Dys•lex´•ic Read´•er
The
VOL. 40 DOUBLE ISSUE Davis Dyslexia Association International
Announcing ReadOn
Interactive Software!
inspired by the Davis Dyslexia Correction
Program and Davis Learning Strategies
ReadOn is a comprehensive learning
tool designed to assist people of all ages
to learn to read, or overcome reading
problems associated with dyslexia.
Unlike other software packages that
are purely assistive in nature, ReadOn
incorporates specific learning strategies
to help people become independent
and fluent readers.
Reading is a complex process and
when this process is not mastered,
students will struggle to become
independent readers. Regardless of
In This Double Issue
News & Feature Articles
ReadOn Interactive Software . . . . . . . .1
Waking Up . . . . . . . . . . . . . . . . . . . . . .1
Strategies for Spelling . . . . . . . . . . . . .3
Good Spelling Days and Bad . . . . . . . .4
Do Davis Methods Address Spelling? 5
TPR Language Instruction . . . . . . . . . .6
Famous Dyslexics Remember . . . . . . .11
Testing Out of Special Ed . . . . . . . . . .15
You Want Me to Write a What? . . . . .16
The Best of Both Worlds . . . . . . . . . .17
UC and the SAT Exam . . . . . . . . . . . .18
Davis Launched in Kenya . . . . . . . . . .20
Gerda Berakos-Jeger: In Memoriam .21
Russian Gift of Dyslexia Released . . .23
Dream Test for Picture Thinkers . . . . .25
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . .2
Book/Software Reviews . . . . . . . .12-13
Q&A . . . . . . . . . . . . . . . . . . . . . . . . . .9
New Facilitators . . . . . . . . . . . . . .26-29
Davis Workshops . . . . . . . . . . . . 30-31
~
ISSUE 3 & 4 • 2005
reading level, ReadOn allows the
student to experience reading with
minimal supervision and support.
Mistakes can be made and risks taken
resulting in an increased willingness
to read, as well as improved reading
ability and a boost in self esteem.
The developers of the software
are Jane and Phil Mangano who live
in West Australia. The initial inspiration
for ReadOn was to motivate and assist
their daughter after she completed a
Davis Dyslexia Correction® Program
with Heidi Rose in Adelaide. Their
(Cont’d on p. 14)
Waking Up: The Origin
of Concept Mastery
by Ronald D. Davis
At the age of twelve, I was waking up.
I was coming alive in a world that was
The Concept of
Change: something
full of chaos and pain. I have no actual becoming something
memories of being a Kanner’s baby— else. The balloon full
of being autistic. I have a sense of it
of air becomes empty.
but no actual memories. My sense of it
is – as if it were a void. A void that is
both everything and nothing at the same
time. Mostly, the void is a feeling that
is not describable with words other than
to say it is the feeling of love—pure,
unconditional love.
The world I was coming alive
in was a terrible place; it was full of
chaos and pain. Chaos was everywhere
(Cont’d on p. 10)
PAGE 2 THE DYSLEXIC READER

In the Mail: Letters from Bulgaria

Eastern Europe, called Bulgaria. I what I saw was that there is no of your
found a specialist in Sophia (the capital facilitators around here. May you even
of our country). She has spent a don’t know that almost nobody in my
Dear DDAI: month or so in Paris, specializing on country have never heard about
working with dyslexic kids. So I went dyslexia? Doctors, teachers,
I’m a mother of a smart and beautiful with my daughter to Sophia to meet psychiatrists—very few of them have
10 years old daughter, Nadia, who with her, she worked with my daughter heard the word “dyslexia” and almost
was diagnosed as dyslexic a year ago. for 5 days, for 2 hours a day. It was none of them know what is it like.
We both have worked hard and have really helpful, but far not enough. I’m a teacher myself, and to be
passed a long way trying to overcome But, as you could guess, I can’t travel honest I hadn’t known about dyslexia,
the difficulties, but... I’m alone with to Sophia very often, because I’m a up to the time when by chance I found
my efforts to help my daughter. Her working mum, a widow, and have one my daughter is dyslexic. I work with
teacher doesn’t want to hear my more child—an 8-year old son. 10-18 year old students, and see signs
explanations, and isn’t cooperative at A friend of mine advised me to of dyslexia in many of them, but neither
all. And in addition there aren’t any get to your site, and to check your their parents, nor their teachers in early
qualificated specialist on dyslexia in learning program. I was very interested classes paid attention to their learning
the town we live, and I doubt there in it, but I don’t know how could I difficulties. I would like to help them
are many of them in our country. learn more about the techniques and all, because I understand that they
We live in a small, poor, methods which will help me to help
although very beautiful country in my kid. I did some searching, but (Cont’d on p. 22)

Copyright 2001 Randy Glasbergen. www.glasbergen.com

“ The opposite
of a correct
statement is a
false statement. But the
opposite of a profound
truth may well be another
profound truth.

—Niels Bohr, physicist

”
(1885-1962)

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,
Suite 245, Burlingame, CA 94010 USA. Tel. +1(650) 692-7141.
OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;
and to present methods for improving literacy, education and academic success. We believe that all people’s abilities
and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice
Davis, Abigail Marshall, Maria Fagioli & Dee White. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US,
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The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis
Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted.
All rights reserved.
THE DYSLEXIC READER
Strategies for Spelling
by Abigail Marshall
Reprinted with permission from
The Everything Parent’s Guide to
Children with Dyslexia ©2004;
F+W Publications, Inc., by Abigail
Marshall, Adams Media,
$14.95 trade paperback.
Building Visual Memory
for Spelling
Difficulty with
spelling is the
most common and
persistent difficulty
that accompanies
dyslexia. Even
after your child
becomes a capable
reader, his writing is
likely to be riddled
with spelling errors.
One reason is the
extreme variability of English
spelling; almost every “rule” that can
be taught has numerous exceptions,
and many words simply are not
spelled the way they sound.
Good spellers generally have
strong visual memories for what
words look like in print. Try to avoid
study or practice techniques that
expose your child to incorrectly
spelled versions of the word. Many
children with dyslexia have strong
visual memories, but they will
remember erroneous spellings as easily
as correct ones, and they will have no
way to remember which is right.
Teachers might try to make spelling
homework fun by offering a practice
quiz where your child must select the
correct word from a list of incorrect
spellings, or find the word in a puzzle
About the author: Abigail Marshall has been
the manager of www.dyslexia.com website and
moderator of the Dyslexiatalk.com forum since 1985.
She is the mother of a son with dyslexia, now age
22. She has a B.S. degree in applied behavioral
sciences and a law degree. She lives in Pacifica,
California.
PAGE 3
A Helpful Hint
where the letters are scrambled. When practicing spelling words
Your child may enjoy some of these at home, observe your child to
games, but they are counterproductive see whether she does better
for learning correct spelling. when asked to orally spell the
One technique that sometimes words as opposed to when writing
works for children with dyslexia is to them. This will give you a clue
learn how to spell the word backwards as to how to best reach your
as well as forward. Encourage your child. If your child does better
with oral spelling, encourage
child to try to visualize
her to say the letters out loud
the word in his mind;
with a clear mental as she practices writing her
picture, the word can be spelling words.
spelled backwards by
“seeing” the letters in
order and calling off the homophones, such as “their” and
letters from right to left. “there,” in the same session. Most
people with dyslexia find homophones
Word Families and extremely confusing, and they will
Patterns not be able to simply memorize the
Good spellers also difference. It is better if the words are
recognize familiar taught separately with words sharing
spelling patterns and understand a similar pattern; for example, “there”
morphological word structure, can be taught along with “here” and
including common prefixes, roots, “where.” Make sure your child learns
and suffixes. It will be easier for your word meanings along with spelling;
child to learn when words are taught it will aid in memory to associate
in groups which share meanings with
a common pattern or spelling patterns, as
structure. This is better opposed to individual
than learning “rules” words. That is, it
in isolation, especially may be easier to
with rules that have remember that the
many exceptions. “ere” sequence is
Make sure that your associated with
child's word list for words signifying
each study session place (“here, there,
includes only words everywhere”).
reflecting the pattern Have your child
being studied. Work with your child’s look up words with irregular patterns
teacher to modify school spelling lists in the dictionary, to learn about the
so as to avoid confusion, and limit word derivations and etymology. She
the number of words being studied. will soon discover other keys to
Do not try to teach your child spelling—for example, that the word
“their” comes from the Old Norse
theirra. Knowing that some words
with similar sounds come from
different languages will help your
child understand why they are
spelled so differently. v
PAGE 4 THE DYSLEXIC READER

Good Spelling will become disoriented and make

Days and Bad many mistakes. Some things that can
make things worse are stress, fatigue,
Spelling Days illness, or emotional upset.
You might find this article
by Abigail Marshall, helpful: The Threshold for Confusion
DDAI Information Services Director www.dyslexia.com/library/confus.htm
Dyslexia is not a disease, so
This is a common experience and there is no “cure.” A dyslexic person
question we receive. will always have the tendency to
Question: Sometimes I am really disorient as a response to confusion.
capable to spell well, but other times However, we have simple techniques
I cannot even spell my name. What that a dyslexic person can learn to
kind of dyslexia might I have? Is help control disorientation, and
there a cure? restore the mind to a balanced,
Answer: It is normal for symptoms focused, oriented state. These are
of dyslexia to vary—your problem is described in Ron Davis’ books The
caused by disorientation, which leads Gift of Learning, and The Gift of
to distorted perceptions and mistakes. Dyslexia.
v
On a good day, you will make
few mistakes—but on a bad day, you

The Threshold for Confusion

by Ronald D. Davis © 1985

For people who experience disorientation as Sources of Confusion:

part of the recognition process, the threshold • not enough rest
for confusion is a key factor in how often they • poor diet or not enough food
disorient. The lower it is, the more easily they • illness, pain, or injury
will be confused and the more often they will • drugs or medicines
• print size too small
become disoriented. The higher it is, the less • print too faint
easily they will be confused and the less they • varying print styles and typefaces
will become disoriented. • loud noises
This explains why at certain times people • specific sounds
can read and spell fairly well, and at other • certain smells
times they can’t. Their threshold for confusion • poor lighting (can be too much or too little)
• excess motion (whirling fans, dangling
changes.
decorations)
After a person learns to detect and • a change in the orderliness of the environment
correct his own disorientations, and begins • furniture rearrangement
mastering symbols that cause confusion, the • moving households
threshold for confusion naturally increases. • scheduling changes
Besides confusion about words and • time pressure (being rushed)
symbols, there are other things in life that can • threats of punishment
lower the threshold for confusion and affect • family strife
• fear
a person’s ability to maintain orientation. One
• a loss
should be aware of these other sources of • anything that is a reminder of an unpleasant
confusion and resolve them whenever possible. past experience.
THE DYSLEXIC READER PAGE 5

Do the Davis Methods

Address Spelling?
by Abigail Marshall
The Davis methods that have been
found to improve spelling are:
Orientation or Alignment: these
work to stabilize perception, so that
the student is correctly and consistently
seeing words accurately, with the
letters perceived in correct order and
direction. Without a means to eliminate Look it up in
disorientation, dyslexic students end
up with multiple and confusing mental the dictionary!
pictures for the same word.
How often have we asked a parent, sibling or teacher, “How do you
Spell-Reading and Sweep- spell ...?” only to be told, “Look it up!” For all those loving folks
Sweep-Spell Reading Exercises: who gave this sage advice, here’s a challenge. Look up the following
these exercises help ensure that the words in a dictionary based on the first spoken sound in the word.
reader is accurately scanning the
letters of each word from left to
right, and help build up visual word
catalog mnemonic pterodactyl
recognition skills. Good spellers chamois
retain a mental image of the correctly
phonics queen
spelled word – they know when a character pneumatic tsunami
word “looks” wrong, and they will
try to visualize the spelling if they are
eight psychology whole
unsure. Studies show that dyslexic
students usually bypass the “visual
word form area” of their brain; these to English spelling that is based on the student can generally learn more
exercises help build up the neural learning rules is that English spelling efficiently by any method – although
pathways to that area. is inconsistent and the rules simply again, “rules” should be taught only if
Davis Symbol Mastery: the clay don’t work. There are too many rules those rules are consistent. A “rule”
modeling to master the combination to learn, without any particular with many exceptions will simply
of what a word means, what it looks framework as to when to apply them. cause more confusion in the end. v
like, and how it sounds is the core of So the rules often lead the student
the Davis program, and will naturally down the wrong path, which is why
result in mastery of the spelling of it is very common to see dyslexics
each word studied. The dictionary spelling words phonetically correctly,
skills that are used along with Symbol but with unusual orthography—such
as spelling “hows” for “house.”
“
It is a poor

Mastery will help students become

more aware of word structure and
word roots, which will also assist in
spelling.
It is very common that after a
Davis program, students are able to
do well on weekly spelling tests given visual word memory skills than to
at their school. Over time, spelling
improves, especially as the student
becomes more adept at reading and is
more likely to be exposed to seeing
mind indeed
Dyslexics tend to have particular
trouble with words that do not follow
which can’t
rules such as “eight,” or homophones think of at least two
such as “their/there.” Again, it is
much more effective to build up
ways to spell any word.
try to teach rules.
used,
No matter what system is
it will take time before marked
—Andrew Jackson, ”
improvement in spelling is seen—as
Seventh president of the

words correctly in print by being there are so many words and word United States (1829-1837)

oriented. variations to learn. After a Davis

The problem with an approach program, with perceptions corrected,
PAGE 6
TPR (Total Physical Response)
Foreign Language Instruction
for the Dyslexic Learning Style
by Laura Zink de Diaz, Davis Facilitator
in Mt. Vernon, Washington
Because I’m a former language
teacher and consultant in TPR and
language instruction in general, I’m
asked with some regularity about
appropriate foreign language
instruction for students with a dyslexic
learning or thinking style. I’m quick
to recommend finding a school or
program that includes—or even better
—relies on TPR, Total Physical
Response, as its principal instructional
strategy. I taught in a TPR program
for a number of
years, in a school
where all students
(and I do mean all)
were required to
take a foreign
language. In order
to make what has
traditionally been
considered an
elective class, a
required one, you
need to ensure
that your
instruction is
accessible to all
students. TPR is.
I didn’t originally adopt TPR as a
major component of my instructional
bag of tricks with dyslexic
students in mind. I adopted it
with ALL students in mind.
Americans are famous for not learning
other languages and for believing,
not so much that they shouldn’t
have to, but that they are not
capable. For language
teachers, this accepted
presumption of incapacity is
a huge hurdle, because it keeps many
children and adults from even dipping
a toe into the language pool! TPR was
and is a wonderful way to turn that
presumption on its head and show the
learner that, not only can we learn, but
under the right circumstances, it’s fun!
THE DYSLEXIC READER
The research base for TPR dates
back to the l960s, and experiments
performed with epileptic volunteers
whose right and left-brain hemispheres
were surgically severed. (The idea was
that epileptic seizures began on one under warm water, rubbing or
side of the brain and migrated to the scrubbing, all the while talking about
other, so if they could isolate the event what we’re doing and what it feels
to one side of the brain, the seizures like. In this way, movement and feeling
might be less extreme.) After their are intimately tied to the process of
surgery the volunteers underwent a internalizing the language.
large number of tests that began to In the 40 or so years since Dr.
reveal the different functions of the Asher began experimenting with
right and left hemispheres. Among the foreign language students, TPR has
researchers was a been shown over and over again to be
psychologist, Dr. an effective and very natural way to
James J. Asher, approach language teaching and
who began to learning. All students, adults and
investigate some children, with or without the dyslexic
interesting learning style, thrive in a language
relationships class that includes TPR. Classes are
between language active—you are not in your seat all
and movement. period. The focus for the first weeks
His work led him is on listening and moving in response
to formulate the to what the teacher says. There is
theory known heavy emphasis on listening
today as Total comprehension, because the larger
Physical Response, your listening comprehension
or TPR. Here’s the vocabulary is, the larger your speaking
basic idea. vocabulary will become. The
As infants, environment is one in which things
our exposure to happen and are talked about. It is also
language is virtually an environment which is purposely
inseparable from kept very free of stress, because we
physical activities. know that language is not acquired
People talk to us under stressful circumstances. Lots
while tickling us, of language is learned in happy
feeding us, changing circumstances, especially while
our diapers... We you’re having fun.
are immersed in In most traditional foreign
a language we language classes, the underlying
don’t speak, in an organization of the course is a
environment that we progression through the grammar and
explore with every part of our body. syntax rules of the language, from
Our parents and caregivers literally simple to complex. In a TPR class,
walk and talk us through activities. For grammar and syntax are not taught
example, we learn lots of vocabulary directly. Rather, the teacher designs
while someone stands behind us at the activities that expose the student to
bathroom sink, soaping our hands language in context, especially in the
until they’re slippery, holding them Continued on p. 7
THE DYSLEXIC READER PAGE 7

