Ursula Fischbacher
Orpund
+41 (032) 355 23 26
Edith Forster
Ettenhausen
+41 (052) 365 45 54
Ruth Froels
Basel +41 (061) 272 24 00
Heidi Gander-Belz
DLS Workshop Presenter
Monchaltorf
+41 (01) 948 1410
Elisabeth Gerber
Mettmenstetten
+41 (044) 767 10 54
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
Karin Kislak
Dornach
+41 (61) 701-88 61
Consuelo Lang
Lumino
+41 (091) 829 05 36
Claudia Lendi
St. Gallen
+41 (071) 288 41 85
Erika Meier-Schmid
Bonstetten
+41 (01) 700 10 38
Christine Noiset
Renens/Lausanne
+41 (021) 634 35 10 or
(079) 332 2775
Jürg Peter
Supervisor-Specialist
Dornach
+41 (061) 701 39 16
Véronique Pfeiffer
Zürich +41 (01) 342 22 61
Elisabeth Raberger
Effretikon
+41 (056) 209 17 76
Edward James Olmos is
a renowned actor and
activist. He is also dyslexic.
Olmos has said that he
didn’t recognize his own
dyslexia until one of his
children was diagnosed.
Olmos’ solution: read
every day. At a public talk
at Penn State University in
l996, the actor talked about one of his life-
long habits: “I learned to discipline myself
to do things I didn’t want to do. Now I also
discipline myself to do things I love to do
when I don’t want to do them.” Olmos
spends ten minutes a day, every day, doing
the things he loves. And he has many loves.
As a child he wanted to be a baseball player.
During his teen years, he was attracted to
the rock music scene singing in many
famous clubs in the 60s and 70s. Eventually,
his dramatic bent led him to study acting.
Many people first saw James Edward
Olmos on the 1984 TV hit “Miami Vice”
where he won an Emmy for his portrayal
of the taciturn Lt. Castillo. In 1988 he
starred in the film “Stand and Deliver” and
was nominated for an Academy Award for
his performance. Today he stars as Admiral
William Adama on the hit Sci-Fi Channel
series “Battlestar Galactica.” Throughout
his life, Olmos has been an advocate for
children of all races and cultures. He makes
about 150 appearances a year in places
where children at risk can be found–
schools, boys/girls clubs, juvenile halls,
detention centers, delivering his message
that we all have a choice how to live our
lives. He tells kids if he could survive that
environment and go on to live a happy
successful life, so can they.
Famous Dyslexics Remember
George Washington,
father of our country. It
turns out that the story
about him chopping
down the cherry tree is
just that –a story. Never
happened. But one thing
you might not know
about the first American
president is that many
researchers believe he was dyslexic. Here
is a well known quote from a journal he
Debbie Macomber has
written over 100 novels,
and is currently one of
the best-selling authors
in America. A specialist
in romance and women’s
novels, Macomber’s books
are often to be found
on the New York Times bestseller list. But
getting published didn’t come easy. In an
interview with Barnes and Noble in 2005
(posted at www.barnesandnoble.com) she
commented, “I’m dyslexic, although they
didn’t have a word for it when I was in
grade school. The teachers said I had ‘word
blindness.’ I’ve always been a creative
speller and never achieved good grades in
school. I graduated from high school but
didn’t have the opportunity to attend
college, so I did what young women my
age did at the time – I married.” Several
years later, to become a novelist she found
she had to negotiate quiet time with her four
children and husband, rent a typewriter, and
persevere in spite of many, many rejections
of her work. One editor even told her the
best way to improve one of her books
would be to throw it away! But it’s a good
thing she didn’t follow that advice, because
a short time later that same novel became
her first sale, “Heartsong,” published by
Silhouette in 1984 - and Debbie hasn’t
stopped writing since.

kept when he was just 16 years old and
had a job as a rural land surveyor: “It
clearning about one o'Clock & our time
being too Precious to Loose we a second
time ventured out & Worked hard till
Night & then returned to pEnningtons we
got our Suppoers & was Lighted in to a
Room & I not being so good a Woodsman
as the rest of my Company striped my slef
very orderly & went in to the Bed as they
call'd it when to my Surprize I found it to
be northing but a Little Straw-matted
together without Sheets or any thing else
but only on Thread Bear blanket with
double its Weight of Vermin such as Lice
Feas & c. Had we not have been very
Tired, Ia, sure we should not have slep’d
much that night. I made a Promise not to
Sleep so from that time forward chusing
rather to sleep in the open Air before a
fire as will Appear hereafter.”
PAGE 18 THE DYSLEXIC READER
Switzerland/CH (cont’d)
Hilary Rhodes
Chesieres-Villars
+41 (024) 495 38 20
Regine Roth
Mohlin/Basel
+41 (061) 851 2685
Doris Rubli-Osterwalder
St. Gallen
+41 (071) 245 56 90
Benita Ruckli
Sigigen +41 (041) 495 04 09
or (079) 719 31 18
Lotti Salivisberg
Basel +41 (061) 263 33 44
Sonja Sartor
Winterthur
+41 (052) 242 4015
Maya Semle-Muraro
Stäfa +41 (079) 704 03 07
Claudia Taverna
Sent +41 (081) 864 9115
Andreas Villain
Zürich +41 (076) 371 84 32
Catherine Warner
Geneva +41 (022) 321 70 42
Margit Zahnd
Gerolfingen
+41 (079) 256 86 65 or
(032) 396 19 20
United Arab Emirates
Linda Rademan
Dubai +9714 348 1687
United Kingdom
Nicky Bennett-Baggs
Gt. Gaddesden, Herts
+44 (01442) 252 517
Jo Broughton
Hitchin, Herts
+44 (0)1462 435 166
Sue Bullen
Ayrshire, Scotland
+44 (01292) 591 797
Sarah Dixon
East Horsley, Surrey
+44 (0148) 328 30 88
Susan Duguid
London
+44 (020) 8878 9652
Dyslexia Correction Centre
Georgina Dunlop
Jane E.M. Heywood
DLS Mentor & 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
Carol Forster
DLS Workshop Presenter
Gloucester
+44 (01452) 331 573
Achsa Griffiths
Sandwich, Kent
+44 (01304) 611 650
Dyslexic “wanna-be”
Q: My 15 year-old son is a dyslexia
“wanna-be.” He writes with difficulty and
it is often not legible. He cannot spell. He has
trouble sequencing and grouping ideas, etc.,
but he began reading at age four and now reads
at a high level. He is also very good at math.
