The
Dys•lex´•ic Read´•er
Vol. 33 Davis Dyslexia Association International
Brain Scans Show Dyslexics Read
Better with Alternative Strategies
By Abigail Marshall
Scientists studying the brain have
found that dyslexic adults who
become capable readers use different
neural pathways than nondyslexics.
This research shows that there are
two independent systems for reading:
one that is typical for the majority of
readers, and another that is more
effective for the dyslexic thinker.
NIMH Study of Dyslexic Adults
Researchers Judith Rumsey and
Barry Horwitz at the National
Institute of Mental Health used
positron emission tomography (PET)
to compare regional cerebral blood
Dreams Coming True in Iceland
by Alice Davis, DDAI Director
Ron and I visited Iceland in
August to help Axel
Gudmundsson and Lesblind.com
launch the Icelandic edition of
The Gift of Dyslexia and to
participate in the first
presentations of the Davis
Learning Strategies and
Fundamentals Workshops in
Iceland. The country and its
people are fantastic. Iceland has
natural beauty everywhere in the
form of sea, fjords, mountains,
glaciers, lava formations,
waterfalls, and lakes. The air is
crystal clear and clean. The
people are warm, friendly and
flow (rCBF) among dyslexic and
nondyslexic men. The dyslexic
subjects had childhood histories of
dyslexia and continued to show some
symptoms related to reading, but
their overall reading ability varied.
For some word recognition and
comprehension tasks, the dyslexic
men scored as well as or better than
controls.
The men in the study were asked
to perform several single-word
reading and decision making tasks.
They were asked to perform some
tasks that relied on their ability to
sound out words (such as
pronouncing a pseudo-word such as
cazot) and some tasks that relied on
their ability to recognize irregular,
extremely interested in our work.
The Lesblind.com Team of
Axel, Örn, Hilder, Judith Shaw
and Laura Shone have done an
incredible job of introducing The
Gift of Dyslexia and Davis
Dyslexia Correction to Iceland.
One measure of their success is
that the English edition of Ron’s
book has been the #2 bestseller at
Amazon.com in Iceland for the
past several months, just behind
Harry Potter! To meet the demand
Axel generated in February, 2003
with lectures and press coverage,
several Facilitators have had the
opportunity to travel there to do
continued on page 14
~
Issue 4 • 2003
nonphonetic spellings of real words
(such as reading aloud words like
pharoah or choir).
When brain activity was
correlated with reading ability, the
researchers observed an intriguing
inverse relationship between reading
ability and cerebral blood flow
patterns. For nondyslexic controls,
continued on page 4
In This Issue
News & Feature Articles:
Brain Scans . . . . . . . . . . . . . . . . . . . . . . .1
Dreams Coming True in Iceland . . . . . . .1
Back to School Tips for Teachers . . . . .3
Word Master According to
Humpty Dumpty . . . . . . . . . . . . . . . . . .9
Das Phänomen“Widerstand” in der
Davis-Beratung . . . . . . . . . . . . . . . . . .11
Es ist nicht alles Gold was glänzt 11
In Memory . . . . . . . . . . . . . . . . . . . . . . . .15
Her Sparkle Has Returned . . . . . . . . . . .16
Movies In My Head . . . . . . . . . . . . . . . . .17
The Gift of Learning . . . . . . . . . . . . . . . .19
Regular Features:
In The Mail . . . . . . . . . . . . . . . . . . . . . . . .2
Famous Dyslexics Remember . . . . . . .18
Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Book Review . . . . . . . . . . . . . . . . . . . . . .19
New Facilitators & Specialists . . . . .20-22
Workshops . . . . . . . . . . . . . . . . . . . . . . . 23
PAGE 2 THE DYSLEXIC READER

IN THE MAIL
Week One Report from
Two Icelandic Teachers
August 28, 2003
Dear friends and fellow teachers,
I have been using the Davis
Learning Strategies now for one
week with my first grade students
and I have already made one
discovery. One of my students is
very active even though he hasn’t
been diagnosed with hyperactivity or
anything like that. I couldn’t get him
to do the Release or the Focusing, he
was just all over the classroom. So I
decided to use the Dial-Setting, and
guess what? He told me that his Dial
was at a 9! I asked him if he could
put it down to 5 or 6 and he said that
he would try. In the next lesson he
sat still for almost 20 minutes, and
he tried the Release but didn’t quite
get the Focusing. Today he was like
another person, he sat still the whole
time and did what I asked of him.
I’m so pleased and I have to say if
your students are having a hard time
calming, do the Dial before anything
else, because at least for my
classroom it made the rest possible. I
wonder how everybody else is
getting on with this? Hope to hear
from you all soon.
Bye,
Sigrún Baldurdóttir Hellissandi
Hello all you wonderful people!!
How very exciting Sigrún! This
was just what I needed to hear, as I
will meet my Special Needs students
tomorrow. They are 3rd graders and
have many problems I am told. Dora
and Steinunn and me have been
preparing letter boards, buying clay
and cardboard boxes from the pizza
place. Dora has already begun
applying the program to maths for
the young ones by making circles,
triangles and squares, then the signs
and numbers later on. It’s so clever
of her; the signs are a real trouble in
maths for some pupils. I have
already given my 7th graders
Release and after the first giggling
and peeping, they have relaxed about
it and I look forward to seeing the
rest work for them!
Love, Áslaug

“ In all affairs
it's a healthy thing
now and then to
hang a question
mark on the
things you have
long taken for “
granted.
Copyright 1996 Randy Glasbergen. www.glasergen.com —Bertrand Russell
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, 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®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis.
Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
Back to School Tips for Teachers
How to create a positive experience in the classroom for dyslexic students
by Mary Ellen Schutz
(originally posted to the Davis Dyslexia
Discussion Board, www.dyslexiatalk.com
I have two highly-intelligent,
artistic, athletic, kind-hearted,
sociable children...both of whom
happen to be dyslexic...both of
whom experienced dramatic,
sustainable improvements in reading,
writing, and math using Davis
techniques.
What follows is some base
information that I now give all my
children’s general classroom
teachers at the beginning of each
year. Even without specialized
training, each and every teacher can
make it possible for dyslexic
children to have a positive
experience in the classroom.
Yes...it takes a little thought and
planning...
Yes...it takes a little
understanding...
But the pay off is 1,000 fold...
What can a teacher expect to see
in dyslexic students?
Deep thought — My children
think primarily with meaning of
language (as opposed to the sound of
language). They can offer deep
insight and complex analysis of
topics.
Intuitive thought — “Picture
thinking” occurs at the rate of 32
ideas or concepts per second, inside
the subliminal band. It is anywhere
from 400 to 2,000 times faster than
verbal/sequential thought, which
occurs at the rate of speech (with an
upper intelligible limit of 4 to 5
words per second). My children
often come to the right conclusion,
but require assistance in slowing
their thoughts down to a rate that
allows them to “view” the process
they used to reach the conclusion.
Verbal discussion of the linear,
sequential process for reaching the
conclusion and written outlines often
helps. Discussion helps my children
to transition to verbal
conceptualization, the mode of
thinking required to present their
thoughts in coherent, written form.
When writing, checking in with an
adult every few paragraphs and
prompts for intermediary
punctuation, help slow their thinking
down, improving the overall written
piece.
Curiosity — My children’s rapid
rate of thought allows them to
consider more options and pose
more questions in a given period of
time. The flip side of this coin is
boredom and difficulty transitioning.
If a topic is of interest to them, my
children will delve deeper into the
idea. If the topic is not of interest or
confusing, they will find something
else more interesting to think about
and/or do. In either case, this trait
often triggers (consciously or
unconsciously) their ability to distort
perception. On the plus side, the
distortion blocks out distractions. On
the minus side, those blocked
distractions may include movement
of the class to the next task or topic.
A quick check to see if they are with
you at transition times (and
attracting their attention if they are
not) usually ensures that they get the
next piece of information and follow
your direction.
Ready grasp of complex ideas
— My children’s high intelligence
and comparative mode of learning
allow them to rapidly grasp and
PAGE 3
analyze complex issues and ideas.
They often can master a concept
faster than the typical
verbal/sequential thinker can
conceive it. This is particularly true
if the lesson includes a kinesthetic
component. It is, however, a two-
edged sword. If new ideas and issues
are first presented without relative
context, the confusion they
experiences can be so intense and
profound that they can be left
disoriented and incapable of learning
until that confusion is resolved or
dismissed.
Sense of humor and drama —
My children are fun to work with.
They want to learn, delight in new
discoveries, and respond to positive
reinforcement. Their creativity and
imagination add a sense of humor
and drama to the classroom. Their
strong opinions add to the dynamics
of any group discussion.
Inventive and literal phonetic
spelling — With limited experience
reading text with the letters in their
proper position and orientation, my
children’s spelling of even regular
words can be imaginative and
inconsistent. Spelling for most
irregular words and words known to
trigger dyslexic disorientation (most
of the words on the Dolch and Sitton
sight word lists) is just now coming
within their grasp. They only
recently gained enough experience
continued on page 7
PAGE 4 THE DYSLEXIC READER

International Brain scans. . . increased right brain use corresponded

Davis Dyslexia
Correction®
Providers
The Davis Dyslexia
Correction program is
now available from more
than 300 Facilitators
around the world. For
updates, call:
(888) 805-7216 [Toll Free]
or (650) 692-7141 or visit
www.dyslexia.com/
providers.htm
™ Australia
Brenda Gayle Baird
Brisbane
61 (07) 3341 3471
Sally Beulke
Melbourne
61 (03) 5727 3517
Catherine Churton
DDA-Australia Director
Supervisor-Specialist
Sydney
61 (0421) 252 518
Jan Gorman
Eastwood/Sydney
61 (02) 9874 7498
Naren Hooson
Sydney
61 (02) 9801 1917
Linda Houben
Sydney
61 (02) 9948 4307
Reading Ability
continued from page 1 with reduced reading ability.
stronger activation of left hemispheric Comparison of Reading Outcomes
reading systems, including the left angular among children followed since
gyrus, corresponded to better reading skill.
kindergarten
For dyslexic subjects, the opposite was A team of researchers led by Sally
true: the stronger the left-hemispheric Shaywitz at Yale University has confirmed
pattern, the poorer the reader. In contrast,
that dyslexic individuals who become good
increased reading skill for dyslexics was readers have a different pattern of brain use
correlated with greater reliance on right than either nondyslexic readers, or
brain systems, but for non-dyslexics
dyslexics who still read poorly. The
researchers used functional magnetic
Control Men (n=14)
resonance imaging (fMRI) to evaluate brain
r=+.62
120
activity among 20-year-old dyslexic men
and women selected from a group that had
115
been followed since kindergarten. All the
dyslexic subjects had a history of severe
110
reading impairment in early childhood.
However, while some of the students
105
continued to struggle with reading
throughout their school years (“persistently
100
poor readers”), others improved by their
95
high school years, becoming accurate
.74 .76 .78 .80 .82 .84 .86 .88 .90 readers with strong comprehension skills
(“accuracy improved readers”).
Dyslexic Men (n=17) Dyslexic subjects from both groups as
110
r=-.69 well as non-dyslexic control subjects were
105 asked to perform reading tasks involving
100 phonological processing (non-word
95 rhyming test) and ascertaining meaning
90 (semantic category test). During the non-
word rhyming test [“Do leat and jete

85

John Reilly 80 rhyme?], both dyslexic groups showed less

Berala/Sydney
61 (02) 9649 4299
75 activation of the left posterior and temporal
70 areas of the brain as compared to the
™ Austria 65 control group. However, the dyslexics who
Annette Dietrich
60
were improved readers also had greater
.70 .75 .80 .85 .90 .95 1.00
Wien activation of right temporal areas and both
43 (01) 888 90 25
Increased Left Brain right and left frontal areas.
Gabriele Klug Blood Flow For the semantic category test [“Are
Baden
43 (2252) 214 56