Total Physical Response (cont’d from p. 6)

context of some kind of movement. do before your brain does! As class

With enough exposure, the grammar proceeds, nouns, adverbs, prepositions
and syntax of any language becomes are added until before you know it,
internalized by the students through students are performing commands
synthesis, not analysis. like, ‘Stand up, walk to the door, open
Typically, the initial TPR lessons it, stick your tongue out, close the
are commands involving the whole door, turn around, hop to Jessica’s
body—stand up, sit down, turn desk, kiss your right knee four times,
around, walk, stop. Those actions are and lie down on Jessica’s desk.” In
demonstrated by the teacher, who then fairly short order, students begin to
invites students to participate with her create their own commands and order
as she continues to say the words. one another around the room. There’s
Fairly soon, the teacher quietly stops a lot of laughter, and a lot of learning
demonstrating, and the students realize taking place. It’s not always and
that they somehow just know what to forever commands. An expert TPR
do in response to the words. There is teacher can teach the indicative, all
no translation. There is no such thing not sure what to do. You’re also tenses, idiomatic expressions—every-
as cheating—you’re encouraged to encouraged to trust your body, thing covered in a traditional class—
look at what others are doing if you’re because sometimes it knows what to using these techniques and others that
Continued on p. 8

Dr. James Asher, developer of University to New York University

Total Physical Response (TPR)
Foreign Language Instruction
Dr. James J. Asher originated the
stress-free Total Physical Response
approach to second language
acquisition, known internationally as
TPR. He developed the approach in
30 years of lab research, resulting in
TPR being used successfully in
thousands of classrooms with children
and adults learning languages such as
English, Spanish, French, German,
Chinese, Korean, Japanese, Arabic,
Hebrew—even the sign language of
the deaf!
Dr. Asher is a Professor of
Psychology and former Associate
Dean at San Jose State University,
California’s first public institution of
higher learning. His undergraduate
work was completed at University of
New Mexico, a masters and doctorate
at the University of Houston, and
postdoctoral training at the University
of Washington (linguistics), Stanford
University (educational research), and
the Defense Language Institute in
Monterey, California (Arabic).
Dr. Asher’s research was supported
by grants from the Office of Education,
the Office of Naval Research, the
Department of Defense, and the State of
California. He has published more than
100 articles in academic journals and
four books: Learning Another Language
Through Actions (now in the 5th edition),
Brainswitching: A Skill for the 21st
Century, The Super School of the 21st
Century: The education you want for
your children from preschool through
high school. The fourth book recently
completed is a historical novel entitled
Soldiers, the untold story of the Korean
War. He is the recipient of many awards
for excellence in teaching, including the
highest academic honor of “Outstanding
Professor” from San Jose State
University. He has demonstrated his
world-famous, stress-free approach to
second language acquisition in more
than 500 elementary schools, high
schools, and universities from the
University of Alaska to the University
of Hawaii, and from Stanford
and Cambridge University, in
England. The British Broadcasting
Corporation filmed and interviewed
with him for a documentary showing
on worldwide television and in
America on the PBS program Nova.
His resume is in the 1996 Who’s Who
in the West, 1998 Who’s Who in
Science and Engineering, and 1998
Who’s Who in America. Dr. Asher is
currently developing novel applications
of TPR that enable children and adults
to enjoy stress-free understanding of
mathematics. For demonstrations,
please see his books Brainswitching
and The Super School of the 21st
Century which can be ordered from
the TPR catalog.
After you have read Dr. Asher’s
Learning Another Language Through
Actions, he would be pleased to
answer your questions. His e-mail
address is tprworld@aol.com. Ramiro
Garcia, author of Instructor’s
Notebook: How to Apply TPR for Best
Results, makes the same offer. After
reading his book, he is pleased to
answer your questions. E-mail him at
ramiro2@sonic.net.
PAGE 8
Total Physical Response . . . (cont’d from p. 7)
dovetail nicely with them. It’s just that
the instruction is designed to facilitate
language acquisition, not learning a
language via analysis, memorization
and application of rules.
There are two points I’d like to
make about TPR before closing. The
first is that in a TPR classroom, the
focus is not on analysis of linguistic
structures, but on internalizing those
structures for unconscious use.
Traditional foreign language instruction
starts with the assumption that we can
learn to understand, speak, read and
write by analyzing the grammar and
syntax of the target language. But
consider your native language: you
did not need to learn the grammar and
syntax of your native language in
order to learn to speak it. You learned
those structures, unconsciously as you
learned to speak. Likewise, we do not
consciously use grammar or syntax in
understanding, speaking or reading—
grammar and syntax are both structures
that we study AFTER we have
become fluent speakers of our native
language. We are more likely to make
conscious use of this information to
write, or in situations where we must
speak in a formal register, but day to
day, for most of us, the grammar we
have internalized is just that, an
internalized framework that we do
not access consciously in order to
TPR: “It’s all
in the way
we learn . . . ”*
The secret is a unique “conversation”
between the parent and infant. For
example, the first conversation is a
parent saying, “Look at daddy. Look
at daddy.” The infant’s face turns in
the direction of the voice and daddy
exclaims, “She’s looking at me! She’s
looking at me!” Dr. Asher calls this
“a language-body conversation”
THE DYSLEXIC READER
creative, for both the teacher and the
students. And in this sense it bears a
relationship to parts of what we do in
a Davis Dyslexia Correction Program.
Americans are famous
languages and for believing, The teacher must overcome her training
for not learning other
in the structure of the language and
not so much that they design activities that the learning brain
shouldn’t have to, but that perceives as real and interesting. Within
these real experiences, students are free
to generate all kinds of expressions
they are not capable. For
using the language they’re studying, and
language teachers, this
to lead instruction in unique directions.
accepted presumption of
incapacity is a huge hurdle, Often students don’t realize how much
because it keeps many they are learning while they are engaged
in a TPR activity. They think they’re
just having fun creating all kinds of
children and adults from
new utterances and situations in the
even dipping a toe into
active environment in the room. I think
the language pool!
this creativity, the synthetic rather than
analytic experience, the low stress,
communicate. When we use TPR and generally accepting environment
strategies to teach, our goal is truly to engineered by the teacher, are a large
be able to understand, speak, read and part of the reason so many students,
write the language, not “about” the including those with learning challenges,
language. So analysis of language, find TPR classes so effective and
learning terminology and all the many enjoyable. There are few other places
rules of a language form little or no in most school curriculums where the
part of a TPR-based curriculum. To students themselves get to generate the
my mind, that is as it should be. Those speech and adapt the activities in the
individuals who have a strong desire to classroom to support their own needs
know the language of grammarians, and goals.
the rules and exceptions, can always Next time, a little more on TPR
find a class to satisfy that urge. and the needs of students with a
The other point I’d like to make dyslexic learning style.v
is that TPR instruction is highly
intelligible than “mommy” or
“daddy.” Although the infant is not
yet speaking, the child is imprinting a
linguistic map of how the language
works. Silently, the child internalizes
the patterns and sounds of the target
language.
because the parent speaks and the When the child has decoded
infant answers with a physical enough of the target language,
response such as looking, smiling, speaking appears spontaneously.
laughing, turning, walking, reaching, The infant’s speech will not be
grasping, holding, sitting, running, perfect, but gradually, the child’s
and so forth. utterances will approximate more
Notice that these “conversations” and more that of a native speaker.
continue for many many months
before the child utters anything more * Exerpted from www.tpr-world.com
THE DYSLEXIC READER PAGE 9

my search on finding information The issue isn’t so much what’s easiest in

by Abigail Marshall
Q: Is there a link between learning
disabilities and early childhood trauma
such as abuse? I am wondering
because I have been diagnosed as
having a learning disability. Since I
have a hard time keeping up with
other kids in my grade level I am put
into resource classes for some of my
subjects. Most of the kids in my class
have come from abusive backgrounds.
We are all very close and share our
stories. I myself came from an abusive
home and have lived with my
grandparents since the age of two.
A: Early childhood trauma definitely
can lead to learning problems.
This doesn’t mean that all learning
disabilities come from abuse, but
studies show that too much stress and
trauma actually alters brain chemistry
and impairs brain development in
children.
You should know that even
though trauma and abuse affects
brain development, the brain is
always growing and changing, and
you can still overcome your limitations
—especially if you are now in a
supportive and stable environment.
It might take time, but you should
realize that while your personal history
may explain your limitations, it does
not doom you to a lifetime of struggle.
Your question and comments show
great insight and I hope you will
consider a career in teaching or
counseling where you can help others.
• answers.google.com/answers/
Here are some web sites with
threadview?id=358045
about the diagnosis and treatment of general to read, but what that individual
dyssemia. I have done quite a bit of is most comfortable with.
research online and have not come up Also, issues like type size, line
with much. spacing, width of columns, and color
A: “Dyssemia” refers to a difficulty of paper can be very important. If
in understanding nonverbal language, your student isn’t sure, you might ask
such as information communicated him to bring you a sample from a
through facial expressions, postures, book or magazine that he finds easy
gestures, interpersonal distance, tone to read. A magazine with many
of voice, clothing and the like. A per- advertisements should provide a lot
son with dyssemia has difficulty of samples of different print sizes,
reading social clues, and typically type faces, and background colors.
also struggles to verbalize their own Or you could print out your own
feelings; it is also difficult for them sample paragraph in several fonts
to get the nuances of words and available on your computer, choosing
phrases. However, the dyssemic does a fairly large font size (such as 14
pt.) and ask the student which he
likes best. Don’t forget to try Comic
Sans (a common Windows font) that
is a favorite for many.
We also have several fonts that
can be downloaded for free at
www.dyslexia.com/customize.htm#
font which are designed for greater
readability.
Q: My 8 year old son has dyslexia.
He has a dream to go to West Point.
His favorite general is Patton. Since
Patton supposedly had dyslexia and
was a graduate of West Point is it
not have difficulty with other verbal safe to assume that they do allow
communication, such as discussing dyslexics into their Academy?
their own activities or interests.
A: Dyslexia would not disqualify
The “dyssemia” label is also
anyone from going to any college,
frequently applied to children who
but in order to get into West Point or
clearly have a learning disorder that
any other top college, your son will
affects their functioning, but where
have to do well academically in high
the exact cause of the problem is
school. At age 8 it is a little early to
not known. It can end up being the
worry about it - for one thing, by the
diagnosis for a child who seems to
time your son is 16 he may have long
have a touch of ADHD, or a dash of
since outgrown his goal of West
autism or Asperger’s, and/or anxiety
Point and a military career. General
or other verbal or social impairments.
Patton did not learn to read until age
For more information, see:
12—so it is also very hard to judge
what lies ahead for an 8 year old.
I would say that you should just

helpful information: encourage your son to follow his

• www.dyssemia.com/

Q: I need to know what would be a dreams wherever they might lead.

• www.childtrauma.org/ctamaterials/
trau_CAMI.asp
• www.leadershipcouncil.org/Research/
suitable font to use for an older Although he ultimately succeeded in
dyslexic student who needs to read a his goals, General Patton failed his
handout that I’ve been typing up for math course during his first year at

him. I’m not sure if there is a standard West Point and had to repeat a year.
BrDev/brdev.html

font for this. So it is important for your son to know

• www.educarer.com/brain.htm

Q: I found your web site on dyslexia A: Ask the student what his preference to be persistent and to keep trying
and was hoping you could help me in would be; it varies with the individual. even if the work seems difficult.v
PAGE 10 THE DYSLEXIC READER
Waking Up . . . (cont’d from p. 1)

and everything, and the pain is what I was.

International

The source of the pain came mostly from

Davis Dyslexia
Correction ®

Providers the beatings from my father.

The Davis Dyslexia At my clay pit in the back yard I
began making little models of my father and
Correction program is

every time he would beat me, I would

now available from more

smash and grind a model of him back into

than 300 Facilitators
around the world.
For updates, call:
dirt. I made models of my older brother and
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(888) 805-7216 [Toll Free]

as well. At times, for reasons I couldn’t

or (650) 692-7141 or visit

understand, I didn’t like anyone in the

www.dyslexia.com/
providers.htm
family so I made models of everybody and
v Argentina smashed and ground everybody to dirt.
Silvana Ines Rossi Mostly, I didn’t like me so a lot of models
Buenos Aires
+54 (114) 865 3898
of me got smashed and ground.
Even though I was reacting to my
v Australia frustration, at the same time something else
Brenda Gayle Baird
Brisbane
was happening. In retrospect, I can see that
+61 (07) 3341 3471 I was actually acting out “change.” I was The Concept of Time: the measurement
Sally Beulke causing change, and I was beginning to of change in relation to a standard. The
Melbourne
think with the concept of change. My models
measurement by the clock is 5 hours, the
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began to show the concept of change. Instead
change is the candle burning down, and the
Jan Gorman
of just a model of my father, the model
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would be a model of a beating that would the beatings stopped. With the ability to
Gail Hallinan
Naremburn/Sydney get smashed and ground. Eventually the think with consequence, I either stopped
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Barbara Hoi or I took myself out of the environment
Mosman/Sydney
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where it could happen.
I continued modeling in the back yard,
Linda Houben
Sydney but now the models were showing a different
+61 438 440 177 kind of scenario. The models were still very
Eileen McCarthy
Manly/Sydney
simple but would clearly show different
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Marianne Mullally sequence of events.
Crows Nest, Sydney
+61 (02) 9436 3766
Prior to this, my universe was the
Mark O’Brien
universe of everything and nothing at the
Port Macquarie/Sydney same time. There was no separation of
+61 (02) 6582 3633 individuals, every thing and every one was
John Reilly
Berala/Sydney
+61 (02) 9649 4299
Michelle Roach
“ I believe the potential for
genius in some form exists in
just one. When I was modeling the beatings,
I separated my self from the everything.
So then there were two things, me and
everything else. In the modeling of “sequence”
all of us, if only we have a
Sydney
+61 (02) 9680 1610
Heidi Rose
foundation on which to build the other things began to separate into
Pennington/Adelaide individuals and things. From the modeling
+61 (08) 8240 1834
of the ideas, I was making it possible for
our thinking, and a goal we

v Austria myself to “think” with the ideas.