His IQ is very high and his short-term memory
is great, so perhaps he’s just memorizing the
text. Could he be dyslexic?
A: I know it’s hard to believe, but your son
probably is dyslexic. The difficulty with
sequencing and grouping is a tell-tale sign,
as are problems with spelling and writing. His
early reading is unusual, but it does happen.
Children who read very early usually have
strong visual memories and are simply able to
learn words by sight. They also often figure
out new words from the context of their
reading. If your son also has good reading
comprehension skills this is fine – he would
only need help with areas of difficulty.
However, it’s also possible that your son simply
skips over words he doesn’t understand and
is smart enough to make sense of what he
reads without all the details. If that’s the
case, addressing the underlying problems
would be a big help for him.
Right-Brainer
Q: It is ever so clear to me that I’m a VSL,
Visual-Spatial Learner. Does this mean I am
dyslexic or have attention deficit as well? Can
these be mutually exclusive? I don’t have
traits of seeing or reading backwards but I’m
a right-brainer and certainly do think and
learn backwards and totally in images and
pictures. Where can I learn more about this?
A: There is considerable overlap between
visual-spatial thinking, dyslexia, and ADHD,
but it is possible to be a visual-spatial thinker
and yet have no symptoms of dyslexia or
ADHD. VSL describes your overall style of
thinking and problem-solving, whereas
dyslexia and ADHD describe symptoms that
may emerge when your thinking style does
not fit well with external expectations of
learning and behavior. Whether or not you
actually have dyslexia or ADHD probably
relates to other personality characteristics,
such as your ability to adapt to expectations
that are somewhat different from your natural
inclinations.
The Gift of Dyslexia, by Ron Davis,
provides information on how a person can
use VSL strengths to overcome problems
associated with dyslexia, whether or not they
“read backwards.” Since you don’t have
symptoms of ADHD or dyslexia, you might
be more interested in reading Tom West’s In
the Mind’s Eye: Visual Thinkers, Gifted
People With Dyslexia and Other Learning
Difficulties, Computer Images and the Ironies
of Creativity, which explores many of the
benefits and advantages of having a visual-
spatial thinking process.
Davis and Writing
Q: I am seeking a writing course based on the
Davis approach. Does your association, or
any affiliated group, offer writing workshops
for adults or individual writing instruction?
A: We do not offer writing workshops.
Nonetheless, the Davis program will help
individuals improve their writing skills over
time. Davis methods do not provide direct
instruction or practice with specific skills, but
focus instead on helping students address and
resolve underlying issues that give rise to
their learning barriers. A Davis program would
address many of the issues that are stumbling
blocks to writers, such as understanding the
role of punctuation in writing. But actual
writing practice is something students would
seek on their own after their Davis program.
Students who have completed the Davis
program would probably find that they were
better able to take advantage of a writing
by Abigail Marshall
PAGE 19 THE DYSLEXIC READER
United Kingdom (cont’d)
Axel Gudmundsson
London
+44 (020) 8341-7703
Tessa Halliwell
Barrow upon Soar, Leics
+44 (01509) 412 695
Karen Hautz
London
+44 (0207) 228-2947
Annemette Hoegh-Banks
Berkhamsted, Herts
+44 1442 872185
Phyllida Howlett
Haverfordwest,
Pembrokeshire
+44 (01437) 766 806
Angela James
Reading, Berkshire
+44 (0118) 947 6545
Liz Jolly
Fareham, Hants
+44 (01329) 235 420
Lisa Klooss
London
+44 (0208) 960 9406
Marilyn Lane
Redhill
+44 (0173) 776-9049
Fionna Pilgrim
Keighley, West Yorkshire
+44 (01535) 661 801
Maxine Piper
Carterton, Oxon
+44 (01993) 840 291
Elenica Nina Pitoska
London
+44 (020) 8451 4025
Rebecca Ross
Tonbridge, Kent
+44 (01892) 838 109
Pauline Royle
Poulton-le-Fylde, Lancs
+44 (01253) 899 875
Ian Richardson
Blaisdon Longhope, Glos
+44 (0145) 283 0056
Rosemary Savinson
London
+44 (0208) 316-1973
Janice Scholes
Liversedge, West Yorkshire
+44 (01274) 874 712
Nigel Sharp
Isle of Wight
+44 (07736) 251 258
Judith Shaw
Supervisor-Specialist
St. Leonards on
Sea/Hastings, East Sussex
+44 (01424) 447 077
Elizabeth Shepherd
Crowborough, East Sussex
+44 (0189) 266-1052
Dyslexia Kent
Margarita Whitehead
DDA Director
Richard Whitehead
DDA Director
DLS Mentor & Presenter
Fundamentals Presenter
Staplehurst, Kent
+44 (01580) 890 321
workshop offered by a school or college, since
they would no longer wrestle with underlying
learning blocks.