Christa Salcher
Wien Dyslexic brain
43 (01) 888 61 44

™ Bahrain

Sameera Sadiq Al Baharna

Manama
973 555 201

™ Belgium Typical brain

Edith Rotenberg
Liege
32 474 812 899

™ Bolivia

Maria Ormachea Brain scans suggest that in dyslexic brains, information flows along a different pathway, bypassing
La Paz the left-brain area where sounds are mapped to words.
591 (02) 792 945

continued on page 5
THE DYSLEXIC READER PAGE 5

Brain scans. . . reading ability for the 15-20% of children

™ Brazil
continued from page 4 who fit the dyslexic profile.
The right hemisphere is where many Ana Lima
corn and rice in the same category?”] the nonverbal thought processes take place, Rio De Janeiro
55 (021) 2295-1505
persistently poor readers showed brain including the ability to associate a
activity very similar to the nondyslexic perceived written word with the object it ™ Canada
control group, despite the fact that their represents. The right hemisphere is also Wayne Aadelstone-Hassel
reading performance more specialized for the North Vancouver
was significantly analysis of space and 1 (604) 988-7680
impaired. Like the “...teaching methods that geometrical shapes and Winifred Bauer
control group, the may work well for a large forms, and is the site of British Columbia
1 (250) 359-0195
persistently poor majority of schoolchildren creative mental activity.
readers activate left Thus, a right-hemispheric Ashley Benjamin
posterior and temporal may be counterproductive involvement in the reading Alberta
1 (866) 685-0067
systems. In contrast, when used with dyslexic process might suggest
the improved dyslexic children.” higher reliance on Rocky Point Academy
Stacey Borger-Smith
readers bypassed this recognizing visual word Lawrence Smith, Jr.
area entirely. and letter shapes, on Calgary
This research suggests that for dyslexic associating words with sensory impressions 1 (866) 685-0067 (Toll-Free)
1 (403) 685-0067
readers, the left brain areas associated with of their meanings, and on utilizing
phonetic decoding are ineffective. While a contextual information to discern meaning. Darlene Brown
Smithers/Prince Rupert
non-dyslexic reader finds such pathways an Thus, it may be that reading instruction 1 (250) 847-3463
efficient route to reading, the dyslexic that is effective and supported by research
reader essentially becomes entangled in a Paddy Carson
involving non-dyslexic children, may be a Edmonton/Alberta
neural traffic jam. In contrast, dyslexics recipe for failure when imposed on (780) 489-6225
who bypass these mental pathways, relying dyslexic children. This may be due to
Sher Goerzen
more on areas of the brain involved in innate physical differences in brain British Columbia
nonverbal thought and in analytic thought, structure which have been observed by 1 (604) 290-5063
are able to become capable readers. many researchers. It may also result from a Gerry Grant
developmental cognitive preference and a Supervisor-Specialist
Impact of Findings for Education predominantly visual-spatial learning style. Fundamentals Workshop
Presenter
These brain imaging studies show that For typical, nondyslexic children, Waterloo/Toronto
teaching methods that may work well for a reliance on left hemispheric systems 1 (800) 981-6433 (Toll-Free)
large majority of schoolchildren may be 1 (519) 221-8484
important for phonetic decoding might
counterproductive when used with dyslexic provide a direct bridge to learning and Sue Hall
children. If dyslexic children follow the comprehension. In contrast, for the dyslexic West Vancouver
1 (604) 921-1084
same inverse pattern as their adult child, this may essentially be a bridge to
counterparts, then as a dyslexic child nowhere. Rather than development of left- D'vorah Hoffman
becomes more adept at using left- Toronto
brain system pathways associated with 1 (416) 398-6779
hemispheric pathways implicated in learning and applying phonic pathways,
phonetic processing, reading skill will be dyslexic children may need an educational Catherine Smith
Oakville/Toronto
diminished rather than enhanced. approach that bolsters the word-picture 1 (905) 844-4144
A recent study by Georgetown associative and problem-solving skills of
University researchers studying reading Kim J. Willson-Rymer
the right hemisphere. Oakville/Toronto
development seems to confirm this In contrast, teaching methods based on 1 (905) 825-3153
possibility. Researchers found that as young intensive or systematic drill in phonemic
™ China
children gain proficiency in reading, they awareness or phonetic decoding strategies,
show “developmental decreases in the right which are premised in part on a desire to Carrie Cheung
hemisphere.” Brain scan evidence showed Hong Kong
“rewire” the dyslexic brain, may be 852 90 111 736
that the process of learning to read did not neurologically as well as psychologically
involve growth in ability to utilize left- harmful to dyslexic children. Such Lai Wan Livia Wong
Hong Kong
hemispheric pathways at all, but rather only approaches might simply emphasize 852-2810-0282
diminishment of ability to use the reliance on thinking strategies that are as
corresponding right hemispheric areas. For ™ Cyprus
likely to diminish reading ability as they Alexis Mouzouris
the typical students who were observed in are to improve it, increasing both the Limassol
the study, such development corresponded degree of impairment and the level of 35-72-538-2094
with improved reading ability. However, if frustration. ™ France
the inverse pattern observed in dyslexic
adults holds true in children, then such Dominique Blaess
Le Pecq/Paris
development would lead to diminished continued on page 6 33 (01) 39 76 12 61
PAGE 6
Jennifer Delrieu
Voisins le Bretonneux/Paris
33 (01) 30 44 19 91
Valentine Galliot-Appia
Aubergenville/Paris
33 (01) 30 99 53 59
Carol Nelson-Pollard
Paris
33 (01) 46 51 72 63
Odile Puget
Gex/Geneva
33 (0450) 41 82 67
™ Germany/Deutschland
Liesbeth Berger-Laming
Stuttgart-Vaihingen
49 (0711) 782 3115
Ute Breithaupt
Langenselbold
49 61 846-1874
Andrea Fleckenstein
Witzenhausen
49 (05542) 91 16 07
Cornelia Garbe
Berlin
49 030 61 65 91 25
Margit Geuss
Wessobrunn/München
49 (08809) 163034
Matthias Gradenwitz
Frankfurt am Main
49 (069) 94 94 58 85
Astrid Grosse-Mönch
Buxtehude
49 (04161) 702 90 70
Wibke Hachmann
Freiburg
49 (0761) 13 78 288
Das Legasthenie Institut
Sonja Heinrich
Supervisor-Specialist
DLS Workshop Presenter
DDA-Deutschland Director
Ioannis Tzivanakis
Specialist Trainer
Workshop Presenter
DDA-Deutschland Director
Wilfried Bähr
Hamburg
49 (040) 25 17 86 23
Kirsten Hohage
Nurnberg
49-91-154-2518
Christine Jacob
Lörrach
49 (07621) 134 60
Wiebke Janssen
Lilienthal
49 (04298) 466 836
Doris Karl-Akova
Bremen
49 (0421) 713 30
Rainer Knobloch
Leinburg/Ortsteil
Diepersdorf
49 (09120) 18 14 84
Brain scans . . .
continued from page 5
Davis Theory and Methods
Davis Learning Strategies® and Davis
Dyslexia Correction® emphasize a creative,
meaning-based strategy for acquisition of
basic reading skills. Children (and adults)
use clay to model the concepts that are
associated with word meanings at the same
time as modeling the letters of each word in
clay. This approach probably builds
reliance on the right-hemispheric abilities
that seem crucial for reading development
among dyslexic students.
With older children and adults, Davis
Dyslexia Correction methods routinely
produce very rapid progress in reading
ability. Thus, it seems that the skills needed
for dyslexics to become able readers can be
readily acquired at any time. The brain scan
research provides a road map that can be
followed simply through application of
educational approaches that help reinforce
the natural thinking patterns and habits of
the dyslexic learners, rather than try to
force dyslexic learners to try to think like
people whose brains simply are structured
differently than theirs. ™
References:
Brown, WE, Eliez S, Menon V, et al
(2001). Preliminary evidence of widespread
morphological variations of the brain in
dyslexia. Neurology 56: 781-783.
Horwitz B, Rumsey JM, Donahue BC
(1998), Functional connectivity of the
angular gyrus and dyslexia. Neurobiology:
95: 8939-8944.
Rumsey, JM, Horwitz, B, et al (1999):
A functional lesion in developmental
dyslexia: left angular gyral blood flow
predicts severity. Brain and Language, 70:
187-204.
Shaywitz SE, Shaywitz BA, Fulbright R,
et al (2003). Neural Systems for
Compensation and Persistence: Young
Adult Outcome of Childhood Reading
Disability. Biological Psychiatry 54:25-33.
Turkeltaub PE, Gareau L, Flowers DL,
et al (2003) Development of neural
mechanisms for reading. Nature
Neuroscience 6: 767-773, at 769
THE DYSLEXIC READER
The Importance of Learning
Meaning
Researcher Sally Shaywitz followed
the progress of students from kindergarten
through high school graduation. Some
students identified as struggling readers in
primary years remained persistently poor
readers throughout their school years;
whereas others became accurate readers
with strong comprehension skills by the
time they were in high school.
Using fMRI brain scanning technology,
Dr. Shaywitz discovered that the
improved readers had developed strong
compensatory strategies that distinguished
them from the persistently poor readers.
The good readers had more advanced
vocabularies and used context and
semantic skills to gain meaning from text.
The poor readers appeared to rely solely
on phonetic decoding strategies and
memory, without having developed good
word analysis skills.
Dr. Shaywitz wrote:
“These findings have important
educational implications and are of
special relevance for teaching children
to read. Consistent with our knowledge
of the components of reading, children
need to be able to sound out words to
decode them accurately, and then, they
need to know the meaning of the word,
to help decode and comprehend the
printed message. Both the sounds and
the meanings of words must be taught.”
Davis Learning Strategies are designed
to integrate well with any curriculum
already in place at a school. At the
primary level, the Davis tools provide an
easy and direct way to develop cognitive
skills and enable children to learn word
meanings at the same time as they are
introduced to other decoding strategies.
These provide the foundational skills that
later enable at-risk children to overcome
barriers to learning and to become capable
readers.
Davis Symbol Mastery is specifically
geared to building strong analytical skills
for discerning word meaning. The
emphasis on dictionary skills — looking
the word up, reading the definition,
practicing using the word in sentences,
modeling the meaning in clay — all
require the student to both think about
meaning and develop an analytical
framework that will provide a lifelong
pathway to effective learning.
THE DYSLEXIC READER PAGE 7

Back to school . . . Shut down — For my children, ™ Germany/Deutschland

continued from page 3 resolving confusion is not a matter of (cont.)
fitting the pieces into the puzzle correctly,
to recognize some misspelled words. As but of getting the pieces to work with in the Inge Koch-Gassmann
Buggingen
they are exposed more consistently to text first place. Since they think primarily with 49 (07631) 23 29
while properly oriented, see their work the meaning of language, when they face
immediately generated to a printed page, Angelika Kohn
confusion, they face profound confusion. Steinheim-Kleinbottwar
and progresses with Symbol Mastery of They cannot always explain which piece is 49 (07148) 66 08
trigger and irregular words, their spelling missing. Since context and meaning are Marianne Kranzer
begins to show improvement. Formal their primary recall tools, when they “don’t Königsfeld
morpheme- and rule-based spelling get” something—the entire picture is blank. 49 (07725) 72 26
instruction can be expected to speed the Add the fact that, for my children, Gundula Patzlaff
process. Allowing the use of a spell writing has never been a matter of merely Stuttgart
checker, a talking dictionary, and providing jotting down thoughts. It is comprised of 49 (0711) 23 64 86 0
editing assistance all improve the end the incredibly arduous tasks of reducing the Barbel Preuss
product. Continued morpheme-based speed of thought by a factor of 400 to Munchen
49 (089) 69 38 03 92
spelling instruction can be expected to 2,000, breaking the thought into pieces,
speed their progress. arranging the pieces sequentially so they Ursula Rackur-Bastian
Inconsistent application of writing can be presented in a linear fashion,
Idstein/Rheingau-Taunus-
Kreis/Wiesbaden
conventions — Summarily, automatically, breaking the information into individual 49 (06126) 565 01
and unconsciously dismissed from their sounds, selecting the appropriate 2 Colette Reimann
visual buffer as a meaningless source of dimensional symbols to represent the Landshut
confusion, my children sounds, and finally 49 (0871) 770 994
“saw” punctuation on reproducing the symbols Ursula Rittler
the page for the first “Odd and obvious in the proper size, shape, Stuttgart
time during the Davis 49 (0711) 47 18 50
reading intervention. A questions are, generally, not orientation, and order.
Add difficulties Petra Saeger
combination of meant to annoy, but are real decoding symbols and Storkow / Berlin
experience with 49 (03987) 15 21 06
attempts to fill the gaps left translating linear
punctuation “present” information into useable, Gabriela Scholter
on the page, tutorial by disorientation...” multidimensional Supervisor-Specialist
Stuttgart
work using the Davis thought. 49 (0711) 578 28 33
Picture-At-Punctuation My and other dyslexic children face
technique and editing support, have Inge Starck
incredible amounts of frustration daily. Battenberg/Eder
allowed my children to include beginning, Faced with constant corrective feedback, 49-645-293-2888
ending and some intermediary punctuation. overwhelming confusion, frustration, and
Marietta Tieben
Keyboarding (rather than expending energy humiliation, an overwhelming sense of Haren
drawing individual symbols) and viewing inability, and resistance to even starting the 49 (05934) 70 47 37
their encoding work as a printed page allow school day can build. In the past, this has Magdalena Vogel-Eichert
them to apply writing conventions more led to tardiness, anger, deterioration in self- Bonn
consistently. esteem and social interaction, morbid 49 (0228) 689 69 70
Knowledge gaps — While attempting to depression, and shut down. Ulrike von Kutzleben-
resolve confusion, while deep in thought, Hausen
and while intentionally accessing and Deisslingen
What can a teacher do to help? 49 (07420) 33 46
manipulating data in the sensory buffers,
dyslexic children become disoriented. Their Be cognizant of the signs of Gisela Wedemeyer
Hameln/Hannover
inner clocks speed up or slow down. Their disorientation — When my children are 49 (05151) 647 85
senses of balance and movement reverse. learning, they are relaxed, alert, and the
Their brains are not “seeing” what their Dr. Angelika Weidemann
task at hand has their attention; they are Ulm
eyes see or “hearing” what their ears hear. willing participants in learning activities. 49 (0731) 931 46 46
While disoriented, my children missed Intense concentration; daydreaming; Susanne Wild
information that was presented, leaving vacant, dull eyes; balking at tasks; Paar
unexpected gaps in their knowledge base. disruptive, avoidance behaviors; confused, 49 (08205) 959 08 28
“Everybody knows…” and “Everybody dazed looks; fidgeting; frustration; and Christine Wusch
learned that in…” are not valid tense muscle postures all are indications Wuppertal
assumptions. “Odd” and “obvious” that something has triggered disorientation. 49 (0202) 80 230
questions are, generally, not meant to My children were taught orientation, Anna Henia Zawidowski
annoy, but are real attempts to fill the gaps focusing and relaxation techniques during Feldgeding bei München
left by disorientation and the difference in 49 (08131) 853 03
their reading and math interventions.
thinking modes. continued on page 8
PAGE 8 THE DYSLEXIC READER