Annette Dietrich
Wien
+43 (01) 888 90 25
desire to achieve.

Jacinta Fennessy
Wien
+43 (01) 774 98 22
Ina Barbara Hallermann
Riezlern
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— Ronald D. Davis
” With my universe newly separated
into individual pieces, it was clear that
everything and everyone that existed, existed
in some place, and also existed in a position
models became scenarios, and without in that place. I was making rudimentary
realizing what I was doing, I was modeling models of order. Everything that exists had
the concept of “consequence.” a beginning and will have an end, when it
Not long after my thirteenth birthday, Continued on p. 11
THE DYSLEXIC READER PAGE 11

v Austria (cont’d)
Waking Up . . . (cont’d from p. 10)

will no longer exist. Therefore everything training didn’t work. Marika Kaufmann
exists within its own time frame—its
Lochau
When I was 18, I was told that I +43 (05574) 446 98
continuum. Where something is, within would never learn how to read, write and Christa Salcher
its time between beginning and end, is its spell like a normal human being. They said Wien
+43 (01) 888 61 44
condition. As a mentally deficient teenager that when I was being born, the doctor had
I was creating my ability to think with these used instruments that pinched my head and v Bahrain
ideas by modeling them with red dirt and “ruined” my brain. When I learned to speak, Sameera Sadiq Al Baharna
Manama
water. words became part of my universe, so when +973 555 201
Order is the natural enemy of chaos, I made a model of an idea, I also began to
v Belgium
and when I gained the ability to think with make the name of the idea. Between the
order, the chaos disappeared from my ages of 17 and 27, I created more than a
Ann Devloo-Delva
Veurne
universe. I was fifteen when the chaos thousand ideas and words in modeling clay. +32 (058) 31 63 52
disappeared but there was still a lot about By the time I was 27, my average IQ score Peggy Poppe
the world, the universe, that I couldn’t had risen to 169.
Borgerhout (Antwerpen)
+32 (03) 236 54 24
comprehend. But I had found a way to When I began to develop procedures Edith Rotenberg
find it and comprehend it. If I created an for working with dyslexics, working with Houtain-St. Siméon/Liège
+ 32 (04) 374-27-87
idea, or a concept, or a principle in clay, I clay seemed natural. Most dyslexics really
Viki Vandevenne
could think with it, and in so doing, I was enjoyed it and learned by using it, just like Bonheiden
also comprehending it. I had. I believe the potential for genius in +32 (0473) 30 41 51
When I was 12, my mother was told I some form exists in all of us, if only we v Brazil
had the intelligence of a chimpanzee. When have a foundation on which to build our Ana Lima
I was seventeen, my intelligence was tested. thinking, and a goal we desire to achieve.v Rio De Janeiro
I scored 137 points on the IQ test. They
+55 (021) 2295-1505
Concept Mastery is described in detail in “The
said, “Oh my God! He has an IQ! Let’s Gift of Learning” by Ronald D. Davis. It is a v Canada
teach him how to talk in sentences, and let’s key element of how Davis Facilitators work with Wayne Aadelstone-Hassel
teach him how to read.” The speech therapy clients who have math and attention difficulties,
North Vancouver
+1 (604) 988-7680
worked, I learned to speak. The reading as well autistic clients with Asperger Syndrome. Rocky Point Academy
Ashley Benjamin
Stacey Borger-Smith
Lawrence Smith, Jr.
Calgary
+1 (866) 685-0067 (Toll-Free)
Famous Dyslexics Remember +1 (403) 685-0067
Darlene Brown
Smithers/Prince Rupert
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“My father was an angry “Since I was the stupidest
Paddy Carson
and impatient teacher and kid in my class, it never
flung the reading book at occurred to me to try and Edmonton/Alberta
my head.” be perfect, so I’ve always +1 (780) 489-6225
been happy as a writer Debra D’Aversa
Leamington, Ontario
–William Butler Yeats
just to entertain myself.
+1 (519) 322-1297
(1865-1939) Nobel
Thats an easier place to
Sandy Farrell
Laureate, Poet
start.”
Hudson, Quebec
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–Stephen J. Cannell,

screenwriter, producer,
& director
“Don't think I didn't try “One of the hardest things
[learning at school]. I tried in life is having words in
hard. I would start but your heart that you can't
immediately be lost.” utter. ”
Terri Fedorchuk
Dryden, Ontario
+1 (807) 223-7769
Renée Figlarz
Montreal, Quebec
+1 (514) 815-7827
Sher Goerzen
Maple Ridge/Vancouver
+1 (604) 290-5063

Gerry Grant
–Pablo PIcasso, Spanish –James Earl Jones, actor
Cubist Painter and Supervisor-Specialist
Advanced Workshop
Presenter
Sculptor (1881-1973)
Waterloo/Toronto
+1 (800) 981-6433 (Toll-Free)
+1 (519) 221-8484
PAGE 12
v Canada (cont’d)
Sue Hall
West Vancouver
+1 (604) 921-1084
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
Yuko Kimura McCulloch, Ph.D.
Vancouver, B.C.
+1 (604) 222-2258
Helen McGilivray
Oakville/Toronto
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Susan Nikolic-Vicentic
Newmarket/Toronto
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Brenda Osadchy
Medicine Hat, Alberta
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Tina Panaritis
Montreal, Quebec
+1 (514) 862-9164
Sharon Roberts
Waterloo/Toronto
+1 (519) 746-8422
Kendra Rodych
Saskatoon/Saskatchewan
+1 (306) 955-2972
or (306) 230-8961
Sharon Schachter
Thornhill, Ontario
+1 (905) 764-6774
Catherine Smith
Oakville/Toronto
+1 (905) 844-4144
1-888-569-1113 toll-free
Kim J. Willson-Rymer
Oakville/Toronto
+1 (905) 825-3153
v China
Livia Wong
Hong Kong
+852-2810-0282
v Cyprus
Alexis Mouzouris
Limassol
+357 25 382 090
v France
Dominique Blaess
Le Pecq/Paris
+33 (01) 39 76 12 61
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
Book Review
The ADHD-Autism
Connection
What begins as a mother’s search for
understanding, diagnosis and treatment for her
own children ends with a challenge to parents,
educators, physicians, and researchers to view
individuals with ADHD and autistic spectrum
disorders with new eyes. Kennedy begins by
describing her life as one lived in a laboratory:
“My three children are walking, talking
examples of the fascinating yet little-known
ways that attention deficit disorders and
autism are related.” She makes a compelling
argument that behaviors be observed—not
just the label attached to the individual—in
the hope that by recognizing the similarities
between ADHD and Asperger’s Syndrome
Autism, new and more effective methods of
treatment will be devised to deal effectively
with characteristics exhibited by these
individuals. Namely, (1) social impairments,
(2) communication strengths and weaknesses,
and (3) behaviors of inattention and
hyperactivity.
Pointedly, she believes that too often
characteristics—especially of the ADHD
individual—are dismissed as unmotivated or
oppositional behaviors. Kennedy asserts that
this assumption can often lead to a more
destructive diagnosis of a
conduct disorder such as
Oppositional Defiant Disorder
(ODD); if the ADHD individual
had been diagnosed with
Asperger’s Syndrome, rather
than ODD, a different, more
effective treatment approach
could be recommended.
Those who think with a
“Davis” paradigm immediately
find themselves on familiar
ground while reading the
Introduction to Kennedy’s book written by
Temple Grandin, author of Thinking in Pictures.
Grandin draws attention to the similar
characteristics shared by ADHD, dyslexia,
and autism: sensory oversensitivity, especially
to sound and touch; picture thinking; and
difficulty with learning generalizations, i.e.
the concept of consequence. Grandin goes on
to assert that “many teaching methods that
have been developed in the autism community
THE DYSLEXIC READER
by Cyndi Deneson, Facilitator/Specialist, New Hope
Learning Centers, Inc., Bloomington, Minnesota
The ADHD-Autism Connection:
A Step Toward More Accurate
Diagnosis and Effective Treatment
by Diane M. Kennedy
ISBN: 1-57856-498-0
Paperback: 224 pages (in English)
Publisher: WaterBrook Press (3.19.2002)
will be useful for students labeled with ADHD.”
Kennedy logically guides the reader
through definitions of autism, Asperger’s
syndrome, and ADHD; problems with current
diagnostic practices; developmental stages;
life-long effects on careers and relationships;
and a current treatment overview. Especially
enlightening is a comparative developmental
chart identifying social, communication, and
behavior manifestations of the
above disorders divided into
the categories of Birth to 3
years, 3-6 years, 6-12 years,
and 12-17 years.
It was Marcel Proust who
said, “The real voyage of
discovery consists not in
seeking new landscapes but
in having new eyes.”
Kennedy has created an
excellent resource for those who
care for, facilitate and educate
individuals with ADHD, autism—and yes,
dyslexia. She provides an important reminder
and guide to seeing the “person” not just the
“label”. Clearly, it is the power of observation of
behavior, coupled with the logic and reasoning
of knowledge and wisdom, that yields the
“art” of working with unique, creative,
“disordered” individuals. Kennedy spurs the
reader to greater depths of understanding and
a desire to continue the search for answers. v
THE DYSLEXIC READER PAGE 13

v France (cont’d)
Software Review by Abigalil Marshall Carol Nelson-Pollard
Paris
+33 (01) 46 51 72 63
Visual Thesaurus Odile Puget
Annecy/Geneva
published by Thinkmap, Inc. + 33 (04) 50 41 82 67
Guilaine Batoz Saint-Martin
I just stumbled on an excellent software La Bastidonne/Marseille
program called Visual Thesaurus. “Visual,” +33 (0490) 08 98 56

unfortunately, does not mean built-in pictures, v Germany/Deutschland

but if you type in a word, it gives you a Theresia Adler
mind-map or web of all of the synonyms Bannewitz
+49 (0351) 40 34 224
of the word. The software provides audio
Ute Breithaupt
pronunciation of the words; you can choose Langenselbold
between a British and American accent for +49 (06184) 93 84 88
the English words. Clicking on the little Cornelia Garbe
Berlin
nodes on the mind map will pop up the +49 (030) 61 65 91 25
definitions of each word along with sample
Screen shot of “oscillate.”
Jutta Gorschlüter
sentences. copy-and-paste options are available with Muenster
I ran across Visual Thesaurus when I
+49 (0251) 39 99 53 05
the stand-alone software version or with the
was looking up the word “oscillate.” I wanted advanced option settings available on the Astrid Grosse-Mönch
Buxtehude
both the definition and possible synonyms. on-line version. +49 (04161) 702 90 70
(I’m writing about brain wave oscillations, So basically, about the only thing this Wibke Hachmann
but didn't want to keep spelling and using software doesn’t do is model the words in
Freiburg
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that word over and over). Now I have four clay for you. Das Legasthenie Institut
definitions, four sample sentences, how to I’m sure that this software will appeal Ioannis Tzivanakis
say the word in to both beginning and
Specialist Trainer
Workshop Presenter
British English, and experienced writers DDA-Deutschland Director
links to synonyms looking for additional
Wilfried Bähr
Hamburg
for each definition. computer support for +49 (040) 25 17 86 23
When I click their writing. For me, Sonja Heinrich
on the synonyms, I it is much more user-
Supervisor-Specialist
DLS Workshop Presenter
get a whole new friendly than a DDA-Deutschland Director
web of more words traditional thesaurus.
Garbsen/Hannover
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and synonyms, as There are two Kirsten Hohage
well as all of their software options. You Nürnberg
definitions and
+49 (0911) 54 85 234
can buy and download
Ingrid Huth
pronunciations too. software that you Berlin
Plus it’s real fun install for US $29.95, +49 (0179) 896 8007
to click and drag or you can subscribe to Christine Jacob
Lörrach
everything around use the online version +49 (07621) 134 60
—I can make “Oscillate” for $2.95 a month, or Doris Karl-Akova
“oscillate” oscillate $19.95/year. They offer Bremen
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Rainer Knobloch
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The program also will print a page of Anneliese Kunz-Danhauser
Rosenheim
the words and definitions you find, and
www.visualthesaurus.com
+49 (08031) 632 29
v
PAGE 14 THE DYSLEXIC READER

v Germany/Deutschland
ReadOn Interactive Software . . . (cont’d from p. 1)

(cont’d)
Sabine La Due
Stuttgart
+49 (0711) 479 1000
Gundula Patzlaff
Stuttgart
+49 (0711) 23 64 86 0
Margit Pleger
Wetter/Dortmund
+49 (02335) 84 87 60
Barbel Preuss
München
+49 (089) 69 38 03 92
Ursula Rackur-Bastian
Idstein/Rheingau-Taunus-
Kreis/Wiesbaden
+49 (06126) 565 01
Colette Reimann
Landshut
+49 (0871) 770 994
aim was to provide her with an independent User preferences and options include:
and fun way to carry on with the Davis • pitch, speed and volume for a variety of
Reading Exercises. While designing the voices
software, they realized that ReadOn could • sweeping a word once, twice or three times
also be useful for: • highlighting and reading word-by-word, a
• Classroom teachers who would like to phrase (delimited by punctuation), or a
strengthen the reading skills of all young paragraph.
learners (including dyslexic students) in a • creating a “word bank” of the user’s
computer lab environment. symbol mastery photos
• Parents who want an interactive learning • font style and size, focus word color, and
back ground color
tool to improve and monitor their child’s
reading skills. Other Features include:
• Anyone (adult or child) who wants a • Multi-user support
dyslexic-friendly software program for • Personalised settings
improving reading and comprehension. • Easily networked
The methods that formed the foundation • Visual tracking exercises

for ReadOn were taken from the book “The • Comprehension support
Ursula Rittler
Stuttgart
+49 (0711) 47 18 50
Gift of Dyslexia” by Ronald D. Davis. Ron • Auditory feedback
Petra Saeger
Davis has endorsed this product and given • Customised visual cues for problem words
permission for the Davis Reading Exercises, • Create, load, edit and save stories and
Storkow
+49 (03987) 52106
the Stops Signs in Reading and Davis articles in electronic format
Phoebe Schafschetzy
Hamburg Symbol Mastery Procedures, which are • Load text from books and magazines
+49 (040) 392 589
published in the Davis Young Learner Kit using optical character recognition (OCR)
Gabriela Scholter
Supervisor-Specialist
Instruction Manual, to be included with View the tutorial and more details at:
Stuttgart ReadOn. www.readonsoftware.com
+49 (0711) 578 28 33 The program allows a person to do ReadOn can be ordered from DDAI for
Inge Starck
Battenberg/Eder
each of the Davis Reading Exercises on a US$139.95 plus shipping.
+49 (06452) 93 28 88 computer with texts that are already included, Operating Systems: Windows 98, ME, NT4
Beate Tiletzek or texts which are scanned in or composed (Service Pack 6), Win2000, XP
Waldkraiburg by the user. For Spell-Reading, the “assist”
+49 (08638) 88 17 89
level can be set to sequentially spell each Languages: English only
Magdalena Vogel-Eichert
Bonn word aloud and say the word, or to highlight To order, write orders@dyslexia.com or call
+49 (0228) 689 69 70 each letter silently and then say the word. 1-888-999-3324 (toll-free, Canada/USA).
Ulrike von Kutzleben-Hausen
Deisslingen v
+49 (07420) 33 46
Dr. Angelika Weidemann
Ulm
+49 (0731) 931 46 46
Susanne Wild
ReadOn Software enthusiastically
Paar endorsed by Ron Davis
+49 (08205) 959 08 28

v Greece
“Excellent! ReadOn is a powerful tool that will improve literacy
skills for learners of all ages. I am totally impressed with the different
Zoe Deliakidou
Thessaloniki reading styles and options which parallel and complement the Davis
+30 2310 434510
or +30 6934 662438
Reading Exercises and Davis Symbol Mastery.

