The
~
Dys•lex´•ic Read´•er
Vol. 25 Davis Dyslexia Association International
A Different Look at Attention Deficit Disorder
by Ronald D. Davis
During the past two decades, ADD
and ADHD have become the learning
disabilities of interest. We almost
never hear of the other eighty or so
learning disabilities. When I first
encountered the terms ADD and
ADHD being applied to learning
disabilities and dyslexic
characteristics, I looked them up in
The Merck Manual, the medical bible
for diagnosing, defining, and treating
medical conditions. Although the
media promotes the idea that it is
biological and/or biochemical, the
medical community defines it as:
"Developmentally inappropriate
inattention and impulsivity with and
without hyperactivity." The definition
goes on to state, "Several theories
Success with Dial-Setting
by Paula Morehead
Davis Facilitator in Alabama
I talked to a father of a 13-year-
old boy who was interested in the
Davis Dyslexia Correction Program
for his son. During the conversation,
I learned that the boy had been
taking Ritalin for the last six years.
He had started taking the medicine
in the first grade to help him
concentrate. Now, his father
explained, it was not easy for his
son to sit still even for a little while
unless he was taking the medicine. I
recommended that he talk with his
son's doctor and see about taking
advocating biochemical, sensory and
motor, physiologic, and behavioral
correlates and manifestations have
been proposed. Etiology is unknown."
(Etiology means the factors associated
with the causation of disease.) In other
words, both the cause and the
Twenty years of successfully
working with students
labeled and mislabeled with
ADD and ADHD has given
us a different understanding.
correction of the condition is actually
unknown.
In my opinion,the growing
popularity of ADD/ADHD is fairly
simple to understand. The diagnosis is
him off the medicine at least two
weeks before the scheduled
program. He agreed to do this.
When they arrived on Monday to
do the five-day Program, it was true,
the child was having a very difficult
time sitting still for any part of the
initial consultation. We made it
through, and I was able to establish
that he really wanted to be able to
read and he wanted to stop taking
the medicine. He said it was
embarrassing to have to go to the
health room every day and take
medicine like a baby. As soon as we
completed the initial Orientation
Continued on page 4
Issue 3 • 2001
made by the medical profession, with
the public's assumption that there is
medical science in support of the
diagnosis. With the diagnosis comes a
prescription of medication which the
public assumes will eliminate the
problem. Both of these assumptions
are wrong. The Merck Manual tells us
that there is no medical science in
support of an ADD/ADHD diagnosis.
And the drugs (stimulants) that are
prescribed only influence the
symptoms without addressing the
actual problem.
Twenty years of successfully
working with students labeled and
mislabeled with ADD and ADHD has
given us a different understanding. It
has also given us a way to solve the
problems of inattention, impulsivity,
and hyper/hypoactivity — without
Continued on page 4
In This Issue
News & Feature Articles:
A Different Look at ADD . . . . . . . . . . . . . . .1
Sucess with Dial-Setting . . . . . . . . . . . . . . .1
Connecticut Law Prohibits Schools
from Urging Ritalin . . . . . . . . . . . . . . . . .3
Animal School . . . . . . . . . . . . . . . . . . . . . . .5
Explaining Dyslexia to a Child . . . . . . . . . .6
Facts about ADHD . . . . . . . . . . . . . . . . . . . .7
Psychostimulants in America . . . . . . . . . . .8
Regular Features:
In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . .2
Book Reviews . . . . . . . . . . . . . . . . . . . . . . .5
Davis Workshops . . . . . . . . . . . . . . . .10, 11
New Facilitators & Specialists . . . . . . .12-13
Davis Providers (U.S. & Canada) . . . . .14-15
PAGE 2 T HE DYSLEXIC READER

IN THE MAIL
Jerilynn Carter's article on "Mastering
Musical Notes with Davis Symbol
Mastery" appeared in our last issue. She
is the mother of six children and has
been home schooling for 9 years.
Although she is a piano teacher, Jerilynn
believes that anyone could teach musical
notes with Symbol Mastery. Here are
more tips on mastering musical notes
sent in by Jerilynn.
After making the staff in clay, we
made the three C's on the staff:
middle C, high C (one octave up
from middle C) and low C (one
octave down). We then made several
note heads (whole notes) and placed
them on the staff in random order on
any of the 5 notes that we had done
previously (the3 C's, treble G and
bass F).
My daughter, age 12, went to the
piano and read her clay staff as she
played the notes which was easy and
fun for her. Next, she copied these
notes onto a large paper staff, then
read and played from this staff.
In a regular manuscript book (with
rather large staff lines), she
"composed a song" by simply
choosing any of these five notes and
writing them on the staff in any order
she wanted. She "sight-read" her own
song, first right hand, then left hand,
separately. It was interesting to hear
the sound of her random notes!
Next, I had her do the same thing,
only this time breaking the line into
measures with four notes to a
measure and lining up the notes
between the right and left hand so
she could play them together.
Drawing in bar lines to create
measures didn't pose any problem for
her.
Finally, the real test. She read and
played this line of music with both
hands together. She went slowly, but
she did it without any confusion or
disorientation. She loved doing this!
I'm looking forward to adding more
notes, one or two at a time, in the
same manner.

A Special Teacher
Author Unknown
Now, say it over again,
two plus two is four.
We say it over a thousand times,
then we'll say it even more.
I teach the little child
who is very, very slow.
I teach him how to tie his shoes
and where the buttons go.
I'm told, “You cannot teach this child.
It is a waste of time.
Give him a chair, away over there.
Forget him. He'll be just fine.”
But I cannot leave him
all locked away inside.
He needs someone to teach him
some love, some hope, some pride.
I must help him all I can, You ask, “Why do you do it? There’s no
though it is hard and slow. reward.”
“So, come on fellow. Let’s get started.
We have a long, long ways to go.” But don’t you see?
Each little child I look upon,
The first thing I must do I’m seeing really me.
to teach this little lad,
is turn him round and make him know I had the Master Teacher
he’s not entirely bad. look down with love on me.
Tenderly, He led me through
Then comes reading, and the math. dark valleys,
He’ll learn to write and spell. and set my spirit free.
He’ll learn to laugh and live with others,
and do many things quite well. Oh, God, you take each one of us,
the halt, the lame, the blind.
After many long hours of struggle patiently you teach each one to live
the years have slowly passed. more lovingly and kind.
Now he is proud and so am I
for he has learned at last. If you’d not cared enough for us,
our pain and hurt to see,
He’s a man and earns a living. but left us way off over there,
Yet, some still call him dumb. just where would our lives be?
No one seems to know or even care
how far that boy has come. u