Back to school. . . dimensionally rearrange their ideas at least

™ Germany/Deutschland
(cont.) continued from page 7
half a dozen times in the blink of an eye,
coupled with the inconsistencies in their
Angelika Zeller Remind them to use those tools. Help them inner clock, contribute to their global
Bichl
49 (08857) 91 68 identify and remove the source of the sequencing deficiencies. The concepts of
confusion. Leave the confusion unresolved, time, change in relation to a standard,
™ Iceland
permit excessive concentration, and they sequence, and order vs. disorder were
Judith Shaw may enter a “hypnotic state” that impedes formally introduced during the Davis Math
Mossfellsbaer/Reykjavik learning and induces migraine headaches. Mastery® intervention. Participation in
354 586-8180
Provide context — For visual-spatial labs; debates; discussions about text,
™ Ireland learners, the sound of the name of a concepts and processes; allow them to
Sister Antoinette Keelan concept is not synonymous with the “see” the sequence of events and convert
Dublin concept, nor is sound their key tool for their thoughts into ideas that can be
353 (01) 884 4996 recall. Briefly prefacing a new concept or expressed in coherent, written form.
™ Indonesia issue with contextual information generally Provide assignment checklists or
allows my children to transition and rubrics — Checklists compensate for
Elizabeth Martin
Jakarta prepare to receive new information. For global sequencing deficiencies and details
62 21 769 4845 example, you might introduce a new missed due to disorientation. They allow
™ Israel
science topic with something along the my children the opportunity to meet your
lines of, “Today, we will be studying how a expectations for a complete assignment.
Etya Chesler plant reacts to light and Support the use of the
Kfar-Saba/Tel Aviv
972 9 768 0267 the role of light in plant planner for daily
food production. Key to assignments and
Goldie Gilad understanding plant food “When editing is required, reminders.
Kfar Saba/Tel Aviv
972 (09) 765 1185 production is a process provide editing assistance Be lenient with
called photosynthesis.” spelling and writing
Eve Resnick
Kfar Saba / Tel Aviv With those two brief that tackles one deficiency conventions — Save
972 (09) 766 2140 sentences, a concrete, the heavy editing for
comparative context for at time...” “show pieces” and
Judith Schwarcz
DDA - Israel Director the new concept is major projects.
Davis Specialist established, the relative Understand that, while
Ra'anana / Tel Aviv
972 (09) 772 9888 importance of the new concept is set, and neatness counts, when my children are
the name and sound of the new concept is thinking at their best, their most creative,
Edna Tune presented. A setting for learning is
Herzeliah
deepest in thought and analysis, their
972 9 958-3372 established. dyslexia and dysgraphia are at their worst.
Provide positive reinforcement and Poor handwriting, misspellings, and the
™ Italy
encouragement — With encouragement absence of punctuation do not necessarily
Elisa De Felice and positive feedback that leverages reflect amount of time, effort or thought put
Roma existing knowledge and accomplishments,
39 (06) 507 3570 into a piece of work. When editing is
my children are hard working students. required, provide editing assistance that
Dr. Raffaella Zingerle They truly want to learn. Beyond that, they tackles one deficiency at time, a
Corvara In Badia
39 (0471) 83 68 71 needs to know that, regardless of their content/organizational pass, a punctuation
spelling mistakes and labored reading, their pass, and a spelling pass. Allow the use of
™ Japan
teachers see them as smart. When children word processor spelling and grammar
Helen Brittle-Matsuki sense that you believe in them, when they checkers, the talking speller/dictionary/
Tokyo KNOW, that you KNOW he or she is an thesaurus. Accept dictated and keyboarded
81 (03) 3795 5997
intelligent, full member of your learning assignments.
Tina Kirby community, they will go the extra mile. Provide talking books — My children’s
Okinawa
81-314-033-4678
You can expect tremendous things of them dyslexia is not yet fully corrected. They
and they won’t back down or disappoint still face a myriad of words that are
™ Lebanon you. When they do not get positive input, understood conceptually, but not yet
Samar Riad Saab my children shut down and will not even recognized in print. They have many
Beirut attempt tasks they believes they can’t do. dyslexic trigger words to master. These
961 3 700 206
Provide kinesthetic/social learning contribute to a slow reading rate, difficulty
™ Malaysia opportunities — My children’s best decoding text, and low reading stamina.
Hilary Craig learning occurs in hands-on, interactive Talking books, read along activities, the
Kuala Lumpur
603 2096 1342 settings. Illustrations, models, talking dictionary, Davis Symbol Mastery
dramatizations, and real world examples and Picture-at-Punctuation exercises, all
improve understanding of new concepts
and terms. The ability to reorder and multi- continued on page 9
THE DYSLEXIC READER PAGE 9

Back to school. . . energy coding and decoding information ™ Mexico

continued from page 8
contribute to their becoming an
independent reader. They allow my children
to expend their energy learning concepts
rather than decoding symbols. Allow them
to opt out of embarrassing read-aloud
situations.
Allow the use of a calculator and
manipulatives — Concrete, comparative
learning is an asset when analyzing
complex mathematical and scientific
problems, but a liability when attempting
rote memorization. My children are capable
of mathematical analysis, understand the
arithmetic operations, but have difficulty
retaining math facts. Use of the Davis Grid
technique and Symbol Mastery of
mathematical symbols and terms are
improving their computational skills. Use
of a calculator and/or manipulatives
prevents the underlying calculations from
undermining the learning of new concepts.
Require homework only to the extent
that it is necessary for evaluating
knowledge/grasp of materials — My
children expend tremendous amounts of
during the school day. Repetitive, practice
assignments, designed for learning by Sandra Cecilia Gorozpe
Barbara
conditioning, add to their exhaustion and Querétaro
frustration, not their knowledge base. 52 (01442) 220 52 48
As for the Davis specifics...yes, you can Las Palmas Counseling Ctr
help a child in a couple of half-hour Silvia Arana Garcia
sessions a week. After school may or may Cathy Calderón de la Barca
Sofía Flores
not be the best time, since most dyslexic Gabriela Meléndez
children have expended ~10x as much Zagaceta
effort as verbal, sequential learners, just to Oscar Modesto Ramírez
Rocío Palma Contreras
make it through the school day. My Katia Villafuerte Cardona
children do their on-going Symbol Mastery México D.F.
52 (55) 5202 7913
work during the school day, during what
for most students would be a study hall. La Puerta de las Letras
Mastering a word generally takes 20-45 María Silvia Flores Salinas
Supervisor-Specialist
minutes and our facilitator recommended DLS Workshop Presenter
that these children master four words a Alejandra Garcia Medina
DLS Workshop Presenter
week. Some kids can do more...some kids Graciela Trevino Gonzalez
less. Olga Zambrano de Carrillo
Davis’ new book, The Gift of Learning, DDA - Mexico Director
Garza García, Monterrey
describes Dial-Setting. It has been a very 52 (81) 8335 9435
useful tool for my children...useful not only
Laura Lammoglia
in school, but to calm themselves when Tampico, Tamaulipas
they were injured or upset about 52 (833) 213 4126
anything...to pick themselves up when they Lucero Palafox
were tired and had to accomplish that one Veracruz
last thing. ™ 52 (022) 99 351302

Susana Palafox
Naucalpan, Edo. de Mexico
52 (55) 5251-3037
Word Mastery According to Sociedad de Consultatoria
Humpty Dumpty Organizacional
Maria Eugenia Gutierrez
Maria Lourdes Gutierrez
Mexico D.F.
by Lewis Carroll 52 (55) 5595 8442

™ Netherlands
“I don’t know what Kees Blankendaal
you mean by ‘glory,’” Wijk bij Duutstede
31 (06) 1460 6863
Alice said.
Ineke Blom
Humpty Dumpty Dorpstraat
smiled 31 20 436-1484

contemptuously. “Of Lot Blom

Utrecht
course you don’t—till 31 (030) 271 0005
I tell you. I meant ‘there’s a nice knock-down argument Hester Brouwer
for you!’” Groningen
31 (050) 52 61 146
“But ‘glory’ doesn’t mean ‘a nice knock-down
Lieneke Charpentier
argument,’” Alice objected. Nieuwegein
“When I use a word,” Humpty Dumpty said, in a rather 31 (030) 60 41 539

scornful tone, “it means just what I choose it to mean— Monique Commandeur
Uithoorn
neither more nor less.” 31 (0297) 56 88 50
“The question is,” said Alice, “whether you can make
Mine de Ranitz
words mean so many different things.” Driebergen
31 (0343) 521 348
“The question is,” said Humpty Dumpty, “Which is to
be master? That’s all.” Christien De Smit
Sluis
31-11-746-1963
 Improve Children's Reading Skills and Creative Talents
with Kits

Designed Especially for K-3

Teachers and Parents of
Children Ages 5-8
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 Kit price: $119.95