v Iceland
The options for choosing different texts, colors, voice sounds, and fonts ensure
Áslaug Ásgeirsdóttir
that learners have fun and stay motivated. The easy-to-use and detailed audio-visual
Mosfellsbaer tutorial allows independent learning. The ability to create a personal visual dictionary
+354 565-2537 stimulates creativity and provides learners with ownership of the learning process.
Gudrún Benediktsdóttir
Hafnarfirdi ReadOn is a valuable tool for classroom teachers, tutors or parents who wish
+354 545 0103 or
+354 822 0910
to strengthen the reading and comprehension skills of all types of learners, including
Gudbjörg Emilsdóttir
dyslexic students. I would recommend ReadOn to anyone who wants a user and
Kópavogur dyslexic-friendly software program for improving reading fluency.”
+354 554 3452
THE DYSLEXIC READER PAGE 15

Testing Out of Special Ed: v Iceland (cont’d)

Asta Valdis Gudmundsdóttir
Stykkisholmur
One Mom’s Story of Success . . . +354 863-8268

Special Education separated a

Hólmfridur Gudmundsdóttir
Gardabae

discouraged young boy from his

+354 895-0252
Svava Hlin Hákonard
peers—The Davis Dyslexia Eskifjordur
+354 862 1518
Correction® Program and New Sigrun Hauksdóttir

Hope Learning Centers, Inc.

Mosfellsbaer
+ 354 895 6148

reunited him with his classmates! Sigurborg Svala

Gudmundsdóttir
Our son, Billy, had struggled at the end Mosfellsbaer
+354 566-8657
of 5th grade to read beyond a 3rd grade Stefanía Halldórsdóttir Wade
level. His negative attitude had reached a Kopavogur
crisis point. He dreaded special education, +354 564 2890

which for two years had separated him from Nora Kornblueh
Reykjavik
peers and failed to advance his reading. He +354-562-1295
started saying, “I’m dumb” and “I can’t do Ingibjörg Ingolfsdóttir
things because I’m disabled.” Mosfellsbaer
+354 899-2747
We enrolled him in the Davis Dyslexia Sigrún Jensdóttir
Correction® Program at New Hope Learning A smiling Billy Stout attests to the Mosfellsbaer
Centers, Inc. with the express goal of moving +354 897 4437
greatly improved attitude that came

him beyond special education. After working Valgerdur Jónsdóttir

with academic and personal success.
Kópavogur
with Facilitator Margie Hayes in May of Over the summer, Billy committed to +354 863 2005
2004, Billy emerged happy and confident, daily Koosh ball exercises and Symbol Sturla Kristjansson
knowing more about his unique abilities. His Mastery work. He continued to master new Hafnarfjordur
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reading 6th grade material. much so that coaches wondered what he had +354 473-1164

done. He told them that “off point” he could Erla Olgeirsdóttir

Speaking of baseball . . .
Advice and wisdom
from the greats
“You just can’t beat the
person who never gives
up”
–Babe Ruth (1895-1948)
“You hit home runs not
by chance, but by
Akranes
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Thor Elis Pálsson
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With the start of school, Billy re-stated Hugrún Svavarsdóttir
he did not want to return to special education. Mosfellsbær
We asked the school to re-test him. The +354 698-6465
testing, along with classroom observations Thorbjörg Sigurdardóttir
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by resource teachers, the principal, the school +354 862 2021
psychologist and his classroom teacher, Kolbeinn Sigurjónsson
determined that he no longer required Mosfellsbær
+354 566 6664 / 661-8654
special education services. His 6th grade year
v India
has been a time of growth and preparation for
Carol Ann Rodrigues
life ahead. His work with Davis techniques Mumbai
continues as he encounters advanced reading +91 (22) 2667 3649 or
+91 (22) 2665 0174
vocabularies and more independent work.

With the exception of the tools and personal v Ireland

preparation.”

knowledge Billy acquired through Davis, Paula Horan

–Roger Maris (1934-1985)
Mullingar
“graduating” from special education was +353-444-1613
most crucial to healing his self-image and Sister Antoinette Keelan
setting him on course toward academic and Dublin
+353 (01) 884 4996
personal success.
“Looking at the ball going
Maggie O’Meara
It doesn’t get any better than this…
over the fence isn’t going
Clonmel, Co. Tipperary
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to help.”
–Hank Aaron (1934- ) —Ann, a Minnesota Mom
v
PAGE 16
v Israel
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Eve Resnick
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Judith Schwarcz
DDA-Israel Director
Supervisor-Specialist
Pearl Zarsky
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v Italy
Elisa De Felice
Roma
+39 (06) 507 3570
Silvia Walter
Bagno a Ripoli Florence
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Rafaella Zingerle
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v Japan
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v Kenya
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v Lebanon
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You Want Me to
Write a What?
by Heather Vietti
Thomas Mann hit the nail on the head! To
some people, writing papers comes easily
and naturally. Unfortunately, I am not one
of those people. For me, writing a paper is
comparable to asking me to wrestle an
alligator. And now my English 101 college
teacher has asked me to jump feet first into
this quagmire of writing. If she had asked me
to choose between the two, I probably would
have chosen the alligator!
My problem is not lack of ideas or
understanding of the topic. It’s getting the
ideas and topics out of my head and onto the
page. My childhood writing started off a bit
backwards. After a few years of going by the
name “rehtaeH”—for those not Dyslexic
that’s my name backwards—my second grade
teacher realized that I was having some
problems. I spent the rest of the year
re-learning how to read and write via a mirror.
Needless-to-say, it put me a bit behind.
But Dyslexia does have its up side.
Some of the most creative
people are dyslexic. For
example, Quentin
Tarantino, Pablo Picasso
and even Thomas Edison
are (or were) dyslexic.
My mind works exactly
the same as some great
geniuses. What I lack in
writing ability, I more
than make up for in
creativity.
Dyslexia is my
gift according to Ron
Davis’s book The Gift of Dyslexia! Having a
problem with reading, writing, spelling or
math does not make me stupid. I may not be
an expert in those subjects, but my gift allows
me to be curious, highly intuitive, and
insightful. I think mainly in pictures instead
of words. I have a vivid imagination. I am not
disabled. I am realizing my gift of mastery.
I am a free writer and I am a free thinker! I
just jump in and hope that something legible
appears. In fact, I was rather excited when I
read in Uncommon Threads by Newman,
Bohner, and Johnson, that plunging headlong
into a topic is an actual way of developing
ideas. I’ll pretend I didn’t read the part
THE DYSLEXIC READER
“ A writer is
someone for whom
writing is more
difficult than it is
for other people.
—Thomas Mann, Nobel Prize ”
winning German Author
following that statement of how my process
is not necessarily the best or easiest way to
go about writing a paper. To my own credit,
I must say that I truly do try to write a good
paper and I enjoy seeing the end product. I
simply lack the confidence in my writing
abilities and that is my greatest challenge.
I worry that what looks and sounds good to
me—I admit to being a bit quirky—may look
and sound like a train wreck to someone else.
For example, in high school, I would try to
follow all the rules and formats to produce
what I thought was an “A” paper. Regardless
of the effort and time spent, it inevitably
came back with a bold and glaring “D”; thus,
the beginning of my essay-phobia.
Oddly enough, for all the difficulty I
experience, I actually enjoy
writing. I am a product
reviewer for CNE Online.
On an issue-by-issue
basis, I am responsible
for sending request
letters to companies for
products to review. I then
write articles for the
magazine critiquing
those items. My
editor loves my work
and very rarely do my pieces
get “polished.” I’ve often
wondered why can I write reviews
without any problems but when asked to
construct an assigned essay, my brain
becomes mush? The only conclusion I have
come to is that my reviews are based on my
personal opinions and knowledge and
involve something I truly enjoy and care
about—children.
I know that you are probably asking
yourself, “Why would Heather purposely
take an English class that involved weekly
writing assignments?” The answer for me is
simple. I want to be the best that I can be. I
did not learn the writing process correctly
the first time and now that I am older, and
(Cont’d on p. 19)
THE DYSLEXIC READER PAGE 17

The Best of v Mexico (cont’d)

Laura Lammoglia
Both Worlds Tampico, Tamaulipas
+52 (833) 213 4126
by Michele Siegmann, Alejandra Garcia Medina
Davis Facilitator in New Hampshire Cuajimalpa, Mexico, D.F
+52 (55) 5813 9554
It has now been more than four years since Sociedad de Consultatoria
I first gave my daughter, Mariah, then aged Organizacional
8, the Davis Program. She was in third grade Maria Eugenia Gutierrez
Maria Lourdes Gutierrez
and had hit a wall learning to read. Mariah Mexico D.F.
was frustrated and often felt stupid. I had +52 (55) 5595 8442

only attended the Fundamentals Workshop Lucero Palafox

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tools. Being a gifted artist, she even figured v Netherlands

out for herself that she didn’t have to have Ineke Blom
Dorpstraat
her mind's eye at her point when drawing. Mariah Siegmann showing her artwork
+31 (020) 436-1484
One year after her program, Mariah tested at an exhibition in May 2005.
Lot Blom
out of the public school's Special Education Utrecht
+31 (030) 271 0005
Program and was reading at grade level.
Hester Brouwer
At the beginning of fifth grade, entering The Forgotten Bookstore
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a new school, she was given a reading test Mariah Siegmann, July 2004 +31 (050) 52 61 146
and heard the comment for the first time that Lieneke Charpentier
she read well! She made great progress in her The old papery smell,
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writing skills that year, as well as building Books that will never sell, Hester Cnossen
upon her reading skills. Her artistic skills also The pages too dog-eared and battered,
Veghel
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Two days into our year-long boat trip, Monique Commandeur

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read when it wasn’t required! She read Away from the hectic traffic roar. Alexandra De Goede
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Instructing art books of when to dab, Mine de Ranitz
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at all times so that she could write when the The best birdwatchers' guide, +31 (0343) 521 348

moment struck. Published diaries in which authors confide, Christien De Smit

Sluis
Now Mariah is finishing 7th grade. She Poetry and picture books; +31 (0117) 461 963
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Saskia Dijkstra
She also writes well and in fact chose to Let your tuned awareness slip Amsterdam
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function of the right and left hemispheres of picture of the skies. +31 (0182) 517-316
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couldn’t tell. Of course, I reminded her that Brought back by the swish of a sign Johanna Fokkens
Beilen
she is a corrected dyslexic. After meeting the natives with +31 (0593) 540 14
Mariah said, “Anyway, Mom, thank you.” whom you were to dine. Pérola Gonçalves
Thank you, Ron Davis, and Charlotte Foster, Now the bookstore’s closed.
Amsterdam
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too, for enabling my daughter to begin to
Hat in hand you rose. Jan Gubbels
reach her potential. She now has the best of Maastricht
both worlds, a love of reading and a great Characters inert ‘til you read again +31 (043) 36 39 999

ability to disorient in order to enjoy the books. When they flow from the Fantasy Den. Sue Hillier-Smith
Breukelen
v +31 (0346) 265 059
PAGE 18 THE DYSLEXIC READER

v Netherlands (cont’d) University of California

Judith Holzapfel
Deventer
+31 (0570) 619 553
and the SAT Exam
Will Huntjens
Horn +31 (0475) 589 238
By Elise Bergerson
Mia Jenniskens [Ed. This editorial was written by a teachers and unsatisfactory resources, yet
Eindhoven
+31 (040) 245 9458
California high school student. Although it students coming out of these substandard
Trudy Joling
focuses on the University of California and schooling environments are expected to
Laren the Scholastic Aptitude Test (SAT), which is compete against more fortunate students
+31 (035) 531 00 66 required for entrance by most universities in through SAT testing.
Helen Kaptein the US, such examinations also occur in However, this is not the only display of
Middleburg many other countries.] bias in a test that is supposedly standardized.
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Marie Koopman The SAT has failed miserably as an aide to The even more controversial unfair culture
Bilthoven determine college admissions. This test is, bias must come into consideration especially
+31 (030) 228 4014
and always has been, by the schools who in the
Carry Kuling
Heemstede an invalid measure of coming years will continue
+31 (0235) 287 782 irrelevant criterion placed to grant admittance to
Edith Kweekel-Göldi upon a lofty pedestal. It is those with an unfair
Soest +31 (035) 601 0611
time that the SAT I and advantage. The SAT
Mw. Drs. M.H. Labrujère
Zutphen Gelderland more narrowly tailored blatantly caters to students
+ 31 (0)575 543 211 SAT II tests be abandoned who grow up in a house-
Imelda Lamaker as a university entrance hold where English is
Hilversum
+31 (035) 621 7309 requirement. the commonly spoken
Yvie Leenaars-de Rooÿ Luckily, but at all language and one or
Bavel too slow a rate, criticism more parents are highly
+31 (0161) 433 449
of this traditionally educated. Those who
ZeiZei Lerninstitut revered examination is perform on the SAT with
Drs. Siegerdina Mandema
Specialist Trainer increasing. There are a the most success are
Advanced Workshop large number of colleges raised in an environment
Presenter
DLS Workshop Presenter and universities where a quick ear for the
DDA-Nederland Director considering, for the first nuances of English
Robin Temple
Specialist Trainer time, the debate against grammar is developed
Workshop Presenter the use of this test. The and a diverse lexicon is
Maria Hoop
+31 (0475) 302 203 most recent opponent to obtained. This is more
Karin Meij the use of the SAT as an This test [the SAT] has
rare in black and
Amsterdam entrance requirement in created an entire mindset Hispanic households and
+31 (020) 679 9152
the UC system is the that punishes creative, thus a wide proportion
Sjan Melsen
Arnhem influential University of independent thought. of those applying to a
+31 (026) 442 69 98 California president UC have a remarkable
Petra Moolhuizen Richard Atkinson who disadvantage.
Middelaar
+31 (024) 696 3530 argues that the SAT is a For a test so biased
Marianne Oosterbaan biased test with little address to the applicant’s and with so many critics, it is difficult to see
Zeist grasp of specific subjects. Atkinson goes on why this archaic tradition has been upheld.
+31 (030) 691 7309
further to note perhaps the biggest and most What even is its purpose? It was a test devised
Ineke Pijp
Groningen controversial flaw of the test being the disparity to predict first year collegiate grades but there
+31 (050) 542 0817 between test scores of those of “well-off” are no studies that have tested the predictive
Fleur van de Polder-Paton backgrounds and those of a lower socio- validity of this test in subsequent schooling
Schiedam
+31 (010) 471 58 67 economic stature. and, in fact, while the test is a reliable one,
Petra Pouw-Legêne In fact, if one breaks down the figures, the correlation between collegiate grades and
Beek there is a direct linear correlation statistically the original SAT score upon admittance
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between income and SAT scores that raises consistently decreases. There also seems to
Lydia Rogowski
Helmond immediate alarm. How is it ethical for a test be no formal correlation between a student’s
+31 (0492) 513 169 with an obvious economic bias to be used in grade point average and their SAT performance.
Hanneke Schoemaker such circumstances that these tests, the SAT I Women, who tend to receive better grades
Wageningen
+31 (0317) 412 437 and II, are used? Few would negate the fact throughout high school, average 40 points
that urban areas tend to have a less qualified (Cont’d on p. 19)
THE DYSLEXIC READER PAGE 19

