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The

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Dys•lex´•ic Read´•er
Vol. 20 Davis Dyslexia Association International Issue 1 • 2000

A Dyslexic Child Within the Class


– a guide for teachers and parents
by Patricia Hodge
to alleviate this by integrating the
roficient reading is an essential child into the class environment

P tool for learning a large part of


the subject matter taught at
school. With an ever increasing
(which is predominantly a learning
environment) where he/she can feel
comfortable and develop confidence
emphasis on education and literacy, and self esteem.
more and more children and adults Class teachers may be particularly
are needing help in learning to read, confused by the student whose
spell, express their thoughts on paper consistent underachievement seems
and acquire adequate use of grammar. due to what may look like
A dyslexic child who finds the carelessness or lack of effort.
acquisition of these literacy skills These children can be made to feel
Anthony Balinton with Dorothy difficult can also suffer anguish and very different from their peers simply
Owen at the Reading Research trauma, particularly when they may because they may be unable to follow
Council, on his graduation day. be mentally abused within the school simple instructions, which for others
environment because they have a seem easy. It is a class teacher’s
(see story page 10) learning difficulty. Much can be done responsibility to provide an
atmosphere conducive to learning for
ALL pupils within their class.
Davis Learning Strategies
Teacher Workshops - Year 2000 Schedule Continued on page 3

June Location Presenters


1-4 Basel, Switzerland Sharon Pfeiffer
In This Issue
and Bonny Beuret News & Feature Articles:
9-12 Hamburg, Germany Sharon Pfeiffer and
Sonja Heinrich A Dyslexic Child Within the Class . . . . . . .1
19 - 22 Richmond, Virginia Elizabeth Davis Year 2000 Teacher Workshop Schedule . .1
26 - 29 Des Moines, Iowa Mary Kay Frasier Can You Hear Your Child’s Cry? . . . . . . . .2
26 - 29 Burlingame, California Sharon Pfeiffer My Reading Buddy . . . . . . . . . . . . . . . . . . .4
Success Story . . . . . . . . . . . . . . . . . . . . . . .5
July News from Dyslexia, the Gift Website . . . .7
11 - 14 July Bedford, Texas Sharon Pfeiffer My Boss is About to Guess . . . . . . . . . . .10
Grate? Graet? Great News . . . . . . . . . . . .10
August
1-4 Bellingham, Washington Marlene Easley
Regular Features:
November
18 - 21 Basel, Switerzland Bonnie Beuret Alex PDQ . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Book Review . . . . . . . . . . . . . . . . . . . . .4 & 5
Call 1-888-805-7216 toll-free or email training@dyslexia.com for a Newly Licensed Facilitators . . . . . . . . . . . .8
brochure, costs and further details. u Davis Providers . . . . . . . . . . . . . . . . . . . . .11
PAGE 2 THE D YSLEXIC READER

ALEX PDQ
Can You Hear Your
Child's Cry?
The house is so quiet
the time draws near
Soon he'll be home
to shed some more tears

He comes home from school


with tears in his eyes
You ask him what's wrong
He continues to cry

He gets out his book


and opens the page
The look on his face
turns to sorrow and rage

He says, "This is too hard".


"I'm stupid, I know."
"the other kids can do it"
"But, I'm just too slow"

The teacher tells me


that I just don't care
She says "if you’re not going to try,
then why are you here"?

Then the call comes


The school’s on the line
Your son has a problem
He's falling behind

You go to the school


They say "He can't stay on task"
This class is too hard
You must send him back
Don’t miss Alex’s latest adventures each week at:
http://www.dyslexia.com/alexpdq/ Back he goes
one more grade
This isn't helping
Created by: Adrienne Kleid, 10 yrs. old. a mistake has been made

When he's finally tested


Adrienne attended a Davis Dyslexia the fact becomes known
Correction Program in the Spring of The child is Dyslexic
He's not just slow
1999. Since then, she has mastered
112 words and has completed 2 years So if your child has a problem
progress in reading in 1 year. and you don't know why
I'm asking you now
Can you hear your child's cry?
Adrienne’s collage is now framed in the - Bonnie Seiser
Reading Research Council for display. West Fork, AR

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,
Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia
and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s
abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis,
Abigail Marshall, Michele Plevin. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere.
BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and articles. Mail to DDAI at the
above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: http://www.dyslexia.com/

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol
Mastery® , Davis Orientation Counseling® are registered trademarks of Ronald D. Davis. Copyright © 2000 by DDAI, unless otherwise
noted. All rights reserved.
THE D YSLEXIC READER PAGE 3

In The Class Of particular importance is an Patricia Lynn Hodge lives in Oman,


understanding of the problems that and is a teacher and parent of a dyslexic
continued from page 1 poor auditory short term memory can child, who holds a Diploma in teaching
Class teachers need to have an cause, in terms of retaining input ‘Specific Learning Difficulties/Dyslexia'
understanding of the problems that from the teacher. using traditional methods. She is
the dyslexic child may have within Examples of poor auditory short currently studying to become a Davis
the classroom situation. Hopefully, term memory can be a difficulty in Facilitator through DDA-France. Pat has
with this knowledge, a great deal of remembering the sounds in spoken brought Davis methods to her local
misunderstanding of a child’s words long enough to match these, in school system, where she has worked
behavior can be prevented. In a sequence, with letters for spelling. with several students, and continues to
positive and encouraging Often children with poor auditory work with other teachers to assess her
environment, a dyslexic child will short term memory cannot remember students and document the rates of
experience the feeling of success and even a short list of instructions. u progress with Davis methods.
self-value.