Dyslexic Super Speller?
Q: Reading through the 37 common
characteristics, several really pop out at me
with regard to my ten-year-old son, who is
being treated for ADD. One thing that puzzles
me though, is that he struggles with many
things, but is an excellent speller. Does this
ability rule out the possibility of dyslexia?
A: Your son’s spelling skills do NOT rule
out the possibility of dyslexia. While it is
common for dyslexics to have difficulty
with spelling, the symptoms of dyslexia are
characteristics that develop as a result of an
individual’s underlying thinking style and the
pattern of disorientation. As a result, different
people can and do develop different sets of
symptoms. For example, although it is
unusual, there are some dyslexic children,
who, like the child mentioned earlier in this
column, are very early readers and read quite
well. Their problems can show up in other
areas, such as writing or spelling. You
mention that several of the 37 Common
Characteristics of Dyslexia “pop out” at you
regarding your son. As a general rule, we
expect that an individual with dyslexia will
exhibit about 10 of the 37 traits and behaviors
on that list. If you have observed about ten
of these characteristics in your son, you may
want to contact a Davis facilitator in your
area to find out whether a Davis program
can help him with the things he does struggle
with at school.
The clarity from the cup gave me a feeling of well-being.
This client was a real gift to me. He taught me so much,
and I am truly grateful for that.
(Continued from page 9)
The Gift
• Verbs HAS to agree with their subjects.
• Prepositions are not words to end sentences with.
• And don't start a sentence with a conjunction.
• It is wrong to ever split an infinitive.
• Avoid clichés like the plague.
• Also, always avoid annoying alliteration.
• Be more or less specific.
• Parenthetical remarks (however relevant)
are (usually) unnecessary.
• Also too, never, ever use repetitive
redundancies.
• No sentence fragments.
PAGE 20 THE DYSLEXIC READER
United Kingdom (cont’d)
Lynne Smith
Brighton, East Sussex
+44 (01273) 723 920
Anna Stephens
Rothley, Leics
+44 (0116) 230-3283
Barbara Timmins
Solihull
+44 (015) 6477 2657
Drs. Renée van der Vloodt
Supervisor-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
Francis Wright
Exeter, Devon
+44 (077) 9684 0762
United States
Alabama
Paula Morehead
Birmingham
+1 (205) 408-4420
Lisa Spratt
Huntsville
+1 (256) 426-4066
Arizona
Dr. Edith Fritz
Phoenix
+1 (602) 274-7738
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
Arkansas
Rebecca Landes
Mulberry / Fort Smith
+1 (479) 997-1996
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
By Tatjana Lavrova,
November 2006
The week of October 14 through 22, 2006
was an historic moment in a small way:
Richard Whitehead, Director of Davis
Learning Foundation (formerly DDA-UK –
Ed.) held a double round of Davis Learning
Strategies workshops in Tallinn, Estonia
for a total of 61 Russian and Estonian
kindergarten and primary teachers and
speech therapists. The aim of Davis Learning
Strategies is to train teachers of younger
children in techniques which will optimise
their ability to read while also giving children
lifelong learning-to-learn skills.
impatiently looking forward to a Fundamentals
of Davis Dyslexia Correction Workshop,
which will equip them to use the Davis
methods with their older students.
The workshops were attended by two
high-ranking educational specialists: Kai
Kukk is Adviser to the Estonian Ministry
of Education on special educational needs;
and Kadi Lukanenok is a lecturer at the
University of Tallinn as well as being a
trained speech therapist. Both are of the
opinion that Davis Learning Strategies are
well-suited to the Estonian educational
system and predict a great future for the
Davis methods in Estonia.
Richard Whitehead hopes that Estonia
might become a model country in the
implementation of Davis Learning Strategies.
He sees a similar potential for the Strategies
in Estonia as in Iceland, where 20% of schools
now have Davis-trained teachers.
According to Richard, 60% of all British
prison inmates are dyslexic. It would seem
that learning difficulties can be a significant
factor in a person’s willingness to break the
law. How the world might change for the
better, if only everyone went through the
Davis Learning Strategies Programme at
the right time of their lives!

Small Events Can Lead
to Big Changes
Richard Whitehead, Director of Davis
Learning Foundation (UK) at the first ever
DLS training in Eastern Europe


…Davis Learning Strategies
are well-suited to the
Estonian educational
system…
The October workshops were the first
professional Davis training ever to be held
in Eastern Europe. In March of this year,
however, Richard and his wife and
co-Director Margarita visited Tallinn to give
an introductory lecture on the reasons why
learning difficulties develop, and how they can
be corrected. The lecture aroused enormous
interest among local speech therapists, teachers
and parents. The October workshops were
made possible largely by the concerted
efforts of Olga and Eduard Knut, Directors
of a newly-established Estonian foundation
for the furtherance of the Davis methods, and
Jelena Merimaa, Director of the pre-school
section of the Tallinn Union of Speech
Therapists.