v Netherlands (cont’d)
UC and the SAT Test (cont’d from p. 18)

lower than men on SATs, as an example. are penalized for over-thinking the test and Tonny Stor
Furthermore, the test isn’t at all conformity reigns as the new preeminent Heerhugowaard
+31 (072) 57 22 771
predictive of how a student would perform in ideal in education. Karima P.A. Turkatte
labs, language classes, history classes, or other This is dangerous in the context for which Amsterdam
more specific academic settings. The SAT I this test is being used. As testing becomes the +31 (020) 696 4379

is narrowly tailored to verbal drilling and standard by which students are judged, students Mieke van Delden
Leek
algebraic equations rather than focusing on and schools alike are in peril of forgetting +31 (059) 4514985
the wide range of skills and intelligences what emphases must be placed on Agnes van den
obtained throughout an entire education in favor of an easily Homberg-Jacobs
America Limburg
high school career. Proponents definable concrete numerical +31 (077) 464 23 22
for standardized testing will assignment. Colleges are Annette van der Baan
retort by claiming that the dismissing the importance Amsterdam
+31 (020) 420-5501
SAT II picks up where its of GPA combined with the Rieja van der Valk
counterpart is lacking, but rigors of coursework. This is Almelo
the SAT II hardly offers a especially nonsensical in the +31 (0546) 867 537

complete roster of courses with arena of the UC system. Why Hetty van der Well
Oss
only basic English, math, social studies, science, is the system, which determines, and is fully +31 (041) 263 6403
and with languages such as Arabic and aware of, the standards for each and every Annemarie van Hof
Russian absent. California public school so concentrated on Utrecht
+31 (030) 65 86 700
It comes as no surprise that such a these test scores rather than other factors? The
Drs. Marian J.A. van
narrow-minded test has such a narrow-minded test should be offered as a mere option should Leeuwen/Woudenberg
focus. Despite the bias, the questionable someone see the opportunity to better represent +31 (033) 286 3506
validity, and the narrow tailor, the SAT, and themselves, through this facet, beyond grade Sjakkelien van Lier
standardized testing in general, has an even point average. In all other cases, the SAT I and Deventer
+31 (0570) 600 008
more ignoble problem. This test has created II are, at best, archaic, biased, and problematic
an entire mindset that punishes creative, ways of determining the worth of a student Gerard van Poppel
Gouda
independent thought. Highly creative thinkers and should be dismissed by the UC system.v +31 (0182) 535 265
Juchke van Roozendaal
Oss
You Want Me to Write a What? (cont’d from p. 16) +31 (0412) 690 312
hopefully wiser, it is time to try again. My and always will solve the problems of the Willem Van Ulsen
goals include concentrating on what is really human race.” Groningen
+31 (050) 542 3941
important in writing a good paper. In regards I am a mother of two beautiful little
Karin Van Wulfen
to organizing and composing, I would like to girls. One already prefers to wrestle alliga- Breda
try out new styles and ideas. I have also set tors than write a paper. But I know that she +31 (076) 514 4889
up a support system consisting of my husband has the gift of creativity and I will endeavor Tienke Veenstra-Sierhsma
and mother to help me see weak spots in my to help her “press on”. No wrestling in the Meppel
+31 (0522) 254 453
papers and keep me motivated when I get quagmire for her! Her gift of dyslexia will
stuck. I intend to develop my gift. I hope to help her soar into the realms of imagination Lia Vermeulen
Huizen
take from this course a complete where no alligators lay in wait. +31 (062) 3671530
sense of the writing process. Press on! That will be
All I can do is my very best my slogan for this semester Christien Vos
Tolbert
and with time, I hope that of English 101. My goal is +31 (0594) 511 607
the bar for my very best can that by the end of this class, Lucie Wauben-Cruts
be raised. To quote Calvin I’ll choose the paper over the Elsloo
+31 (046) 437 0329
Coolidge: alligator. v
“Nothing in this world About the author: Heather Vietti
Christa Wiersma
Den Haag
can take the place of is currently a stay-at-home mom, +31 (070) 355 3388
persistence. Talent will not; super nanny for two toddlers, full Gerda Witte-Kuijs
nothing is more common time student, and product reviewer/ Heerhugowaard
than unsuccessful people with forum moderator for CNE. Her +31 (072) 571 3163
passion in life is children and she has
talent. Genius will not; unrewarded genius Astrid Zanen-vander Blij
been blessed with two wonderful ones. Zoe age 5 Aerdenhout
is almost a proverb. Education will not; and Estie age 3, can be seen in the banner at the +31 (023) 524 3485
the world is full of educated derelicts. top of each page of CNE Online.
Persistence and determination alone are (first published in Children of the New Earth
omnipotent. The slogan ‘press on’ has solved Online at www.childrenofthenewearth.com)
PAGE 20 THE DYSLEXIC READER

v New Zealand
Catherine Churton
DDA-Pacific Director
Supervisor-Specialist
Auckland
+64 (021) 448 862
Jennifer Churton
Auckland
+64 (09) 360 4941
Raewyn Matheson Davis Training Successfully
Inglewood
+64 (027) 411 8350
Margot Hewitt
Launched In Kenya
North Canterbury
+64 (03) 315 7722 In April 2005, two Davis workshops were
offered in Nairobi, Kenya by Davis Dyslexia
Shelley McMeeken
Dunedin Association-UK and Dyslexia Africa. The
+64 3 456 5058 Fundamentals of Dyslexia Correction
Sandra Moetra Workshop was presented by Robin Temple
Whangarei
+64 (09) 435 6822 and Drs. Siegerdina Mandeman. The Davis
Kerrie Palma Learning Strategies Workshop for Primary
Rodney Teachers was led by Drs. Siegerdina
+64 (09) 425 5941
Manadema.
Lorna Timms Debbie Shah, who recently completed
Christchurch
+64 3 359 8556 her Davis Facilitator Training Program, is the
v Oman Director of Dyslexia Africa. The driving
Patricia Lynne Hodge ethos behind Dyslexia Africa is “to create a
Muscat +968 698 596 world that works for everyone with no excep-
Ten nationalities were represented by the

v Philippines tions, where every person is self-expressed, 18 participants of the Fundamentals

Imelda Casuga loved and valued just as they are and for all Workshop! Among them, Kenya, Ethiopia,
Baguio City
+63 (744) 42 29 01 they can become.” Its aims are to bring Davis South Africa, Mauritius, Germany, Holland,
Learning Strategies and the Davis Dyslexia
v Portugal
Correction Program first to the local
UK, USA, and India.
Rita Alambre Dos Santos
Lisboa 1000-115 community in Nairobi, Kenya, and ultimately
+351 (21) 781-6090
to all of Africa.v
v Republic of Singapore
Phaik Sue Chin
Singapore+65 6773 4070
(More photos on p. 21)

Ann Chua
Singapore
+65 9843 172
Constance Chua
Singapore
+65 6873 3873
v South Africa
Sara Kramer
Capetown
+27 (021) 671 4634

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

v Switzerland/CH
Tinka Altwegg-Scheffmacher
Veronika Beeler
St. Gallen
Juliet Banura, certainly makes mastering the Two of the attendees at the Davis Learning
+41 (071) 222 07 79
alphabet look like fun. Juliet learnt to read Strategies Basic Workshop for Primary Teachers.
at age 42 as a result of the Davis Program. Looks like they’re working hard and having fun!
THE DYSLEXIC READER PAGE 21

v Switzerland/CH
Kenya (cont’d from p. 20)

Client Lovell, obviously a talented sculptor, (cont’d)

proudly displays Rinturt, his “creation” for Monika Amrein
Zurich
+41 (01) 341 8264
the Create-a-Word exercise, and diligently
works on his model of “self.”
Lerninstitut Basel
Bonny Beuret
Specialist Trainer
Adv. Workshop Presenter
DLS Workshop Presenter
DDA-CH Director
Ruth Froels
+41 (061) 272 24 00
Priska Baumgartner
Wettingen
+41 (056) 426 28 88
Mieke Blommers-Friederichs
Basel
+41 (061) 378 9060
Michelle Bonardi
Castel S. Pietro, Ticino
+41 (091) 630 23 41
Vicki Brignoli
Lumino
+41 (091) 829 05 36
Ursula Fischbacher
Orpund
+41 (032) 355 23 26
Edith Forster
Ettenhausen
+41 (052) 365 45 54
Heidi Gander-Belz
Gerda Barokos-Jeger – In Memoriam DLS Workshop Presenter
Monchaltorf
+41 (01) 948 1410
Katharina Grenacher
Bern
On March 9, 2005 DDA-Switzerland lost Ich lebe mein Leben in wachsenden +41 (031) 382 00 29
a dear friend. Gerda Barakos-Jeger Ringen, Elisabeth Gut
passed away after a long and courageous die sich über die Dinge ziehen. Grut
+41 (044) 932 3242
struggle with cancer. Ich werde den letzten vielleicht nicht Ursula Hirzel Egler
Gerda was a Davis Facilitator at vollbringen, Stäfa
+41 (01) 926 2895
Lerninstitut Basel since its inception. As aber versuchen will ich ihn. Christa Jaeger
a primary school teacher she came to us Riehen
in hopes of helping all those struggling Ich kreise um Gott, um den uralten Turm, +41 (061) 641 4667

children she had had in her classrooms. und ich kreise jarhtausendelang; Ina Kretzer
Basel
Her devotion to the principles of Davis und ich weiss noch nicht, bin ich ein +41 (061) 278 98 88
shone in her work. Trained in Davis Falke, Consuelo Lang
Lumino
Learning Strategies, she became a ein Sturm oder ein grosser Gesang. +41 (091) 829 05 36
valuable mentor to many teachers in Claudia Lendi
Switzerland. I live my life in ever-widening circles
St. Gallen
+41 (071) 288 41 85
Everyone here and abroad who That spread out over all things. Erika Meier-Schmid
knew Gerda will remember her lovely, Bonstetten
Perhaps I will not complete the last one +41 (01) 700 10 38
quiet humor and her graceful way of
being. We miss Gerda, and are thankful But I will surely try. Christine Noiset
Renens/Lausanne
that we had the good fortune to have I circle around God, around the ancient
+41 (021) 634 35 10 or
(079) 332 2775
known such a strong and generous person. tower Jürg Peter
Below is a verse written by Rainer I circle for thousands of years;
Supervisor-Specialist
Dornach
Maria Rilke. It accompanied Gerda each
And still I don't know, am I a falcon +41 (061) 701 39 16
day of her last months, and she drew Véronique Pfeiffer
A storm or a great song.
great comfort from it. Zürich
+41 (01) 342 22 61
PAGE 22 THE DYSLEXIC READER

v Switzerland/CH Letters from Bulgaria (cont’d from p. 2)

(cont’d)
aren’t any bit less smarter than an average
child their age; most of them are maybe even
Where is Bulgaria?
Elisabeth Raberger
Baden
+41 (056) 209 17 76 brighter, but they are struggling, and every
Hilary Rhodes single one of their achievement costs them
Chesieres-Villars
+41 (024) 495 38 20
twice more labor.
Regine Roth
Could you help me? Could you give
Mohlin/Basel me any specific directions? Advices? Hope
+41 (061) 851 2685 you’ll be so kind and answer me. Thank you
Doris Rubli-Osterwalder
St. Gallen
very much!
+41 (071) 245 56 90
—Daniella Boneva, a loving and very
concerned mother from Rousse, Bulgaria
Benita Ruckli
Sigigen
+41 (041) 495 25 38
Elisabeth Rudolf von Rohr
[Daniela was encouraged to read “The Gift
Olten of Dyslexia” and work from it to help Nadia.
+41 (062) 293 46 66 Below is the next letter we received from her.]
Lotti Salivisberg
Basel Thank you very much for your response!!!
+41 (061) 263 33 44
After I received it, I got the book “The Gift [Here’s what happened after Daniela read
Sonja Sartor
Winterthur of Dyslexia,” read it several times, translated “The Gift of Learning”]
+41 (052) 242 4015 some of the chapters into Bulgarian, and
Today, I want to share some great news with
Maya Semle-Muraro went through the correction (Orientation)
you. I think I have written that my daughter
Stäfa +41 (079) 704 03 07
procedure with my daughter. After she got
still has big trouble with math, and a friend
Claudia Taverna
her orientation point, things started to
Sent of mine (a woman I got to know from your
+41 (081) 864 9115 improve day after day.
discussion board) advised to try the strategies
Andreas Villain It is amazing how far she has become
in “The Gift of Learning.” And she sent me
Zürich +41 (076) 371 84 32
for only three months. Now she reads at 3rd
that book.
Catherine Warner
grade level (she’s in 4th), quite smoothly but
Geneva +41 (022) 321 70 42 I read it several times, translated most
a bit slowly. Her writing became much more
Iris Webber of it and started working on the correction
Bäretswil/Zürich correct and much more “readable”. And what
strategy on math. We did Dial energy setting,
+41 (01) 939 2633
is so new and amazing to me is the fact it
and had just finished the basic concepts.
Margit Zahnd
ISN’T necessary to MAKE her read or write.
Ettingen Yesterday Nadia did in clay her last two
+41 (079) 256 86 65 She used to refuse doing anything for school,
basic concepts - ORDER and DISORDER.
she used to cry when I asked her to read 4-5
v United Arab Emirates We are about to start exercises for establishing
sentences, but it isn’t a case now. She would
Linda Rademan order. And here is what happened.
Dubai +9714 348 1687 read 3-4 pages a day and would write a
On Saturday evening we were having
dictation EVERY day beside her homework
v United Kingdom dinner when my 8 year old son Bobby asked,
and lessons. And she even offered to her
Nicky Bennett-Baggs “Mum, how many hours are there in a week?”
Gt. Gaddesden, Herts brother to help him with learning English
“Well,” said I, “you know how many hours
+44 (01442) 252 517
words (she doesn’t study English at school)!
are there in a day...” “Yes, there are 24,” said
Kate Blow
I’m so thankful for your advice to read
Southampton, Hants he. "And you know how many days are there
+44 (02380) 704 734 the book and to try to help my girl by
in a week...” “Yes, there are 7 days,” was his
Jo Broughton myself. Now we are working on Word
answer. “Then you could say how many
Hitchin, Herts
Mastery. She likes working with clay, and
+44 (0)1462 435 166 hours are there in a week.” He said, “There
it is like a funny game, but it made such a
Sue Bullen are 7 times 24, I know, but I can’t calculate
Ayrshire, Scotland difference! From the other side, my daughter
it.” He was disappointed.
+44 (01292) 591 797
still has trouble with Maths, and now a
And at that moment, completely unexpectedly,
Susan Duguid
friend of mine (who I met on the Davis
London Nadia said, “It is 168, so there are 168 hours
+44 (020) 8878 9652 Dyslexia Discussion Board) recommended to
in a week,” and saying that, she looked at me
Dyslexia Correction Centre read another book – The Gift of Learning. I
in complete astonishment. I was in shock, I
Georgina Dunlop
hope I’ll have that book soon and will be
Jane E.M. Heywood couldn’t believe. I asked, “How did you do
DLS Workshop Presenter able to work through it with my daughter.
it?” “I don't know, Mum, said Nadia, I just
Ascot, Berkshire With all the best,
+44 (01344) 622 115 looked at the numbers with my mind eye and
Christine East —Daniella knew how to do it. I did 7 times 4 is 28 plus
Kingsbridge, Devon
+44 (01548) 856 045 7 times 20 is 140 and it is 168 in all.”
(Cont’d on p. 23)
THE DYSLEXIC READER PAGE 23

v United Kingdom (cont’d)