Recommended materials for classroom

What is different in each Kit is the Manual. These
include suggested curriculum, lesson plans, and
activities appropriate for each grade level and age.
Teachers or home-schooling parents who teach multiple
grade level students may purchase a combination kit,
containing both Manuals for $149.90. Previous
purchasers of the Davis Symbol Mastery Kit may
purchase either Manual separately for $29.95 each.
implementation:
• One Kit per teacher or aide
• Four Koosh Balls per Classroom
• Six Letter Recognition Card sets per classroom
• One Alphabet Strip per student
• Six Punctuation & Styles Booklets per Classroom
• Six Dictionaries per Classroom
• 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
both Manuals $149.90 11-20 15% 20%
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
in the USA or Canada.
Alphabet Strip $7.95
Punctuation & Styles Booklet
Letter Recognition Cards
$9.95
$9.95
· Fax this order form with your name,
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)
Checking Your Grammar (Softcover)
$17.95
$6.95
· E-mail your order to
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
THE DYSLEXIC READER
Das Phänomen“Widerstand” in der Davis-Beratung
—The Phenomenon of “Resistance” in Davis Facilitation
von Astrid Grosse-Mönch Dipl.Psychologin,
Davis Berater, Buxtehude, Deutschland
Widerstand: Haltung oder Kraft, die einer anderen Absicht
entgegenwirkt. resistance: attitude or strength which counteracts
(stands opposite) another intention.
Es ist nicht alles Gold was glänzt
All that Glitters is not Gold
von Ute Breithaupt, Davis Berater,
Langenselbold, Deutschland
Ich hatte einmal einen Bericht über eine Frau
gelesen, die nach dem Davis-Programm mehr
Probleme hatte als früher. Das fand ich sehr
beeindruckend, dass man auch einmal von negativem
Ausgang des Programms hörte. Sonst hört man immer
nur wie gut es jedem tut, dass jeder seine Legasthenie
beseitigen kann und alles eitel Sonnenschein ist.
Ich möchte ihnen heute von unserer Tochter Anja
erzählen. Bis zu Beginn des fünften Schuljahres hatte
ihr Klassenlehrer an Anja nichts auszusetzen. Sie ist
halt ein bisschen langsam, aber so lieb, musste ich mir
immer wieder anhören. Auf meine Frage, ob er
bemerkt hätte, dass Anja das was sie liest nicht
versteht, verneinte er großzügig.
Im fünften Schuljahr bekam Anja eine
Klassenlehrerin, die damals vor 30 Jahren noch
Legasthenie studiert hatte. Sie rief mich an und fragte
mich, ob ich wüsste, dass Anja Legastheniker ist. Ich
continued on page 12
PAGE 11
Entwickeln wir keine falsche Bescheidenheit: das
“Wunder” geschieht immer: unsere Klienten können nach
einer Beratungswoche fließend lesen und (Wörter)
fehlerfrei schreiben, weil sie wissen, wie sie ihre
Aufmerksamkeit herstellen und erhalten können. Und sie
wissen, wie sie ihre Verwirrung beherrschen können. Oder
sie haben ihre Rechenschwäche überwunden und ein
Zahlen- und Operationsverständnis entwickelt.
Trotzdem gibt es manche, die ihr neu erworbenes
Wissen und Können nicht nutzen und versanden lassen –
wie kommt das?
In meinen zahlreichen Nachsorgeterminen bin ich auf
(glücklicherweise wenige) Fälle gestoßen, in denen es
offensichtlich einen Widerstand gegen den
Behandlungserfolg gibt. Dieses Konzept des
“Widerstandes” wurde von Freud gefunden und beschreibt
genau dieses Phänomen: das unbewusste Boykottieren
des Behandlungserfolges, weil das Erreichen des
Behandlungszieles ein anderes wichtiges Element im
Leben des Klienten stören würde.
Bei diesem wichtigen Element kann es sich z.B. um die
Beziehung eines Paares handeln, die (durch irgendwelche
Umstände) im Gleichgewicht gehalten wird. Meine 40
jährige Klientin A stellte nach einer überaus erfolgreichen
Beratungswoche fest, dass irgendetwas sie anschließend
daran hinderte, die Symbolbeherrschung auszuüben. In
unserem Nachsorgegespräch wurde deutlich, dass die
fehlerhafte Rechtschreibung der einzige Bereich in ihrem
Leben war, in dem sie ihren Mann um Unterstützung
bitten konnte – alles andere erledigte sie autonom –
während er ihre Unterstützung in mehreren Bereichen in
Anspruch nahm.
Die 35 jährige Klientin B brach sich die Hand, um
nicht kneten zu können (okay, das ist meine
Interpretation). Sie war buchstäblich nicht in der Lage, ihr
Leben “in die Hand zu nehmen” und brauchte die
Legasthenie, um für sich das Scheitern ihrer Beziehungen
und ihrer Berufstätigkeit zu erklären. Wenn sie die
Legasthenie überwinden würde, müsste sie auch für die
übrigen Problembereiche in ihrem Leben Verantwortung
übernehmen…..
Wenn ein Kind sich nach der erfolgreichen Davis-
Beratung nicht in der gewünschten Richtung verändert,
stellen wir manchmal fest, dass die Mutter die
Verantwortung nicht beim Kind gelassen hat, sondern
Druck ausübt – obwohl ich diesen Punkt in der Beratung
immer anspreche. Woran liegt das?
continued on page 13
PAGE 12 THE DYSLEXIC READER

™ Netherlands (cont.) Es ist nicht alles. . . verschiedenen Winkel aus der Mathematik
continued from page 11 sehen in Knete toll aus. Anja kann sich
Leonardus D'Hoore alles merken, was sie jemals aus Knete
Sluis
31 (0117) 56 29 40
gemacht hat. Aber auch diese
Schulinformation in Knete entstehen zu
Saskia Dijkstra lassen, war noch nicht die Lösung. Anja ist
Amsterdam
31-020-463-2753 immer noch ziemlich langsam in der
Schule. Auch durch kneten der
Marijke Eelkman Rooda-
Bos
Grundkonzepte lösten sich ihre Probleme in
Gouda Mathematik nicht. Sie versteht nicht immer
31-18-251-7316 was der Lehrer sagt und kann deshalb die
Jan Gubbels Hausaufgaben oft nicht alleine erledigen.
Maastricht Dadurch, dass sie so langsam ist, möchte
Judith Holzapfel aus ihrer Klasse kaum jemand mit ihr
Utrecht zusammen in einer Gruppe arbeiten. Ein
31 (030) 271 2814 weiteres Problem ist, dass Anja manchmal
Will Huntjens Ute und Anja sehr launisch ist, ohne es zu bemerken. Das
Horn schreckt die anderen Kinder natürlich auch
31 (0475) 589 238
fiel aus allen Wolken. Na klar, Anja drehte ab. Mit Orientierung Loslassen und
Helen Kaptein ein paar Buchstaben und Zahlen, aber ihr Energieschalter ist an Anjas Problem nicht
Middleburg Hauptproblem lag auf dem Gebiet der Zeit. heranzukommen. Sie müsste sich 30 Mal
31 118 64 37 73
Sie wurde nie fertig. Egal um was es ging. im Unterricht orientieren, um sicher zu
Carry Kuling Hausaufgaben waren zum Beispiel erst sein, dass sie immer da ist und die richtige
Heemstede
31 (0235) 287 782 nach sechs Stunden und hartem Kampf Energie hat.
fertig. Morgens wurde sie nie im Bad Vor einem Jahr hat mich die Schule
Drs. Marianne Kuster fertig. Andererseits war sie nicht dumm. Sie angesprochen, ob ich nicht den
Alkmaar
31 (072) 51 24 301 hat ein fantastisches Namensgedächnis und Förderunterricht für die extremsten Fälle
einen unbeschreiblich guten der Schule übernehmen möchte. Sie
Edith Kweekel-Göldi
Soest Orientierungssinn. Aber sollte sie trotzdem meinten damit die extremsten
31 (035) 601 0611 Legastheniker sein? Legastheniker denen sie mit ihrem
Imelda Lamaker
Als erstes ging ich in eine Buchhandlung Förderunterricht nicht helfen können. Anja
Hilversum und ließ mir alles über Legasthenie hatte sich dafür eingesetzt und Werbung für
31 (035) 621 7309 ausdrucken, was es an Büchern auf dem mich gemacht. Wen wundert es, dass Anja
Tineke Leijh Markt gab. Ich suchte mir die Bücher: einer von diesen extremen Legasthenikern
Zutphen „Legasthenie als Talentsignal“ und war.
32 (0575) 543 211 „Legasthenie und Begabung“ aus. Die Titel Vor zwei Wochen hatte ich Anja das
ZeiZei Lerninstitut sprangen mir direkt ins Auge. Im Oktober Thema: „wollen“ gegeben. Anja ist
Drs. Siegerdina Mandema 2000 besuchten wir ein Davis Programm. inzwischen so weit sich selber etwas aus
Specialist Trainer
Advanced Workshop Wir lernten viel und es wurde vieles auch dem Wörterbuch zu erarbeiten. Sie einigte
Presenter ein bisschen besser. Aber eine endgültige sich mit mir auf die Erklärung: den Wunsch
DLS Workshop Presenter Lösung schien es für Anja noch nicht zu etwas zu tun. Während ich mit den anderen
DDA - Nederland Director
Robin Temple sein. Kindern arbeitete, brütete sie, wie so oft,
Specialist Trainer Ich begann mit der Ausbildung zum vor sich hin und spielte nur mit der Knete
Workshop Presenter
Maria Hoop Davis-Berater, um noch mehr herum. Als ich wieder zu ihr kam, war sie
31 (0475) 302 203 Informationen zu bekommen und Anja noch nicht weiter. Wir sprachen etwas über
Karin Meij
außer mit Koosh-Ball-Spielen und das Wort wollen. Sie kannte es eigentlich
Amsterdam Auslösewörter kneten, weiterhelfen zu ganz gut. Sie will zu Hause immer sehr viel
31 (020) 679 9152 können. Wir hatten vorher nie etwas und durch ihr Talent jemanden so lange
Sjan Melsen anderes an Therapien gemacht und meiner verbal zu bearbeiten, bis sie ihren Willen
Arnhem Meinung nach war die Davis-Methode durchgesetzt hat, dachte ich nicht, dass
31 264 42 69 98
genau das was Anja brauchte. Aber der dieses Wort so schwer wäre für sie. Tja, da
Petra Moolhuizen Kurs den Anja und ich gemacht hatten, hatte ich mich aber getäuscht. Sie machte
Middelaar schien noch nicht ganz die Lösung von ein paar Knetfetzen und kreiste sie mit
31 (024) 696 3530
Anjas Problemen in der Schule zu sein. So einer Knetschlange ein. Das Wort hatte sie
Marianne Oosterbaan nach und nach arbeiteten wir uns mit Knete schon vorher geknetet. Ihrer Meinung nach
Zeist
31 (030) 691 7309
durch die Schulprobleme. Hat schon mal war sie fertig. Wir sahen uns die Definition
jemand „die vier Fälle“ in Knete entstehen noch einmal an und dann knetete Anja noch
Ineke Pijp lassen? Das ist eine sehr interessante eine Kugel und ließ einen Pfeil von den
Groningen
31 (050) 542 0817 Arbeit. Auch die Zeiten oder die
continued on page 13
THE DYSLEXIC READER PAGE 13