The Estonian professionals who attended
the workshop were highly impressed by the
standard and quality of the training and are
PAGE 21 THE DYSLEXIC READER
United States/
California (cont’d)
David Hirst
Riverside
+1 (951) 653-9251 or
(909) 241-6079
Angela Dean Educators
Nicole Melton
Karen Thorworth-Pongs
Diamond Bar
+1 (909) 229-5251
Michelle Palin
Santa Cruz
+1 (831) 419-8338
Cheryl Rodrigues
Sunnyvale/ San Jose
+1 (408) 983-0968
Dwight Underhill
El Cerrito/Berkeley
+1 (510) 559-7869
Colorado
Valarie Abney
Denver
+1 (303) 433-9077
Annie Garcia
Wheat Ridge / Denver
+1 (303) 423-3397
Crystal Punch
Centennial/Denver
+1 (303) 850-0581
Janet Slavenski
Denver +1 (303) 431-0027
Kristi Thompson
DLS Workshop Presenter
Walsh +1 (719) 324-9256
Florida
Terry DeMeo
Miami +1 (305) 567-0611
Random (Randee)
Garretson
Lutz/Tampa/St. Petersburg
+1 (813) 956-0502
Angela Keifer
Tampa +1 (727) 480-1093
Tina Kirby
Navarre
+1 (850) 939-2313
Alice J. Pratt
Jacksonville
+1 (904) 389-9251
Rita & Eugene Von Bon
Navarre +1 (850) 939-2313
Georgia
Lesa Hall
Pooler/Savannah
+1 (912) 330-8577
Martha Payne
Suwanee
+1 (404) 886-2720
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
PAGE 22 THE DYSLEXIC READER
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
Carol Williams
Louisville
+1 (651) 324-9156
Louisiana
Wendy Ware Gilley
Baton Rouge
+1 (225) 751-8741
Massachussetts
Karen LoGiudice
Newbury
+1 (978) 337-7753
Carolyn Tyler
Fairhaven
+1 (508) 994-4577
Michigan
Nicki Cates
Saint Clair Shores/Detroit
+1 (586) 801-0772
Sandra McPhall
Grandville/Grand Rapids
+1 (616) 534-1345
Ann Minkel
Six Lakes/Grand Rapids
+1 (989) 365-3925
Dean Schalow
Manistee
+1 (800) 794-3060 (Toll-Free)
Michele Wellman
Alma/Lansing/Grand Rapids
+1 (989) 463-5276
Minnesota
Cindy Bauer
Plymouth/Minneapolis
+1 (612) 483-3460
Cyndi Deneson
Supervisor-Specialist
Workshop Presenter
Edina/Minneapolis
+1 (888) 890-5380 (Toll-Free)
+1 (952) 820-4673
Bernadette Peterson
Maple Grove
+1 (763) 229-4550
Missouri
Cathy Cook
Columbia
+1 (573) 819-6010
or 886-8917
Montana
Ashley Benjamin
Fort Benton
+1 (406) 734-5420
Kimberly Bezanson
Missoula +1 (406) 541-3076
or 499-0220
Based on the Davis Dyslexia
Correction methods, this Kit
enables parents and tutors of
children, ages 5-7, 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.
Young Learner Kit
for Home-Use
• •

®
The Kit includes:
• Instruction Manual
• Sturdy nylon briefcase
• Reusable modeling clay (2 lbs.)
• Clay cutter
• Webster’s Children’s Dictionary
(hardcover)
• Punctuation Marks & Styles Booklet
• Two Koosh Balls
• Letter Recognition Cards
• Laminated Alphabet Strip
• Stop Signs for Reading Chart
The Davis Methods
for Young Learners
Davis Focusing Strategies provide
children with the self-directed ability to
be physically and mentally focused on the
learning task at hand.
Davis Symbol Mastery enables children to
master the alphabet letters, punctuation
marks and basic sight words with a simple,
easy and fun alternative to pencil-paper
activities and drill.
Davis Reading Exercises improve
accuracy with word recognition and
comprehension.
The Kit 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
Note: For older children (ages 8 and up), we
recommend the Davis Symbol Mastery Kit.
The Young Learner Kit
PAGE 23 THE DYSLEXIC READER
United States/ Montana
(cont’d)
Elsie Johnson
Kalispel +(406) 257-8556
Linda Jo Price
Bozeman +1 (406) 586-8218
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
Glenna Giveans
Lebanon
+ 1 (603) 863-7877
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
Lisa Anderson
Seneca Falls
+1 (315)568-3166
or (800) 234-6922
Ann Hassig
Gouverneur
+1 (315) 287-0531
Hadar Lily Hellman
New York City
+1 (212) 781-3689 or
+1 (718) 614-8240
Wendy Ritchie
Hilton/Rochester
+1 (585) 233-4364
North Carolina
Gerri W. Cox
DLS Workshop Presenter
Shallotte/Wilmington
+1 (910) 754-9559
Ruth Mills
Pineville/Charlotte
+1 (704) 541-1733
Jean Moser
Winston-Salem
+1 (336) 765-6310
Ohio
Lorraine Charbonneau
Mason/Cincinnati/Dayton
+1 (513) 850-1895
Sandra Korn
Liberty Township/Cincinnati
+1 (513) 779-9118
Lisa Thatcher
Mount Vernon/Columbus
+1 (740) 397-7060
Oklahoma
Ashley Grice
Tulsa +1 (918) 779-7351
Rhonda Lacy
Clinton +1 (580) 323-7323
Daniela Y. Boneva “I had
not heard of dyslexia until I
discovered that my daughter
had difficulties learning to read
and write. Searching for help
(which I was not able to find in
Bulgaria) I came across the
Davis Method. It made a huge
difference in my daughter’s life and changed my
life completely. Working as a teacher for years,
I could see many smart and creative children
struggling at school. After I did the program with
my daughter I understood that I could help many
other kids in my country. That is how I arrived at
the decision to become a Davis Facilitator. In
Bulgaria, people with dyslexia are considered ill
or subnormal. Very often they are sent to ‘special’
schools where they are treated as defective which
can become a self-fulfilling prophecy. I want to
change this. I hope my work will give people
with dyslexia, especially kids, new opportunities.”