The following items should provide useful guidelines for teachers and parents to follow and support:
In the class: Copying from the blackboard:

· Of value to all children in the class is an outline of what · Use different color chalks for each line if there is a lot
is going to be taught in the lesson, ending the lesson of written information on the board, or underline every
with a resume of what has been taught. In this way second line with a different colored chalk.
information is more likely to go from short term
memory to long term memory. · Ensure that the writing is well spaced.

· When homework is set, it is important to check that the · Leave the writing on the blackboard long enough to
child correctly writes down exactly what is required. ensure the child doesn’t rush, or that the work is not
Try to ensure that the appropriate worksheets and erased from the board before the child has finished
books are with the child to take home. copying.
Reading:
· In the front of the pupils’ homework book get them to
write down the telephone numbers of a couple of · A structured reading scheme that involves repetition and
friends. Then, if there is any doubt over homework, introduces new words slowly is extremely important.
they can ring up and check, rather than worry or spend This allows the child to develop confidence and self
time doing the wrong work. esteem when reading.
· Make sure that messages and day to day classroom · Don’t ask pupils to read a book at a level beyond their
activities are written down, and never sent verbally. i.e. current skills, this will instantly demotivate them.
music, P. E. swimming etc. Motivation is far better when demands are not too
high, and the child can actually enjoy the book. If he
· Make a daily check list for the pupil to refer to each has to labor over every word he will forget the
evening. Encourage a daily routine to help develop the meaning of what he is reading.
child’s own self-reliance and responsibilities.
· Save the dyslexic child the ordeal of having to ‘read
· Encourage good organizational skills by the use of aloud in class’. Reserve this for a quiet time with the
folders and dividers to keep work easily accessible and class teacher. Alternatively, perhaps give the child
in an orderly fashion. advanced time to read pre-selected reading material, to
be practiced at home the day before. This will help
· Break tasks down into small easily remembered pieces ensure that the child is seen to be able to read out loud,
of information. along with other children

· If visual memory is poor, copying must be kept to a · Real books should also be available for paired reading
minimum. Notes or handouts are far more useful. with an adult, which will often generate enthusiasm for
books. Story tapes can be of great benefit for the
· Seat the child fairly near the class teacher so that the enjoyment and enhancement of vocabulary. No child
teacher is available to help if necessary, or he can be should be denied the pleasure of gaining access to the
supported by a well-motivated and sympathetic meaning of print even if he cannot decode it fully.
classmate.
· Remember reading should be fun.
Continued on page 6
PAGE 4 THE D YSLEXIC READER

BOOK
by Mary R. Johnson
REVIEW
“Thinking in Pictures and Other Reports from My life with Autism”
By Temple Grandin, Doubleday, 1995.
After attending the Fundamentals Grandin states that she thinks in This goes along with understanding
of Davis Dyslexia Correction pictures and that words are like a the difficulty in mastering some of
Workshop in April 1999 in New second language to her. She the key trigger words for
Jersey, I have been very interested in translates both spoken and written disorientation and the importance of
how our mind works in order to words into full-color movies, Symbol Mastery.
learn language and how we learn to complete with sound, which run like Grandin refers to others with
read. I came across the book a VCR tape in her head. In her autism and includes many references
Thinking in Pictures in our public section on “Processing Nonvisual and excellent resources for learning
library and found it helpful in better Information”, Grandin explains that more about autism. I would highly
understanding the important concept “autistics have problems learning recommend this book for all that are
of children with dyslexia thinking in things that cannot be thought about interested in helping others learn
pictures rather than words. It also in pictures. The easiest words for an how to read. u
helped me to see again, the real autistic child to learn are nouns,
importance of Ron’s idea of making because they directly relate to Mary R. Johnson has a Master of
the clay models representing words pictures.” (p.29) “Spatial words such Arts in Special Education and is a
by using Symbol Mastery as ‘over’ and ‘under’ had no teacher of children with visual
Procedures. meaning for me until I had a visual impairments in Fairfax County
image to fix them in my memory.” Public Schools, Virginia.

My Reading Buddy We worry about


By Elise Bergerson
what a child will be
very day after recess it’s reads well, and her bad days when

E time for reading buddies.


This is when my class goes
and reads for 40 minutes with
you have to keep repeating the same
commands: “Hands down, look at
the book.” But then I smile to show
tomorrow, yet we
forget that he or she is
someone today.
younger kids. I walk to a different her not to be afraid or shy away. She
classroom with about 8 other has body movements: shaking her - Stacia Tausher
classmates. We have different hands, scratching her back, etc.
reading buddies. They are autistic. Sometimes it’s hard, but it’s a
Now it’s hard to label them learning experience. It’s not that I’m
simply ‘autistic’ because they are all I have the teachers of this class to so smart, it’s just that I
different. I slowly walk down the help me but I don’t know if they
stay with problems
hall with my buddy. I am holding notice the small things I do, like
her hand, guiding her to the right Chris’ high-functioning autism, or longer.
class as she looks up at the ceiling, Anthony’s hyperlexic autism. Sadly - Albert Einstein
down at the floor, and side to side. not many know much about this
As I’m doing this I look at the other mental oddity. Many label it simple
kids. Some of them are just like my retardation but I see it as a gift. Like
buddy. Some of the kids walk faster, so many are. u Things should be
slower, louder, softer. Some are more
affectionate and alert, some less.
made as simple as
We come to the classroom. We Elise Bergerson is a 6th possible, but not any
grade student in Pacifica,
start by her reading the title of the California. She hopes to simpler.
book. Then we read. She has her become a clinical
good days when she is attentive and
psychologist and children’s - Albert Einstein
author when she grows up.
T HE D YSLEXIC READER PAGE 5

BOOK REVIEW
by Abigail Marshal

“No More Ritalin: Treating ADHD Without Drugs”