Letters from Bulgaria (cont’d from p. 22)

You can’t imagine how we all looked. you how happy my girl was, how were her
Hilary Farmer
Maybe it was a funny picture for somebody eyes shining. And she was anxious to go on Oxford, Oxon
who couldn't understand the situation. Nadia with exercises, because, “Mum, obviously the +44 (01865) 326 464
couldn’t believe she did it by her own. And strategies in these books really work!” Nichola Farnum
London +44 (0208) 977 6699
asked me again and again, “Mum, did I do it Just had to share this one. Have a nice
Maureen Florido
by myself?” and we did many similar tasks, day! And thank you again!!! Harleston, Norfolk
and she did all of them perfectly. —Daniela +44 (01379) 853 810
On Sunday she got up earlier than usually Carol Forster
v DLS Workshop Presenter
and asked again to “do that kind of math,” Gloucester
and she still could do them. I can’t describe to +44 (01452) 331 573
Axel Gudmundsson
London
+44 (020) 8341-7703
Tessa Halliwell
Much anticipated Barrow upon Soar, Leics
+44 (01509) 412 645
Russian Edition of Annemette Hoegh-Banks
Berkhamsted, Herts
+44 1442 872185
Gift of Dyslexia Phyllida Howlett
Haverfordwest,
Now Available Pembrokeshire
+44 (01437) 766 806
Angela James
Reading, Berkshire
+44 (0118) 947 6545
Judith Jenkinson
The Gift of Dyslexia,
Russian Edition Old Windsor, Berks
+44 (01753) 853 275
Publisher: Center for Learning Correction
Liz Jolly
20 Ha’shhafim, Ra’anana 43724, Israel Fareham, Hants
+44 (01329) 235 420
Tel: +972 09-772 9888
Keryn Middleton
Fax: +972 09-772 9889 Barking, Essex,
+44 (0208) 507 9164
Email: moogy@netvision.net.il
Madeleine Miles
Price: 59 N.I.S ($14USD) Dereham, Norfolk
+44 (01362) 861 136
Fionna Pilgrim
Keighley, West Yorkshire
+44 (01535) 609 797
Elenica Nina Pitoska
Russian-speaking Davis Facilitators London +44 (020) 8451 4025
Pauline Royle
Poulton-le-Fylde, Lancs
+44 (01253) 899 875
Luba Alibash Languages Spoken: Russian, English Ian Richardson
E-mail: moogy@netvision.net.il Dyslexia Kent, Slaney Place, Headcorn Rd, Blaisdon Longhope, Glos
Languages Spoken: Russian, Hebrew Staplehurst Kent TN12 0DT, England
+44 (0145) 283 0056

3/9 Menachem Begin Street Tel: 01580 890321 Janice Scholes

Liversedge, West Yorkshire
Ramat Hasharon 44837, Israel Fax: 0870 4320317 +44 (01274) 874 712
Tel: 972-9-7729888 Judith Shaw
Mobile: 052-2729532 Richard Whitehead M.A., M.Phil. St. Leonards on
DDA-UK Director Sea/Hastings, East Sussex
+44 (01424) 447 077
Annette Dietrich DLS School Mentor & Workshop Presenter Dyslexia Kent
Languages Spoken: Russian, German E-mail: dyslexia@cnhl.info Richard Whitehead
Annette Dietrich, Diplom-Forderlebrerin Web Site: www.dyslexia-kent.co.uk
DDA Director
DLS Workshop Presenter
Maurer Lange Gasse 85, A-1230 Wien, Languages spoken: English, German, Margarita Whitehead
Österreich, Tel: 0043/1/888 90 25 Russian, Polish, French
DDA Director
Staplehurst, Kent
+44 (01580) 890 321
Dyslexia Kent, Slaney Place, Headcorn Rd,
Lynne Smith
Staplehurst Kent TN12 0DT, England
Margarita Viktorovna Whitehead
DDA-UK Director Brighton, East Sussex
E-mail: homeo@cnhl.info Tel: 01580 890321 +44 (01273) 723 920

Web site: www.dyslexia-kent.co.uk Fax: 0870 4320317

PAGE 24
v United Kingdom (cont’d
Barbara Timmins
Solihull
+44 (015) 6477 2657
Drs. Renée van der Vloodt
Davis Specialist
Reigate, Surrey
+44 (01737) 240 116
Evelyn White
Walton-on-Thames, Surrey
+44 (01932) 230 624
Rachel Williamson
Hassocks, West Sussex
+44 (01444) 245 260
Paul Francis Wright
Barton Upon Humber,
North Lincs
+44 (01652) 636 676
v United States
Alabama
Paula Morehead
Birmingham
+1 (205) 408-4420
Arizona
Dr. Edith Fritz
Phoenix
+1 (602) 274-7738
Nancy Kress
Glendale/Phoenix
+1 (623) 203-1890
John F. Mertz, Jr.
Tucson
+1 (877) 219-0613 (Toll Free)
+1 (520) 219-0613
Jeannette Myers
Sedona
+1 (928) 204-1963
Tamera P. Richardson
Mesa/Phoenix
+1 (480) 649-7737 x2237
California
Reading Research Council
Dyslexia Correction Center
Dr. Fatima Ali, Founder
Alice Davis, DDAI Director,
Ray Davis
Ronald D. Davis, Founder
Sharon Pfeiffer,
Specialist Trainer
DLS Workshop Presenter
Dee Weldon White
Lexie White Strain
Burlingame/San Francisco
+1 (800) 729-8990 (Toll Free)
+1 (650) 692-8990
Janet Confer
Rancho Santa
Margarita/San Clemente
+1 (949) 589-6394
Richard A. Harmel
Marina Del Rey/Los Angeles
+1 (310) 823-8900
David Hirst
Riverside
+1 (951) 653-9251 or
(909) 241-6079
Learning Disability
Resource Clinic
Nicole Melton
Karen Thorworth-Pongs
Diamond Bar
+1 (909) 229-5251
THE DYSLEXIC READER
D Y S L
I S E
X
V I
Young Learner Kit
A
A
D
• •
L
A S S
for Home-Use
N A
O
C
I
I T ®
A
T A
I O
N R N
I N T E
Based on the Davis Dyslexia
Correction methods, this Kit
enables parents and tutors of
children, ages 5-8, to home-teach
and help young learners to:
• focus attention
• control energy levels
• improve eye-hand coordination
• learn the alphabet
• learn basic punctuation
• develop and strengthen pre-reading
and basic reading skills
• prevent the potential of a learning
problem
• improve sight word recognition and
comprehension
The Kit includes:
• establish life-long “how to learn” skills. • Instruction Manual
• Sturdy nylon briefcase
The Davis Methods • Reusable modeling clay (2 lbs.)
for Young Learners
• Clay cutter
Davis Focusing Strategies provide • Webster’s Children’s Dictionary
(hardcover)
children with the self-directed ability to
be physically and mentally focused on the • Checking Your Grammar (softcover)
• Punctuation Marks & Styles Booklet
learning task at hand.
• Two Koosh Balls
Davis Symbol Mastery enables children
• Letter Recognition Cards
to master the alphabet letters, punctuation
• Laminated Alphabet Strip
marks and basic sight words with a simple,
• Stop Signs for Reading Chart
easy and fun alternative to pencil-paper
activities and drill.
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 9 and up), we
recommend the Davis Symbol Mastery Kit.
THE DYSLEXIC READER PAGE 25

Dream Test for Picture Thinkers v United States/

California (cont’d)
Michelle Palin
1. Some months have 6. If you had only one Santa Cruz
30 days, some match and entered a +1 (831) 419-8338

months have 31 cold and dark room, Dwight Underhill

days. How many where there was an oil El Cerrito/Berkeley
+1 (510) 559-7869
months have 28 heater, an oil lamp Colorado
days? and a candle, which Terry DeMeo
would you light first? Littleton/Denver
+1 (303) 850-7668
2. If a doctor gives you
3 pills and tells you to 7. A man builds a house Erin Pratt

take one pill every half with four sides of rec- Boulder
+1 (303) 775-6464
hour, how long would tangular construction, Crystal Punch
it be before all the pills each side having a Centennial/Denver
had been taken? southern exposure. A +1 (303) 850-0581
big bear comes along. Kristi Thompson
DLS Workshop Presenter
3. I went to bed at eight What color is the bear? Walsh +1 (719) 324-9256
o'clock in the evening 8. Take 2 apples from Florida
and wound up my clock 3 apples. What do
Random (Randee)
Garretson
and set the alarm to you have? Lutz/Tampa/St. Petersburg
sound at nine o'clock in +1 (813) 956-0502
the morning. How many 9. How many animals Alice J. Pratt
hours sleep would I get of each species did Jacksonville
+1 (904) 389-9251
before being awoken by Moses take with
Edwina Stone
the alarm? him in the Ark? Sunrise/Ft. Lauderdale
+1 (954) 290-5395

4. Divide 30 by half 10. You drive a bus with Rita & Eugene Von Bon
Navarre
and add 10. What 43 people aboard +1 (850) 939-2313
do you get? from Chicago, stop Georgia
in Pittsburgh to Scott Timm
pick up 7 more Woodstock/Atlanta
+1 (866) 255-9028 (Toll-Free)
5. A farmer had 17 and drop off 5,
sheep. All but 9 stop in Cleveland Hawaii
Vickie Kozuki-Ah You
died. How many to drop off 8 and pick Ewa Beach/Honolulu
live sheep were up 4 more, and arrive in +1 (808) 685-1122