Das Phänomen“Widerstand”. . . und ihren Mann in anderen Bereichen um

™ Netherlands (cont.)
continued from page 11 Unterstützung zu bitten, um das
Gleichgewicht in der Beziehung zu erhalten. Petra Pouw-Legêne
Im Fall des mittlerweile stark Manchmal reicht es, den zentralen Begriff Beek
31 (046) 437 4907
lernbehinderten 11 jährigen C fand die zu kneten, im Fall meiner Klientin B
Mutter offensichtlich ihren Lebenssinn in “Verantwortung”, um eine Änderung auf der Lydia Rogowski
Helmond
der (unglaublich aufwändigen) Versorgung Verhaltensebene zu erzielen. Manchmal ist 31 (0492) 513 169
dieses Kindes: sie hatte ihren (interessanten) es notwendig, Klienten an eine
Beruf aufgegeben, um die Familie zu Beratungsstelle zu verweisen, damit die Hanneke Schoemaker
Wageningen
versorgen, und die Beziehung zu ihrem grundlegende Problematik dort behandelt 31 (0317) 412 437
Mann war unbefriedigend. Eine zunehmende werden kann. ™
Sue Hillier-Smith
Autonomie dieses Sohnes hätte ihrem Leben Breukelen
seinen Sinn geraubt. English Summary: 31 (0346) 265 059
Was können wir Davis-Berater tun, wenn This article discusses the phenomena that Tonny Stor
wir solche Hindernisse erkennen? Wir cients sometimes do not use their learned Heerhugowaard
sollten keinesfalls die Flinte ins Korn werfen abilities and tools from a succesful Davis 31 (072) 571 6562
und unseren Teil an der Verantwortung für counseling week to overcome their dyslexia. Karima P.A. Turkatte
das vollständige Gelingen des Programms This “resistance” happens when other Amsterdam
31 20 696 4379
abgeben. Dann manchmal reicht es, unsere client-goals in the client’s life that are
Beobachtungen auszusprechen, damit sie important to the client would be destroyed Monique Ubachs
den Klienten bewusst werden. Meine by their dyslexia success. This conflict can Zutphen
31 (0575) 541 625
Klientin A z.B. hat sich daraufhin be overcome when the client becomes aware
entschieden, ihre Legasthenie zu überwinden of the resistance and the reason for it. Annette van der Baan
Amsterdam
31-020-420-5501
Es ist nicht alles. . . „müssen“ und „an sich arbeiten“.
Rieja van der Valk
continued from page 12 Die Moral von der Geschicht´ Almelo
Geben Sie nie die Hoffnung auf. 31 (0546) 067 537
Knetfetzen zu der Kugel gehen. Die Fetzen Manchmal ist es einfacher als man denkt. Annemarie van Hof
wollen eine Kugel werden. Ihre Definition Es liegt an uns den richtigen Schlüssel zu Utrecht
war: Wollen bedeutet einen Wunsch zu tun. finden, um eine weitere Tür in die Welt zu 31 (030) 252 3069
Eine Woche später gab ich ihr die öffnen. Und denken sie immer daran: Drs. Marian J.A. van
Aufgabe das Wort wollen noch einmal zu Nichts ist unmöglich. Leeuwen
Woudenberg
kneten und diesmal sollte sie sich selber in Nicht bei jedem Legastheniker ist es so 31 (033) 206 3506
das Bild mit einbringen. Das gleiche Spiel schwer, wie man aus vielen Berichten im
begann. Sie saß davor und brütete. Plötzlich Dyslexic Reader liest, aber manche werden Gerard van Poppel
Gouda
begann sie zu kneten. Sie machte eine vielleicht auch so einen EXTREM- 31 (0182) 535 265
Knet-Anja und ein Pferd. Anja hat den Legastheniker zu Hause haben. Seien sie
Juchke van Roozendaal
Wunsch zu reiten. Wir sprachen dann noch stolz auf ihn. Er hat erstaunliche Talente, Oss
über den Wunsch im Mathe-B-Kurs zu über die ich hier noch gar nicht gesprochen 31-41-269-0328
bleiben, was nur funktioniert, wenn sie habe und auf die ich fürchterlich neidisch
Willem Van Ulsen
bessere Noten erreicht. Es ist der Wunsch bin. ™ Groningen
etwas zu tun. 31 (050) 542 3941
Haben sie schon einmal das Leuchten P.S. Anja hat mir die Erlaubnis gegeben Christa Wiersma
gesehen, dass jemandem anzusehen ist, diesen Bericht schreiben zu dürfen. Den Haag
wenn er etwas vollkommen verstanden hat? 31 (070) 355 3388
Anja hatte gemerkt, dass es nicht reicht English Summary: Koos Wijnen
etwas nur zu wollen, man muss auch etwas Ute Breithaupt is a Davis Facilitator liv- Asten
31 (0493) 69 81 21
dafür tun. ing in Germany. She originally got involved
Seit einer Woche spielen wir Morgens with Davis, like so many of us, discovering Gerda Witte-Kuijs
vor der Schule wieder Koosh-Ball. Anja she had a dyslexic child. Ute writes about Heerhugowaard
31 (072) 571 3163
braucht das unbedingt, um gut gelaunt aus their long, hard struggle after completing
dem Haus zu gehen. Sie besteht darauf, the correction program. In the end after Karin Van Wulfen
Breda
dass ich mir dafür Zeit nehme. Abends much post-program frustration, Ute’s 31 076 514 4889
besprechen wir manchmal kurz Englisch- daughter, Anja, made a real discovery
Vokabeln und Mittags fragt sie mich wenn about herself in modeling that little trigger Astrid Zanen-vander Blij
Aerdenhout
sie in Mathe nicht weiterkommt. word “want.” Ute describes her daughter’s 31 (023) 524 3485
Inzwischen ist dies nicht mehr sehr oft frustrations and joys here. Her message:
nötig. never give up hope, even when the journey
Weitere für Anja wichtige Worte waren: is arduous.
PAGE 14 THE DYSLEXIC READER

™ New Zealand
Dreams Coming True. . . speakers. Dr. Winner teaches at Boston
continued from page 1 University and is author of Gifted
Raewyn Matheson Children: Myths and Realities. Dr.
Inglewood assessments and provide correction Gardner teaches at Harvard University and
64 (027) 411 8350
programs. Besides Axel, Judith and Laura, is world famous for his theories on
™ Oman they include John Reilly from Australia, multiple intelligence. We were honored to
Patricia Lynne Hodge
Lisa Thatcher and Kim Ainis from the US, meet both of them at the conference as
Muscat and Nichola Farnum, Jane Heywood, well as at a Chamber of Commerce dinner
968 698 596 Carol Forster, and Richard Whitehead honoring Icelandic educators and Dr.
™ Republic of Singapore from the UK. Gardner.
Axel worked wonders in The Davis Learning
Phaik Sue Chin two month’s time to translate,
Singapore Strategies Basic Teacher
65 6773 4070 format and publish the book Workshop, presented by
right on schedule for release Sharon Pfeiffer with Laura
Ann Chua
Singapore on Ron’s birthday, August 8. Warren, was attended by 21
65 9843 1726 This included formulating the teachers representing 5% of
Constance Chua
Icelandic Trigger Word list! the schools in Iceland. During
Singapore You can see the cover in the upcoming 2003-2004
65 6873 3873 glorious color at school year, three UK
™ South Africa www.lesblind.com. He then Facilitators, Richard
worked further wonders by Whitehead, Carol Forster and
Sara Louise Kramer
Capetown
arranging two feature articles Jane Heywood will do their
27 (021) 794 5778 about Ron and the book in Davis Learning Strategies
Morgunblaðið, the country’s School Mentor training by
Carine van Vuuren
Johannesburg leading newspaper, and a working with these teachers.
27 082 410 0139 segment on TV2 Evening The Fundamentals of Davis
™ Spain
News, one of the two top TV Dyslexia Correction
channels in Iceland – all in Workshop, presented by
Conquista del Lenguage one week’s time! He then Cyndi Deneson, was attended
María Campo Martínez
Murguía, Álava filled an auditorium in by 28 students and hosted by
34 (0945) 46 25 85 Reykjavik with 650 people to a primary school in
La Llave del Don
hear Ron lecture on Saturday, Mossfellsbær. Of these 28
Silvia María Sabatés August 9. students, 24 are already committed to
Rodrigo Axel also arranged for Ron to be a
Madrid
doing the entire Facilitator Training
34 (091) 378 2331 guest speaker at the 3rd Annual Program which will run through May 2004
Conference of the Education Society in and be supervised by Davis Specialists:
™ Switzerland/CH
Iceland which also featured Dr. Ellen Cyndi Deneson, Charlotte Foster, Robin
Tinka Altwegg-Scheffmacher Winner and Dr. Howard Gardner as guest Temple and Siegerdina Mandema.
Veronika Beeler
St. Gallen
On Friday, August 15, Axel publicly
41 (071) 222 07 79
Humor Corner presented the Minister of Education with
free copies of The Gift of Dyslexia for
Monika Amrein
Zurich every school in Iceland. This event was
41 (01) 341 8264
I was driving with my covered by both TV stations and the press.
The Dream for Iceland is that The Gift
Lerninstitut Basel three young children
Gerda Barakos-Jeger of Dyslexia will shortly become the #1
Bonny Beuret one warm summer non-fiction bestseller in the country, and
Specialist Trainer
Adv. Workshop Presenter evening when a that all the schools in Iceland will be using
DLS Workshop Presenter
woman in the Davis Learning Strategies within the next
DDA - CH Director
three years. A part of that dream is to
Sandra Moschtaghi convertible ahead of us
41 (061) 272 24 00 interest researchers in doing a longitudinal
stood up and waved. She study of the impact of all this on Icelandic
Mieke Blommers-Friederichs
Basel was stark naked! As I society (crime, drug use, productivity,
41 (061) 378 9060
was reeling from the educational excellence) over the next 10-
15 years.
Vicki Brignoli shock, I heard my 5-year-
Lumino Please join us in celebrating the first
41 (091) 829 05 36 old shout from the back steps of realizing the Lesblind.com Team’s
Beatrice Conti seat, "Mom! That lady dream of conquering dyslexia in Iceland
Wolfisberg
isn't wearing a seat belt!" with the Davis methods. Thanks to them,
41 (062) 636 2146
we are living this dream. ™
THE DYSLEXIC READER PAGE 15

In Memory ™ Switzerland/CH (cont.)

Ursula Fischbacher
Nel Ojemann Orpund
41 (032) 355 23 26
25 May 1914 - 6 July 2003 Edith Forster
Ettenhausen
Nel was a pioneer in promoting the concept of dyslexic picture-thinking in Holland 41 (052) 365 45 54
through her active participation in Beelddenkers (Picture Thinkers' Society). She also Denise Gabriele
developed the use of the World Game for assessing picture-thinking learning styles. She Rapperswil
spent the last 40 years researching and teaching this assessment method which presents a 055 210 27 73
person with a bagful of toy figures and the simple instruction to "create a village" with Heidi Gander-Belz
them. She was a good friend and inspiration to DDAI and all the DDA-Nederland Monchaltorf
41 (01) 948 1410
Facilitators. Her passing is a loss to us, but she is probably now teaching the World Game
to the angels. Katharina Grenacher
Bern
41 (031) 382 00 29
"Conversation between Ursula Herrli

two picture thinkers" Au/Wädenswil

41 (01) 781 13 35

Ursula Hirzel Egler

Stäfa
41 (01) 926 2895

Christa Jaeger
Riehen
41 (061) 641 4667

Susanne Jeker
Olten
41 (062) 296 45 30

Käthi Kamm
Wettswil a/A
41 (01) 700 16 33

Consuelo Lang
Lumino
41 (091) 829 05 36

Claudia Lendi
St. Gallen
41 (071) 288 41 85

Renate Löffel
Basserdorf
41 (01) 836 96 59

Sandra Moschtaghi
Basel
49 172 81 57

Margrit Niederhauser
Liestal / Basel
41 (061) 921 47 12

Jurg Peter
Dornach
061 701 39 16

Elisabeth Raberger
Baden
41 (056) 209 17 76

Hilary Rhodes
Chesieres-Villars
41 (024) 495 38 20

Doris Rubli-Osterwalder
St. Gallen
41 (071) 245 56 90

Benita Ruckli
Sigigen
41 495 2538
PAGE 16 THE DYSLEXIC READER

™ Switzerland/CH (cont.) Her Sparkle Has Returned

Elisabeth Rudolf von Rohr
Olten
41 (062) 293 46 66 by Cindy Baum

Lotti Salivisberg
Basel Our daughter Caitlin was diagnosed in
41 (061) 263 33 44 public school kindergarten as having a
Sonja Sartor
learning disability that seemed to primarily
Winterthur affect her reading and spelling skills.
41 (052) 242 4015 Although no one could tell me exactly what
Anne-Marie Schafflützel the disability was, it was apparent that she
Wädenswil-Au / Zurich was unable to do the level of work that was
41 (01) 781 19 93
expected of an average student. She was
Maya Semle-Muraro able to compensate enough so that she held
Stäfa her own as a low-average student until fifth
41 (079) 704 03 07
grade when it became more stressful and
Helena Strohbach more difficult for her to keep up with
Rüti
41 (055) 240 21 67
reading and an understanding of what was
being taught.
Claudia Taverna I began researching learning disabilities
Sent
41 (081) 864 9115 because I could not get straight answers
from her teachers and because the ask her to read something out loud in front
Andreas Villain
Zürich
remediation offered at school wasn’t of the class. The stress continued at home
41 (076) 371 84 32 helping to my satisfaction. The more I read because she often had two or more hours’
about dyslexia, the more I realized that worth of homework to do. Much of it was
Catherine Warner
Geneva most of what she struggled with seemed to simply catching up on what she hadn’t been
41 (022) 321 70 42 fit that description. My frustration grew as I able to complete in class. I often found
Iris Webber was told by school personnel that dyslexia myself frustrated as well because we were
Bäretswil/Zürich was just a general term for all learning both tired at the end of the day, and I was at
41 (01) 939 2633 disabilities. However, when I found the a loss as to know how to help her do better.
Margit Zahnd website for the Davis Dyslexia Association I went back to the Davis website to find
Ettingen International®, I was more convinced than someone who could test our daughter and
079 256 86 65
ever that my daughter’s learning disability help her with the learning disability. I feel
™ United Kingdom was specifically dyslexia. Words moved so fortunate that a Davis Facilitator, Myrna
Catherine E. Armstrong
around on the pages she tried to read and Burkholder, was in a neighboring town.
Thame, Oxon sometimes disappeared altogether. She December 2000 marked the turning point
44 (01844) 212 419 would spell something, convinced it was for my daughter and me as we began the
Nicky Bennett-Baggs correct, only to have it marked wrong Davis Dyslexia Correction® Program with
Gt. Gaddesden, because what she spelled correctly in her Myrna. Caitlin, then 11 years old, was leery
Hertfordshire mind came out wrong on paper. Focusing
44 (01442) 252 517
of yet another program because nothing had
in class was becoming more of a problem, helped in the past beyond short term. I was
Susan Duguid but I knew from her ability to focus and be apprehensive because I wanted this to work
London
44 (020) 8878 9652 attentive at home that her problem wasn’t for her and was afraid it might not. But as
“attention deficit.” the sessions progressed, I was more and
Dyslexia Correction Centre Studying for spelling tests was a burden
Georgina Dunlop
more convinced that Myrna had targeted
Jane E.M. Heywood because even if she was able to memorize Caitlin’s problems and knew how to help
Ascot, Berkshire the list of words the night before the test, her overcome them. And for me it was
44 (01344) 622 115
she was often not able to recall them the enlightening to learn what dyslexia really is
Christine East next day. She tried to compensate by and what was going on in Caitlin’s mind as
Kingsbridge, Devon teaching herself the sign language alphabet
44 (01548) 856 045
she tried to read or spell.
and secretly spelling the words in sign Although Caitlin was the focus of
Hilary Farmer language under her desk before writing Myrna’s instruction, I also was taught how
Oxford, Oxon
44 (01865) 326 464 them on paper. It helped some, but not to work with the program. I think parental
consistently. involvement is key to the program,
Nichola Farnum The stress from trying to compete with
London
especially with younger children. I needed
44 (0208) 977 6699 “normal” students caused her to become to learn to recognize when Caitlin wasn’t
physically ill at school with frequent visits able to focus or why she couldn’t work
Carol Forster
Gloucester to the nurse’s office because of headaches through a sentence when reading aloud and
44 (01452) 331 573 and upset stomach. She also went to school
each day full of fear that the teacher would continued on page 17
THE DYSLEXIC READER PAGE 17

Her sparkle . . .
continued from page 16
Movies In My Head ™ United Kingdom (cont.)