By Dr. Mary Ann Block, 1996.
This book is simple, no- overcome her own bias against exploring these difficulties. The
nonsense guide to a variety of osteopathic medicine. author explains the difference
treatments for Attention Deficit between a food allergy and
problems that do not involve The book provides a detailed sensitivity, and how to properly
prescription drugs. Because of overview of the kinds of evaluate food sensitivities
its compact size and meticulous medications commonly through elimination diets.
footnotes, it is useful as a quick prescribed for ADD/ADHD,
reference as well as providing a including side-effects and the I would highly recommend
strong argument against quick reasons these drugs may be this book to anyone looking to
‘diagnosis’ and drug therapy for prescribed. It also explores help a child with possible
children exhibiting behavior and several other common conditions ADD/ADHD, and I consider it to
attention focus problems. that give rise to ADD- like be a ‘must-read’ for any parent
symptoms, including low blood considering Ritalin or other
Author Mary Ann Block is a sugar (hypoglycemia), food medications. The author
parent of a child who suffered sensitivities, vitamin presents some very alarming
greatly due to an ever-changing deficiencies, and learning facts about these drugs, all
regimen of drug therapy for differences. backed up by published research
urinary tract problems. Her in reputable journals.
personal experiences led her to The book is particularly
become skeptical of the medical helpful because it explains why Fortunately, the book also
profession, and to pursue a physicians may fail to consider presents several practical and
degree as a doctor of or diagnose easily-rectified often highly effective
Osteopathy. An interesting problems like food reactions, and alternatives to explore before
subtext to this book is the lists corresponding symptoms in resorting to psycho-active
author’s personal account of how a way that will allow parents to medication. u
circumstances forced her to take their own initiative in

work with him at home. He Charlotte Foster who spent a


Success Story used to tell me he wished the week with David using the
By J.B. Suhr
teachers treated he and his Davis program. He improved
friends that way. significantly. The rest is history
y son had terrible as they say.

M problems in school. As
a single mom I spent a
lot of money getting him tested
One week a teacher called me
in and said that David had his
heart set on being in special
forces in the military and that he
Long story short, my son is
now a team leader in the special
forces for the Marines and is
and for special tutoring. I knew
he was brilliant, but the teachers set his goals too high. He said I studying to be a medic. He just
called him lazy and stupid. I needed to get him more realistic. informed me he plans to finish
was told by one principal that I After I peeled him off the wall, I college and perhaps become an
was overprotective. informed the teacher that I better orthopedic surgeon.
never hear of him telling these
He hated to go to school and very special human beings to He still wants me to start a
became physically ill when test lower their standards. foundation to help kids like him
time came around. I took many and some day I plan to do just
classes myself and did research We moved to New Jersey that. u
into brain studies so I could shortly after and I found
PAGE 8 T HE DYSLEXIC READER

Newly Licensed Davis Facilitators


Congratulations and Welcome to our growing international family of Davis Program providers!
Lydia Rogowski is a trained Yvette Wyer is a special needs teacher Vreny Schällibaum is a teacher and also a
nurse and mid-wife who also affiliated with several schools in the canton of dyslexia therapist. She works in association
practices as a Touch and Reiki Valais. Blattenstrasse 9, CH-3904 Naters, with schools in the canton of St. Gallen.
therapist. She decided to Switzerland. +41 (027) 923 70 77. Bleikenstr. 20, CH-9630 Wattwil,
become a Facilitator in 1997 wyer.m@rhone.ch Switzerland. +41 (071) 988 3025.
after finding her own dyslexic
problems were greatly helped Erika Kühni is a Secondary Brigitte Zimmermann is a
by going through a Davis school teacher. After further kindergarten teacher, a
program. Reeboklaan 32, 5704 DT Helmond, studies in psychology and member of the local school
Holland. +31 (0492) 51 31 69. therapeutic pedagogy she has inspectorate, and mother of a
Rysiek@iaehv.nl been working with children dyslexic child. She plans to
and juveniles, suffering from work intensively with
Käthi Kamm has a dyslexic son who has language problems for many dyslexics and also introduce
made great progress after doing a Davis years. Bienenstr. 43, CH-4104 the Davis methods to the
program. After 20 years of being a Oberwil, Switzerland +41 (061) 401 28 75. schools in her community. Auf der Hürnen
Veterinarian, Kathi has decided to change 69, 8706 CH-Meilen (ZH), Switzerland.
professions and become a Davis program Monique Ubachs has 18 +41 (01) 923 70 17.
provider. She plans on opening her own years of experience teaching
practice in Urdorf near Zürich located in the French and English. She is
valley where she grew up. Niederweg 8, currently on sabbatical from Rebecca Luera has a Masters
8907 Wettswil a/A, Switzerland. teaching to establish her in Education with an
+41 (01) 700 16 33. private practice offering the emphasis in Language Arts.
Davis Progam and the Her post-graduate work has
Consuelo Lang is a Primary Ojemann Picture-Thinking centered on the gifted learner.
school teacher and mother of assessment methods. Marspoortstraat 4, NL- She has been a classroom
two children, with vast 7201 JB Zutphen, Nederland. teacher in both public and
experience as a voluntary +31 (0575) 54 16 25. ubachs@tebenet.nl private schools for 17 years.
worker in education and Both her son and daughter are dyslexic and
social services. She and her Hector Linares Flores is originally from El were the inspiration for becoming a Davis
partner have opened a center Salvador where he graduated from the Facilitator. Dyslexia Mastery, 4503 281st
in the Swiss-Italian region, Universidad Francisco Gavidia and earned his Place S.E., Fall City, WA 98024. (800) 818-
Ticino, where no similar service is available. degree in Psychology in 1998. For the past 9056. RL-dysmas@hotmail.com
Centro per la Dislessia, via Bellinzona, CH- four years he has worked as a teacher at the
6533 Lumino, Switzerland. +41 (091) 829 Colegio Maya de El Salvador. La Puerta de Carol F. Stromberg decided
0536. dislessia@freesurf.ch las Letras, Privada Fuentes #110, Colonia to become a Davis Facilitator
Santa Engracia, Garza Garcia, Nuevo Leon, after two of her six children
Vicky Brignoli is of Dutch Mexico. +52 (08) 335 94 35. read The Gift of Dyslexia and
origin but is now living in the mexico@dyslexia.com said it described how their
Italian part of Switzerland. minds worked. As a
She and Consuelo Lang have Karla Tapia has been working at La Puerta Registered Nurse she finds it
opened a center in the Swiss- de las Letras in Monterrey, Mexico since very gratifying to see the
Italian region. She is an 1997. She graduated from the University of positive results the Davis Methods have on
Analyst and mother of two Monterrey where she earned a degree in people of all ages. Carol works out of her
and is currently active in Psychology. Karla plans to continue working home in a high mountain valley in Western
regional social work. Centro per la Dislessia, at “La Puerta” as a Facilitator. Privada Colorado and would consider traveling to
via Bellinzona, CH-6533 Lumino, Fuentes #110, Colonia Santa Engracia, Garza other areas. 6 R’s Correction, 58308 PE
Switzerland. +41 (091) 829 0536. Garcia, Nuevo Leon, Mexico. Road, Collbran, CO 81624. (970) 487-0228.
dislessia@freesurf.ch +52 (08) 335 94 35. mexico@dyslexia.com csrn@iname.com