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,
Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia
and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s
abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis,
Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in
Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and
articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET:
http://www.dyslexia.com/
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol
Mastery®, Davis Orientation Counseling® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise
noted. All rights reserved.
T HE DYSLEXIC READER
Connecticut Law Prohibits Schools from Urging Ritalin
by Abigail Marshall
www.dyslexia.com Webmaster
July 17, 2001:
The Connecticut legislature has
unanimously approved a law that
prohibits teachers, counselors and
other school officials from
recommending psychiatric drugs for
any child. The measure does not
prevent school officials from
recommending that a child be
evaluated by a medical doctor. But
the law is intended to make sure the
first mention of drugs for a behavior
or learning problem comes from a
doctor.
The bill's sponsor, State Rep.
Lenny Winkler, noted that there has
been a dramatic increase in the
amount of psychotropic drugs, such
as Ritalin and Prozac, being
prescribed to children in recent years.
These drugs are being prescribed
more and more frequently, most
commonly for Attention Deficit
Disorder (ADD), Attention Deficit
Hyperactivity Disorder (ADHD) and
depression.
“Unfortunately, these drugs are too
often prescribed without a thorough
medical and psychological
evaluation,” said Representative
Winkler. “This bill will go a long
way toward preventing unnecessary
use of psychotropic drugs in
Connecticut.”
Internet References for Medications
Here are some internet resources for
researching the properties and potential side-
effects of various medications.
SPECIFIC INFORMATION AND
REFERENCE INDEX SITES
RxList - The Internet Drug Index
http://www.rxlist.com
Prescription Drug Reference
http://my.webmd.com/cp_drugs
SCHOLZ Healthcare
http://www.ditonline.com/monograph
She added that because teachers
are held in such high esteem, their
opinions regarding a student's health
are taken seriously. School personnel
will still have the right to recommend
that a student undergo a thorough
medical evaluation.
“The school system will always
play a vital role in a child's well
being,” she said. “But it's extremely
important that the diagnosis of any
medical condition be performed by a
medical professional.”
“Unfortunately, these drugs
are too often prescribed
without a thorough
medical and psychological
evaluation...”
The Connecticut law reflects a
growing national concern about the
overuse of Ritalin and other
medications to address behavioral
and learning problems in young
schoolchildren. The long-term effects
of stimulant medications for children
have not been fully explored or
examined. Many health care
professionals question the safety of
chronic treatment with stimulants at a
period when the brain undergoes
major developmental changes. Others
fear that long term exposure to such
medications may sensitize the brain
GENERAL INFORMATION AND LINKS
TO OTHER RESOURCES
Corey Nahman - Drug Database, Full Product
Disclosures, Drug Monographs, Package
Inserts, Pharmaceutical and medical news
and information.
http://www.coreynahman.com/
druginfopage.html
Open Directory: Health > Pharmacy > Drugs
and Medications.
http://directory.google.com/Top/Health/
Pharmacy/Drugs_and_Medications
PAGE 3
State
Rep.
Lenny
Winkler
to future use of stimulants which may
increase the risk of substance abuse
and dependence.
Parents in many parts of the U.S.
have complained that school officials
have pressured them to medicate
their children, even when they are
attempting non-medical interventions
for behavior and learning problems.
In at least one case, in Albany,
New York, school officials succeeded
in preventing a family from
discontinuing use of Ritalin because
of the side effects experienced by the
seven-year-old child, by initiating a
successful Family Court action in
which the parents faced potential loss
of custody of their son. Legislation
like the new Connecticut law can
prevent such conflicts, so that both
parents and teachers can be fully
informed of the consequences of
medicating their children before
doing so. u
PSYCHOACTIVE DRUGS, INCLUDING
COMMONLY ABUSED SUBSTANCES:
Erowid Psychoactive Vaults: A reliable
balanced library of information about
psychoactive plants and drugs.
http://www.erowid.org/psychoactives/
psychoactives.shtml
DRUG INTERACTIONS, HERBAL
REMEDIES:
Personal Health Zone: Information on
potential interactions between prescription
drugs and herbs, vitamins and supplements.
Includes side effects and warnings,
interactions and references.
http://www.personalhealthzone.com/
pg000059.html
PAGE 4
A Different Look at ADD
continued from Page 1
drugs. Our perspective takes into
account the direct and indirect
developmental effects of
disorientation, and the fact that not all
children or adults diagnosed or
suspected as having ADD/ADHD
have the same problems. When these
problems are addressed from this
perspective and with the tools of
Orientation Counseling, Alignment,
Release, Dial-Setting, and Symbol
Mastery of some key concepts, the
negative characteristics can be brought
under the voluntary control of the
individual without any loss of the gifts
and talents also associated with
ADD/ADHD behaviors.
By gifts and talents, I mean the
natural abilities to multitask, shift
attention rapidly, think without
preconceptions, perceive more than
what is apparent, imagine and create
inventions, come up with innovative
solutions to complex problems, or be
intensely curious.
Now let's talk about how
ADD/ADHD can be corrected.
Contrary to the myths about ADD,
the seeming lack of attention or
inappropriate inattention is usually
from the point of view of parents,
teachers and doctors that have
interpreted shifting attention as not
having enough attention. If anything,
there is so much attention that almost
Success with Dial-Setting
continued from Page 1
Counseling session, I introduced Dial-
Setting to him.
We talked for a long time about
the different kinds of dials there are
and their uses. We then established a
dial for him to use to control his own
energy instead of having to take
medicine to do it. I must admit, by
the end of the first day, I was not
sure what was going to happen. I
was tired from watching him bounce
around in his seat.
The next day was a little better.
all ADD children learn to multitask to
relieve their boredom. This is done by
dividing the attention into two or more
segments that can be simultaneously
directed at different areas of interest. I
have met individuals who can
efficiently perform up to five parallel
activities at once. When called upon to
focus on one thing at a time, this
tendency can be self-managed by the
use of the Davis Orientation,
Alignment, or Focusing tools.
Impulsivity can be manifested as
acting before thinking, difficulty
taking turns, problems organizing
work, compulsivity, disregard for the
rights of others, and constant shifting
from one activity to another. The
Davis methods for addressing these
behaviors start with mastering the
concepts of self, change, before, after,
cause, effect, consequence, time,
sequence and order vs. disorder. An
inherent understanding of one or all of
these concepts can be missed
developmentally. Using the principles
of Davis Symbol Mastery, a thorough,
guided exploration of the actual
meaning of these concepts and how
they apply to life can have a very
interesting effect on such behavior.
However, the constant shifting from
one activity to another is more a
manifestation of disorientation.
Orientation skills and use of the Dial
by the individual will alleviate this
behavior.
Both hyperactivity and hypoactivity
But, Wednesday, after Fine-Tuning,
he was a completely different child.
He had started reading on Monday at
a first grade level. However, to
accomplish that, we had to go to a
place where there was nothing in his
line of vision so that he could read.
If he could see anything distracting,
he could not stay oriented because
"things moved around in the room"
and he wanted to watch them. On
Wednesday, I pulled out Charlotte's
Web. He read the first two pages
with only two or three mistakes. He
was so excited about reading the
book, that he did not realize that he
T HE DYSLEXIC READER
are a product of disorientation, as
every disorientation is accompanied
by a shift in the perception of time.
Our perception of time is relevant to
the speed of our internal clock.
Having more time than other people,
by itself does not give us all we need
to understand hyperactivity. The other
piece is that every disorientation also
includes a reversal in the sense of
balance and movement.
By fidgeting, bouncing a foot up
and down, drumming hands, or other
nervous activity, we can send a shock