Axel Gudmundsson
By Olivia Cody
what to do when that happened. By the end London
44 (020) 8341-7703
of the five-day program, Caitlin had
improved her reading skills and gained I watch movies each day and night Tessa Halliwell
confidence in her own abilities. She now Leicestershire UK
Without ever turning on a T.V. 44-0150-941-2645
had some tools to fall back on; she In my brain I see so clearly as can be in
continued to progress after completing the Anna Mead
Winchester, Hampshire
program. 44 (07951) 642 759
It has been two years since going Just yesterday I watched a leprechaun
Keryn Middleton
through the Davis Dyslexia Correction® Counting his gold on the dewy ground. Barking, Essex,
Program. We made the decision to home- This morning I saw flower fairies 44 (0208) 507 9164
school after fifth grade since the approach
Dancing, spinning and tweirling all around. Fionna Pilgrim
the public school took with learning Keighley, West Yorkshire
disabilities differed from what she needed. Tonight I dream of a sneaky elf 44 (01535) 609 797
We decided her study time could be better Hopping in and out of trees above. Elenica Nina Pitoska
spent with me teaching her in light of what Tomorrow I may think of a unicorn London
we learned through the program and 44 (020) 8451 4025
Fluttering in meadows with my dove.
because I could work with her during the Pauline Royle
day when she could focus better. Poulton-le-Fylde, Lancs
44 (01253) 899 875
We are now in our second year of home- I’m glad to be dyslexic,
schooling. Caitlin is 13 and is doing mostly I like my brain the way it is. Janice Scholes
seventh-grade-level work, with some Liversedge, West Yorkshire
With miniature 44 (01274) 874 712
modifications for the grade she would be in
had she remained in public school. She is Movies Laura Shone
able to work independently, with help from In Ilford, Essex
44 (020) 8924 5755
me as needed. She does still have days My
when she struggles with reading or math Head. Lynne Smith
Brighton, East Sussex
and has to work harder to focus. But the 44 (07986) 546 468
beauty of home-schooling is that we can
Barbara Timmins
stop, breathe, and refocus. We are able to Solihull
fall back on the mental tools learned 44 (015) 6477 2657
through the Davis program. However, the
Drs. Renée van der Vloodt
“off” days are fewer as time goes on. I’ve Reigate, Surrey
watched Caitlin go from becoming 44 (01737) 240 116
increasingly withdrawn and depressed to Evelyn White
getting her sparkle back. For the first time Surrey UK
she is reading for entertainment, something 44 01932 230 624
I only dreamed of two years ago. We Richard Whitehead
sometimes get a book on tape, as well as a Cranbrook, Kent
44 (01580) 713 094
copy of the book so she can read along
when listening to the tape. She is even Rachel Williamson
looking ahead to planning for college, Hassocks, West Sussex
44 (01444) 245 260
whereas before she could only hope to get
by and end schooling as soon as possible. ™ United States
I wish I had learned about dyslexia and Alabama
Before 10 year old Olivia even stepped foot through
the Davis program sooner in Caitlin’s our doors, we knew from mom that Olivia was very
Paula Morehead
schooling because I think it would have Birmingham
gifted and very creative. It became evan more 1 (205) 408-4420
spared her a lot of stress. But I am grateful apparent when we met Olivia and she worked with
we found it because dyslexia isn’t an illness Facilitator Margie Hayes at our center. Olivia Arizona
Dr. Edith Fritz
that can be cured. Rather, it is something completed the Davis Dyslexia Correction Program Phoenix
that can be managed very effectively. at New Hope Learning Centers, Inc. during the 1 (602) 274-7738
In March 2003, Caitlin entered a week of April 21, 2003. Olivia’s gifts don’t just stop
with her writing abilities. She is highly imaginative, Nancy Kress
watercolor painting in an academic and art Glendale/Phoenix
has an innate ability to problem solve in her head,
fair sponsored by Michiana Christian 1 (623) 203-1890
and is empathetic beyond her years.
Home Educators (MCHE) and won the John F. Mertz, Jr.
trophy in her age group for the art It was our privilege to work with Olivia and we Tucson
category. She has been enjoying art lessons 1 (877) 219-0613 (Toll Free)
encourage her to continue to touch other people’s 1 (520) 219-0613
with a professional artist. lives with her gifts.
PAGE 18
™ United States/Arizona
(cont.)
Tamera P. Richardson
Mesa/Phoenix
1 (480) 664-9274
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
Janalee Beals
Orange
1 (877) 439-7539 (Toll Free)
1 (714) 547-4287
Janet Confer
Rancho Santa
Margarita/San Clemente
1 (949) 589-6394
Richard A. Harmel
Marina Del Rey/Los Angeles
1 (310) 823-8900
Jeannette Myers
Fallbrook/San Diego
1 (760) 723-2989
Dwight Underhill
El Cerrito/Berkeley
1 (510) 559-7869
Colorado
Kathy Bacon
Loveland/Boulder
1 (970) 669-0170
Terry DeMeo
Littleton/Denver
1 (303) 850-7668
Crystal Punch
Englewood/Denver
1 (303) 850-0581
Kristi Thompson
Walsh
1 (719) 324-9256
Carol Stromberg
Collbran/Grand Junction
1 (800) 290-7605 (Toll Free)
1 (970) 487-0228
Florida
Random (Randee)
Garretson
Lutz/Tampa/St. Petersburg
1 (813) 956-0502
Rita Von Bon
Pensacola Beach
1 (850) 934-1389
Dyslexia Plus
Alice J. Pratt
DLS Workshop Presenter
Gwin Pratt
Jacksonville
1 (904) 389-9251
THE DYSLEXIC READER
by Abigail Marshall, DDAI Information Services Director
the scientists involved in human genome
Is Dyslexia hereditary?
research at the University of Oxford in the
UK:
There is a hereditary component for
dyslexia, but it is not strictly inherited.
“As an aside, it is worth being healthily
Rather, what is inherited is a tendency that
sceptical when you read any exciting media
is influenced by other factors, such as
reports stating that ‘Scientists find the gene
environment and early school experiences.
for dyslexia’. Such stories have already
Also, at least eight different genes have
appeared a few times over the years (on
been implicated in playing a role in the
some occasions in reference to our own
development of dyslexia. These genes do
work), and have often claimed that this is
not directly cause dyslexia, but probably
the first time that a ‘gene for dyslexia’ has
are related to other mental or neurological
been identified. What these news stories
issues that in turn may influence the
should have said was: ‘some scientists
development of dyslexia. None of these
think they have identified a region on a
genes are on the X or Y chromosomes, and
chromosome where there might be a gene
so they are not sex-related.
which influences dyslexia’. The latter might
not sell newspapers, but is a good deal
Thus, it is impossible to predict whether a
more accurate, since no-one has yet
child with dyslexic parents will develop
isolated a specific gene that predisposes
dyslexia, and there simply is no way to
to dyslexia; at least not at the time of
establish the odds, any more than you can
writing - February 2003. (Even once
predict whether the child of a musician will
identified, such genes are not really ‘genes
have musical talent.
FOR dyslexia’, although this terminology is
Given that dyslexia is usually accompanied
sometimes used as a convenient shorthand.
by extraordinary talents, and the fact that
They are most likely to be genes involved
associated reading problems can be easily
in some fundamental aspects of brain
corrected with the Davis methods,
function....)”
inheriting dyslexia might not be such a bad
thing.
http://www.well.ox.ac.uk/~simon/dyslexia/
dys_study5.shtml
Here is a quote by Dr. Simon Fisher, one of
Famous Dyslexics Remember
I hated school . . . .
When I had dyslexia,
One of the reasons they didn't diagnose it as
was a learning that. It was frustrating
disability, dyslexia, and embarrassing. I
which no one could tell you a lot of
understood at the horror stories about what
time. I still can't you feel like on the
spell . . . inside.
--Loretta Young --Nolan Ryan
I was one of the 'puzzle children' myself --
a dyslexic . . . And I still
Having made a strenuous
have a hard time reading effort to understand the
today. Accept the fact that symbols he could make
you have a problem. nothing of, he wept giant
Refuse to feel sorry for
tears . . .
yourself. You have a --Caroline Commanville, on
challenge; never quit! her uncle, Gustave Flaubert
--Nelson Rockefeller
THE DYSLEXIC READER PAGE 19

BOOK REVIEW
by Gerri Cox, Davis Facilitator, Shallotte, North Carolina
Georgia
Bill Allen
Marietta/Atlanta
1 (770) 594-1770

This short, easy reading book is an Getting The Horse To Drink: How Scott Timm
Woodstock/Atlanta
absolute "must read" for any educator or par- To Motivate Unmotivated Students 1 (866) 255-9028 (Toll-Free)
ent dealing with a student who has lost inter-
est in academic achievement. So often, the Hawaii
only books available are ones that tell us by Suzanne H. Vickie Kozuki-Ah You
Ewa Beach / Honolulu
about all the problems and offer generic, Stevens 1 (808) 685-1122
unrealistic and outdated solutions. This Scott Shedko
“plain spoken” publication actually tells you Price: $9.95 Honolulu
practical and simple ways to tackle and deal Softcover: 70 pages 1 (808) 377-3177
with the real issues these students face in Illinois
today’s world! Ms. Stevens shows us ways to Kim Ainis
Chicago
“add salt to the hay” to make these students 1 (312) 360-0805
motivated and “thirsty” for knowledge!
Indiana
Available in our catalog or at Jodi R. Baugh
Cloverdale/Terre Haute
www.dyslexia.com/bookstore/ 1 (765) 526-2121

Myrna Burkholder
The Gift of Learning by Ronald D. Davis Goshen/South Bend
1 (574) 533-7455
New book presents a unified theory of learning disability Iowa
Mary Kay Frasier
The sequel to Ron Davis' worldwide best and study skills without the use of drugs. Des Moines
1 (515) 270-0280
seller, The Gift of Dyslexia, was released to Ron discusses how disorientation affects
bookstores by Penguin Putnam/Perigee on both the "hyper" and "daydreamer" Kansas
Carole Coulter
August 5, 2003. Parents and teachers who varieties of ADD. The Energy Dial exercise Overland Park/Kansas City
have been working with students using the is presented as a way students can adjust 1 (913) 831-0388
techniques from The Gift of Dyslexia will their energy levels to different situations. Louisiana
find that this new book provides additional Math: Numbers vs. Numerals Wendy Ware Gilley
Baton Rouge
exercises they can use to improve basic This difference is explained as a link 1 (225) 751-8741
learning skills other than reading. between reading dyslexia and math Christina Martin
The other two R's and the A problems: A student can easily see that Slidell/New Orleans
1 (985) 646-2201
The Gift of Dyslexia covered the Davis there are four of something (a number), but
Correction Procedures for Reading in doesn't automatically make the connection Michigan
Ann Minkel
detail, but only touched on 'Rithmetic, with the symbol 4 (a single numeral). The Six Lakes/Grand Rapids
'Riting and Attention problems. The new new book presents twenty exercises, mostly 1 (866) 330-3671 (Toll-Free)
1 (989) 365-3176
book focuses on the other three basic done with clay models, that allow a student
learning difficulties children and adults to learn math in real world terms. Then Dean Schalow
Manistee
experience in school. Disorientation in one numerical symbols are introduced, and the 1 (800) 794-3060 (Toll-Free)
form or another is seen as a major factor student learns to work out problems
Minnesota
that prevents students from learning symbolically using a pencil and paper. Cindy Bauer
efficiently. Legible Handwriting Plymouth/Minneapolis
1 (612) 483-3460
Motivation & Responsibility Ron discusses various possible causes for
The main prerequisite for success with the illegible handwriting and presents Virginia Bushman
Cold Spring/St. Cloud
Davis Methods is a willingness to procedures to correct most of them once the 1 (320)-685-7977
participate. The student must want a student is able to achieve orientation easily. Cyndi Deneson
meaningful improvement in life skills. In Besides pencil and paper, the exercises use Supervisor-Specialist
Advanced Workshop
the new book, Ron discusses how to clay models, "giant" writing on poster Presenter
uncover an individual's own perception of paper with a marker, and tracing paper to Bloomington/Minneapolis
1 (888) 890-5380 (Toll-Free)
the problem and offer a potential solution copy handwriting models. 1 (952) 820-4673
that will rekindle motivation to learn.
Bernadette Peterson
Solving ADD and ADHD $14.95 Softcover Maple Grove
The Davis Methods have produced Order from www.dyslexia.com Bookstore 1 (763) 229-4550

dramatic improvements in attention span or call 1-888-999-3324.