Tzarkovna Nezavisimost Str. #8, Entr. 2, Fl. 3,
7000-Ruse, Bulgaria. +35 (988) 531 9506.
danydyslexia@yahoo.com
Jelena Radosavljevic
“In my work as a school
psychologist, children gifted
with dyslexia have come to my
attention. I wanted to make the
Davis Program available in my
country and its surroundings.
By learning about the gift of
dyslexia, I spared my daughter unnecessary
frustration. I would like to do the same for other
children and adults. Becoming the first Davis
Facilitator in my country and the whole region, is
like a dream come true.” Center for Dyslexia and
other Learning Difficulties, Vojvode Putnika 29,
Kraljevo 36000, Serbia. + 38 (163) 762 87 92.
djar@ptt.yu
Konstanca Friedrich
Palzer “After one of my five
children experienced the life
changing benefits of a Davis
Program I was convinced that
this method was outstanding.
My subsequent training as a
Davis Facilitator has been one of the most amazing
and eye-opening paths I have walked so far.
Heading into the Fundamentals Workshop I
expected training based on and around helping
others. The combination of studying, getting in
touch with myself and practicing self-development
was more than I had bargained for. The support
of my family allowed me to fit this wonderful
Newly Licensed Davis Facilitators
Congratulations and welcome to our growing
International family of Davis Providers! A special welcome
to our first Davis Facilitators in Bulgaria and Serbia!
experience into my already busy lifestyle. I am
looking forward to continuing this exciting journey
in the company of adventurous and gifted
dyslexics. I am very thankful for some training
sessions with Ron Davis. I admire his passion,
persistence, dedication, knowledge and wisdom.
I have met some very honest, loving and caring
people in the ‘Davis World’ who now play an
important part in my life.” Dyslexia Correction
Tasman Bay, South Island, Marahau RD2,
Motueka, Nelson 7161 New Zealand.
+64 (3) 527-8060.
kfp@dyslexiacorrectiontasmanbay.co.nz
Karin Kislak “I have training
in biologic farming and I have
also trained in painting and
teaching with additional courses
in handwork and remedial
education. At the moment I am
working as a remedial teacher
in a school for children with
special needs. In my work with dyslexic children
I have experienced the Davis Program as genuine
help for them. I am very grateful that I will be
able to continue to work with this approach in
the future.” Kreuzweg 15, Dornach 4143
Switzerland. +41 (61) 701 88 61.
Renate Blum, Poststrasse
398, Full-Reuenthal, 5324,
Switzerland.
+41 (56) 246 18 66.
blum.renate@bluewin.ch
Paul Forster “While working
as a counselor in a residential
drug and alcohol treatment
facility, I noticed how many
of our clients struggled to
read aloud. With a number of
dyslexic family members, I
began to wonder how, and if,
these two issues might be connected for some
people. During my investigations, I was given a
copy of Ron’s book. The simplicity and emotional
truth of its message struck a deep chord. The
idea of being able to address the root cause of
dyslexia, in a way that I could not with addiction
is the reason I’ve joined the ranks of Davis
Facilitators worldwide.” Learning Victory
Dyslexia Correction Centre, 3rd Floor,
1095 McKenzie Ave. Victoria, British Columbia,
V8P 2L5 Canada. +1 (888) 813-3536.
learningvictory@shaw.ca
PAGE 24 THE DYSLEXIC READER
Oregon
Rhonda Erstrom
Vale +1 (541) 881-7817
Melissa Slominski
Tigard / Portland
+1 (503) 957-2998
Pennsylvania
Marcia Maust
Berlin/Pittsburgh
+1 (814) 267-5765
Rhode Island
Linda M. Daniels
Providence
+1 (401) 301-7604
South Dakota
Kim Carson
DLS Workshop Presenter
Brookings/Sioux Falls
+1 (605) 692-1785
Carina Little
Watertown
+1 (605) 886-8415
Texas
Kellie Antrim-Brown
Ft. Worth
+1 (877) 230-2622 (Toll Free)
+1 (817) 989-0783
Glyndene Burns
Lubbock
+1 (806) 781-4891
Janalee Beals
Bedford/Dallas/Ft. Worth
+1 (877) 439-7539 (Toll Free)
or +1 (817) 354-2896
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
Helotes /San Antonio
+1 (210) 414-0116
Lori Johnson
Boerne / San Antonio
+1 (210) 843-8161
Susan Lewis
Lubbock
+1 (806) 771-1385
Leslie McLean
Amarillo
+1 (806) 331-4099 or
+1 (877) 331-4099 (Toll Free)
Amanda Meyer
Burleson/Ft. Worth
+1 (817) 426-4442
Dorothy Owen
Supervisor-Specialist
Plano/Dallas
+1 (972) 447-8327 or
+1 (866) 822-2441 (Toll Free)
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
Sarah Dixon “The mother
of four children displaying
various degrees of dyslexia, I
became very interested in what
was creating their dyslexia,
and particularly why my
children displayed certain
characteristics. ‘Mending’ was
not my intention, but rather embracing the way
they are, and showing them and others that they
have a unique talent that makes them rather special
people. With knowledge and understanding we
can overcome anything.” Proud To Be Dyslexic,
Midhurst, Wildwood Close, East Horsley, Surrey
KT24 5EP United Kingdom. +44 (0148) 328 30 88.
sarah@proudtobedyslexic.co.uk
Shelley Cotton went
through the Davis Dyslexia
Facilitator training after realizing
that her two children were
dyslexic. Two years ago her
son underwent early testing for
learning disabilities. He was
identified as at risk, despite
being incredibly bright and a
gifted problem solver. After much research Shelley
found The Gift of Dyslexia in the library, and
things started to make sense. However, it identified
another member of her family: although Shelley’s
daughter was doing well in school, she also had
many symptoms of dyslexia. In March of 2005
her daughter went through a Davis Correction
Program, and the improvement was tremendous.