left? Philadelphia 20 hours later. Illinois

What's the driver’s name? Kim Ainis
Chicago
+1 (312) 360-0805

ANSWERS BELOW. GOOD LUCK! Indiana

Jodi R. Baugh
YOU are the driver. 10. Cloverdale/Indianapolis
None. It was Noah, not Moses. 9. +1 (765) 526-2121
Myrna Burkholder
Goshen/South Bend
Two apples. I HAVE 3 APPLES, YOU TAKE 2, WHAT DO YOU HAVE? 8.
White. If all walls face south, the house must be on the North Pole. 7. +1 (574) 533-7455
The match. 6. Iowa
Mary Kay Frasier
Des Moines
9 live sheep. 5.
70. Dividing by half is the same as multiplying by 2. 4. +1 (515) 270-0280
1 hour. It is a wind up alarm clock which cannot discriminate between a.m. and p.m. 3. Kansas
Carole Coulter
Overland Park/Kansas City
will all be taken in 1 hour.
+1 (913) 831-0388
2. 1 hour. If you take a pill at 1 o'clock, then another at 1.30 and the last at 2 o'clock, they
Kentucky
1. All of them. Every month has at least 28 days.
Rochelle Abner
SCORING Winchester
+1 (859) 513-2662
0-3 Jumps to conclusions easily. Very gullible. Louisiana
4-7 Gets things right half the time. Wendy Ware Gilley
8-9 Very good picture-thinking skills. Hard to fool. Baton Rouge
+1 (225) 751-8741
10 Primarily a picture thinker. Very logical. Impossible to fool.
PAGE 26
v United States/
Louisiana (cont’d)
Christina Martin
Slidell/New Orleans
+1 (985) 646-2201
Michigan
Nicki Cates
Saint Clair Shores/Detroit
+1 (586) 801-0772
Ann Minkel
Six Lakes/Grand Rapids
+1 (989) 365-3176
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
Advanced Workshop
Presenter
Bloomington/Minneapolis
+1 (888) 890-5380 (Toll-Free)
+1 (952) 820-4673
Bernadette Peterson
Maple Grove
+1 (763) 229-4550
Virginia Putzke
Cold Spring/St. Cloud
+1 (320)-685-7977
Mississippi
M. Elizabeth Cook
Vicksburg/Jackson
+1 (866) 632-2900 (Toll Free) Dyslexia Africa, PO Box 152, Nairobi, 00502,
+1 (601) 636-2900
Missouri
Cathy Cook
Columbia
+1 (573) 819-6010
or 886-8917
Patricia Henry
Kansas City
+1 (816) 361 6563
Montana
Kimberly Bezanson
Seeley Lake
+1 (406)-677-3076
or 499-0220
Elsie Johnson
Kalispel
+(406) 257-8556
Linda Jo Price
Bozeman
+1 (406) 586-8218
Nancy Sitton
Whitefish
+1 (406) 863-9844
Robin Zeal
Whitefish
+1 (406) 862-6210
Nebraska
Shawn Carlson
Lincoln
+1 (402) 420-1025
Newly Licensed Davis Facilitators
and DLS Workshop Presenters
A special welcome to our first Davis facilitators in
Kenya, Argentina, Greece and Portugal!
Debbie Shah co-founded
Dyslexia Africa to promote
awareness of dyslexia in Africa
and to support individuals,
schools and other groups with
the mutual goal of preventing
and correcting leaning difficulties.
The Breakthrough Learning
Centre in Nairobi, where
Dyslexia Africa is based acts as a resource centre
for teachers, therapists, parents and dyslexics.
Davis Facilitator Training courses and DLS
workshops are arranged in Kenya in conjunction
with DDA-UK. A founding parent of the Nairobi
Waldorf School, Debbie has sought to find ways
for all children to excel. Ron Davis’ work made
her picture complete. “Introducing DLS into all
African schools is my dream–no child need ever
be left behind or excluded because of a learning
difference.” The company mission statement “to
create a world that works for everyone with no
exceptions, where every person is self-expressed,
loved and valued just as they are and for all they
can become” is the driving ethos behind
Dyslexia Africa. “Creating donor partners for
local schools and children is the next step in
implementing further training in Africa.” Debbie
lives in Nairobi and is the mother of 4 children.
Kenya, Africa. +25 (420) 577 493.
Debbie.shah@africaonline.co.ke
Zoe Deliakidou is a graduate
from the Dept. of Psychology
at Aristoteles University in
Thessaloniki, Greece.
Ploutarhou 32, Kifisia,
Kalamaria, Thessaloniki 55134,
Greece. +30 (2310) 43 45 10.
Zdel@in.gr
Silvana Ines Rossi trained with the
DDA-Mexico and is the first Davis Dyslexia
Correction Facilitator in Argentina. Palestina
1118 2A, Buenos Aires, Argentina.
+54 (1148) 65 38 98. lelijota305@hotmail.com
Rita Alambre Dos Santos has a degree in
Special Education and Rehabilitation and is our
first licensed Facilitator in Portugal! “For past
the six years I have been working in multiple
areas such as children with Down Syndrome,
Autism and Dyslexia. I am the managing director
of Fundacao Renascer.” Av. Defensores de
Chaves, 85 - 4º Esq., Lisboa 1000-115, Portugal.
+35 (121) 781-6090.
rita.alambre@fundacaorenascer.pt
THE DYSLEXIC READER
Ana Elana Payro Ogarrio, Bosque de
Viena #15, Frac. Colinas del Bosque,
Corregidora, Queretaro 76900, Mexico.
+52 (4422) 28 12 64. centroaprende@yahoo.com
Hilda Fabiola Herrera Cantu, Pino No.
1710 in 3 Co. La Campiña, Culiacan, Sinaloa CP
80060, Mexico. 52 (8166) 77 15 01 19.
fabiola_herrera@hotmail.com
Corinne Couelle is the mother of a dyslexic
child, Laurene. Her tremendous improvement at
school after a Davis Program induced Corinne to
become a Facilitator so that other French children
could benefit from Davis, too. Corinne loves
working with kids, receiving friends at home,
gardening, discovering and having fun. She is
proud and happy to become a Facilitator and
hopes she will help many struggling students.
She is deeply grateful to Ron Davis for his work
and thanks him today, as she done for many
months from the bottom of her heart. Action
Dyslexie et Difficultés d'Apprentissage, 13 Route
de Savigny, 21380 Marsannay-le-bois, France.
+33 (380) 35 79 53.
corinne_couelle@hotmail.com
Christien Vos “Working in a
Primary School as a teacher, I
saw every day frustration of
kids, parents and teachers:
problems with learning,
behaviour and a growing lack
of self confidence. In my
center, as a Davis Facilitator,
I hope I can really help these
people by showing them the toolbox of Ron
Davis.” Denken in Beeld, de Baander 8, Tolbert
Groningen 9356CM, Nederland. + 31 (594) 51
16 07. c.a.vos@zonnet.nl
Baruch Kassiff “I became
interested in Davis after I
videotaped Ron’s Presentation
in Israel. I started to understand
Ron’s ideas about the “Minds
Eye” and how to use it to our
advantage. It seemed to me to
be such a natural way to help
people to gain control over
their lives. This led to my
becoming a Davis Facilitator.” 6/9 Rivka Gruber
Street, Kfar Saba, 44471 Israel. +97 (297) 66 21 40.
bruce48@netvision.net.il
Ina Kretzer Minerva Schulen,
St. Alban, Vorstadt 30132, CH-4052 Basel.
+41 (061) 278 98 88. Kretzer@minerva-schulen.ch
(Cont’d on p. 27)
THE DYSLEXIC READER
New Facilitators (cont’d from p. 26)
Ann Hassig “I am a former
Special Education teacher and
was very concerned when my
own son had trouble with
reading and math. He made the
same mystifying mistakes my
high school LD students used
to make and was in danger of being held back in
second grade. I knew the school didn’t have
anything to help him so I searched online and
found “The Gift of Dyslexia.” In a short time my
PAGE 27
personal note the Davis Program has also helped Nevada
her overcome longtime reading, speaking and
Barbara Clark
writing issues. She’s looking forward to starting Gardnerville/Carson City
Open the Door Learning in Santa Cruz, CA and +1 (775) 265-1188
working closely with the Davis Dyslexia New Hampshire
Correction Center in Burlingame, California. Michele Siegmann
Open the Door Learning, Santa Cruz, CA 95060, Mason/Manchester/Boston
+1 (603) 878-6006
USA. +1 (510) 333-5759. mpalin@sbcglobal.net
New Jersey
Yuko Kimura McCulloch Lynn Chigounis
has a PhD from Oxford Montclair
+1 (973) 746-5037
University in Developmental
Psychology. “I came across Nancy Cimprich

son was reading on grade level. When “The Gift Davis through Sue Hall, a Elmer/Philadelphia
+1 (856) 358-3102
of Learning” came out I got that and within a Facilitator here in Vancouver.
month his math was on grade level. He told me She invited my husband and Charlotte Foster
Supervisor-Specialist
recently, ‘I used to think I was stupid and me to hear Ron Davis speak Bernardsville/Newark
couldn’t do anything. Now I read better and about his life – that was the hook. I have taken +1 (908) 766-5399
feel I can do anything.’ The improvement in his the leap from academics to becoming a Davis New York
self-esteem was dramatic. I decided to become Facilitator. I am Japanese by birth, but have lived Ann Hassig
a Davis Facilitator so I could help people gain in Hong Kong, Indonesia, Japan and the United Gouverneur
+1 (315) 287-0531
control of their gift and overcome learning Kingdom. Having settled in beautiful Vancouver,
problems.” Turning Point Dyslexia Correction, Canada, I am looking forward to joining forces Hadar Lily Hellman
New York City
Gouverneur, NY 13642, USA. +1 (315) 287-0531. with the other Davis Facilitators here to do won- +1 (212) 781-3689 or
ahassig@usadatanet.net derful things for Davis. I am married and have +1 (718) 614-8240
three children. My middle son is autistic and I Wendy Ritchie
Nicole Cates With degrees am presently trying to orient him using the Hilton/Rochester
in Language and International Auditory Fine Tuning procedure.” 4333 Kevin +1 (585) 233-4364
Trade and Finance, Nicki Place, Vancouver, British Columbia, V6S 2K7
North Carolina
changed career paths after Canada. +1 (604) 222-2258. Gerri W. Cox
discovering the Davis Dyslexia yukomcculloch@telus.net DLS Workshop Presenter
Correction Program and the Shallotte/Wilmington
benefits therein. Volunteer Hadar Lily Hellman was +1 (910) 754-9559

work with children in many born and raised in New York. Tina Kirby
capacities led to the desire to She was often reported by her Sanford/Fayetteville
+1 (919) 499-0774
work with children full-time. After discovering teachers as “not living up to her
her son Jacob was dyslexic, she trained in 2003 full potential.” While in acting Ruth Mills
Pineville/Charlotte
& 2004 to become a facilitator herself. “I feel so school she was surprised to find +1 (704) 541-1733
grateful to have discovered the Davis Dyslexia herself still struggling to read Jean Moser
Correction Program, seeing the positive changes and understand plays. A friend Winston-Salem
it makes in so many lives!” She is dedicated and suggested she might be dyslexic, yet Hadar found +1 (336) 765-6310

determined to help as many children and people it hard to believe. It wasn’t until she read “The North Dakota
as possible through this program. Nicki has a Gift of Dyslexia” that she could identify herself Karen Nelson

full-time practice in Southeast Michigan and as such. The book truly opened her up and gave Bismarck
+1 (701) 527-5367
works with children and adults ages 7 and up. her the liberating feeling she was not alone. After
Dyslexia and Learning Solutions, 22777 Harper completing the Davis Dyslexia Correction Ohio
Lorraine Charbonneau
Avenue, Saint Clair Shores, MI 48080-1868, Program, her life improved tremendously. “Since Mason/Cincinnati/Dayton
USA. +1 (586) 801-0772. then I have had the strong desire to reach out and +1 (513) 850-1895
nc@dyslexiaandlearningsolutions.com help others who have had difficulties in school.” Sandra Korn
Art of Learning, 710 West 173rd Street, #25, New Liberty Township/ Cincinnati
Michelle Palin received York, NY 10023, USA. +1 (212) 781-3689 or +1 (513) 779-9118
her degree from George (718) 614-8240. artoflearning@gmail.com Lisa Thatcher
Mount Vernon/Columbus
Washington University,
Washington, D.C., in Sociology Tina Panaritis “I have +1 (740) 397-7060

with a minor in Spanish. She majored in education and worked Oregon

has a successful career in the as a research coordinator for 17 Gary Ives
Portland
field of social research where years. My son completed the +1 (503) 238-7449
she worked with leading Davis Program in 2002. The
Pennsylvania
research institutions in the result of his success with the Marcia Maust
country to complete large quantitative and Davis methods inspired me to Berlin/Pittsburgh
qualitative studies in such topics as cancer, become a Davis Facilitator and +1 (814) 267-6694

aging, HIV and other diseases. After 10 years in bring this program to Quebec. My son had low South Dakota
research Michelle decided to find work that was self-esteem and was struggling in school, but Kim Carson
DLS Workshop Presenter
more personally fulfilling. Becoming a certified since he completed the program it has changed Brookings/Sioux Falls
Davis Dyslexia Facilitator in April 2005 has his outlook of himself in a positive way. I am +1 (605) 692-1785
been the highlight of Michelle’s career. On a looking forward to helping others benefit from
(Cont’d on p. 28)
PAGE 28
v United States/
South Dakota (cont’d)
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)
Success Learning Center
Rhonda Clemons
DLS Workshop Presenter
Colleen Millslagle
DLS Workshop Presenter
Tyler/Dallas
+1 (866) 531-2446 (Toll Free)
+1 (903) 531-2446
Shari Chu
San Antonio
+1 (210) 414-0116
Susan Lewis
Lubbock
+1 (806) 771-1385
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
Virginia
Donna Kouri
Mount Pelier/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)
Meadowbrook
Educational Services
Dorothy Bennett
Renie Royce Smith
Spokane & Everett
+1-800-371-6028 (Toll-Free)
+1 (509) 443-1737
Aleta Clark
Auburn/Tacoma
+1 (253) 854-9377
THE DYSLEXIC READER
Eugene Von Bon is in a
private practice with his wife,
New Facilitators (cont’d from p. 27)
this program and change their outlook of Rita. “I have a military service
themselves.” Dyslexia-Mastery, Montreal, background unrelated to
Quebec, Canada. +1 (514) 862-9164. education, yet uniquely
Tina@dyslexia-mastery.com qualified in the broad area
Mieke van Delden is a of Logistics and Resource
teacher in primary education. Management, as well as a background in
She worked as a remedial Community Theater as a performer, producer and
teacher and coordinator for director. My hobbies are my recently acquired a
children with special needs. Mrs. motorcycle, riding in local area only, and pursuing
Nel Ojemann educated Mieke my lifelong goal of obtaining a Private Pilots
in signalising the children’s license. Paradise Learning Unlimited Services
way of perception. She has (PLUS), 2417 Ashwood Way, Navarre, FL 32566.
also followed the course of 850-939-2313. vonbone@bellsouth.net
Davis Learning Strategies . ®
Brenda J. Osadchy is now
Mieke has her own office as a Davis provider studying for her Master of
called “in-huis” (At Home). “Teaching to trust Special Education from the
in what you have is what I call “the Gift.” University of Flinders,
Oldenoert 25,Leek, 9351 KT, Nederland. Adelaide, Australia. She has
+31 59 451-4985. mieke25@home.nl been a special education teacher
Lia Vermeulen is a remedial for over 30 years working with
teacher with a diverse approach adults and children to solve their ‘reading,’
to learning disabilities ‘writing’ and ‘rithmetic’ challenges. The Davis
containing Body and Brain “tools” are truly life-changing and will continue
Gym, Edukinesiology, NLP, to be an integral part of her classroom’s “nest”
and Picture Thinking by Nel strategies. Using the Davis programs in her
Ojemann. “Still there was private tutoring business, Total Learning Services,
something missing. The Davis will help her to serve students in her community.
Program was the answer. It gives an important Total Learning Services, 8 Poplar Court NE,
change in the ability to learn successfully. The Medicine Hat Alberta T1C 1R3 Canada.
students gain a higher sense of self-esteem. It is +1 (403) 529-7902. brendaosadchy@yahoo.ca
a privilege to help them do so.” KWDD, Paula Horan “My background
Naarderstraat 225, Huizen (NH), 1272 NJ, is that of a parent of a dyslexic
Nederland. +31 (062) 367 1530. child, who improved wonderfully
Lia.vermeulen@tiscali.nl after a Davis Programme. I
Debra D’Aversa has a B.A subsequently trained in this
degree in Psychology. “As a incredible method and presently
mother of three children, two see children and adults at
of whom are dyslexic and one Mullingar. My youngest client
developmentally delayed, I was 8 and my eldest 68—it’s never too late.”
could see how my children Dyslexia Correction Centre @ Mullingar,
did not fit into the educational Harbour Street, Mullingar, Ireland.
system. After my son completed +353 (044) 41613. path1@eircom.net
the Davis Program, I knew that
my path had been decided. As a Davis Facilitator,
Hetty van der Well
“Dyslexia is a word that always
I can help other people who have special gifts and catches my attention because of
intelligences to use the Davis tools and realize my three dyslexic children.
their full potential, too.” Awakening Acorns, After reading “The Gift of
Leamington, Ontario, Canada. +1 (519) 322-1297. Dyslexia” I knew that by
debra.daversa@sympatico.ca becoming a Davis Facilitator
Christine Bleus Route de myself, I would be able to not only help my children,
Choudans, Saint Jean de but also others to overcome their learning
Gonville, 01630 France. difficulties and rebuild their self-esteem.” Echt
+33 450 56 40 48. Well, Staringstraat 332, Oss 5343 GP Nederland.
+31 (041) 263-6403. hettyvanderwell@home.nl
christine.bleus@libertysurf.fr
Hester Cnossen “I am a
qualified teacher at a primary
school. My specialization is
working with children with
learning disabilities. With the
Davis method I discovered
(Cont’d on p. 29)
THE DYSLEXIC READER PAGE 29
Kerrie Palma, herself a
dyslexic, came across the v United States/
New Facilitators (cont’d from p. 28)