wave through our body that can result
in an overall feeling of sitting still.
The hyperactive child has a lot of
extra time, and fills it up with a lot of
extra activity. Hypoactivity is simply
the other side of the same coin, where
just the reverse is true. It is often
recognized in the lethargic, day
dreamer, lazy, couch potato kids.
These two products of disorientation
can also be self-managed through the
use of the Davis tools.
We know that in most cases the
behavioral and attention issues
associated with ADD/ADHD can be
corrected with the Davis tools,
without drugs. Our challenge is to
keep presenting this model and these
tools to teachers, therapists and the
general public and let the self-
evident empirical results speak for
themselves, regardless of the models
presented by the media or the
medical community. u
was still sitting at our work table. I
asked him about the things around
him and he said, "Wow, now I can
read and the things in the room don't
move around anymore."
That afternoon, he asked his father
if they could go to a bookstore and
buy Charlotte's Web so he could
finish reading it. He finished it by
Friday morning.
In the post-assessment reading
inventory, his reading level increased
from a first grade level to an eighth
grade level. He was really excited
and was ready to go back to school
in the fall. u
T HE DYSLEXIC READER
Animal School
Once upon a time, the animals decided they must do
something heroic to meet the problems of a ‘new
world.’ So they organized a school.
They adopted an activity led curriculum consisting of
running, climbing, swimming and flying.
To make it easier to administer the curriculum, all
the animals took all of the subjects.
The duck was excellent in swimming, in fact better
than his instructor, but he made only passing grades in
flying and was very poor in running. Since he was slow
in running, he had to stay after school and also drop
swimming in order to practice running. This was kept
up until his webbed feet were badly worn,
and he was only average in swimming. But
average was acceptable in school, so nobody
worried about that except the duck.
The rabbit started at the head of
the class in running, but had a nervous
breakdown because of so much extra work to
catch up in swimming.
The squirrel was excellent in
climbing, until he developed frustration in
the flying class, where his teacher made
him start from the ground up instead of
from the tree down. He also developed a
severe cough from over exertion and then got a C in
climbing and a D in running.
The eagle was a problem child and was
disciplined severely. In the climbing class
he beat all the others to the top of the tree,
but insisted on using his own way to get
there.
At the end of the year, an abnormal
eel that could swim exceedingly well
and also run, climb and fly a little, had
the highest average and came top of the class.
The prairie dogs stayed out of
school and fought to reduce the
taxes because the administration
would not add digging and
burrowing to the curriculum.
They apprenticed their children
to a badger and later joined the
groundhogs and gophers to start a successful private
school.
This was posted on the SENCO (UK) forum and comes
from Dr. George H. Beavis, Assistant Superintendent,
Cincinnati Public Schools 1939 -1948 “100 Ways to
Improve Self-esteem in the Classroom.”
PAGE 5
BOOK REVIEW
by Sue Hall, Davis Facilitator in West Vancouver, Canada
"These kids can The Indigo
be very bright, very
charming and Children:
impossible to live
with. They think of The New
things that are fun Kids have
and creative at the Arrived
rate of about 10 per
second. While you
are trying to put out by Lee Carroll and
the fire they set Jan Tober
toasting
marshmallows on Published by Hay House, $13.95
the stove, they are ISBN #1-561706-08-6, Softcover, 249 pages
in the bathtub trying
to see if goldfish will survive in hot water."
Does this sound familiar? If so, you'll enjoy "The
Indigo Children" by Carroll and Tober, two self-help
lecturers. On their travels they began to hear about specific
challenges that parents were facing with their children, and
this was corroborated by the professionals trying to help
them. They gathered stories, information and quotes (one
from Albert Einstein) to produce this book aimed at
parents who are looking for practical help. They identify
the attributes these children possess, discuss education and
schooling, the spiritual aspects, medical issues, and pass
on messages from some now-adult Indigos.
The authors state that the ten most common traits are:
1) They come into the world with a feeling of royalty.
2) They have a feeling of deserving to be here.
3) Self-worth is not a big issue.
4) They have difficulty with authority by ritual or
without explanation.
5) They simply will not do certain things.
6.) They get frustrated with systems that don't require
creative thought.
7.) They often see better ways of doing things.
8.) School is often difficult for them and they can seem
antisocial.
9.) They will not respond to guilt-trip discipline.
10.) They are not shy about letting you know what they
need.
Many gifted children are mistakenly thought to be
learning disabled, and falsely labeled with ADHD. If your
child fits this pattern and you are pulling your hair out,
you may want to read this book before resorting to Ritalin.
I found this book compelling reading. As a Facilitator I
see many of these children and young adults
professionally. As a parent, I found it enlightening,
fascinating and full of hope. Oh, must go, more goldfish to
save! u
PAGE 6
Explaining Dyslexia to a Child
by Meliesa Hawley
Davis Facilitator, Everett, WA
Although Ron Davis's book
reveals dyslexia is a gift, most of the
attention on the subject has been
dedicated to the disability aspect.
Children who have been struggling
with the disability may, at first, have
difficulty believing their dyslexia is
anything but negative. We have
clients who come into our center and
tell us they do not want dyslexia and
want to know if we can take it away.
Because of the Davis Program, I can
tell them honestly that I have the
dyslexic thinking style myself, and I
would not trade it for the world. And
as they experience the benefits of
their thinking style, their perception
of dyslexia changes.
I sat down with one child in our
center recently, and he imagined a
post that he walked around, then
looked out the window and told me
all the things he could picture with
his imagination. I congratulated him
repeatedly on his dyslexic abilities.
By the end of his week long program,
he gave us this quote: "Dyslexia is
the bomb!" (“the bomb” is slang for
“something terrific”)
De-stigmatizing dyslexia in your
own family is an important place to
start. As the family begins to
understand that dyslexia is a gift and
values the child for that gift, the child
will respond. Imagination games
display the gift side for the parent
and the child to enjoy. A simple
question about imagining the salt
shaker from the other side can lead to
a delightful conversation and a fun
imagination game where the child
can be rewarded for dyslexic talent.
Because the imaginative gift leads
to creativity in a number of different
areas, a look at the child's life will
show where that child excels. Many
children show some form of artistic
talent, in drawing and sculpting;
others will take things apart to figure
them out, and be described as
mechanically inclined; still others
will become adept at using their
mind's ear, and will show a talent for
playing music by ear (although they
may have difficulty reading music).
As the parents connect those talents
with the word "dyslexic," it will
become a compliment.
As the family's language around
the subject of dyslexia begins to
change, the dyslexic child begins to
build self-esteem around the abilities
associated with dyslexia. Now the
family has a place to start to explain
to the child that this ability is causing
the problems in reading, math, or
attention deficit. This builds a safe
space for the child to admit that they
have a problem.
Once the child is ready to see the
problem and wants a solution, parents
can explain there are people who can
help you with that problem-people
who understand you have a gift. That
positive understanding of dyslexia is
one of the great assets of the Davis
Dyslexia Correction Program. Our
clients spend the hours of their
program working with someone who
knows their dyslexia is a talent, and
does not believe that there is anything
wrong with their brain. This, in itself,
can be an incredibly empowering
T HE DYSLEXIC READER
experience for someone who has
spent a lifetime wondering why other
people can easily do something that,
for a dyslexic, is so hard.
Additionally, the client learns the
actual tools that work for learning
with the dyslexic thinking style. The
Davis Program is a way to learn how
to learn, and knowing how to explain
it to your child is the beginning of
rewriting the script for their life. u
Ode to Lisa,