The biggest change was in her self-confidence.
Shelley’s commitment to the Davis Program
convinced her to pursue licensing to help others
the way her family had been helped. It has been
a tremendous journey for her family members to
discover their gifts! Shelly’s goal is to help other
people embrace their Gift of Dyslexia, too.
Dyslexia Solutions Canada, LTD. 420 Weber
Street, Suite 101, Waterloo, Ontario N2L 4E7,
Canada. +1 (800) 981-6433 or +1 (519) 746-8422.
shelley_cotton@rogers.com
Suzan Sintemaartensdijk
“Since 1989 I have been working
as a Cesar therapist. This therapy
is specialized in attitude and
daily exercises to cure the
client’s problem. I discovered
that I lacked the necessary
skills for treating people who
are dyslexic. With the Davis
Methods I’ve found the way to help the people
suffering with dyslexia. In the coming years I
will practice this method with great respect and
enthusiasm.” Frans Halslaan 4 Akersloot, EP
1921 Netherlands. +31 (25) 131 26 62.
dyslexie-akersloot@hetnet.nl
Cinda Musters “Having
seen my son struggle in various
expat school systems, realizing
that he had a special gift, and
yet not understanding its
nature or how to help him, I
was overjoyed to learn about
the Davis Methods. I feel I
have been given the tools to help others get to
the root of their difficulties and appreciate their
unique abilities. For me, it’s also very rewarding
to work with adults, who, after years of poor
self-esteem, now understand that they aren’t just
lazy or dumb, and to see their renewed motivation
to use their talents. As an art historian, I am
fascinated by the creativity of many with the gift
of dyslexia. As a student of meditation, I find
that the Davis focus on orientation and release
helps me to be in the moment and be aware
when I am not. Living both in England and the
Netherlands, I hope to practice in both countries,
and travel elsewhere, if requested.” Leliegracht
37 Amsterdam, GS 1016 Netherlands. +31 (20)
330 78 08. Kings Hill House, Merriments Lane,
Hurst Green, Etchingham, East Sussex, TN19
7RD United Kingdom. +44 (158) 086 0119.
cindamusters@zonnet.nl
Cheryl Wood has a BAA in
English and Psychology from
St. Thomas University in New
Brunswick, Canada. When her
daughter first started having
trouble at school, Cheryl was
given the book, The Gift of
Dyslexia. She knew the program
would be the answer to her daughter’s difficulties.
After the long and rewarding journey of becoming
a licensed Davis Facilitator, Cheryl is thrilled and
excited to have the opportunity to share this method
with others. Deciphering Dyslexia, Huntsville,
Ontario, Canada. +1 (705) 783-2763.
info@decipheringdyslexia.com
Tania McGrath “I had always wondered why
my eldest son found it so hard to learn. He
worked at it so hard. I finally had him tested: he
is ‘dyslexic.’ We were lucky Ron came to speak
in our hometown ‘Christchurch.’ All of the puzzle
pieces suddenly fitted together. It made sense.
My son has completed a Davis programme, with
fantastic results. The journey has been incredible,
I feel very fortunate to now be in a position to
facilitate others through a programme and help
them discover their gifts within.” 86 Hoon Hay
Valley Road, Christchurch, New Zealand.
+64 (03) 322-4173. btmcgrath@xtra.co.nz
PAGE 25 THE DYSLEXIC READER
The Davis Facilitator Training
Programrequires approximately
400 hours of course work.
The Davis Specialist Training
Programrequires 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 2-3 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, go
to: www.dyslexia.com/providers.htm
or call +1 (650) 692-7141; or
+1-888-805-7216 toll-free in the USA.

Virginia
Donna Kouri
Montpelier/Richmond
+1 (804) 883-8867
Angela Odom
DLS Workshop Presenter
Midlothian/Richmond
+1 (804) 833-8858
Jamie Worley
Yorktown/Williamsburg
+1 (757) 867-1164
Washington
Jackie Black
Arlington/Everett
1-866-218-1614 (Toll-Free)
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
Nancy Sitton
Marysville
+1 (360) 651-1241
Renie Royce Smith
Spokane & Everett
+1-800-371-6028 (Toll-Free)
+1 (509) 443-1737
Ruth Ann Youngberg
Bellingham
+1 (360) 752-5723
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
Anne Mataczynski
Wausau
+1 (715) 551-7144
Uruguay
Marcela Piffaretti
Montevideo
+598 (02) 604-2691

This Directory is current
as of December 1, 2006. 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.
Davis Training
Programs
Evagelia Apostolopoulou-Armaos
has a Masters of Science in
Psychology and is a graduate
member of “The British
Psychological Society.”
Holistic Health Centre, Lykeou
6-8, Patras, 263 31, Greece.
+30 (261) 062 2122.
o-ke-y@otenet.gr
Bernice Taylor, mother of
a dyslexic son and a corrected
dyslexic herself, knows
first-hand the life-changing
effects of the Davis Dyslexia
Correction Program. She has
worked for 8 years in
alternative medicine where the
focus was not on dealing with symptoms but
rather with their root cause. When her son was
diagnosed with dyslexia, she naturally looked for
something that would deal with the root cause of
this as well. Her search led her to the book, The
Gift of Dyslexia. Bernice was very pleased to find
that this program does seek to mask the symptoms
but to resolve the root cause of problems
experienced by individuals with language based
learning difficulties, thus allowing their natural
gifts to show through. The deeper she looked the
more she realized that the struggles she herself
had dealt with all her life were caused by dyslexia.