PAGE 20 THE DYSLEXIC READER

Mississippi
Newly Licensed Davis Facilitators, Specialists and Workshop Presenters
Mississippi Dyslexia Center Congratulations and welcome to our growing international family of Davis providers!
M. Elizabeth Cook
Nancy F. McClain
A Special welcome to our first Davis Facilitator in Cyprus!
Vicksburg/Jackson Alexis Mouzouris is the father of four and Co- everything we need to know to have a great life. My
1 (866) 632-2900 (Toll Free)
1 (601) 636-2900 Director of The Speech & Learning Correction experience as an educator, a learning facilitator and a
Centre in Limassol, Cyprus. He speaks Greek, parent confirms to me that learning is our natural
Missouri English and Hebrew. “Facing dyslexic children for tendency. Musically trained, I understand and honor
Patricia Henry several years and often spending a lot of weekends at perfect balance of tonalities in orientation. As co-
Kansas City
1 (816) 361 6563 seminars I would return to the office empty handed. founder of Leonardo Learning, I serve the needs of a
That is why, when I read “The Gift of Dyslexia” I diverse constituency. We can allow the fighting to
Montana was so excited that finally I could have “something”, stop, replace the old and build anew.” Leonardo
Elsie Johnson a “tool” in order to help them in a specific way. The Learning, 622 Front Street, Suite 808, Nelson, British
Kalispell, MT
(406) 257-8556 Davis Theory about perceptual talent and the gifts Columbia, V1L 4B7, CANADA. 1 (250) 359-0195.
that dyslexic children possess made sense. winib@shaw.ca
Linda Jo Price Implementing the tools during practice has given me
Bozeman
enlightenment and encouragement to continue. I am Tina Kirby “As a guidance
1(406) 586-8218
now convinced that dyslexic children and adults have counselor for the last four years, I
Nancy Sitton the opportunity to successfully face the academic have had the opportunity to work
Whitefish system and get out of the corner.” The Speech & with many different children and
1 (406) 863-9844
Learning Correction Centre, Gialousas 72, 3071 their families. Sometimes, I was
Nebraska Limassol, Cyprus. 35-72-538-2094 or 35-79-944- frustrated because I felt like I could
Shawn Carlson 1260. dyslexia.cyp@cytanet.com.cy not give my parents and students
Lincoln the answers that they were desperately seeking. Now,
1 (402) 420-1025
Lai Wan Livia Wong is a speech I know I have the answers with the Davis Dyslexia
Nevada therapist and an audiologist, Correction Program! I am proud to be embarking on
Barbara Clark providing habilitation and a new journey as a Davis Facilitator. As a Facilitator,
Gardnerville/Carson City rehabilitation services for those I have a chance to help all of the student sand adults
1 (775) 265-1188
who have communication and who were struggling or have struggled during their
New Hampshire hearing difficulties. She speaks school years. With the Davis Program, the clients
Michele Siegmann Cantonese, English and Mandarin. will have the tools and information they need to truly
Mason/Manchester/Boston “For some years, ‘dyslexia’ had only been a shine, and I, too, will also be inspired and positively
1 (603) 878-6006
definition in the textbook until two years ago. I affected by their glow.” PSC80 Box 17114, APO, AP
New Jersey browsed through the Internet and ordered “The Gift 9367-0072. 81-314-033-4678 (Okinawa, Japan)
Lynn Chigounis of Dyslexia”. This changed my clinical and personal ja1kirby@momo2000.com
Montclair
life dramatically. I was amazed how Ron had utilized
1 (973) 746-5037
simple tools and materials to foster so many positive Christien De Smit has many
Nancy Cimprich changes in many dyslexics’ lives. In my clinical years of experience in the field of
Elmer/Philadelphia experiences, I often find great difficulties helping education with children. She is also
1 (856) 358-3102
dyslexic or dyspraxic clients using traditional a Hapto-therapist. She will be
Charlotte Foster treatment methodologies. From the first course of the providing Davis programs along
Supervisor-Specialist Davis Facilitator training to the Final Field with fellow Facilitator, Leo
Bernardsville/Newark Assignment, I could visualize the power of the Davis D’Hoore. D’Hoore-de Smit
1 (908) 766-5399
Program. All the clients that I had worked with, no Dyslexie Counselors, Merseniersstraat 6, NL-4524
New York matter they are children or adults, showed me more DV Sluis, Netherlands. 31-11-746-1963.
Carla C. Niessen sparkles in their eyes day by day. I am proud of being dhoore@zeelandnet.nl
Clintondale/Poughkeepsie the first speech therapist in Hong Kong to be a Davis
1 (845) 883-5766
Facilitator. I hope that I would help more people in Marijke Eelkman Rooda-Bos is
Wendy Ritchie the near future.” Melody Speech & Hearing Institute, an elementary school teacher and a
Hilton/Rochester Room 905 Manning House, 48 Queen’s Road remedial teacher. “I like to counsel
1 (585) 233-4364 Central, Hong Kong. 852-2810-0282. people who are creative and have
North Carolina livia@melodyhk.com difficulties with reading,
Gerri W. Cox calculation, etc. It is a joy to see
Shallotte/Wilmington Winifred Bauer “I used fighting them benefit by their talent to
1 (910) 754-9559
as an old solution, battling against orient and thus learn, communicate and find their
Erin Pratt anything that got in my way or way in life.” Beeld aan’t Word, Van Swietenstraat
Asheville confused me. I was successful in 22, AJ 2801Gouda, Netherlands. 31-18-251-7316.
1 (828) 231-2400 school, yet failed to claim the full mjerbos@wxs.nl
Elizabeth Ratliff
scope of the gifts I was born with.
Cary/Raleigh When I finally gave up the fight, Annette van der Baan is an art
1 (919) 461-3948 there was room to grow. I grew into a person who teacher and works at a primary
loves to discover, explore and learn as a vital part of school to help children with
North Dakota
Karen Nelson living. ‘Not knowing’ became an ally, not an enemy. learning disabilities in Amsterdam.
Bismarck The Davis Dyslexia work is a perfect reflection of She has always been interested in
1 (701) 527-5367 the need to celebrate our gifts, not fight against them. children who have special needs.
I believe we are all born fully equipped to learn In her private surroundings there
THE DYSLEXIC READER PAGE 21
are a lot of dyslexic people. She is not dyslexic Saskia Dijkstra knows dyslexia from personal
herself but became interested in the problems of experience, as her Father, son and herself are Ohio
Lisa Thatcher
dyslexics in their learning process at school. Because dyslexic. “As a Facilitator I prefer to work with Mount Vernon/Columbus
of a friend, who is dyslexic and became a Davis teenagers and with adults.” Zuider IJdijk 105, 1095 1 (740) 397-7060
Facilitator, she read “The Gift of Dyslexia” and KN Amsterdam, Netherlands. 31-020-463-2753.
became very interested in training to become a Davis Pennsylvania
Marcia Maust
Facilitator herself. “The Davis method gives so much Evelyn White of Walton on Berlin/Pittsburgh
more, than only working on the skill for better Thames, Surrey, graduated from 1 (814) 267-6694
reading. It takes up the whole personality, which is so London University and has lived in
important, to develop the self-image of a person. I the area for 30 years, bringing up South Dakota
Kim Carson
want to guide a lot of children and adults with their two children and working as a Redfield/Aberdeen
dyslexia problems and to give them more computer programmer. Her 1 (605) 472-0522
understanding about their Gifts as picture thinkers.” involvement with DDAI began
Tennessee
Dyslexie in Beeld, Nieuwe Kerkstraat 23C, 1018 DW when she read Ron’s book and discovered its
Sheri Howard
Amsterdam, Netherlands. 31-020-420-5501. effectiveness. Evelyn’s desire is to help children and Harrison
A.C.G.Vanderbaan@chello.nl adults to overcome their learning difficulties, and to 1 (423) 432-4582
this end she is providing reading, maths and ADHD
Texas
Juchke van Roozendaal “I have programs for both children and adults. Dyslexia Success Learning Center
always been passionate about Surrey, 53 Kings Road, Walton-on-Thames, Surrey, Rhonda Clemons
perception. After having completed KT12 2RB, United Kingdom. 44 01932 230 624. Colleen Millslagle
my Masters degree in Psychology, info@dyslexia-surrey.co.uk Tyler/Dallas
1 (866) 531-2446 (Toll Free)
I worked at the Department of 1 (903) 531-2446
Developmental Psychology at the Edna Tune specializes in teaching
University of Nijmegen and math and science to talented Kellie Brown
performed hundreds of observations of mother-child students and to students with Ft. Worth
1 (877) 230-2622 (Toll Free)
interaction and of attachment behavior of young learning problems. She speaks 1 (817) 989-0783
children. After completing several courses in Hebrew, English and German. 9
Kinesiology I have had many clients who tried to Halilach Street, Herzeliah, 46601 Susan Dickens
work out their perceptions of reality. The reality does Israel. 972 9 958-3372. Leander/Austin
1 (512) 515-5591
not exist; reality is what a person perceives as his or tuneedna@isdn.net.il
her reality. The Davis program provides me with the Shannon Liverman
opportunity to help people handle their learning Ute Breithaupt is a mother of two. Lampasas/Austin
1 (512) 556-6990
disabilities from the perception point of view. It is “My children taught me about
great to experience the healing power of dyslexia, dyscalculia, hyperactivity, Dorothy Owen
imagination!” Beethovengaarde 89, 5344 CD Oss, hypo activity, and problems with Supervisor - Specialist
Netherlands. 31-41-269-0328. school. A “chance” told me about Dallas
1 (817) 919-6200
juchke.van.roozendaal@xs4all.nl the Davis program. Now I am a
Davis Facilitator. My wish for you: Laura Warren
Tessa Halliwell BSc, M.A. has that you also find the answer for your problems. The Lubbock
taught Science in secondary Davis tools helped us.” Lerwelt, Bendergasse 4A, D- 1 (806) 771-7292
schools for many years. She has 63505 Langenselbold, Germany. 49 61 846-1874. Virginia
always been interested in how breithaupt.ute@freenet.de Donna Kouri
people learn. She says “A friend in Rockville
the right place at the right time Kirsten Hohage “The existence (804) 749-8791
gave me Ron’s book to read. It and importance of the mind’s eye Angela Odom
made so much sense, answered so many questions has in a way been familiar to me as Midlothian/Richmond
that I could not resist the opportunity to become a well as part of my work, raising 1 (800) 652-8476
Davis Facilitator. Now I know why those I have three kids and running a Waldorf PIN#3586 (Toll-Free)
1 (804) 833-8858
failed to teach, I can facilitate to succeed.” 119 Cotes Kindergarten school; long before I
Road, Barrow upon Soar, Leicestershire, LE12 8JP, read Ron Davis’ book. It seems Washington
United Kingdom. 44-0150-941-2645. info@dyslexia- natural then for me to do the training to be a Davis Dyslexia Correction Center
of Washington
leics.co.uk Facilitator particularly because it appeared to be the
Marilyn Anderson
answer to my own dyslexia as well.” Therapeutische Aleta Clark
Ashley Benjamin is originally from Montana, but Lernberatung, Ligusterrweg 29, 90480 Nurnberg, Auburn/Tacoma
currently resides and works in Calgary, Alberta, Germany. 49-91-154-2518. p-hoh@t-online.de 1 (253) 854-9377
Canada. “I enjoy people, riding horses, and working Meadowbrook Educational
with cows and other animals. I have thoroughly Lynn Chigounis is an Educator Services
enjoyed working with and training with DDAI.” who has taught at the Elementary Dorothy Bennett
Rocky Point Academy, 124 Partridge Court, Calgary, and Junior High levels for 15 Jackie Black
Renie Royce Smith
Alberta, T3Z 3M2, Canada. 1 (866) 685-0067. years. “As a classroom teacher, I Spokane & Everett
info@rockypointacademy.com have always felt we were missing 1 (800) 371-6028 (Toll-Free)
some essentials about children with 1 (509) 443-1737
Inge Starck Erfurter Strasse 45, D-35088 difficulties. I couldn’t put my or (425) 252-8488
Battenberg/Eder, Germany. 49-645-293-2888. finger on it, but I knew we weren’t providing them Marlene E. Easley
inge.starck@t-online.de with the proper tools to be successful. In my search Bellingham
for better ways to teach children struggling in the 1 (360) 714-9619
PAGE 22
™ United States /
Washington (cont.)
Kathy Hawley
Wenatchee
1 (509) 662-9121
Dyslexia Mastery Center
Carol Hern
DLS Workshop Presenter
Mary Ethel Kellogg
DLS Workshop Presenter
Spokane
1 (509) 363-1771
Jo Del Jensen
Oak Harbor/Anacortes/
Seattle
1 (360) 679-9390
Rebecca Luera
Fall City/Seattle
1 (800) 818-9056 (Toll-Free)
1 (425) 222-4163
Sharon Polster
Bainbridge Island/Seattle
1 (206) 780-8199
Ruth Ann Youngberg
Bellingham
1 (360) 671-9858
West Virginia
Gale Long
Elkview/Charleston
1 (888) 517-7830 (Toll Free)
1 (304) 965-7400
Wisconsin
New Hope Learning
Centers, Inc.
Darlene Bishop
Margaret Hayes
Pam Kretz
Milwaukee
1 (888) 890-5380 (Toll Free)
1 (414) 774-4586
™ in Curriculum and Instruction, as an Assistant
This Directory is current as
of April 30, 2003. It is
subject to change.
Between newsletter issues,
new Facilitators are added,
and occasionally, some
become inactive. However
the Davis Providers list at
www.dyslexia.com is
always up to date.
™ adults. 12472 89th Place North, Maple Grove, MN,
classroom, I discovered The Gift of Dyslexia and my
intuitions about these children were confirmed. To
understand dyslexia as a talent, rather than a
disability, sheds a new light on their learning
differences. The Davis Program offers dyslexic
individuals a new reality and the tools for successful
learning. I look forward to helping more people
understand this ‘new perspective in learning’ and
experience in success.” New Perspectives in
Learning, 320 Claremont Avenue #A-14, Montclair,
NJ 07042, USA. 1 (973) 746-5037.
LMCSophia@hotmail.com
Sheri Howard “I am a Training
and Development Specialist at
McKee Foods Corporation –
manufacturer of Little Debbie snack
cakes and employer of 6,000.
Several years ago I was a project
coordinator of a reading
improvement program that we offered our employees.
Over time I became increasingly frustrated with the
program. Despite incredible determination and
persistence, the employees that struggled the most,
improved the least. I could not accept that they were
incapable of learning and I became convinced there
was something missing in the methodology we were
using. I went looking for something else. I found it! -
The Gift of Dyslexia. Now, in addition to my usual
responsibilities, I will be able to provide the Davis
Program to our employees and to their family
members. I will also provide the program in my home
for clients outside the company.” Dyslexia Solutions:
Discovering the Gift, 8928 Bear View Lane, Harrison,
TN 37341-7664, USA. 1 (423) 432-4582 or (423)
344-2246. readtome@comcast.net
Bernadette Peterson has been in the field of
education for the past 18 years. First as an elementary
school teacher and then, after completing her Masters
Principal. One of her former students completed the
Davis program and when he came back to school he
could read, write and spell. As a result of his success
and realizing the potential to help others who were
struggling; Berny began her Facilitator training only
to find out she was dyslexic also. Berny has
completed the Davis Dyslexia Correction Program.
She plans to use her “gifts” to help children and
55369, USA. 1 (763) 229-4550.
berny49@earthlink.net
Kristi Thompson has been
married for 14 years and is the
mother of two children. “I have a
Bachelors Degree in Physical
Education and a Masters Degree in
Special Education. I was introduced
to the Davis Methods through one
of my resource students who had a correction
program. Finally, everything made sense! Now, with
Davis training, I can reach those students that I
couldn’t before. I plan to provide Davis Programs
from my private practice in my hometown. Also, I am
contracted to provide Davis Programs with my local
THE DYSLEXIC READER
school district. When not working, I can be found
gardening or horseback riding on our ranch. Turning
Point Learning Center, PO Box 117, Walsh, CO
81090, USA. 1 (719) 324-9256 or (719) 324-5400
ext.202. jtfarms@ria.net
New Davis Specialist
Judith Schwarcz, Director of
DDA-Israel. “After reading The
Gift of Dyslexia six years ago, I
decided to explore the Davis
method of correction. I studied for
two years, becoming a Facilitator in
1999. Because I have lived with the
‘gift’ of dyslexia all my life, I have dedicated my time
and experience trying to help others who have the
same needs to realise, as I had, that the ‘problem’ can
be corrected by the use of the Davis “tools.” Working
as a Facilitator and seeing the dramatic and positive
changes in children and adults on completion of the
Davis Correction Program, I realised that my goal to
spread Davis was incomplete. I embarked on
becoming a Specialist so as to open the door and
enable more children and adults to reach their true
potential and achieve whatever goal they desire. I
became a Specialist in May 2003 and I am extremely
pleased to be able to continue my mission by helping
train more Davis Facilitators.”
New Davis Dyslexia Association-UK Directors.
DDAI is very happy to announce that effective
August 1, 2003, Richard and Margarita Whitehead
have become the new Directors of DDA-UK. Their
offices are in Cranbrook, Kent, England. As DDA-
UK, they will be organizing and providing all future
Davis Facilitator Training and Davis Learning
Strategies workshops in the United Kingdom and the
Republic of Ireland. For full information on DDA-UK
services, call 41 08700 132 945 or visit
http://uk.dyslexia.com/
The Davis Facilitator training program requires
approximately 400 hours of course work.
The Davis Specialist program requires
extensive experience providing Davis
programs and an additional 260 hours of
training. Specialists and Facilitators are
subject to annual re-licensing based upon
case review and adherence to the DDAI
Standards of Practice.
Davis Learning Strategies School Mentors and
Workshop Presenters are experienced
teachers and trainers who have had two-
three years of specialized training and
experience mentoring classroom teachers of
children ages 5 - 9 years old.
For information about training or 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.
 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 Mastering Basic Language Symbols
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-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) To register for US workshops
· What is Alignment? How is it used? Group Demonstration
Dial-Setting Procedure (a method for controlling ADD call 1-888-805-7216 (toll-free)
symptoms)