Tessa, and Ron
by Oscar
Mysteries of the mind
are not so easy to find
When everyone's pointing left
and your child's upset
The answers are there
false ones everywhere
The little ones don't see
how to be
Through the dark and the anger
'til their mama finds an alter
Like a needle in hay
from a man who remembered his
way
T HE DYSLEXIC READER
Facts about ADHD
by Dee Weldon White
Davis Facilitator in California
The following points are excerpted
from the Summary of Conclusions of
the National Institute of Health
Conference on Diagnosis &
Treatment of ADHD in 1998. They
may be of interest to parents and
teachers who are seeking information
about ADHD, or are being
recommended to put children on
stimulant medications. This
information provides some solid
facts about the uncertainty within
the medical, educational, and
human services communities
concerning the assessment and
diagnosis of ADHD; the
consequences and effectiveness of
drug therapy; and the range of
academic, developmental, social, and
vocational issues affected.
• Attention Deficit Hyperactivity
Disorder is the most commonly
diagnosed behavioral disorder of
childhood and represents a major
public health problem. Children
with ADHD usually have
pronounced difficulties resulting
from the disorder across multiple
settings including home, school
and peer relationships. They can
also have long term difficulty with
academic performance, vocational
success, and social-emotional
development.
• Despite progress in the assessment,
diagnosis and treatment of ADHD,
this disorder and its treatment have
remained controversial in the
public and private sectors. The
diverse and conflicting opinions
about ADHD have resulted in
confusion for families, care
providers, educators, and
policymakers. Most diagnostic
criteria for ADHD were designed
for young children and have not
been adjusted for older children
and adults. The controversy raises
questions concerning the literal
existence of the disorder, whether
it can be reliably diagnosed, and,
if treated, what interventions are
most effective.
• A wide variety of treatments have
been used for ADHD including,
but not limited to, various
psychotropic(stimulant)
medications, psychosocial
treatment, dietary management,
herbal and homeopathic
treatments, biofeedback,
meditation, and perceptual
simulation/training. Of these
treatment strategies, stimulant
medications and psychosocial
treatments have been the major
research focus. Short term studies
(primarily 3 months with Ritalin)
show effectiveness on basic
symptoms and aggressiveness but
the treatment does not normalize
the entire range of behavior
problems. Of concern are the
consistent findings that there is
Davis Facilitators are trained to
provide the Davis Program as an
alternative to the use of drugs to
control ADHD behavior. The
procedures we use and teach
include Davis Orientation
Counseling and other self-
management tools. However, in
order for these tools to be
effectively learned and used
voluntary, our clients need the
opportunity to experience and test
their usefulness without the
PAGE 7
little improvement in academic or
•
social skills.
Also of current concern is the
potential for addiction to
psychostimulants. Very high doses
of psychostimulants, particularly
amphetamines, may cause central
nervous system damage,
cardiovascular damage, and
hypertension. In addition, high
doses have been connected to
compulsive behaviors and
sometimes movement disorders.
• Families who have children with
ADHD experience increased levels
of parental frustration, marital
discord, and divorce. In addition,
the direct costs of medical care for
children and youth are substantial.
These costs represent a serious
burden for many families because
they frequently are not covered by
health insurance. There is often a
disconnection between school
based assessments and medical
practice based services. This
results in poor communication
about treatment and fragmented
follow-up. Other difficulties for
families include lack of
information, concerns about risks
of medications, loss of parental
rights, fear of professionals, social
stigma including jeopardizing
jobs.
• Finally, after years of clinical
research and experience with
ADHD, the knowledge about the
cause or causes of ADHD remain
speculative.
The full text of the Summary is
available on the Internet at
http://odp.od.nih.gov/consensus/
effects of medications. Therefore,
we require that our clients seek
permission from their physicians
to discontinue any stimulant
medication prescribed to control
ADHD symptoms. It is also part
of our job to provide useful
information and to encourage
parents and teachers to seek out
the available facts about ADHD
when exploring and deciding
upon the treatment choices
available.
PAGE 8
Psychostimulants in America
by Alicia Frasier
The most common form of
treatment of ADHD in this country is
the use of drugs, such as
methylphenidate (MPH, Ritalin) and
amphetamine (AMPH, Dexedrine and
Adderall). Ritalin production in the
U.S. increased from 1,784kg to
14,442kg during the time period from
1990 to 1998. It is estimated that 4-5
million children receive
psychostimulants in the U.S. each
year.
At this point, the action of Ritalin
on the brain is not completely and
confidently understood, but it is
known that the drug interacts with
epinephrine (adrenaline),
norephinephrine, and dopamine, all
of the these being brain chemicals
that affect mood, attention, and
memory. The DEA lists Ritalin as a
Schedule II drug, meaning that it has
the highest potential for abuse among
legal drugs (other Schedule II drugs
include morphine and barbiturates).
Due to the nature of the
classifications and effects of these
drugs, it is important to examine the
side effects and the social
implications involved with the
treatment of children with these
psychostimulants.
Peter R. Breggin, M.D.*, compiled
many studies examining children on
Ritalin and Adderall and the effects
observed (1999). In studies done
looking for central nervous system
adverse effects, common themes of
lethargy, tiredness, subdued behavior,
and irritability were reported. The list
of adverse effects caused by MPH
and AMPH is large and includes
symptoms such as heart palpitations,
cardiac arrest, insomnia, nervousness,
irritability, headaches, depression,
nausea, vomiting, weight loss, growth
suppression, blurred vision, and
anemia. Adverse Drug Reactions
reported through the FDA
Spontaneous Reporting System
included hair loss,
skin disorders,
convulsions, and
personality
disorders as well as
reactions previously
mentioned here.
Due to these
statistics and more
not mentioned here,
Dr. Breggin reports
that MPH and
AMPH have been
demonstrated to be
irreversibly
neurotoxic and, on
this basis alone,
should not be
prescribed for children.
As well as physical effects, social
and psychological effects of these
drugs and this disorder need to be
addressed. By giving children a pill
to make them sit still and listen,
society portrays a need to "fix" these
children and their brains and the
responsibility of the behavior is
moved from the child to the pill. Dr.
Thomas Armstrong, in The Myth of
the A.D.D. Child, states that by
giving children medication instead of
mediation our society is sending the
"to be successful - to be
an okay person - you need
to take a drug."
message that "to be successful - to be
an okay person - you need to take a
drug." The pill becomes the agent
responsible for the actions of the
child while they are taking it and the
child is no longer "in control" of their
actions. Dr. Breggin argues that "we
disempower children by telling them
that they can't control themselves or
can't learn; we disempower ourselves
as adults by saying we can't reach
any particular child, and we actually
T HE DYSLEXIC READER
end up in our frustration damaging
the brains of our children to make
them more docile and more
manageable. That is all we can
accomplish with the drugs - crushing
the spontaneity of our children."
ADHD, and the medications used
most commonly to treat it, have
strong physical, psychological, and
social implications. A drug so
commonly used by millions must be
studied and the side effects, benefits,
and actions sought after. As a society,
we must also examine the social and
psychological ramifications and
decide what is best for our children,
now and in their future.
Alicia Frasier is a gradute of St. Olaf
College holding a BA Magna Cum
Laude in Chemistry. This is an
excerpt from a report done for her
Neuroscience Seminar.
A summary of the findings of this
Conference are on Page 7
* Dr. Breggin is the author of a dozen
books, including Toxic Psychiatry (1991)
and Talking Back to Ritalin (1998). Dr.
Breggin has also published two dozen peer-
reviewed articles in the field of psychiatry.
In November, 1998 he was a scientific
presenter at the National Institutes of
Health Consensus Development Conference
on Diagnosis and Treatment of Attention
Deficit Hyperactivity Disorder.
T HE DYSLEXIC READER PAGE 9