After going through a program herself, Bernice
knew she wanted to help others understand and
correct their dyslexia. She is eager to continue on
this path to help others reach their true potential
and to understand and enjoy the gift they have.
Imagine–A Solution For Dyslexia, 567 Coverdale
Road, Suite 16, Riverview, New Brunswick,
E1B 3K7, Canada. +1 (506) 871-5674.
bernice@dyslexia-solution.com
Jayne Pivac “As a Mother of a dyslexic eight
year-old boy, I made it my mission to help him.
After hearing Ron Davis speak in Auckland, New
Zealand in 2004, I was inspired to train as a Davis
Facilitator. It has been an amazing journey of
self-discovery and learning. The Davis Program
is ‘special.’ I look forward to facilitating adults,
teenagers and children who have this unique
thinking style, guiding them on their journeys in
order to help them discover their own special
gifts, here in my new home of Melbourne,
Australia.” Dyslexia Melbourne, 67 McDonald
Street, Mordialloc, Victoria 3195. Australia.
+61 (342) 030 5405.
jayne@dyslexiamelbourne.com
Rosa Ruech “I am a
Kindergarten teacher and also
hold a diploma as Pedagogue
for children after school. (I am
afraid ‘Hortpädagoge’ is a
profession you do not have.
It’s when children finish
school at lunchtime. Hort is
a place where they go for supper, get help with
their homework and can play until their parents
get back from work.) I am very happy to now
be a certified Davis Facilitator. The method
fascinated me from the beginning, because it
explains in a very easy to understand way the
behaviors of our very intelligent children and
their difficulties in school. I am looking forward
to my future work and the challenges that come
with it.” Dorfstrasse 3, Plainfeld 5325, Austria.
+43 (6991) 180 2016. rosa_ruech@hotmail.com
Rita Jarrar “I am a primary
school teacher with 35 years of
teaching experience. I have
always had the feeling that I
could not help dyslexic children
in an adequate way. Thanks to
the Davis methods this has
finally changed completely.”
Lernberatung, Gebruder-Ott-Weg 18, München
D-81241, Germany. +49 (089) 821 20 30.
rita.jarrar@gmx.de
PAGE 26 THE DYSLEXIC READER
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?
• Use research-based 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.
Materials include:
• Detailed Manual with suggested year-long guides, black-line
masters, and numerous tips for each implementing each
Strategy in various curriculum activities.
• Videotape or DVD demonstrating each classroom Strategy.
• Teacher Kit: alphabet strip, letter recognition cards, clay,
cutter, dictionary and two Koosh
®
balls. (Classroom
materials sold separately)
Workshop hours: 9am-4pm with one hour lunch break.
Cost: $595 per person (US only)
Academic Units or CEUs (US and Canada only)
Two Quarter Units are available through California State
University. Cost is $54 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.
Basic Workshop for
Primary Teachers
“In the forefront of what I liked most was how
easily the Davis strategies fit into many areas of
Kindergarten curriculum. It relieved me of a paper-
pencil approach and gave me a hands-on, kinesthetic
approach. It helped develop the little finger muscles
to move on to coordinate paper-pencil activities.
Creating the alphabet over time also accomplished the
development of ownership, responsibility, and a sense
a pride in all the children. I believe all Kindergarten
children would benefit from Davis Learning Strategies.”
–LB, Kindergarten Teacher, Mission San Jose Elementary
School, Fremont, California
2007 DATES & LOCATIONS
19-20 February: South Africa (Capetown)
Instructor: Richard Whitehead Language: English
Contact: Sara Kramer
Email: slkramer@mweb.co.za
Tel: 021 671 4634
27 February - March 1: South Africa (Durban)
Instructor: Richard Whitehead Language: English
Contact: Sharon Gerken
Email: gerken@iafrica.com Tel: +27 32 5254 294
24-25 March: Germany (Berlin)
Instructor: Sonja Heinrich Language: German
Contact: DDA-DACH
Email: germany@dyslexia.com Tel: +49 (040) 25 17 86 22
13 - 15 June: Iceland (Kopavogur)
Instructor: Sturla Kristjansson & Valla Jonsdottir
Contact: Gudbjorg Emilsdottir Language: Icelandic
Email: gem@ismennt.is Tel: +354 554-3452
7- 9 July: New Zealand (Auckland)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
11- 13 July: New Zealand (Auckland)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
Visit www.davislearn.com for
additional workshop dates.
PAGE 27 THE DYSLEXIC READER
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
NEW ZEALAND
1- 4 Mar.: Christchurch
Presenter: Lorna Timms
Email: info@ddapacific.co.nz
Tel: +64 (09) 361-6115
GERMANY
25-28 May: Freiburg
Presenter: Ioannis Tzivanikis
Email: germany@dyslexia.com
Language: German/English translation
Tel: +49 (040) 25 17 86 22
1-4 Nov, 2007: Hamburg
Presenter: Ioannis Tzivanikis
Email: germany@dyslexia.com
Language: German/English translation
Tel: +49 (040) 25 17 86 22
SOUTH AFRICA
22- 25 Feb.: Durban
Presenter: Richard Whitehead
Email: gerken@iafrica.com
Tel: +27 32 525 4294
UNITED KINGDOM
5-8 May: Addington, Nr.