Nic Carter has a degree in Maya Merkli has 20 years Anna Zawidowski was born and educated in
Special Needs and experience as a kindergarten Israel, learning pedagogics for children with
Naturopathy. He has worked teacher. In her years of special needs. She has lived and worked in
with disabled and autistic teaching she has come across Germany since 1978, and has been a
children for the past four many children with severe practitioner of natural medicine since 1996
years. Nic is the clinical head difficulties in school. A year specializing in childhood problems. Anna
of Syntonics Institute in Basel ago she noticed the progress a speaks German, Hebrew and English.
and his enthusiasm towards child of a friend made after Krautgartenstr. 26 85232 Feldgeding bei
the Davis Methods grows continually. He is attending a Davis Program and became very Munchen. +49 (08131) 85 303.
the father of two boys and has his own interested in the Davis Methods. Maya plans Zawidowski@aol.com
practice where he treats children and adults to work as a Facilitator in the Canton of
with the principles of anthroposophic Zurich either on her own or in a small team Louise Huijgens is a learning disability
medicine. Syntonics Institute, Freie Strasse with other Facilitators. Gottlieb Binderstr. 17, specialist with her own private practice.
81, CH-4001 Basel, Switzerland. CH-8802 Kilchberg, Switzerland. +41 (01) Isabellaland 1868, NL-2591 ES Den Haag,
+41 (061) 272 24 00. 715 25 39. bmerkli@bluewin.ch Nederland. +31 (070) 38 348 53.
Loeshuyg@casema.net
THE D YSLEXIC READER PAGE 9
Aleta L. Clark enrolled in Nancy Cimprich decided to become a Davis Susanna Tarolli is a part-time teacher at a
the Davis Facilitator Training Facilitator after helping her 7 year old public school and plans to offer the Davis
after reading The Gift of daughter, Amy, achieve dramatic results with Methods in the area of dyslexia and
Dyslexia. She has been the Davis Methods. Previously, Nancy dyscalculia in her own practice. “As a
excited ever since and longs designed and taught Technology curriculum teacher and dyslexia therapist with many
to bring the program to and certification programs to adults in years of experience I have been looking for
others. Aleta intends to corporations. “Helping dyslexics children such an extensive method for a long time.
practice in Auburn, and adults to reach their full potential has These positive experiences and the creative
Washington with fellow new Facilitator, enriched my life and brought me great joy.” aspect have convinced me to use and help
Marilyn Anderson. Dyslexia Correction Creative Learning Systems, 378 Route 40, spread the Davis Method with joy and
Center of Washington, 1609 S. Central, Suite P.O. Box 613, Elmer, NJ 08318. enthusiasm” Brunnenstr. 7, CH-9450
R, Kent, WA 98032. (856) 358-3102. dyslexia@worldnet.att.net Altstätten, Switzerland. +41 (071) 755 11
(253) 854-9377 or (888) 894-3354. 54. tarolli@bluewin.ch
mrmaril@juno.com Andrea Fleckenstein was
trained as Architectural D’vorah Hoffman has been teaching
Gerry Grant majored in Engineer. She also has sculpture for over 25 years to adults and
Psychology and has experience in social work children with an emphasis on self-esteem and
experience as a volunteer in with children and adult personal creativity. She studied Art Therapy
literacy programs. It was this counseling. She is one of the while completing a degree at the Ontario
experience that led him to mothers featured on the College of Art and Design. “I decided to
search for a more efficient Dyslexia–The Gift video. become a Davis Facilitator after my son’s life
method to help people with Wartebergstr. 10, D-37213 Witzenhausen, was changed by a Davis Program. I now see
reading problems. In his spare Germany. +49 (05542) 91 16 07. similar results with my clients and am
time he likes to coach baseball and fleckenstein.wiz@t-online.de thrilled to be a part of such important work.”
basketball. Gerry provides Davis programs to Living Hands Learning Centre, 98
people throughout Ontario. Dyslexia Denise Gabriel has been on staff at the Laurelcrest Avenue, Toronto, Ontario, M3H
Solutions Canada, Ltd., 114 Dundas Street Syntonics Institute in Switzerland for over 2B3 Canada . (416) 398-6779.
East, Princeton, Ontario, Canada, N0J 1V0. two years. She is a licensed Primary School claykdsh@interlog.com
(800) 981-6433. ggrant@dyslexia.ca teacher, with several years experience in the
classroom. She is currently studying Social Gesa Heidsieck is a trained Social
Helena Strohbach is a highly experienced Psychology. Syntonics Institute, Paedagogic and has counseling experience in
teacher working in the canton of Zurich. Munsterberg 1, CH-4001 Basel, Switzerland. different institutions, working with families
Tiefenbrunnenstr. 5, CH-8630 Rüti, +41 (061) 272 77 88. ch@dyslexia.com and children as well as teenagers. One of her
Switzerland. +41 (055) 240 21 67. special interests is the Systems approach to
Ruth Ann Youngberg is a family therapy. Convenstr. 14, 22089
Marilyn Anderson is a certified teacher with a Hamburg, Germany. +49 (040) 251 786 22
mother of 7 children and has Masters in Family Relations.
9 grandchildren. She has a She has taught all ages from Judith Holzapfel is fluent in Dutch and
background in teaching and 3 years to adult. She enjoys German. She plans to provide
counseling. She has worked helping dyslexics realize their individual Davis programs
as an Administrative gifts and minimize the and also help get Davis
Assistant, a nutritional problems connected to it. She methods known and used in
counselor and is certified in is the mother of six and has enjoyed working schools. Steenstraat 25, NL-
Rapid Eye Technology. She was instrumental with them, as well as others to help them 3572 SW Utrecht,
in organizing the Benjamin Franklin reach their maximum potential. Dyslexia Nederlands.
Academy, a cooperative home-school Mastered, 1129 Sudden Valley, Bellingham, +31 (030) 271 28 14.
organization in Washington State and has WA 98226. (360) 671-9858.
home-schooled one of her own children. bryoungberg@peoplepc.com Maria McLoughlin was educated in Ireland.
Dyslexia Correction Center of Washington. She worked for a television company
P.O. Box 1091, Auburn, WA 98071. Katharina Grenacher works with children designing live on-screen graphics before
(253) 854-9377 or (888) 894-3354. in a Rudolf Steiner school in the canton of joining Hilary Farmer & Associates in 1999.
mrmaril@juno.com Graubünden. Plaz 42, CH-7554 Sent, “I trained to be a Facilitator after I undertook
Switzerland. +41 (081) 864 01 88. the Davis Program with Hilary. That week
changed my life. At last the search for
understanding and help was over. Here was
The Davis Facilitator Training Program requires approximately someone at last speaking my language. I
want to continue to provide dyslexics with
400 hours of course work. The Davis Specialist program requires the tools to improve the quality of their lives.
I also want to bring the Davis Methods into
extensive experience providing Davis programs and an Ireland.” Hilary Farmer & Associates, 20/21
additional 260 hours of training. Specialists and Facilitators are Market Place, Abingdon, Oxfordshire OX14
3HA, United Kingdom.
subject to annual re-licensing based upon case review and +44 (01235) 53 61 11
adherence to the DDAI Standards of Practice.
Most people are more than
For information about training or a full directory of Davis willing to help if asked; yet none
providers, see www.dyslexia.com/affil.htm, or call are willing to help if told.
+1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.
- Daniel Willemin
PAGE 6 THE D YSLEXIC READER

