Professional Documents
Culture Documents
~
Dys•lex´•ic Read´•er
Vol. 20 Davis Dyslexia Association International Issue 1 • 2000
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
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
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.
BOOK REVIEW
by Abigail Marshal
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
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
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