Maidstone Kent
Presenter: Richard Whitehead
Email: uk@dyslexia.com
Tel: +44 (01580) 892 928
UNITED STATES
19 - 22 Mar. 2007
Dallas-Ft. Worth, Texas
Presenter: Gerry Grant
Email: training@dyslexia.com
Tel: 1-888-805-7216 or +1 (817) 919-6200
15 - 18 May: Washington, D.C.
Presenter: Gerry Grant
Email: training@dyslexia.com
Tel: 1-888-805-7216 or +1 (817) 919-6200
San Francisco, California:
• 9 -12 Jul.
• 19 -21 Sept.:
Presenter: Gerry Grant
Email: training@dyslexia.com
Tel: 1-888-805-7216 toll-free
2007 FUNDAMENTALS WORKSHOP SCHEDULE
DAY ONE
Background and Development of the Davis Dyslexia
Correction
®
Procedures
• Research and discovery. The “gifts” of dyslexia. Anatomy
and developmental stages of a learning disability.
Overview of the steps for dyslexia correction.
Davis Perceptual Ability Assessment
(a screening for dyslexic learning styles)
• Demonstration and Practice Session
Symptoms Profile Interview (used to assess symptoms,
strengths and weaknesses; set goals; establish motivation)
• Demonstration and Practice Session
DAY THREE
Orientation Review Procedure
(a method for checking orientation skills)
• Demonstration & Practice Session
Davis Symbol Mastery
®
(the key to correcting dyslexia)
• What is Symbol Mastery? Why clay?
Mastering Basic Language Symbols
• Demonstrations and Group Exercises
Reading Improvement Exercises
• Spell-Reading. Sweep-Sweep-Spell. Picture-at-
Punctuation
DAY FOUR
Fine-Tuning Procedure (checking and adjusting
orientation using balance)
Symbol Mastery Exercises for Words
• Demonstrations
• Group Exercises
• Practice Sessions
Implementing the Davis Procedures
DAY TWO
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 energy
levels)
FUNDAMENTALS WORKSHOP OUTLINE
To register for US workshops call 1-888-805-7216 (toll-free)
For updated workshop schedules visit: www.dyslexia.com/train.htm
All workshops conducted in
English unless noted otherwise.
Continued on page 22
The
Dys•lex´•ic Read´•er
1601 Old Bayshore Highway, Suite 245
Burlingame, CA 94010
RETURN SERVICE REQUESTED
PRESORTED
STANDARD
U.S. POSTAGE
PAID
BURLINGAME, CA
PERMIT NO.14
~
DDA-Pacific
PO BOX 46023
Herne Bay
Auckland, New Zealand
Phone: +64 (09) 815-8626
Fax: +64 (09) 815-8627
E-mail: pacific@dyslexia.com
DDA-CH
Freie Strasse 81
CH 4001 Basel
SWITZERLAND
Tel: 41 (061) 273 81 85
Fax: 41 (061) 272 42 41
E-mail: ch@dyslexia.com
DDA-Deutschland
Wandsbecker Chausee 132
D-22089 Hamburg
GERMANY
Tel: 49 (040) 25 17 86 22
Fax: 49 (040) 25 17 86 24
E-mail: germany@dyslexia.com
DDA-Israel
20 Ha’shahafim St.
Ra’anana 43724 ISRAEL
Tel: 972 (0523) 693 384
or (0)9 774 7979
Fax: 972 (09) 772-9889
E-mail: Israel@dyslexia.com
DDA- México
Río Volga #308 ote
Colonia del Valle
66220 Garza Garcia N.L
MEXICO
Tel/Fax: 52 (81) 8335-9435
or 52 (81) 8356-8389
E-mail: mexico@dyslexia.com
DDA-Nederland
Kerkweg 38a
6105 CG Maria Hoop, NEDERLAND
Tel: 31 (0475) 302 203
Fax: 31 (0475) 301 381
E-mail: holland@dyslexia.com
DDA-UK
Slaney Place
Headcorn Road
Staplehurst, Kent TN12 0DJ.
Tel: +44 (01580) 892 928
Fax: +44 (0)1580 893 429
E-mail: uk@dyslexia.com
DDAI-Int’l, Canada & USA
1601 Bayshore Highway, Ste 245
Burlingame, CA 94010
Tel: 1-888-805-7216
Fax: 1 (650) 692-7075
E-mail: ddai@dyslexia.com
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
Based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories,
principles and application of all the procedures described in
The Gift of Dyslexia. Training is done with a combination of
lectures, demonstrations, group practice, and question and
answer sessions. Attendance is limited to ensure the highest
quality of training.
Who should attend:
Everyone involved in helping dyslexic individuals over the
age of eight.
Participants will learn:
• How the Davis procedures were developed.
• How to assess for the “gift of dyslexia.”
• How to help dyslexics eliminate mistakes and focus attention.
• The Davis Symbol Mastery tools for mastering reading.
• How to incorporate and use proven methods for improving
reading, spelling, and motor coordination into a teaching,
home school, tutoring, or therapeutic setting.
See page 27 for more workshop details.
Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
Fundamentals of Davis Dyslexia Correction Workshop
22-25 Feb. 2007 Durban South Africa
1-4 Mar. 2007 Christchurch New Zealand
19 -22 Mar. 2007 Dallas-Ft. Worth,Texas USA
5-8 May 2007 Addington, Kent UK
15 -18 May 2007 Washington, D.C. USA
25 -28 May 2007 Freiburg Germany
9-12 Jul. 2007 San Francisco, CA USA
18-21 Sept. 2007 San Francisco, CA USA
1-4 Nov. 2007 Hamburg Germany
2007 International Schedule
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

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