In The Class have special difficulties with is most helpful to children with
continued from page 6
aspects of maths that require many dyslexic problems. Encourage the
steps or place a heavy load on the children to study their writing and
Spelling: short-term memory, e.g. long be self-critical. Get them to decide
division or algebra. for themselves where faults lie and
· Many of the normal classroom what improvements can be made,
techniques used to teach spellings · The value of learning the skills of so that no resentment is built up at
do not help the dyslexic child. All estimation cannot be too strongly yet another person complaining
pupils in the class can benefit from stressed for the dyslexic child. Use about their written work.
structured and systematic exposure and encourage the use of
to rules and patterns that underpin estimation. The child should be · Discuss the advantages of good
a language. taught to form the habit of handwriting and the goals to be
checking his answers against the achieved with the class. Analyze
· Spelling rules can be given to the question when he has finished the common faults in writing, by
whole class. Words for class calculation, i.e. is the answer writing a few well chosen words
spelling tests are often topic based possible, sensible or ludicrous? on the board for class comment.
rather than grouped for structure.
If there are one or two dyslexics in · When using mental arithmetic, · Make sure a small reference chart is
the class, a short list of structure- allow the dyslexic child to jot available to serve as a constant
based words for their weekly down the key number and the reminder for the cursive script in
spelling test, will be far more appropriate mathematical sign upper and lower case.
helpful than random words. Three from the question.
or four irregular words can be · If handwriting practice is needed, it
included each week. Eventually · Encourage pupils to verbalize and to is essential to use words that
this should be seen to improve talk their way through each step of present no problem to the dyslexic
their free-writing skills. the problem. Many children find child in terms of meaning or
this very helpful. spelling.
· All children should be encouraged
to proof read, which can be useful · Teach the pupil how to use the · Improvement in handwriting skills
for initial correction of spellings. times table square and encourage can improve self confidence,
Dyslexics seem to be unable to him to say his workings out as he which in turn reflects favorably
correct their spellings uses it. throughout a pupil’s work.
spontaneously as they write, but
they can be trained to look out for · Encourage a dyslexic child to use a Marking of work:
errors that are particular to them. calculator. Make sure he fully
understands how to use it. Ensure · Credit for effort as well as
· Remember, poor spelling is not an that he has been taught to estimate achievement are both essential.
indication of low intelligence. to check his calculations. This is a This gives the pupil a better
way of ‘proof reading’ what he chance of getting a balanced mark.
Maths: does. Creative writing should be marked
on content.
· Maths has its own language, and · Put key words on a card index
this can be the root of many system or on the inside cover of · Spelling mistakes pinpointed should
problems. While some dyslexic the pupils maths book so it can be be those appropriate to the child’s
students are good at maths, it has used for reference and revision. level of spelling. Marking should
been estimated that around 90% of be done in pencil and have
dyslexic children have problems in · Rehearse mathematical vocabulary positive comments.
at least some areas of maths. constantly, using multi
General mathematical terminology sensory/kinesthetic methods. · Try not to use red pens to mark the
words need to be clearly dyslexic child’s work. There’s
understood before they can be · Put the decimal point in red ink. It nothing more disheartening for the
used in calculations, e.g. add, plus, helps visual perception with the child than to have work returned
sum of, increase and total, all dyslexic child. covered in red ink, when they’ve
describe a single mathematical inevitably tried harder than their
process. Other related difficulties Handwriting: peers to produce the work.
could be with visual/perceptual
skills, directional confusion, · Reasons for poor handwriting at any · Only ask a pupil to rewrite a piece
sequencing, word skills and age can be poor motor control, of work that is going to be
memory. Dyslexic students may tension, badly formed letters, displayed. Rewriting pages for no
speed, etc. A cursive joined style reason at all is soul destroying as
THE D YSLEXIC READER PAGE 7