Announcing Two New Davis Learning Strategies® Products

specially designed for Teachers & Home-Schooling Parents of Children Ages 5-9
Kindergarten & First Grade Teacher Kit
Grade Two & Three Teacher Kit
Each Kit includes:
• Sturdy Nylon Briefcase
• Reusable Modeling Clay (2 lbs.)
• Kindergarten & Grade One Manual or Grades Two
& Three Manual
• Webster's Children's Dictionary (Hardcover)
• Checking Your Grammar (Softcover)
• Punctuation Marks & Styles Booklet
• Two Koosh Balls
• Letter Recognition Cards
• Laminated Alphabet Strip (upper & lower case)
• Stop Signs for Reading Chart
• One-year subscription to The Dyslexic Reader
newsletter ($25.00 value). If you are already a
subscriber, your subscription will be extended for
an additional year.
Each kit is priced at $119.95
What is different in each Kit is the Manual. Recommended materials for classroom
These include suggested curriculum, lesson implementation:
plans, and activities appropriate for each grade
• One Kit per teacher or aide.
level and age. Teachers or home-schooling
• Four Koosh Balls per Classroom
parents who teach multiple grade level students • Six Letter Recognition Card sets per classroom
may purchase a combination kit, containing both • One Alphabet Strip per student
Manuals for $149.90. Previous purchasers of • Six Punctuation & Styles Booklets per Classroom
the Davis Symbol Mastery Kit may purchase • Six Dictionaries per Classroom
either Manual separately for $29.95 each. • One Pound of modeling clay per student

ORDER FORM Discount Schedule

Qty Item Price in US Dollars Quantity Non-Member DDAI Member
Davis Learning Strategies® Teacher Kit 0-5 0% 10%
__ K-1 __ Grades 2-3 (Check one) $119.95
6-10 10% 15%
Davis Learning Strategies® Teacher Kit with
11-20 15% 20%
both Manuals $149.90
Davis Learning Strategies® K-1 Teacher Kit Manual 21-40 20% 25%
(sold separately only to previous purchasers of a full More than 40 25% 30%
Teacher Kit or Davis Symbol Mastery Kit) $29.95
Davis Learning Strategies® Grades 2-3 Teacher Kit TO ORDER:
Manual (sold separately only to previous purchasers
of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95
· By phone: Call 1-888-999-3324 toll-free
Alphabet Strip $7.95 in the USA or Canada.
Punctuation & Styles Booklet $9.95 · Fax this order form with your name,
Letter Recognition Cards $9.95
shipping address, credit card
Pronunciation Key Cards $12.95
Symbol Mastery Procedure Chart $1.95 authorization to +1 (650) 692-7075. We
Stop Signs for Reading Chart $1.95 will add shipping and handling
Koosh Balls (2) $11.00
Clay - 2 pounds $8.00 charges.
Webster's Children's Dictionary (Hardcover) $16.95 · E-mail your order to
Checking Your Grammar (Softcover) $6.95 DDAorders@aol.com
DDAI Membership $50/year US$60/year non-US
(not including shipping charges) UPS Shipping Charges will be added to all orders
PAGE 10 T HE DYSLEXIC READER

Davis Learning Strategies® Basic Teacher Workshop

To enhance and integrate into your current Primary classroom and reading curriculum

Workshop
What FocusHave Said
Teachers Through Davis Symbol Mastery®, students can
This workshop gives Kindergarten and primary master the alphabet, punctuation marks and basic
schoollearning
"The classroom teachers
strategies unique
are very strategies
practical for
and will sight words with a simple, easy and fun alternative
work for allmore
providing my students."
effective reading instruction and to pencil-paper activities and drill exercises.
for giving their students life long skills in “how to
"Excellent
learn.” The materials. Presentations
Davis Learning were can
Strategies clear,
be
accurate, and in-depth. The most
easily applied to supplement existing reading accurate
presentation of learning I have experienced."
programs. The workshop emphasizes hands-on
learning through demonstrations, practice
"Excellent presentation. I will use this in my class!"
sessions, and group discussion. Attendance is
limited to ensure
"The instructor wasthepassionate
highest quality of training.
about her subject as
well as knowledgeable, and she communicated this!"
Benefits to Students and Teachers
"I
Thehave to tellLearning
Davis you how much I enjoyed
Strategies the workshop
Program is an
and what new enthusiasm I have for the new school
effective and efficient way to develop the
year. Your dedication and caring are such an
beginning reader into an accomplished reader by
inspiration! It is so exciting to be on the cutting edge
the end of so
of something theradically
third grade. DavisforLearning
life changing so many Davis Reading Exercises provide a fun and
Strategies
who have been struggling for so long. You have their
benefit all students no matter what done cooperative method for increasing word
learning styles
a tremendous job,orand
reading level. and
your manual Teachers
traininghave
are recognition and reading comprehension skills.
found that strong readers become stronger in
excellent." This reading method can be used alone or as a
language and grammar skills and weaker readers supplement to your current reading program.
begin to read effortlessly.

Background
This workshop represents six years of piloting
Davis Learning Strategies in grades K-3
elementary classrooms. Research and
development was supervised and conducted by
Sharon Pfeiffer who has over twenty years
experience in classroom teaching, curriculum
development, and teacher mentoring. The students
consistently demonstrated positive measurable
results using the Davis Learning Strategies created
by Ronald D. Davis, author of The Gift of
Dyslexia. These methods are currently being used With these Davis Learning Strategies, the student
by teachers in the U.S., U.K., Germany, Holland, becomes well prepared for a successful first four
Switzerland, and Mexico. years of schooling and for a lifetime of learning!
2001-2002 DATES & LOCATIONS
Davis Learning Strategies
Nov 15-18, 2001 Hamburg, Germany
The program begins with students learning the June 24-27, 2002 San Francisco, California
Davis Focusing Skills. These skills provide August 12-15, 2002 San Francisco, California
students with the self directed ability to be
physically and mentally focused on the learning Call 1-888-805-7216 for U.S. Registration

task at hand.
ACADEMIC UNITS AVAILABLE IN THE U.S.
T HE DYSLEXIC READER PAGE 11

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

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

WORKSHOP SCHEDULE
25 October - 28 October 2001 6 January - 9 January 2002 15 April - 18 April 2002
Instructor: Robin Temple Instructor: Bonny Beuret Instructor: Jürg Peter
Location: Winchester, UK Location: Tel Aviv, Israel Location: Singapore
Contact: UK@dyselxia.com Contact: israel@dyslexia.com Contact: singapore@dyslexia.com

29 Oct 2001 - 2 Nov 2001 14 January - 17 January 2002 3 July - 7 July 2002 (French)
Instructors: Cyndi Deneson Instructor: Ronald D. Davis Instructor: Bonny Beuret
Location: San Francisco, CA, USA Location: San Francisco, CA, USA Location: Basel, Switzerland
Contact: training @dyslexia.com Contact: training@dyslexia.com Contact: ch@dyslexia.com

1 Nov 2001 - 4 Nov 2001 23 Feb -26 Feb 2002 (French) 8 July - 11 July 2002
Instructors: Ioannis Tzivanakis Instructor: Bonny Beuret Instructor: Ronald D. Davis
Location: Germany Location: Basel, Switzerland Location: San Francisco, CA, USA
Contact: germany@dyslexia.com Contact: ch@dyslexia.com Contact: training@dyslexia.com