there is a possibility that children really learn to Davis Methods as she searched
Washington (cont’d)
understand and manage their own problems. That for a solution to her daughter’s Carol Hern
makes a big difference with the ‘common’ education dyslexia. Kerrie relates strongly DLS Workshop Presenter
system in the Netherlands.” Hester abc-counseling, to dyslexia being a gift—and
Spokane
Meijerijstraat 24, Veghel 5461 HJ Nederland. is passionate about assisting Mary Ethel Kellogg
+31 41 337 5835. abc-counseling@planet.nl children and adults to be able
DLS Workshop Presenter
Spokane
Ratnávali de Croock “I worked to view dyslexia in this way. “It is a privilege to Rebecca Luera
for many years as a trained nurse in play a small part in helping someone to achieve Fall City/Seattle
health services. I have always been their goals and pursue their dreams.” Kerrie and +1 (800) 818-9056 (Toll-Free)
her daughter both completed a Davis Correction +1 (425) 222-4163
interested in dyslexia and this
increased when one of my nephews Programme and have seen wonderful results.
Ruth Ann Youngberg
Bellingham
turned out to be dyslexic. Thanks to Kerrie is part of the first group of facilitators +1 (360) 752-5723
the lecture about the Davis Dyslexia trained in New Zealand through DDA-Pacific Laura Zink de Díaz
method, I discovered my own and was privileged to have Ron Davis lead the Mount Vernon/Everett
dyscalculia and decided to train as workshop components of her facilitator training. +1 (360) 848-9792
a Facilitator. That was a very good decision for my Kerrie is based at 8 Amanda Lane, Snells Beach, West Virginia
life. I am doing this work with a lot of enthusiasm Rodney, New Zealand. +64 (09) 425 5941. Gale Long
Elkview/Charleston
and I find it very satisfying.” Mangolialaan 14, Kerrie@picturethinkers.co.nz +1 (888) 517-7830 (Toll Free)
Oudorp 1829 EJ Nederland. +31 (072) 511 6881. Ian Richardson “My +1 (304) 965-7400
cmdecroock@zonnet.nl business name is ‘Glad to be Wisconsin
New Hope Learning
Carina Little “I was fortunate to Dyslexic’ as I love being a Centers, Inc.
grow up on a ranch in central South picture thinker. I wouldn’t want Darlene Bishop
Dakota as part of a family deep in to be any other way. I also love Margaret Hayes
Milwaukee
Christian values. After graduating building and making sculptures, +1 (888) 890-5380 (Toll Free)
from college with degrees in math so when I am not helping other +1 (262) 255-3900
and computer science, I started picture thinkers realize their
teaching math in the public school huge potential, I’m in my own workshop
system. After several years teaching, creating art works.” My web address is v
raising my four children took www.gladtobedyslexic.co.uk Glad to be
precedence over my personal career. I was introduced Dyslexic, The Old Mill, Blaisdon Longhope, This Directory is current
to the Davis program when one of my own children Glos. UK GL17 0AH. +44 (0145) 283 0056. as of August 30, 2005. It is
had reading problems in the third grade. The thrill of blaisdonites@yahoo.co.uk subject to change. Between
watching the lights go on in my little boy and the newsletter issues, new
Facilitators are added, and
change in his attitude gave me all the incentive I
New Davis Learning Strategies
occasionally, some become
needed to leave mass education behind and become a
Workshop Presenter
inactive. However, the Davis
Davis Facilitator.” 17532 454th Avenue, Watertown, Heidi Gander-Belz is a Providers list at
South Dakota 57201-7693. +1 (605) 886-8415. Davis Facilitator since January, www.dyslexia.com
tclittle@itctel.com 2002, as well as a school is always up to date.
teacher for over 20 years. She
Margot Hewitt “My background looks forward to working with
was as an early childhood teacher DDA-CH to introducing Davis
for fifteen years and a trained primary Learning Strategies Workshops
school teacher. In all my years of to many Swiss teachers and schools.
working with young children, I never Himmelsbergstrasse 41, 8617 Monchaltorf,
had the experience or knowledge, to Switzerland. +41 (01) 948 1410.
help individuals overcome their hganderbelz@gmx.ch v
social or learning differences, or
help them reach their potential. We
live on a farm and have three children. Two of our
children are dyslexic, which is the reason I became
Davis Training Programs
involved with the Davis Methods. Our son did a
Davis Program and we were very encouraged by his
The Davis Facilitator Training Program requires approx. 400 hours of

progress and so inspired by his facilitator, that I

course work.

attended a Fundamentals course. From there I went

The Davis Specialist Training Program requires extensive experience

on to complete my training, which was an amazing

providing Davis programs and an additional 260 hours of training.

learning experience. Thanks to the training and

support I have received, I now look forward to making
a difference to ‘unique thinkers’ from my home
office.” Unique Thinkers, PO Box 229, Hanmer
Springs, North Canterbury, New Zealand.
+64 (03) 315 7722. r.Hewitt@clear.net.nz
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,
see www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or
toll-free in the US at 1-888-805-7216.
PAGE 30 THE DYSLEXIC READER

Basic Workshop for

Primary Teachers
Would you like to…
• Improve the reading skills of all the children in your
class regardless of their learning style?
• Manage your classroom more effectively?
• Prevent the onset of learning disabilities?
• With research methods that are flexible and easily fit
into and enhance any existing curriculum?
This two-day workshop provides Primary Teachers (K-3)
with unique and innovative strategies for improving
reading instruction and classroom management, and equips
young learners with proven life long skills in “how to learn.”
Instruction includes:
• Theory and Reasoning for each Strategy. To register:
• Video demonstrations of each Strategy and classroom
implementation suggestions. call 1-888-805-7216 (toll free)
• Supervised experiential practice on each Strategy. or fax 1-650-692-7075
• Q&A and discussion about each Strategy.
Included are:
2005 DATES & LOCATIONS
• Detailed Manual with suggested year-long guides,
black-line masters, and numerous tips for each Strategy
Canada (Oakville/Burlington, Ontario)
and various curriculum activities. ($45 value)
15-16 Oct. 2005

• Videotape demonstrating each classroom strategy.

Instructors: Rhonda Clemons & Colleen Millslagle
Email: info@davislearn.com
($30 value) Tel: +1 (888) 805-7216
• Workshop Kit: includes United Kingdom (Staplehurst, Kent)
all the materials needed 12-13 Oct. 2005
to start and proceed with
Instructor: Richard Whitehead

confidence working with

Email: info@davistraining.co.uk

students: alphabet strip,

Tel: +44 (01580) 892 928

letter recognition cards,

Switzerland (Basel)
clay, clay cutter, two
11-13 Nov. 2005

Koosh® balls, dictionary.

Instructor: Heidi Gander-Belz, Language: German
Email: office@dda.ch
($90 value)
Tel: +41 (061) 273 81 85

• Post-workshop e-mail consultation with a Davis Learning Kingdom of Bahrain

Strategies Mentor, as needed. 10-12 Sept. 2005
• Verification of Attendance letter. Instructor: Carol Forster
• Refreshments and deli lunch.
Language: English, Arabic
Tel: +973 3930 5011 or +973 3968 9601
Workshop hours: 9am-4pm with one hour lunch break.
Email: sbiblind@batelco.com.bhPoland

Cost: $595 per person (US only)

Poland (Warsaw)
25-27 Nov. 2005
Academic Units or CEUs (US and Canada only) Instructor: Richard Whitehead

Two Quarter Units are available through California State

Language: Polish

University. Cost is $44 per unit, plus $35 administrative fee.

E-mail: info@dysleksja.net

A written assignment, which can be completed before and

Tel: +48 598 400 472

during the workshop, is required.

India (Mumbai)
1-3 Dec. 2005
Instructor: Richard Whitehead
Would you like to bring a DLS Email: info@davistraining.co.uk
workshop to your school/area? Tel: +44 (01580) 892 928
Call 1-888-805-7216 and ask for Paula McCarthy. Visit www.davislearn.com for
the most current information.
THE DYSLEXIC READER PAGE 31

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
FUNDAMENTALS WORKSHOP OUTLINE
DAY ONE DAY THREE
Background and Development of the Davis Dyslexia Orientation Review Procedure
Correction® Procedures (a method for checking orientation skills)
• Research and discovery. The “gifts” of dyslexia. Anatomy • Demonstration & Practice Session
and developmental stages of a learning disability. Davis Symbol Mastery® (the key to correcting dyslexia)
Overview of the steps for dyslexia correction. • What is Symbol Mastery? Why clay?
Davis Perceptual Ability Assessment Mastering Basic Language Symbols
(a screening for dyslexic learning styles) • Demonstrations and Group Exercises
• Demonstration and Practice Session Reading Improvement Exercises
Symptoms Profile Interview (used to assess symptoms, • Spell-Reading. Sweep-Sweep-Spell. Picture-at-
strengths and weaknesses; set goals; establish motivation) Punctuation
• Demonstration and Practice Session
DAY TWO DAY FOUR
Davis Orientation Counseling Procedures (methods to Fine-Tuning Procedure (checking and adjusting
control, monitor and turn off perceptual distortions) orientation using balance)
• What is Orientation? Demonstration & Practice Session Symbol Mastery Exercises for Words
Release Procedure (method to alleviate stress, headaches) • Demonstrations
Alignment (an alternative to Orientation Counseling) • Group Exercises
• What is Alignment? How is it used? Group Demonstration • Practice Sessions
Dial-Setting Procedure (a method for controlling ADD Implementing the Davis Procedures
symptoms)
To register for US workshops call 1-888-805-7216 (toll-free)
2005-2006 FUNDAMENTALS WORKSHOP SCHEDULE

UNITED STATES DEUTSCHLAND PORTUGAL

15 - 18 Nov. 2005
Washington, D.C.
Presenter: Gerry Grant
Dorothy@acomprehensioncenter.com
Tel: +1(866) 822-2441 toll-free
• 30 Jan. – 2 Feb. 2006
• 10 - 13 July 2006
San Francisco, California
Presenter: Cyndi Deneson
Email: training@dyslexia.com
Tel: +1 (888) 805-7216
14 - 17 Mar. 2006
Dallas-Ft. Worth, Texas
Presenter: Gerry Grant
Dorothy@acomprehensioncenter.com
Tel: +1 (866) 822-2441 toll-free
18 - 21 Sept. 2006
Washington, D.C.
Presenter: Gerry Grant
Dorothy@acomprehensioncenter.com
Tel: +1 (866) 822-2441 toll-free
6 - 9 Nov. 2006
Dallas-Ft. Worth, Texas
Presenter: Gerry Grant
Dorothy@acomprehensioncenter.com Email: germany@dyslexia.com
Tel: +1 (866) 822-2441 toll-free
UNITED KINGDOM
7 - 10 Nov. 2005
Addington, Kent
Presenter: Siegerdina Mandema
& Robin Temple
Email: uk@dyslexia.com
Tel: +44 (01580) 892 928
CANADA
24 - 27 Oct. 2005
Halifax, Nova Scotia
Presenter: Gerry Grant
Email: ggrant@dyslexia.ca
Tel: +1 800-981-6433 toll-free
1 - 4 Oct. 2005: Hamburg 24 - 27 Oct. 2005: Lisbon
Presenter: Ioannis Tzivanakis
Sponsor: DDA-UK/Rita Alambre
Language: German
Presenters: Robin Temple &
Siegerdina Mandema
Tel: +49 (040) 25 17 86 22
Language: English with
POLAND Portuguese translation
Email: rita.alambre@netcabo.pt
19 - 22 Nov. 2005: Warsaw Tel: +351 912 226 717
Sponsor: DDA-UK
Email: info@dysleksja.net SWITZERLAND
Tel: +48 598 400 472
3 - 6 Nov. 2005: Basel
Presenters: Ioannis Tzivanakis
Presenter: Bonny Beuret
Language: German, Polish
Email: office@dda.ch
Language: German
Tel: +41 (061) 273 81 85
NOTE: All workshops
are in English unless
otherwise noted.

For updated workshop schedules visit: www.dyslexia.com/train.htm

The
Dys•lex´•ic Read´•er
~
PRESORTED

1601 Old Bayshore Highway, Suite 245

STANDARD

Burlingame, CA 94010
U.S. POSTAGE
PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book 2005-2006 International Schedule
The Gift of Dyslexia by Ronald D. Davis 1-4 Oct. 2005 Hamburg Germany
This 4-day workshop is an introduction to the basic theories, 24-27 Oct. 2005 Lisbon Portugal
principles and application of all the procedures described in 24-27 Oct. 2005 Halifax, Nova Scotia Canada
The Gift of Dyslexia. Training is done with a combination of 3-6 Nov. 2005 Basel Switzerland
lectures, demonstrations, group practice, and question and 7-10 Nov. 2005 Addington, Kent UK
answer sessions. Attendance is limited to ensure the highest 15-18 Nov. 2005 Washington, D.C. USA
quality of training. 19-22 Nov. 2005 Warsaw Poland
30 Jan-2 Feb 2006 San Francisco, CA USA
Who should attend:
14-17 Mar. 2006 Dallas/Ft. Worth, TX USA
Everyone involved in helping dyslexic individuals over the
10-13 July 2006 San Francisco, CA USA
age of eight.
18-21 Sept 2006 Washington, D.C. USA
Participants will learn: 6-9 Nov. 2006 Dallas/Ft. Worth, TX USA
• How the Davis procedures were developed.
U.S. Course Schedule
• How to assess for the “gift of dyslexia.” • 8:30 - 9:00 Registration (first day)
• How to help dyslexics eliminate mistakes and focus attention. • 9:00 - 5:00 Daily (lunch break 12:00-1:30)
• The Davis Symbol Mastery tools for mastering reading. U.S. Fees and Discounts
• How to incorporate and use proven methods for improving • $1175 per person
• $1125 for DDAI members or groups of two or more
reading, spelling, and motor coordination into a teaching,
• $1075 if paid in full 60 days in advance
home school, tutoring, or therapeutic setting. • Advance registration and $200 deposit required
• Includes manual, one-year DDAI membership,
See page 23 for more workshop details. verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Pacific DDA-Deutschland DDA- México DDA-UK
PO BOX 46023 Wandsbecker Chausee 132 Río Volga #308 ote Slaney Place
Herne Bay D-22089 Hamburg Colonia del Valle Headcorn Road
Auckland, New Zealand GERMANY 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ.
Tel: +64 (09) 361 6115 MEXICO Tel: +44 (01580) 892 928
Fax: +64 (09) 361 6114 Tel: 49 (040) 25 17 86 22 Tel/Fax: 52 (81) 8335-9435 Fax: +44 (01580) 890 321
E-mail: pacific@dyslexia.com Fax: 49 (040) 25 17 86 24 or 52 (81) 8356-8389 E-mail: uk@dyslexia.com
E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com
DDA-CH DDAI-Int’l, Canada & USA
Freie Strasse 81 DDA-Israel DDA-Nederland 1601 Bayshore Highway, Ste 245
CH 4001 Basel 20 Ha’shahafim St. Kerkweg 38a Burlingame, CA 94010
SWITZERLAND Ra’anana 43724 ISRAEL 6105 CG Maria Hoop, NEDERLAND Tel: 1-888-805-7216
Tel: 41 (061) 273 81 85 Tel: 972 (0523) 693 384 Tel: 31 (0475) 302 203 Fax: 1 (650) 692-7075
Fax: 41 (061) 272 42 41 or (0)9 774 7979 Fax: 31 (0475) 301 381 E-mail: ddai@dyslexia.com
E-mail: ch@dyslexia.com Fax: 972 (09) 772-9889 E-mail: holland@dyslexia.com
E-mail: Israel@dyslexia.com
Enrollment limited ❖ Classes fill Early ❖ Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm
For a full description of the Davis Facilitator Certification Program, ask forContinued
our booklet.
on page 22