In The Class · Audio tapes for recording dreadful sense of failure which is
continued from page 8
lessons that can then be written so insidious.
up at a later stage.
usually much effort will have · Class teachers dealing with dyslexic
already been put into the original · Written record of the pupil’s children need to be flexible in
piece of work. verbal account, or voice activated their approach, so that they can, as
software can be used. far as possible, find a method that
Homework: suits the pupil, rather than
· More time should be allocated for expecting that all pupils will learn
· By the end of a school day a completion of work because of the in the same way.
dyslexic child is generally more extra time a dyslexic child needs
tired than his peers because for reading, planning, rewriting · Above all, there must be an
everything requires more thought, and proofreading their work. understanding from all who teach
tasks take longer and nothing them, that they may have many
comes easily. More errors are · For a dyslexic child the feeling of talents and skills. Their abilities
likely to be made. Only set being ‘different’ can be acute must not be measured purely on
homework that will be of real when faced with the obvious and the basis of their difficulties in
benefit to the child. very important need of ‘specialist’ acquiring literacy skills.
help for his literacy and possibly
· In allocating homework and mathematical skills. Some · Dyslexic children, like all children,
exercises that may be a little specialist methods can be thrive on challenges and success.
different or less demanding, it is incorporated into the classroom so
important to use tact. Self-esteem all children can benefit from them,
is rapidly undermined if a teacher thus reducing the feeling of
is underlining the differences ‘difference’. News from
between those with difficulties and
their peers. However, it should
Conclusion: Dyslexia, the Gift
also be remembered that far more · In order to be able to teach, as far as Website
effort may be needed for a possible, according to each child’s
dyslexic child to complete the New look for the Dyslexia Bulletin
educational needs, it is essential to Board & On Line Chat
assignment than for their peers. see him or her as a whole person, The Dyslexia Bulletin Board at the
complete with individual strengths Dyslexia, the Gift web site has recently
· Set a limit on time spent on and weaknesses. been moved to its own server, and
homework, as often a dyslexic given a new name: Dyslexia Talk. It can
child will take a lot longer to · An understanding of the pupil’s be accessed directly at
produce the same work that specific difficulties, and how they http://www.dyslexiatalk.com/ as well as
another child with good literacy may affect the student’s classroom through the regular website at
skills may produce easily. performance, can enable the http://www.dyslexia.com/
teacher to adopt teaching methods
Integration: and strategies to help the dyslexic Under the “Dyslexic’s Network” topic,
due to popular demand, we have added
child to be successfully integrated
live chat capabilities. Visitors are
· A dyslexic child’s ability to write into the classroom environment. encouraged to schedule their own
down thoughts and ideas will be preferred times for chat, and to post
quite different from the level of · Dyslexics have many strengths: oral those times on the chat schedule at our
information the child can give skills, comprehension, good visual board.
verbally. For successful spatial awareness/artistic abilities.
integration, the pupil must be able More and more dyslexic children New at the Dyslexia Library:
to demonstrate to the teacher that could become talented and gifted The Dyslexia Library now features a
he knows the information and members of our schools if we “Best of the Web” section containing
where he is in each subject. Be worked not only with their specific featured artlicles and resources from
prepared to accept verbal areas of difficulty, but also their other websites. The articles are
descriptions as an alternative to specific areas of strengths from an presented in a framed gallery format
that allows visitors to easily view the
written descriptions if appropriate. early age. To do this we have to
articles without leaving the
let go of outmoded viewpoints that dyslexia.com web site. We thank
· Alternative ways of recording a dyslexic child must first fail, in Brain.com, Dyslexia Parents Magazine,
should be looked at, such as : order to be identified. Wrightslaw, the Gifted Development
Center, and the Reading and Language
· The use of computers for word · These are the children of our future Arts Centers for helping us to build this
processing. and they have a right to help and new resource. The dyslexia library is at:
support before they develop the http://www.dyslexia.com/library.htm
PAGE 10 THE D YSLEXIC READER

Uh oh...I think my boss is about to ‘guess’