18 December - 21 December 2001 14 March - 17 March 2002 (English)

Instructor: Jürg Peter Instructor: Bonny Beuret For updated workshop
Location: Mumbai, India Location: Basel, Switzerland schedules visit
Contact: singapore@dyslexia.com Contact: ch@dyslexia.com http://www.dyslexia.com/train.htm
PAGE 12
Newly Licensed Davis Facilitators and Specialists
Congratulations and Welcome to our growing international family of Davis Program providers!
We especially welcome the very first Davis providers in Mississippi, Ohio, and Oklahoma.
Nancy F. McClain
holds a B.S. in
Elementary Education
and a Masters degree in
Guidance Counseling.
She brings over 15
years experience as an
educator and counselor
to her role as one of
two Facilitators at the MDC Mississippi
Dyslexia Center. Her expertise in
counseling students with learning
difficulties enhances her understanding of
the repercussions of academic failure and
lends a unique quality to her individual
counseling style. MDC Mississippi
Dyslexia Center, 1708 Clay Street,
Vicksburg, MS 39183-3020. 1-866-632-
2900. nanmcc@yahoo.com
www.msdyslexia.com
M. Elizabeth (Beth)
Cook brings over 20
years experience as a
successful entrepreneur,
graphics designer,
marketing consultant
and photographer to her
role as one of two
Facilitators at the MDC
Mississippi Dyslexia Center. Beth's
experience dealing with the general public
in designing and printing the written word
enhances her understanding of the negative
effects of limited literacy and lends a
unique quality to her performance at MDC.
MDC Mississippi Dyslexia Center, 170
Clay Street, Vicksburg, MS 39183-3020.
1-866-632-2900.
MDCbcook@worldnet.att.net
www.msdyslexia.com
Angela Binns Odom
attended a Davis
Fundamentals
Workshop last year to
help her twelve-year-
old daughter correct her
dyslexia. Because of the
dramatic results she
observed in her
daughter, she decided to pursue a Davis
Facilitator License. Angela holds a B.S. in
Elementary Education and a Virginia
teaching license. Her classroom experience
has been of value in understanding the
struggles that dyslexic students face. She
found the Davis Program to be an
exceptional method for helping them.
Angela's 15 and 18-year-old sons and her
mechanical engineer husband also have the
gift of the dyslexia. To serve adults and
children in the Richmond, Virginia area,
she has opened the Succeed Learning
Center, 1642 E. Oak Lake Blvd.,
Midlothian, VA 23112 USA. (804) 833-
8858 or (804)-794-3586.
Kenodom@home.com
Lisa C. Thatcher discovered the Davis
methods after years of attempts to find
"something that worked" for her students.
Having taught Special Education for more
than 10 years, Lisa had gained many
insights, but remained frustrated with the
shortcomings of traditional teaching
methods for dyslexics. Lisa states,
"Throughout my training as a Davis
Facilitator, I was continually amazed that
my work with dyslexics can now
accomplish in one week what could not be
done in years using conventional teaching
practices." She now devotes herself to
providing the Davis Program on a full-time
basis. Ohio Dyslexia Correction Center,
205 South Main Street, Ste. 102, Mount
Vernon, Ohio 43050. (740) 397-7060.
lisa@ohdyslexia.com
Virginia Bushman is
the owner of New
Visions Integrated
Learning Systems
located in Albany in
Central Minnesota. She
is the mother of six
children, three of which
she has home schooled.
Her background includes accounting, choir
directing, religious education coordinator
and teacher, artist, and grandmother of two.
She is excited about being a Davis
Facilitator. With the insight of her own
corrected dyslexic son, Andrew, she hopes
to help many more find their true gifts.
New Visions Integrated Learning Systems,
131 5th St., PO Box 673, Albany, MN
56307. (320)845-6455 Fax (320)845-6456.
virginia@bushman.net
Dorothy Jean Bennett
is from a family of
dyslexics which
includes herself, her
father, brothers,
husband, and daughter.
She has had a strong
interest in the different
theories of brain
function. Ron Davis's description of the
brain function of dyslexia made sense. She
could picture it. Working with people who
T HE DYSLEXIC READER
have " the gift" is one of the most
interesting and vastly rewarding
experiences of my life. I am privileged to
be present during their discovery process
and have the pleasure of seeing my clients
leave with their heads held high and bright
smiles. Meadowbrook Educational
Services, 11011 S. Cedar Rd., Spokane,
WA 99224 USA. 1-800-371-6028 or
(509)443-1737. dorothy@meadowbrook-
education.com
Jackie Black began
teaching college
extension courses for
Everett Community
College while living in
Nespelem, WA in 1970.
The following two
years she taught reading
to Learning Disabled
children for the Nespelem School District.
In 1973 her family relocated to the Everett
area and became a Foster Family to four
Native American children. She operated a
preschool and daycare center from 1984-
1988 which was sold to a Montessori
School. Jackie has become part of the
Meadowbrook Team of Davis Facilitators.
She loves to help people achieve their goals
and realize their true gifts and potential.
Meadowbrook Educational Services, 3040
Kromer Ave., Everett, WA 98201 USA.
(425)252-5184. jackie@meadowbrook-
education.com
Gwin Pratt has worked
with people in two
different helping
professions prior to his
certification as a Davis
Facilitator. With a B.S.
in Social Work he
developed skills in
counseling and group
dynamics with young people as a
houseparent in a children's home, a
probation officer, and an Assistant
Superintendent in a half-way house for
juvenile offenders. For the past 20 years, he
has used his Masters of Divinity Degree as a
Presbyterian Minister to counsel people of
all ages. For the past three years, he has also
assisted his wife, Alice Pratt, with her Davis
work as business manager and with Davis
program follow-up tutoring. He was inspired
to pursue his own cerification after seeing
the amazing results of Alice's work with the
Davis program. Dyslexia Plus, 2118 Park
Street, Jacksonville, FL 32210 USA.
(904)389-9251. dyslexia@mediaone.net
T HE DYSLEXIC READER
Scott Timm was
moved, as many are, by
another Davis success
story. "My firsthand
view of the success
story of my niece Jodi
inspired me to leave a
successful career in
business management
and pursue becoming a Facilitator. I was
not only interested in successfully
correcting my own dyslexia but also to help
others forego experiencing the difficulties I
have had as a student and adult. Facilitating
out of my home based center, Dyslexia
Masters, in suburban Atlanta, I hope to
assist clients in creating their own Davis
success stories. Dyslexia Masters, 146
Eagle Glen Drive, Woodstock, GA 30189.
(770)516-7294. dyslexiamasters@juno.com
Rhonda Clemons has
searched for a long time
to find the knowledge
she discovered in The
Gift of Dyslexia. She
has used her B.S. in
Education to teach in