2003 - 2004 WORKSHOP SCHEDULE

1-4 October 2003
Presenter: Robin Temple &
Siegerdina Mandema
Language: English
Location: Addington, Kent, UK
Contact: DavisUK@dyslexia.com
Phone: 44 (08700) 132 945
2-5 October 2003
Presenter: Ioannis Tzivanakis
Langauge: German
Location: Kassel, Germany
Contact: germany@dyslexia.com
Phone: 49 (040) 25 17 86 22
9-12 October 2003
Presenter: Ron Davis
Language: English, with Spanish
Translation
Location: Monterrey Mexico
Contact: mexico@dyslexia.com
Telephone: +52 (81) 8335-94-35
27-30 November 2003
Presenter: Siegerdina Mandema
and/or Robin Temple
Language: Dutch
Location: Amersfoort Nederland
Contact: holland@dyslexia.com
Telephone: +31 (0475) 302 203
8-11 December 2003
Presenter: Gerry Grant
Language: English
Location: Kichener, Ontario,
Canada
Contact: ggrant@dyslexia.ca
Phone: 1 (800) 981-6433 Toll-Free
or (519) 746-8422
For updated workshop schedules visit
www.dyslexia.com/train.htm
12-15 Jan 2004
Presenter: Cyndi Deneson
Language: English
Location: Burlingame, California
Contact: training@dyslexia.com
Phone: 1 (888) 805-7216
31 Jan - 3 Feb 2004
Presenter: Bonny Beuret
Language: English/French
Location: Geneva, Switzerland
Contact: ch@dyslexia.com
Phone: 41 (061) 273 81 85
7-10 Feb 2004
Presenter: Robin Temple &
Siegerdina Mandema
Language: English
Location: Addington, Kent, UK
Contact: DavisUK@dyslexia.com
Phone: 44 (08700) 132 945
16-19 February 2004
Instructors: Siegerdina Mandema
and/or Robin Temple
Language: Dutch
Location: Amersfoort Nederland
Contact: holland@dyslexia.com
Telephone: +31 (0475) 302 203
22-25 April 2004
Presenter: Bonny Beuret
Language: German
Location: Basel, Switzerland
Contact: ch@dyslexia.com
Phone: 41 (061) 273 81 85
 ~
The
Dys•lex´•ic Read´•er PRESORTED
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 2003 - 2004 International Schedule
The Gift of Dyslexia by Ronald D. Davis 1-4 Oct 2003 Kent UK
2-5 Oct 2003 Kassel Germany
This 4-day workshop is an introduction to the basic
9-12 Oct 2003 Monterrey Mexico
theories, principles and application of all the procedures
27-30 Nov 2003 Amersfoort Nederland
described in The Gift of Dyslexia. Training is done with a
8-11 Dec 2003 Ontario Canada
combination of lectures, demonstrations, group practice,
and question and answer sessions. Attendance is limited to 12-15 Jan 2004 California United States
ensure the highest quality of training. 31 Jan - 3 Feb 2004 Geneva Switzerland
7-10 Feb 2004 Kent UK
Who Should Attend: 16-19 Feb 2004 Amersfoort Nederland
Everyone involved in helping dyslexic individuals over the 22-25 Apr 2004 Basel Switzerland
age of eight.
U.S. Course Schedule
Participants will learn: • 8:30 - 9:00 Registration (first day)
• How the Davis procedures were developed. • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
• How to assess for the “gift of dyslexia.” U.S. Fees and Discounts
• How to help dyslexics eliminate mistakes and focus • $975 per person plus $95 materials fee
attention. • $925 for DDAI members or groups of two or more
• The Davis Symbol Mastery tools for mastering reading. plus $95 materials fee
• How to incorporate and use proven methods for • $975 if paid in full 60 days in advance incl. materials
improving reading, spelling, and motor coordination into a • Advance registration and $200 deposit required
• Includes manual, one-year DDAI membership,
teaching, home school, tutoring, or therapeutic setting.
verification of attendance, and Symbol Mastery Kit
See page 23 for more workshop details. • Academic units available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Australia DDA-Deutschland DDA- México DDA-UK
18 Bullecourt Ave. c/o Montessorischule Kassel Río Volga #308 ote The Corner House Offices
South Mosman Jörg Rieger Colonia del Valle High Street
Sydney NSW 2088 Rasenalle 83, 34128, Kassel 66220 Garza Garcia N.L Cranbrook, Kent TN17 3DF
AUSTRALIA GERMANY MEXICO Email: uk@dyslexia.com
Tel: 61 2 9968 2678 Tel: 49 (040) 25 17 86 22 Tel/Fax: 52 (81) 8335-9435 Tel: 08700 132945 or
Fax: 61 2 9968 2059 Fax: 49 (040) 25 17 86 24 or 52 (81) 8356-8389 0870 443 9059
E-mail: australia@dyslexia.com E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com Fax: 08700 469658

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
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 for our booklet