From the Davis Dyslexia Discussion trying to find the source of a
Board: Dyslexic’s Network: problem. Even symptom lists usually
Chat - Sharing - Support focus only on areas of deficiencies.
Have faith in your self! You sound
By duck’n’dive on Monday, exactly like the kind of employee
February 7, 2000: every boss wants. You are good at
I have ducked and dived for nearly your job, you work hard, and you
three years, but I think my boss is never let your boss down! What
about to guess I am dyslexic. I work more could an employer want?
hard and I am good at my job and I In managing a successful work
never let him down. I was only group, it is of the utmost importance
diagnosed a year ago. I have my to first have a diversified work
computer set up so well that no one group. Second is to make sure that
would guess. But I think he has, and these people are in position to use
I am just waiting for the confrontation. their strengths to complement each
He is a nice guy, but I am just not other. You may find that you will be
sure how it will go and I am very able to do less of the work that you
Anthony shows his clay representation
scared. Anyone have any ideas of find difficult and more tasks you like
of a word and a concept.
what I might say to make it ok? if your boss knows more about your
strengths as well as your weaknesses.
By Danwill on Wednesday, There is a lot of positive information The best indicator of success for
February 9, 2000: about dyslexia on this site. I will also the Davis program is the level of a
Duck’n dive, add some links to other sites below. client's motivation -- and 11-year-old
In a word Educate! You say your There is no reason to duck ‘n dive Anthony Balinton was willing to go
boss is a nice person. I hope that he when you can run with the big dogs! on national television to get the
is smart as well. There is no reason program for himself.
to fear disclosure as long as you Useful sights: Anthony knew that his mother
educate you employer as to the was not able to pay for the Davis
strengths you (and other dyslexics) www.special-needs-company.com/ program, so he wrote to talk show
have. The biggest problem is dyslexia/The_Professional_Dyslexic. host Sally Jessy Raphael for help.
ignorance about dyslexia. People html Sally arranged for Anthony to meet
only hear of the disability associated Davis Specialist Dorothy Owen, on
www.Ldonline.org/first_person/first_
with dyslexia. They have no concept a television segment broadcast in
person_archive.html
of the abnormal strengths most January, 2000, where Dorothy read
dyslexics have. By “run with big dogs” on him a personal letter from Ron
You may need to educate yourself Wednesday, February 9, 2000: Davis.
also. I have found that even trained Thanks for your encouraging A few weeks later, Anthony
doctors and psychologists rarely words DW - I will have a look right became a proud graduate of the
focus on strengths, only the areas of now at those sites. I am feeling a bit Davis program! u
problems. Researchers are usually better already. u

GRATE ? GRAET ? GREAT NEWS!!


- Did I get your attention?
At last - Davis Facilitator This is the early stage of my and life situations.
Training will be available in intention to establish Davis Dyslexia One day I hope that Davis
Canada. Association CANADA - to promote Learning Strategies™ will be
This summer - The Fundamentals awareness of what dyslexia really is, available in all schools, public and
of Davis Dyslexia Correction® will to increase knowledge for parents, private alike - and that the
be taught by Ronald D. Davis and tutors, teachers, the teachers of Correction Programs will be
Charlotte Foster - in Vancouver - teachers - thereby creating respect, available to all. u
August 28-31, 2000. This four day recognition and support of a
Workshop provides an introduction different learning style.
to the basic theories, principles and There is a need to reduce the Sue Hall
applications of all the procedures anger, frustration and pain +1 (604) 921-1084 (Phone & Fax)
described in "The Gift of Dyslexia". experienced by dyslexics in learning Email: Posihall@paralynx.com
T HE DYSLEXIC READER PAGE 11

Davis Dyslexia Correction ® Providers


The Davis Dyslexia Correction program is now available from more than 100 Facilitators
around the world. A full print directory is available on request from DDAI, by calling
(888) 805-7216 [Toll Free] or (650) 692-7141 or at http://www.dyslexia.com/affil.htm
United States
Arizona: New Mexico:
John Mertz, Arizona Dyslexia Correction Center Annie Johnson-Goodwin, Dyslexia Resource
Telephone: (877)219-0613 (Tucson) Telephone: (505)982-9843 (Santa Fe)

California: New York:


Ron Davis • Alice Davis • Dr. Fatima Ali, Ph.D. Carla Niessen
Brian Grimes • Sharon Pfeiffer Telephone: (914)883-5766
Reading Research Council Dyslexia Correction
Telephone: (800)729-8990/(650)692-8990 Texas:
(Burlingame) Kellie Brown, B.S., & Maile Kampfhenkel
Dyslexia Correction Partners of Texas
Janalee E. Beals, M.S. Ed., The Dyslexia Mentor Telephone: (877)230-2622 (Ft. Worth)
Telephone: (877)439-7539 (Palm Springs)
Julia Garcia, Hidden Genius Learning Solutions
Richard A. Harmel, Solutions for Dyslexia Telephone: (877)678-8773 (The Colony)
Telephone: (310)823-8900 (Marina Del Rey)
Dorothy Owen, DFW Dyslexia Correction
Dwight E. Underhill Telephone: (888)331-4902/(817)498-8871 (Bedford)
Telephone: (510)559-7869 (El Cerrito)
Virginia:
Colorado: Elizabeth Davis, Virginia Center for Dyslexia
Terry Cimino Telephone: (804)358-6153 (Richmond)
Telephone: (303)850-7668 (Littleton)
Washington:
Carol Faye Stromberg, 6 R’s Correction Marilyn Anderson & Aleta Clark,
Telephone: (800)290-7605/(970)487-0228 (Colbran) Dyslexia Correction Center of Washington
Telephone: (253)854-9377 or (888)894-3354 (Auburn)
Florida :
Alice J. Pratt, Dyslexia Plus Marlene Easley, Dyslexia Unlearned
Telephone: (904)389-9251 (Jacksonville) Telephone: (360)714-9619 (Bellingham)