public and private
school for 17 years. She
is now dedicated to making a difference in
people's lives as a Davis Facilitator.
Success Learning Center, 722 l/2 S. Bois
D'Arc, Tyler, TX 75701. (903)531-2446 or
1-866-531-2446. clemrus@aol.com
Colleen Millslagle
earned her B.S. in
Education with a
reading specialty at the
University of Texas.
She has been a
classroom teacher and a
tutor for eleven years.
She became inspired by
the Davis Program after seeing the results
that several of her students made with the
Davis Program. Success Learning Center,
722 l/2 S. Bois D'Arc, Tyler, TX 75701.
(903)532-2446 or 1-866-531-2446.
cmills2005@aol.com
Christina Martin lives in Tulsa,
Oklahoma. After learning that her daughter
was dyslexic, she began searching for help.
As a Junior High teacher, she was aware of
conventional methods for dealing with
learning disabilities. She discovered Ron's
book, was amazed at the approach , and
decided to put her daughter through the
program. The results were so fantastic that
Chris decided to train as a Facilitator. She
now works with children and adults at her
center, Reading Tree Dyslexia Solutions,
5541 Lewis, Tulsa, OK 74105. 1-800-484-
0185, ext. 1411 or (918) 630-0038.
thereadingtree@yahoo.com
PAGE 13
Cornelia Garbe is the too little success." Instead, he attended a
mother of six children. lecture by Ron Davis, checked out the
She has been a nurse tangible results, was awestruck by what he
and studied theology found… and decided to become a
and arts in Berlin. Facilitator. Wayne is fluent in English and
Fraenkelufer 38 a, D- German. Learning-Abilities Enhancement
10999 Berlin, Germany. Programs, 443 E. 5th St., N. Vancouver,
+49 (030) 61 65 9124. B.C., Canada, V7L 1M3. (604)988-7680.
Corneliagarbe@web.de
Davis Workshop Presenter
Ursula Rittler has a Jurg Peter became
background in Special licensed and certified as
Education and a Davis Advanced
experience working Workshop Presenter in
with both children and late 2000. This is in
adults. She is looking addition to already
forward to working being certified as a
with the Davis method. Davis Specialist and
Schemppstr. 36, D- Fundamentals
70619 Stuttgart, Germany. +49 (0711) 471 Workshop Presenter. Jurg is currently a
850. ursula.rittler@gmx.de student for curative and socialist therapy.
He has been working at LIB Lerninstitut
Gabriele Klug is our Basel in Switzerland as a Davis Facilitator
second licensed Davis for four years. He says, "It is always a great
Provider in Austraia. joy for me to see the immediate, positive
She did her Facilitator changes in a client's performance and
training with DDA- attitude when applying the Davis tools."
Switzerland. C.v. Jurg also finds interpretting Ron's
Hötzendorfplatz 12, A- workshops and lectures in Switzerland a lot
2500 Baden, Austria. of fun and a great learning opportunity.
Tel & Fax: +43 (02252) Ron affectionately refers to Jurg as "my
21456 Swiss voice."
DDAI and DDA-CH are proud and
Amaya Barrutieta holds a degree in Fine honored to have Jurg as part of our
Arts. She first experienced the positive international team of Specialists and
results of the Davis methods with one of Workshop Presenters. His flexibility to
her children. She completed her Facilitator travel and his fluency with English, French,
training through the courses offered in and German are a tremendous asset. During
Spain by DDA-Mexico. La Llave del Don, the last year he has supervised Davis
C/Santiago de Compostela 42, 2 Izq, 28034 training course and presented workshops in
Madrid, Spain Tel & Fax +34 (091) 378 France, Israel, and Singapore. Where next?
2331. llavedon@teleline.es DDA-CH, Freie Strasse 81, CH 4001
Basel. +41 (061) 272-8185.
Catherine (Cathy) Smith has over 30 ch@dyslexia.com
years experience as a special education
teacher, counsellor and psychometrist with
children and adults who have learning The Davis Facilitator training
disabilities and attention deficit disorder. program requires approximately
She has a doctorate in Applied Psychology. 400 hours of course work. The
Dr. Smith's many books and published Davis Specialist program requires
articles have been highly praised by
parents, teachers, employers, counsellors, extensive experience providing
and especially by adults with learning Davis programs and and an
disabilities. C. M. Smith & Associates, additional 260 hours of training.
2128 Dunedin Rd., Oakville, ON, Canada Specialists and Facilitators are
L6J 5V3. (905)844-4144 Fax (905)844-
subject to annual re-licensing
0466. cathysmith@mail.com
based upon case review and
Wayne Wolfram adherence to the DDAI Standards
Hassell was often of Practice.
asked what he might For more information about
want to do after retiring
training or a full directory of Davis
from teaching at a
private school. providers, see
Conventional tutoring www.dyslexia.com/affil.htm, or call
was out of the question; +1 (650) 692-7141 or toll-free in
he had "seen too much the US at 1-888-805-7216
misery inflicted on too many children with
PAGE 14
Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is now available from more than 200 Facilitators around the world.
For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm
Alabama
Paula Morehead, Dyslexia Center
of the South
(205) 822-9050 (Hoover)
Arizona
Edie Fritz, New Solutions Dyslexia
Correction
(602) 274-7738 (Phoenix)
Nancy Kress, Dyslexia Corrector
(623) 842-0455 (Glendale)
John Mertz, Arizona Dyslexia
Correction Center
(877) 219-0613 (Tucson)
California
Ron Davis • Alice Davis • Dr.
Fatima Ali • Brian Grimes • Sharon
Pfeiffer • Dee Weldon White • Scott
Shedko • Lexie White Strain
Reading Research Council
Dyslexia Correction Center
(800) 729-8990
(650) 692-8990 (Burlingame)
Janalee E. Beals, The Dyslexia
Mentor
(877) 439-7539 (Palm Springs)
Richard A. Harmel, Solutions for
Dyslexia
(310) 823-8900 (Los Angeles)
Dwight E. Underhill
(510) 559-7869 (El Cerrito)
Colorado
Kathy Bacon, Creative Learning
Center
(970) 669-0170 (Loveland)
Terry Demeo
(303) 850-7668 (Littleton)
Carol Faye Stromberg, 6 R’s
Correction
(800) 290-7605/(970)
487-0228 (Colbran)
United States
Florida
Alice J. Pratt & Gwin Pratt,
Dyslexia Plus
(904) 389-9251 (Jacksonville)
Georgia
Bill Allen,”THE” Dyslexia Coach
(770) 594-1770 (Atlanta)
Scott Timm, Dyslexia Masters
(770) 516-7294 (Woodstock)
Indiana
Myrna Burkholder, Michiana
Dyslexia Correction Center
(219) 533-7455 (Goshen)
Iowa
Mary Kay Frasier, Innovative
Learning Professionals
(515) 270-0280 (Des Moines)
Kansas
Carole Coulter, Dylsexia
Correction of Johnson County
(913) 831-0388 (Kansas City)
Michigan
Ann Minkel, Michigan Dyslexia
Resources
Tollfree: (866) 330-3671
(517) 365-3176 (Six Lakes)
Dean Schalow , Tri-Point
(800) 794-3060/(231)
899-5954 (Manistee)
Minnesota
Cyndi Deneson, New Hope
Learning Center
(952) 820-4673 (Bloomington)
Virginia Bushman, New Visions
Integrated Learning Systems
(320) 845-6455 (Albany)
Mississippi
Nancy F. McClain & M. Elizabeth