Georgia: Rebecca Luera, Dyslexia Mastery


Bill Allen,"THE" Dyslexia Coach Telephone: (800)818-9056 (Fall City)
Telephone: (770)594-1770 (Atlanta)
Renie Smith, Meadowbrook Education Services
Indiana: Telephone: (800)371-6028/(509)443-1732 (Spokane)
Myrna Burkholder,
Michiana Dyslexia Correction Center Ruth Ann Youngberg, Dyslexia Mastered
Telephone: (219)533-7455 (Goshen) Telephone: (360)671-9858 (Bellingham)

Iowa: Wisconsin:
Mary Kay Frasier, Innovative Learning Professionals Cyndi Deneson, New Hope Learning Centers, Inc.
Telephone: (515)270-0280 (Des Moines) Telephone: (888)890-5380 /(414)774-4586 (Milwaukee)

Michigan: Canada:
Ann Minkel, Michigan Dyslexia Resources Sue Hall, Positive Dyslexia
Telephone: (877)347-9467 (Six Lakes) Telephone: (604)921-1084 (West Vancouver)
D’vorah Hoffman, Living Hands Learning Centre
Dean Schalow & Sandy Schalow, Tri-Point Telephone: (416)398-6779 (Toronto, Ontario)
Telephone: (800)794-3060/(231)929-4516
(Traverse City) Gerry Grant, Dyslexia Solutions Canada, Ltd.
Telephone: (800)981-6433 (Princeton, Ontario)
New Jersey:
Charlotte Foster, Multivariant Learning Systems Wayman E. (Wes) Sole, Dyslexia Help
Telephone: (519)472-1255 (London, Ontario)
Telephone: (908)766-5399 (Basking Ridge)
Names of providers in Germany, Switzerland, the Netherlands,
Nancy Cimprich, Creative Learning Systems
the U.K., and Mexico, can be obtained from the DDA offices in
Telephone: (856)358-3102 (Elmer)
those countries. [See listings on back cover]
The ~ BULK RATE U.S.
Dys•lex´•ic Read´•er POSTAGE PAID
1601 Old Bayshore Highway, Suite 245 PERMIT NO. 14
Burlingame, CA 94010 BURLINGAME, CA
94010
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop


Based on the best-selling book The Gift of
2000 International Schedule
Dyslexia by Ronald D. Davis Switzerland Basel May 18-21
This 4-day workshop is an introduction to the basic Texas Dallas/Ft. Worth June 14-17
theories, principles and application of all the procedures California Burlingame July 11-14
described in The Gift of Dyslexia. Training is done with a Minnesota Minneapolis July 19-22
combination of lectures, demonstrations, group practice, British Columbia Vancouver Aug 28-31
and question and answer sessions. This is the first step in UK Winchester Oct 19-22
Davis Facilitator training. Attendance is limited to ensure the New Jersey Morris/Somerset Oct 23-26
highest quality of training. County Area

Participants will learn: U.S. Course Schedule


• How the Davis procedures were developed. • 8:30 - 9:00 Registration (first day)
• How to assess for the “gift of dyslexia” and establish a • 9:00 - 5:30 Daily (Lunch break 12:00-1:30)
symptoms profile. U.S. Fees and Discounts
• How to help dyslexics eliminate perceptual • $975 per person plus $75 materials fee
disorientation and focus their attention. • $925 for DDAI members or groups of two or more
plus $75 materials fee
• Special techniques (not in the book) for working with
• $975 if paid in full 60 days in advance incl. materials
ADD (attention deficit disorder) symptoms • Advance registration and $200 deposit required
• How to incorporate and use proven methods for • Includes manual, one-year DDAI membership,
reducing confusion and mistakes in a classroom, home verification of attendance, Symbol Mastery Kit, and
schooling, tutoring or therapeutic setting. post-workshop consultation
• Academic units available
• How to structure a Davis Dyslexia Correction Program
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-CH DDA-France DDA-Nederland DDAI-US
Munsterberg 1 33 Boulevard Bernadotte Kerkweg 38a 1601 Bayshore Highway, Ste 245
CH 4001 Basel, F-78230 Le Pecq/Seine 6105 CG Maria Hoop, Burlingame, CA 94010
SWITZERLAND FRANCE NEDERLAND Tel: 1-888-805-7216
Tel: +41 (061) 273 81 85 Tel/Fax: +33 (01) 39 76 69 09 Tel: +31 (0475) 302 203 Fax: +1 (650) 692-7075
Fax: +41 (061) 272 42 41 E-mail: france@dyslexia.com Fax: +31 (0475) 301 381 E:mail: ddai@dyslexia.com
e-mail: ch@dyslexia.com E-mail: holland@dyslexia.com
DDA- México For a full
DDA-Deutschland Privada Fuentes #110, DDA-UK
Conventstrasse 14 esq. con Ricardo Margaín Lin Seward description of the
D-22089 Hamburg Colonia Santa Engracia P.O. Box 40 Davis Facilitator
GERMANY Garza García - Monterrey, 66220 Winchester S022 6ZH
Nuevo León MÉXICO Certification
Tel: +49 (040) 25 17 86 22 ENGLAND
Fax: +49 (040) 25 17 86 24 Tel/Fax: +52 (08) 335 9435 +44 (01962) 820 005 Program, ask for
or +52 (08) 356-8389
E-mail: germany@dyslexia.com
E-mail: mexico@dyslexia.com
E-mail: uk@dyslexia.com our booklet.
Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm

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