(Beth) Cook
MDC Mississippi Dyslexia Center
(866) 632-2900 (Vicksburg)
T HE DYSLEXIC READER
Missouri
Patricia Henry,
Dyslexia Correction of KC
(816) 361-6563 (Kansas City)
Montana
Nancy Sitton, Dyslexia Deciphered
(406) 863-9844 (Whitefish)
Nebraska
Shawn Carlson, Education Insights
(402) 420-1025 (Lincoln)
Nevada
Barbara Clark, New Foundations
for Dyslexics
(775) 265-1188 (Gardnerville)
New Jersey
Charlotte Foster, Multivariant
Learning Systems
(908) 766-5399 (Basking Ridge)
Nancy Cimprich, Creative Learning
Systems
(856) 358-3102 (Elmer)
New Mexico
Annie Johnson-Goodwin, Dyslexia
Resource
(505) 982-9843 (Santa Fe)
New York
Carla Niessen, Dyslexia Changed
Services
(845 or 914) 883-5766 (Clintondale)
Wendy Ritchie,
Positive Perception Ltd.
(716) 233-4364 (Hilton)
North Carolina
Erin Pratt, Dyslexia Plus
(828) 231-2400 (Asheville)
Ohio
Lisa C. Thatcher, Ohio Dyslexia
Correction Center
(740) 397-7060 (Mount Vernon)
THE D YSLEXIC READER
Oklahoma
Christina Martin, Reading Tree
Dyslexia Solutions
Toll Free: (800) 484-0185
(918) 630-0038 (Tulsa)
Pennsylvania
Marcia Maust, Laurel Highlands
Dyslexia Correction Center
(814) 267-6694 (Berlin)
Texas
Jane Bailey & Dorothy Owen, DFW
Dyslexia Correction
(888) 331-4902/(817) 498-8871
(Bedford)
Kellie Brown, Texas Dyslexia
Services
Toll Free: (877) 230-2622
(817) 989-0783 (Ft. Worth)
Rhonda Clemons & Colleen
Millslagle, Success Learning
Center
Toll Free: (866) 531-2446
(903) 531-2446 (Tyler)
Julia Garcia, Hidden Genius
Learning Solutions
(877) 678-8773 (The Colony)
Laura Warren, Dyslexia Correction
Center
(806) 771-7292 (Lubbock)
Virginia
Elizabeth Davis, VA Center for
Dyslexia
(804) 358-6153 (Richmond)
Angela Binns Odom, Succeed
Learning Center
(804) 833-8858 (Midlothian)
Washington
Marilyn Anderson & Aleta Clark,
Dyslexia Correction Center of WA
(253) 854-9377 (Kent)
Dorothy Jean Bennett, Jackie
Black, Lawrence & Renie Smith,
Meadowbrook Educational
Services
Toll Free: (800) 371-6028
(509) 443-1737 (Spokane)
(425) 252-5184 (Everett)
Ray Davis & Meliesa Hawley,
Reading Research Council
Northwest
(866) 677-7726 (Everett)
Marlene Easley, Dyslexia
Unlearned
(360) 714-9619 (Bellingham)
Kathy Hawley, Cascade Dyslexia
Correction
(509) 784-1927 (Entiat)
Carol Hern & Ethel Kellogg,
Dyslexia Mastery
(509) 363-1771 (Spokane)
Jo Del Jensen, Learning Tools
Northwest
(360) 679-9390 (Oak Harbor)
Rebecca Luera, Dyslexia Mastery
(800) 818-9056 (Fall City)
Sharon Polster, Dyslexia Tutoring
Services
(206) 780-8199 (Bainbridge Island)
Canada:
Sue Hall, Positive Dyslexia
Phone: (604) 921-1084
(West Vancouver)
Wayne Wolfram Hassell,
Learning-Abilities Enhancement
Programs
Phone: (604) 988-7680
(London, Ontario)
D’vorah Hoffman, Living Hands
Learning Centre
Phone: (416) 398-6779
(Vancouver, B.C.)
Gerry Grant, Dyslexia Solutions
Canada, Ltd.
Phone: (800) 981-6433
(Princeton, Ontario)
"In years to come a child may forget
what you taught them, but will always
remember how you made them feel."
-Unknown
PAGE 15
Ruth Ann Youngberg, Dyslexia
Mastered
(360) 671-9858 (Bellingham)
West Virginia
Gale Long, New Horizons Dyslexia
Correction Center
Toll Free: (888) 517-7830
(304) 965-7400 (Elkview)
Wisconsin
Cyndi Deneson & Darlene Bishop,
New Hope Learning Centers, Inc.
(888) 890-5380
(414) 774-4586 (Milwaukee)
Names of other licensed Davis
Program providers in Europe,
Latin America, Africa, the
Middle East and Asia, can be
obtained from the DDA offices
listed on the back cover or on
the Internet at
www.dyslexia.com/affil.htm
Jeri Mcleod
Phone: (403) 503-0108
(Calgary)
Catherine (Cathy) Smith, C.M.
Smith & Associates
Phone: (905) 844-4144
(Oakville, Ontario)
Lawrence Smith, Jr., Rocky
Point Academy
Phone: (403) 685-0067
(Calgary, Alberta)
Wayman E. (Wes) Sole, Dyslexia
Help
Phone: (519) 472-1255
(London, Ontario)
PAGE 16 T HE DYSLEXIC READER
~ PRESORTED
The
Dys•lex´•ic Read´•er STANDARD
U.S. POSTAGE
1601 Old Bayshore Highway, Suite 245
Burlingame, CA 94010 PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book The Gift of 2001 International Schedule
Dyslexia by Ronald D. Davis England Winchester October 25-28
US San Francisco Oct 29 - Nov 2
This 4-day workshop is an introduction to the basic
theories, principles and application of all the procedures Germany Hamburg November 1 - 4
described in The Gift of Dyslexia. Training is done with a Israel Tel Aviv January 6-9
combination of lectures, demonstrations, group practice, India Mumbai December 18-21
and question and answer sessions. This is the first step in US San Francisco January 14-17
the eleven-step Davis Facilitator Training Program. Switzerland Basel February 23-26
Attendance is limited to ensure the highest quality of Switzerland Basel March 14-17
training.
Asia Singapore April 15-18
Switzerland Basel July 3-7
Participants will learn: US San Francisco July 8-11
• How the Davis procedures were developed. U.S. Course Schedule
• How to assess for the “gift of dyslexia” and establish a • 8:30 - 9:00 Registration (first day)
• 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
symptoms profile.
• How to help dyslexics eliminate perceptual disorientation U.S. Fees and Discounts
• $975 per person plus $95 materials fee
and focus their attention. • $925 for DDAI members or groups of two or more
• The Davis Symbol Mastery Tools for mastering reading. plus $95 materials fee
• $975 if paid in full 60 days in advance incl. materials
• How to incorporate and use proven methods for • Advance registration and $200 deposit required
improving reading, spelling, and motor coordination into a • Includes manual, one-year DDAI membership,
classroom, home school, tutoring, or therapeutic setting. verification of attendance, and Symbol Mastery Kit
• Academic units available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-CH DDA-Israel DDA-Nederland DDAI-US
Freie Strasse 81 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 245
CH 4001 Basel, Ra’anana 43724 6105 CG Maria Hoop, Burlingame, CA 94010
SWITZERLAND ISRAEL NEDERLAND Tel: 1-888-805-7216
Tel: +41 (061) 273 81 85 Tel: +972 (053) 693 384 Tel: +31 (0475) 302 203 Fax: +1 (650) 692-7075
Fax: +41 (061) 272 42 41 Fax: +972 (09) 772-9889 Fax: +31 (0475) 301 381 E:mail: ddai@dyslexia.com
e-mail: ch@dyslexia.com E-mail: Israel@dyslexia.com E-mail: holland@dyslexia.com

DDA-Deutschland DDA- México DDA-UK For a full

Conventstrasse 14 Privada Fuentes #110, P.O. Box 40 description of the
D-22089 Hamburg esq. con Ricardo Margaín Winchester S022 6ZH
GERMANY Colonia Santa Engracia ENGLAND Davis Facilitator
Tel: +49 (040) 25 17 86 22 Garza García - Monterrey, 66220 +44 (01962) 820 005 Certification
Fax: +49 (040) 25 17 86 24 Nuevo León MÉXICO Fax: +44 (01962) 820 006
Tel/Fax: +52 (08) 335 9435 Program, ask for
E-mail: germany@dyslexia.com E-mail: uk@dyslexia.com
or +52 (08) 356-8389 our booklet.
E-mail: mexico@dyslexia.com
Enrollment Limitedu Classes Fill Early u Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm