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The
THE DYSLEXIC READER PAGE 1
“
Louis Breithaupt difficulty with
first came to me several aspects of
in September The follow-up work at ADD, including
of 2009 for a home became a family time awareness
Davis Dyslexia and management,
affair, with a table set up
Correction shifting gears from
in the family room to
”
Program. He was one activity to
10 years old, and keep all materials another, and being
could not read at a ready for use. bullied at school.
second grade level. He could not see
By the end of the his own role in
week, he was able setting himself
to comfortably read at the third grade up for teasing and bullying. He did all Louis with his Davis Facilitator,
level, and felt quite proud of himself. the concept work, and then returned for Cathy Dodge Smith
Both parents, Anne and Lou Breithaupt, (continued on page 3)
came for the support training session, and
agreed on who would do what to assist
in Louis’ follow-up work. The follow-up
work at home became a family affair,
No!… I won’t read!!!
with a table set up in the family room to
keep all materials ready for use. writing, but also in their relationship
Louis returned in November to master to life in general.
the ADD concepts. He had been having When 8-year-old Jordan first came to
my office for a dyslexia assessment, he
was extremely quiet. He barely looked
IN THIS ISSUE at me. His hair covered his eyes, his
News & Feature Articles shoulders were slouched down, and he
A Totally Davis Family . ......................... 1, 3, 4 answered questions minimally, mostly
No I Won't Read...................................... 1, 5 a “yes” or a “no.” When it came to the
Davis Facilitators at BDA Family Day............. 6 reading part of the assessment, he quickly
The Gift of Dyslexia I Discovered................... 7 put his head down on his folded arms
Why ‘Tyrannosaurus’, But Not ‘If’? Part 2.... 8-10 By David C. Rosen, Davis Facilitator in on the table and in a loud, firm voice
The Ballad of Johnny Jacobs........................14 San Rafael, CA, USA exclaimed, “No… I won’t read!”
¿Por qué ‘Tyranosauro’ His mom, sitting behind us, put her
Pero No ‘Cual’? Segunda Parte...............19-21 I work with special needs young people head down and sadly shook her head.
Rise Above................................................. 22 who have dyslexia. I help them overcome Quietly, I moved around the table and
Riddles....................................................... 22 their difficulties in reading, writing, sat next to Jordan.
speaking and thinking clearly, and “If I read with you, would that help?”
Regular Features focusing attention. Jordan looked up at me. There were tears
In the Mail................................................... 2 Dyslexia is not just a learning in his eyes. He looked directly at me for a
Q&A..................................................... 11-13 disability. It carries with it enormous time and then said, “Maybe…”
Lazy Reader Book Club......................... 15-17 emotional frustration, shame, and lack “Ok, we will share the reading… I will
Famous Dyslexics....................................... 18 of self-worth. Every once in a while you start, OK?” He looked at me and sat up.
New Davis Licensees.................................. 23 get the privilege of working with a young I picked the simplest, most visually based
Davis Workshops...................................26, 27 person who is so ready to make major page in the reading choices. I told him a
changes–not only in their reading and bit about the story we were going to read.
(continued on page 5)
PAGE 2 THE DYSLEXIC READER
In The Mail
I discovered your book while working correction sessions that made the
on a research project involving my son, difference, but my son has stated that he
Trevor. He was diagnosed with mild is able to recognize disorientation when it
dyslexia in the 4th grade. He is now happens, and interrupt it. He even added
New Hope for a Family 16. I wish that in all of our floundering a verbal cue to complement moving back
trying to understand and help our son to the orientation point: “lock and load.” I
Dear Ron Davis, with his dyslexia, we’d come across this thought that was neat!
I wanted to offer you some feedback wonderful book sooner, rather than so I want to thank you for writing this
about the correction method contained much later. book and turning your own experience
in your book, The Gift of Dyslexia. I In my research project, I used your into such a marvelous contribution to
am a senior at Liberty University, in correction procedure with my son. In others who are struggling to understand
Lynchburg, VA. I am an online student the tenth grade his grade point average their gift. You have given this family new
working on a BA in Psychology spiked dramatically. Before we performed hope. Thank you!
to enhance my family counseling the correction procedure, his average for
capabilities as a full time pastoral the year was 2.4. His GPA for the last Sincerely,
staff member at a church in Lafayette, mid-term report was 3.43. Perhaps it is Rick H., Lafayette, LA
Louisiana. too early to say that it was the orientation
John W. Gardner,
Secretary of Health,
Education and Welfare
”
under President Lyndon
Johnson (1912 - 2002)
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI)
1601 Bayshore Hwy., Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141.
OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;
and to present methods for improving literacy, education and academic success. We believe that all people’s abilities
and talents should be recognized and valued, and that learning problems can be corrected.
EDITORIAL BOARD: Laura Zink de Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller.
SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI.
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The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®,
Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks
of Ronald D. Davis. Copyright © 2010 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER PAGE 3
A Totally Davis Family (continued from page 1)
one more day to specifically work on the In March of 2010, Louis came back The way in which Louis and his entire
bullying situation. At the end of that day, once more to complete the Davis Math family embraced the Davis methods is
I went to the family home to guide Louis Mastery Program. At the completion of making sure that Louis will henceforth be
through the exercise for establishing that program, he wanted to know if there an enthusiastic and successful learner.
order in his room, an exercise the wasn’t another program he could do, While Louis was working with me
entire family found intriguing, and we and his little sister is quite determined in November, he shared a poem he
celebrated, sharing a glass of wine (for to have her own week with “Dr. Cathy”, had written for a school project. It is
the adults). even though she is showing no signs of reproduced here for your enjoyment!
dyslexia! I think she loves the clay and
the big red exercise ball in the waitingLouis' reflections
room. It was a great experience. I think other
people would enjoy it. Before I did the
reading program, I could not read very
well. But when I got out of there, I was
in a brand new world! I could read!
Whenever I went to the library, I could
pull a book off the shelf and read it –
it was great! I love to read!
Before the Ron Davis program, I
dreaded reading. Then I heard the word
“dyslexia” and thought, “Oh boy, mom
and dad are about to teach me some weird
thing again.” But it was not weird. It was
great and fun (even today).
Homework can be boring at times, but
A Leopard’s Routine is all worth it (which is the clay model
I made for the trigger word “but”).
By Louis Y. Breithaupt, 10 years old, Grade 4 The clay is great fun too.
Now at school my favourite class is
With food in his jaws and powerful paws reading and I am a good reader and love
He climbs a tree. books. I just finished my first big long
book The Dragon Boy - 245 pages. It feels
Then he eats. Then sleeps. so good to read by myself (besides, it is
All through the day he dozes about such a good story, you should read it too!).
Then I heard about the math program
When nightfall comes, he wakes and sets out. and I thought “This is so exciting, I can’t
“
He takes a little midnight stroll. wait!” So I did the
math program and
Trusting his senses he looks for food. it was great. It was
We all learned that fantastic to get the
Suddenly, he smells something yummy. dyslexia isn’t a synonym feeling of math
He follows the smell then, he sees an impala. for shame. Louis’ brain is and understanding
Wasting no time he drops to the ground. simply wired differently, it. I used to have a
and therefore traditional
”
hard time at school
Stalking his prey as silent as the night. teaching methods understanding
Once he is right behind the impala, he stops. weren’t working. simple arithmetic
and my classmates
He takes a breath. Then, he leaps! would laugh at me.
Gliding through the air with claws unsheathed, And nobody laughs
at me anymore. Thank you Dr. Cathy for
He lands on its back and takes it to its knees, being such a great teacher.
And kills it without much fight.
Louis’ Father Speaks
Then, with food in his jaws and powerful paws, Some time ago, I began to suspect
He climbs a tree. that my son, Louis, might have dyslexia.
He was quite a gregarious child who
Then he eats. Then Sleeps. loved people and loved life, but he was
(continued on the next page)
PAGE 4 THE DYSLEXIC READER
A Totally Davis Family (continued from page 3)
struggling in school. His pediatricians By then Louis was 10 years old, in As a parent, I know we were lucky.
said that writing numbers and letters grade four, and he learned to read in that It was mere chance that we found
backwards was a phase many children one-week program. Five intense and fun a solution for Louis. But they say
“
go through. When Louis was in days. When the coincidence
Kindergarten, professional school system week began, Louis happens for a
consultants, including a doctor of child wasn’t even sure reason. (Perhaps
”
psychiatry from the Hospital for Sick of the alphabet. The library is our that’s why you’re
Children, suggested we put our son A month later he new best friend. reading this now.
on drugs, Ritalin or Concerta. “Why was reassessed I wish you and
wouldn’t we want to open a portal to as reading at the your child luck
learning,” she seductively asked, “he’s fourth grade level. on your journey.)
borderline ADHD!” Ritalin was her This is the good news. The new bad The Davis Dyslexia Correction Program
answer to it all, supposedly a lifetime news is that he won’t stop reading! works, not just for my son, but clearly
cure. At that time Louis was just five If we can’t find him, it always turns for many others. If only school boards,
years old!! “Really,” we thought, out that he’s curled up somewhere in governments, and the medical community
“Ritalin?” the house, reading. The library is our would embrace it, the world could truly
Then one day, someone called new best friend. He reads stories to his be a better place for thousands more. The
“Dr. Cathy” referred to what was 6-year-old sister at bedtime. True, the Davis solution is powerful. It requires
happening with Louis as, “the gift writing/spelling/grammar part is still effort and commitment, but what better
“
of dyslexia.” I beg catching up, but gift can you give your child? v
your pardon? A gift Dr. Cathy assures
you say? Who is us the gap will
this Dr. Cathy? It When the week began, narrow with time,
turned out, she was Louis wasn’t even sure as he practices,
Dr. Cathy Dodge of the alphabet. A month and hones his
Smith, a disciple of later he was reassessed reading skills.
Ron Davis, author as reading at the
of the book, The fourth grade level.
Gift of Dyslexia. Dr. This is the good news.
Cathy offered to do
The new bad news
”
an assessment. We
waited for the date,
is that he won’t
then the time, then stop reading!
the results. Dyslexia
confirmed. Several
deep breaths. Now what?
We had the opportunity to hear Ron
Davis speak. He came to our city to
share his concept, his life story, and the
remarkable outcomes for those with
challenges like his own, dyslexia and
autism. The Davis approach seemed to
work for so many others, turning their
lives around, and we met many of them
the evening we heard Ron speak.
We enrolled Louis in the Davis
Program. It involved only 5 days of
coaching. Somehow “coaching” doesn’t
seem to describe the program, which was
much more than coaching. We all learned
that dyslexia isn’t a synonym for shame.
Louis’ brain is simply wired differently,
and therefore traditional teaching
methods weren’t working.
THE DYSLEXIC READER PAGE 5
No! I Won't Read (continued from page 1)
I started, and then I urged him to read explored the “dreaded” dictionary and I suggested, and the teacher agreed
the words. He struggled tremendously. how to look up words. To my surprise, that somehow his new-found abilities had
He was hardly able to get through most Jordan did not complain, or even hesitate. opened up Jordan’s energy. That cork on
words. We did a very short reading, and He worked with me to understand how to his energy was a result of his frustration
then I praised his effort, and ended that look up words, and I read the definitions and shame when reading and writing.
part of the assessment. to him. He clearly enjoyed it. We kept it Now it was opening up.
The initial program with Jordan took fun and gradually increased the difficulty To my delight, Jordan’s teacher told
five days. We started with the alphabet. of the words. After a short time, he was me that after the outburst and laughter,
He was unable to write or speak most of able to look up most words on his own. he humorously told Jordan in front of
the letters. There were lots of reversals and Several weeks after the initial program, the class that it was good to be energetic
confusion. He would confuse the sound Jordan’s teacher called. I had made him and expressive in his relationships, but
of a letter with its name. I am sure he had aware of the tools Jordan acquired during maybe eventually he should find a way
proper instruction in school, but it was our work together and had shown him the to communicate that did not involve
not well suited to Jordan’s thinking style, reading exercises and dictionary skills. shouting! Jordan smiled sheepishly
“
predominantly “I cannot believe and nodded his head in agreement.
visual. It took the enthusiasm Throughout the next few months I
nearly two full Sometimes it was slow Jordan has for got weekly reports from Jordan’s teacher
days, with lots of learning right now! about his progress. One morning Jordan
going, but Jordan
breaks, to identify I’ve never seen this and I worked on writing a simple story.
and correct issues was starting to feel in him. Today after Slowly but steadily we worked on
accomplishments,
”
he had with letters class he walked up selecting a topic (rock climbing!). Then I
of the alphabet. and there were daily to me and handed helped him develop a way to sequence all
The reading breakthroughs. me his dictionary the aspects of his subject. Sequencing can
exercises we did and asked, ‘Can be very difficult for dyslexic individuals.
were initially very you help me look up When we finished writing the three
challenging for Jordan. One day I took him words?’ When we did the reading exercises, paragraphs of his story, Jordan briskly
for a walk to a nearby shopping center. As Jordan finished several sentences without put his pencil down on the table and
we walked I asked him what his favorite difficulty, smiled at me and said, ‘What does smiled ear to ear. When his parents came
stores were. Without hesitation he pointed that word mean?’ We explored this in his to pick him up he very proudly showed
to the video game store. He saw the name dictionary. He is slowly gaining the ability them his writing. Then he said in a loud
of one of his favorite games on the store to read short sentences. When he finishes a voice, “Wanna hear me read it?”
window, and some writing under it. short reading, he initiates a conversation It took several tries for him to get all
“What does that say?” he asked. asking me, ‘What does that mean?’ David, of the words right. The last reading was
“Let’s do the reading exercise together this is quite interesting and wonderful to almost a play, with Jordan as writer, actor,
on that!” Jordan moved quickly towards see what is opening up for Jordan. Let me and director!
the window. know whatever I can do to help him further Success stories like Jordan’s make
Slowly we did a reading exercise develop his skills!” working with dyslexic youngsters
that helps to ensure the person is seeing A few weeks later completely worth
and saying each letter in a word and Jordan’s teacher it. Beneath the
tracking his eyes across the word left to called again. complication, shame,
right. Usually we do this exercise in my “Something struggle, and behavior
office, drawing a large index card across interesting happened issues they suffer,
the letters one at a time. But this time today. Jordan was they are intelligent,
we walked up to the window. My hand trying to do a project creative, motivated,
became the card and we did the reading in the classroom and and immensely
exercise right in front of the store with several students next to talented people. I’m
people watching us wondering what we him were talking very very fortunate to have
were doing. loudly. Without any the wonderful job
Jordan made good progress that day! notice Jordan yelled of helping them
In the mall he read a number of signs of at the top of his lungs unlock all that
interest to him, visibly excited about his ‘Be quiet!!!’ There potential! v
new-found skill. That walk became part was a dead silence in the room. This was so
of our daily routine. uncharacteristic of Jordan! Then in a roll
The rest of the program went that spread throughout the room, everybody
quite well. Sometimes it was slow started giggling, then laughing, and finally
going, but Jordan was starting to feel clapping. Even Jordan smiled and enjoyed
accomplishments, and there were daily the whole event.”
breakthroughs. On the last day we
PAGE 6 THE DYSLEXIC READER
on a Davis programme that gave her the
UK Davis Facilitators Association Active tools to control the negative symptoms of
her dyslexia. In the four years since her
at BDA June 2010 Family Day program Megan has achieved a ‘B’ grade
By Sara Kramer, Davis Facilitator in Wimbledon, London, UK and Jacqui Stewart, in the General Certificate of Secondary
Davis Facilitator, in Eastbourne, East Sussex, UK Education (GCSE) test in science taken
There were some beautifully crafted
models, and a selection of them will
be displayed at the British Dyslexia
Association’s art exhibition in London
this coming November.
Also in attendance at the Family Day
was Edward Vickerman, who was named
New Teacher of the Year in the UK in
2009. Vickerman was featured in the first Talking with parents in front of the
A young girl busily models a dinosaur issue of The Dyslexic Reader in 2010. Davis Facilitators Association booth
at the Davis Facilitators Association Upon receiving the award, Vickerman
booth during Family Day said, “I was told I could never be a two years earlier than would be expected
teacher, so this…is for everyone like me with no additional time or reader present.
The Davis Facilitators’ Association who is dyslexic but who wants to teach.” Megan is an avid reader now, even
(DDFA) in the United Kingdom hosted He has been described as witty, funny, sharing books with her mother. She has
an exhibit at the British Dyslexia innovative and an absolute dynamo in also worked for a year as a volunteer with
Association’s Family Day on June the classroom, and the colleague who the program “Buddy Scheme,” helping
19, 2010. One of their activities that nominated him said: “He is the most children with disabilities live fuller
day involved clay, and the children in talented, exciting and enthusiastic teacher lives by providing support at events and
attendance were keen to take part in it. we have ever had, with skills way beyond during days out. As part of this program
They each picked up a card bearing two our expectations.” At the Family Day he Megan was also part of a small team that
written words, one noun and one trigger told the Davis Facilitators in attendance, successfully applied for lottery grant of
word. One card might say, for example, “My dyslexia is a gift – it is the reason a £2,000 to fund an event for the group.
tyrannosaurus and the other if. The that I teach the way that I teach.” She also secured a place at Plumpton
children were asked to make a three- Davis Facilitators also had the College to undertake a Higher Diploma
dimensional model of each word. opportunity to meet Louis Barnett. in Land Base & Bio-diversity Studies.
Barnett is a gifted dyslexic who started But Megan has decided to keep her
his own chocolate business at the age of subject options open, because she wants
twelve. Today, at the ripe old age of 18, to become a teacher!
he is a hugely successful entrepreneur,
and is featured in Famous Dyslexics
Remember in this issue. In addition
to running his business, Louis is very
involved in charities dedicated to
A great dinosaur modeled by a young protecting endangered species, such as
girl during the BDA event in June the orangutan.
At the Family Day, 14-year-old
Not surprisingly the children produced Megan Stewart, a Davis graduate and
a good number of dinosaurs and dogs, daughter of Davis Facilitator Jacqui Megan Stewart, Young Achievers
but very few attempted to create models Stewart, was nominated for the Young Award Nominee for 2010
of the abstract words, which are difficult Achiever's Award. Ultimately, Megan
to visualise. That fact gave rise to didn't win but, after all, just being Megan’s mother says of her, “I am
considerable conversation about this issue nominated is a fantastic honor! She will so very proud of Megan and all that she
with the parents, who looked on with receive a runners-up award at the Annual has achieved, always giving it her best
interest as their children worked the clay. General Meeting of the British Dyslexia shot and being strong. She has received
Association later this year. a Davis Programme and demonstrates
Megan’s nomination form described the use of her tools exceptionally well
some of the challenges that she faced in academic situations. What makes me
and conquered. At nine years of age the proudest of all is that she has always
Megan was unable to read her own been true to herself, always been her own
handwriting and had a reading age of person and is proud to have a dyslexic
four years. This affected her self-esteem style of thinking.” v
and self-confidence, so she embarked
A model of both “dog” and “again”
THE DYSLEXIC READER PAGE 7
“
The Gift of Dyslexia For example:
I Discovered Cat =
”
Dyslexia is not
By Sierra Smith On the other hand,
The = ??????? an obstacle, but a gift
Many people think that dyslexia is that I am grateful for.
a disorder. But I learned that it is a gift Dyslexics can’t find a picture for “the”
when treated properly. I have learned until they make a correct one. So, my
how to make dyslexia a convenient gift parents worked with me. We used clay to Sierra Smith is the daughter of Stacey
for me to use daily in both academic and make the word “the” and a model for me Borger-Smith and Lawrence Smith, Jr.,
physical areas, in and outside of school. to get a picture of what the meaning of both of whom are Davis Facilitators
This is my story: “thet looks like. and Autism Facilitator/Coaches.
My mother and father (Stacey and They also taught me how to be They founded
Larry Smith) were trying to find me a oriented and aware instead of disoriented and operate
school to enroll in for grade one. We and unaware. Since then I have improved the Rocky Point
came across a certain school where they in academic, social and physical skills Academy in
said they would let me take part in the that are important for succeeding in life. Calgary,
school if I passed a qualification test. The In the past year I have earned a lot of Alberta,
first question they asked me was, “What’s recognition for my development of skills Canada.
your name?” by being awarded the following:
I simply answered, “Sierra.”
“And, how do you spell that?”
• The Winston Parker Award- for being respectful and academically rounded
“My name? Ummm... S... And I don’t
(given to one person in all Junior High – voted on by the staff).
know the rest.”
Of course they wouldn’t take me • The Citizens Award-for being a helpful student (given to one person in
because I could not answer any of the Junior high – voted on by the students).
questions on their enrollment test. I was
eventually accepted at another school • Took part in 14 extracurricular activities.
near Spring Bank. Then I moved to a
school called Red Deer Lake. I remember • Got 2nd prize in the Science Fair at Red Deer Lake School.
taking 30 seconds to read a single, simple
• Came in second in Zones Shot Put.
word at that school. It was a word like
“the” or “and” and many more. These are • Came in second in our grade’s foot race and 15th at the divisional foot race.
called trigger words.
My parents put me in their Davis • Received a grade of 94% in Band.
Dyslexia Correction Program so that
I could start learning to overcome my • Received honours in four subjects (one was in Language Arts).
reading struggles. They taught me that
dyslexics think way faster in pictures than I feel all this has happened because
the normal person does in words. Since I learned how to make my dyslexia a
dyslexics think in pictures they need a talent, not a disability. Dyslexia is not an
picture for every word they come across. obstacle, but a gift that I am grateful for.
Quotable Quotes
Fear paralyzes; We never understand a
curiosity empowers. thing so well, and make it
Be more interested our own, as when we have
than afraid. discovered it for ourselves.
Patricia Alexander Rene Descartes
American educational psychologist French mathematician
and philosopher
PAGE 8 THE DYSLEXIC READER
International
Why ‘Tyrannosaurus’, Things To Try Out
Davis Dyslexia
Correction®
But Not ‘If’? Part Two If appropriate, have a lesson
Providers with your class on human
By Richard Whitehead, DDA Director, Great energy. Have your class role-
Malvern, Worcestershire, UK play progressively “energetic”
The Davis Dyslexia activities, starting with being
Correction program is
now available from more asleep and gradually moving
than 450 Facilitators to higher-energy activities such
around the world.
For updates, call: as running a race.
(888) 805-7216 [Toll free]
or (650) 692-7141 or visit
www.dyslexia.com/
Think up some fun activities –
providers.htm card games, dance manoeuvres,
tongue-twisters or challenging
v Argentina activities such as patting
Silvana Ines Rossi your head while rubbing
Buenos Aires
+54 (114) 865 3898
your tummy – and have your
v Australia students try them out: first
Brenda Baird slowly and on a low level
Brisbane +61 (07) 3299 3994 Richard Whitehead offered a free on-line course of energy; then on medium
Sally Beulke designed to help teachers understand why some smart energy; and finally, on a high
Melbourne
+61 (03) 572 51752 students struggle so much to master basic academic level of energy. Have them tell
Anne Cupitt skills. Richard has kindly given us permission to you which energy level seemed
Scarness, Queensland
+61 (074) 128-2470
publish his course in The Dyslexic Reader in several best for each activity.
Mary Davie installments. The first part appeared in our spring
Caringbah NSW issue, and here, for your reading pleasure, is the Finally, discuss some common
+61 (02) 9531 8106
second part of this valuable course. classroom activities and
Jan Gorman
Eastwood/Sydney ask your class which energy
+61 (02) 9804 1184 Energy Management – A Simple Key level seems best for each of
Bets Gregory
Gordon NSW to Turbo-Charging Our Students’ the activities. In subsequent
+61 (4) 1401 3490 Learning lessons, remind the class to
Gail Hallinan Imagine you’re in hospital for a major check their energy levels
DLS Workshop
Presenter-Mentor operation. The surgeon comes bouncing into the before important tasks, or
Naremburn/Sydney room at about thirty miles an hour, shakes your whenever students seem
+61 (02) 9405 2800
Barbara Hoi hand vigorously, rubs his hands with glee and overly tired or unruly.
Mosman/Sydney announces how much he’s looking forward to the
+61 (02) 9968 1093
operation. His energy levels are super-charged,
Annette Johnston
and he reminds you of Tigger from Winnie-the-
Rockingham WA
on people with energy management problems
+61 (8) 9591 3482 Pooh.
such as hyper- and hypoactivity. Great fun can
Eileen McCarthy I guess you’d be running down the corridor in
Manly/Sydney be had with it in role-playing exercises, juggling,
+61 (02) 9977 2061 your hospital gown, looking for the nearest exit,
and other games. Full instructions on how to
Marianne Mullally wouldn’t you? Because a job can go wrong when
Crows Nest, Sydney administer the Dial are in Davis’s second book,
it’s done with too much energy - or with too little.
+61 (02) 9436 3766 The Gift of Learning.
Jayne Pivac Every task needs to be done with the right level
Parkdale Victoria/Melbourne of energy. Too little, and you lack forward thrust.
+61 (0) 420 305 405 One Thing at a Time – The Importance
Too much, and you lose control.
Jocelyn Print of Task Analysis and Sequentially
Kalgoorlie-Boulder WA Musicians know this very well. When
+62 (04) 5868 3830 Ordered Learning
mastering a new piece, they’ll practise the
John Reilly Imagine arriving at a hospital to visit a sick
difficult passages slowly, then gradually speed
Berala/Sydney
relative and being handed a scalpel and asked
+61 (02) 9649 4299 up as they gain mastery and control.
to finish a brain operation on a certain patient
Heidi Rose Yet in the classroom, students often do the
Pennington S.A. because the regular surgeon has just fainted on
+61 (8) 8240 1834 opposite. Have you noticed how a child with a
the job. Imagine your driving instructor turning
v Austria reading difficulty will often speed up when asked
up to your first ever lesson in an articulated
Annette Dietrich to read out loud? The increased energy level is a
Wien +43 (01) 888 90 25 lorry and suggesting you take a drive in it on the
result of mental tension – but it leads to mistakes
Jacinta Fennessy motorway. Or being invited to ride a unicycle
Wien +43 (01) 774 98 22 that otherwise wouldn’t have been made.
across a tightrope during a circus visit when you
Ina Barbara Hallermann In the Davis approach, we have our students
Riezlern +43 5517 20012 have barely learnt how to ride a regular bicycle
create an imaginary dial which they can use as
Marika Kaufmann across terra firma.
Lochau +43 (05574) 446 98 a tool to match their energy level to the task in
hand. The Davis Dial has had dramatic effects
THE DYSLEXIC READER PAGE 9
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our children face on a daily basis when asked to “problem” skill that is “ready” to be mastered. Ann Devloo-Delva
complete learning tasks. A skill is “ready” to be mastered when all the Veurne +32 (058) 31 63 52
Every skill we have is based on other more component skills of which it is composed have Inge Lanneau
Beernem +32 (050) 33 29 92
basic skills, some of which are in turn based on already been mastered.
Peggy Poppe
yet more basic skills and so on. As an example, For educators, the ability to “see” the Antwerpen +32 (474) 50 23 32
let’s look at handwriting. To be able to write, you component parts of a particular skill, and the Chantal Wyseur
need to be able to hold a pen. This in turn is based component parts of those component parts etc., Waterloo +32 (486) 11 65 82
v Brazil
on the ability to grip, which is based on the ability is essential, whether we are designing a lesson
Luciana Borelli Noronha Batalha
to move and control your hand. You also need to plan, a scheme of work, a course book or a Brasilia, D.F.
be able to move the pen across a piece of paper in curriculum. It is also our key to troubleshooting +55 (61) 8185-6442
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to use shoulder, elbow and wrist movements in If you have learned to drive a car, you will Viviane Resende da Costa Melo
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combination. know the difference between learning and v Bulgaria
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may be confused by this idea unless you have that you needed in order to Paddy Carson
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Marcia Code
away from you, even though the paper is on an turn consists of others. See how Kanata, Ontario
even surface and no part is actually higher than long your list is: +1 (613) 284-6315
any other. 1. Reading music
Dyslexia Resources Canada
Shelley Cotton
If you and your class speak a European 2. Riding a bicycle Sharon Roberts
Waterloo, Ontario
language written from left to right, you must be 3. Laying a patio +1 (519) 746-8422
able to distinguish left from right. What’s more, 4. Speaking a foreign language +1 (800) 981-6433 (Toll-Free)
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need awareness of the flow of time. 7. Playing tennis Cathy Dodge Smith
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again involves grasping the concept of sequence Note that to perform each of Sandy Farrell
Hudson, Quebec
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“
Gabriele Doetsch
Bad Windsheim
+49 (098 41) 688 18 18
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Disorientation Alphabets are simply Monika Graf
Q: How do dyslexics use disorientation to work an invention that Stuttgart + 49 (711) 538 0033
”
Buxtehude
of transmitting +49 (04161) 702 90 70
A: In the 3-dimensional world, it can be helpful information. Christine Heinrich
Schwäb Gmünd
to figure out the solution to a problem by +49 (0717) 118 29 74
imagining it from different perspectives. For Sonja Heinrich
example, Einstein imagined what it would be Supervisor-Specialist
a person of not knowing how to speak Japanese, DDA-DACH Director
like to be riding on a beam of light, and this Garbsen/Hannover
or not knowing how to program a computer.
“
+49 (040) 25 17 86 23
It doesn't make much sense to try to change Kirsten Hohage
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Ingrid Huth
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Einstein imagined what it we need to ask whether we could convey or
Berlin +49 (030) 28 38 78 71
Mechtild Hylla
would be like to be riding teach the same thing in a different way. In our Kassel +49 (0561) 602 78 20
on a beam of light, and experience one of the gifts of dyslexia is the gift Rita Jarrar
München +49 (089) 821 20 30
this daydream helped of mastery. That is, the dyslexic person has the
”
Inge Koch-Gassmann
him work out his special ability to truly understand and integrate any sort Buggingen
theory of relativity.
+49 (07631) 23 29
of knowledge or skill. For dyslexics, the key is Angelika Kohn
simply understanding how their mind works, Steinheim-Kleinbottwar
and following the right learning approach. +49 (07148) 66 08
Marianne Kranzer
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Jutta Meissner
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pieces you would need, how to cut them, and +49 (3928) 845 159
Markus Rauch
fit them together. Freiburg
+49 (761) 476 25 81
PAGE 12 THE DYSLEXIC READER
“
Stuttgart
+49 (0711) 578 28 33
used is simply that only a minority of students
Sylvia Schurak
are dyslexic. Even if 30% of students were
Garlipp +49 (0) 39 32 44 82 potentially dyslexic, that would mean that 70%
Carmen Stappenbacher
Gundelsheim
are not. Most schools want to use the one or two We know from
+49 (0951) 917 19 10 teaching methods they believe are appropriate for experience that the
Beate Tiletzek the majority of their students. So most schools ‘athlete’s point’ is
Waldkraiburg tend to stick with educational approaches that NOT optimal for reading,
”
+49 (08638) 88 17 89
are easy to implement and seem to work well for
Andrea Toloczyki and in fact may actually
Havixbeck/Münster non-dyslexic kids.
+49 (02507) 57 04 84 cause letter reversals.
Another problem is that the method we use
Ioannis Tzivanakis
Specialist Trainer for addressing dyslexia is not really teaching or
Workshop Presenter
DDA-DACH Director
tutoring, but rather, a process that gives particular
Berlin students the tools they need and shows them “There is only one optimum orientation point where
+49 (030) 66 30 63 17 how to use them. This is great for self-motivated, all sensory data is most accurate. However, there
Ulrike von Kutzleben-Hausen
Deisslingen hands-on learners, and it would be a good fit at are other orientation locations, one or more for
schools where project-based or self-exploratory each of the senses, where that sense will be very
“
+49 (07420) 33 46
Dr. Angelika Weidemann acute. The one for balance is two feet or more
Ulm +49 (0731) 931 46 46
Gabriele Wirtz
directly above the head, or forward of the center
of gravity.”
Most schools tend to
Stuttgart
+49 (711) 55 17 18
The reason Ron Davis specifically mentioned
v Greece stick with educational the athlete's or dancer's point referenced on page
Evagelia Apostolopoulou-
Armaos
approaches that are 162, is that it’s easy to run into problems during
easy to implement
”
Patras +30 (261) 062 21 22 Orientation Counseling if we are not aware of that
Zoe Deliakidou and seem to work well point, and it is fairly common for us to encounter
Thessaloniki
+30 (231) 054 0008 for non-dyslexic kids. it in our work. An individual with a strong sense
or +30 6934 662438 of balance will naturally tend to revert back to
Theano Panagiotopoulou
Athens +30 (21) 111 953 50
that very comfortable point when we do the
Irma Vierstra-Vourvachakis learning is emphasized. But most schools still fine tuning step, because fine tuning is based
Rethymnon/Crete engage in what’s called “direct instruction.” That on achieving balance. Unfortunately, we know
+30 283105 8201
or 69766 40292 is, the teacher teaches, and the students listen. from experience that the “athlete’s point” is NOT
v Iceland We believe that the creative process is essential optimal for reading, and in fact may actually
Áslaug Ásgeirsdóttir for learning, especially for dyslexic learners. So cause letter reversals. That's why Ron goes on to
Mosfellsbaer
+354 861-2537 any school for dyslexic students would need to explain,
Gigja Baldursdottir provide an avenue for creative exploration of “When working with athletes, dancers, et.al.
Reykjavik just about any subject or topic covered in the (anyone with excellent balance), make sure that they
+354 562 2840
Sigrún Jónina Baldursdóttir
curriculum. There are some schools organized are oriented above and behind the head and not
Snaefellsbae around this principle, which is sometimes called directly above or in front of it. Having students look
+354 586 8180
a “constructivist” approach. Unfortunately, down while checking should ensure this.”
Gudrún Benediktsdóttir
Hafnarfirdi this individualized and exploratory approach
+354 545 0103 or is considered inefficient by most traditional
+354 822 0910
Gudbjörg Emilsdóttir
educators. They would prefer to stick with a
DLS Mentor single set of lesson plans for all their students.
Kópavogur
+354 554 3452
THE DYSLEXIC READER PAGE 13
“
+354 897 4437
Each time the student don't get to the point where Valgerdur Jónsdóttir
reads a word, all of those they can benefit from mere Kópavogur
components become rereading of material. +354 863 2005
stronger and process more Dyslexic readers struggle They just don't have the Sturla Kristjansson
Hafnarfjordur
quickly the next time. Is so hard to decipher underlying ability to take +354 862 0872
this also Davis procedure? the words, often through advantage of that approach Jon Einar Haraldsson
Lambi
I like what I’m reading in a veil of perceptual to studying. Before Akureyri +354 867 1875
The Gift of Dyslexia, but I confusion, that they individuals can benefit from Ásta Olafsdóttir
wonder if Sally Shaywitz simply don't get to the such practice, they must Vopnafjordur
+354 473-1164
and Ron Davis would first be able to read the
point where they can
”
Thorbjörg Sigurdardóttir
agree on this point? material accurately and with Reykjavík
benefit from mere comprehension, even if their
+354 698 7213
A: Dr. Shaywitz is a
rereading of material. reading speed is slow.
Kolbeinn Sigurjonsson
Mosfellsbaer
brain researcher, not a If the goal is to “wire +354 566 6664
Hugrún Svavarsdóttir
teacher or educational the words, meanings, Mosfellsbær
researcher. Some of what she reports in the part sounds, visual images into the brain,” then +354 698-6465
of her book about reading research appears to those elements have to be there in the first place v India
conflict with statements in the first part of her when the student reads the word. The dyslexic Kalpita Patel
Rajkot, Gujarat
book, about brain differences in dyslexia. This is learner simply isn't yet able to put those elements +91 (281) 244 2071
probably because the reading research reported in together.The Davis Dyslexia Correction Program Carol Ann Rodrigues
Mumbai
the second part was carried addresses the barriers +91 (22) 2667 3649 or
out by other researchers, that stand in the way. +91 (22) 2665 0174
DVD/Audio CD/Software
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SUPPLEMENT PAGE A2 THE DYSLEXIC READER
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UNIT PRICE QTY TOTAL
v Netherlands (continued)
Cinda Musters
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THE DYSLEXIC READER PAGE 17
Book Review
v New Zealand
Rochelle Booth
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Davis Dyslexia Program Facilitator and Autism Christchurch +64 (3) 348 1665
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Ontario, Canada Catherine Churton
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Down, Down, Down: A Journey Christchurch
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CH - 40 pages +64 (03) 383-1988
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PAGE 18 THE DYSLEXIC READER
v Poland
Agnieszka £ubkowska
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Famous Dyslexics
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Cristina Rocha Vieira
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Louis Barnett
Sofia Vassalo Santos Louis Barnett is an 18-year-old entrepreneur and chocolatier in the
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Cristina Maria Vieira
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v Republic of Singapore
Phaik Sue Chin
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v Russia
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+ 972 (3) 635 0973 Barnett studied chocolate intensely and discovered that palm oil, a common ingredient,
v Serbia
was wreaking havoc with animal habitats. He eliminated it from his products and uses his
Jelena Radosavljevic
Kraljevo popularity to communicate the idea that we must protect wildlife and the environment to
+381 (063) 76-28-792 ensure a sustainable future. At his website he states, “As a passionate conservationist I
v South Africa
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Sharon Gerken
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v Spain
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Silvia María Sabatés Rodrigo
Madrid In February of 2009 he received the Lord Carter Memorial Award in recognition of his
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v Switzerland/CH in support of wildlife programs. “We are all living in a time where things are tough, but I feel
Tinka Altwegg-Scheffmacher
St. Gallen we need more emphasis on being positive and encouraging young people to get involved.”
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Regula Bacchetta-Bischofberger
Horw/Luzern
+41 (041) 340 2136 Jerry Pinkney
Priska Baumgartner Artist and illustrator, Jerry Pinkney was born in Philadelphia in
Wettingen
+41 (056) 426 28 88 1939. As a child Pinkney struggled with reading. But he began
Renate Blum-Muller drawing at just four years of age. His ability and love of art
Full-Reuenthal
+41 (56) 246-18 66
bolstered his self esteem while he was in elementary and secondary
Michelle Bonardi school. "In all that time, the word dyslexia was never used, nor
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+41 (091) 630 23 41
learning disabilities or a child like me that was eager to learn, and was trying his best. I drew
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Lumino great satisfaction from making pictures and was acutely aware of how drawing centered my
+41 (091) 829 05 36 being, enabling me to focus.”
Brigitta Dünki
Rafz + 41 (079) 318-8300 Jerry was good at figuring out ways to compensate for his literacy challenges, so much
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+41 (071) 244 5754
he received a full scholarship to The Philadelphia Museum College of Art (now known as
Ursula Fischbacher The University of the Arts). Pinkney began his artistic career designing greeting cards, but
Orpund soon opened his own studio in New York. He has a reputation both as a fine artist and an
+41 (032) 355 23 26
Heidi Gander-Belz
illustrator of children’s books. He has even designed a dozen postage stamps for the US
DLS Presenter-Mentor Postal Service Black Heritage series. Pinkney has won the Caldecott medal and multiple
Fehraltorf/Zurich
+41 (44) 948 14 10 honors for his work as an illustrator.
Katharina Grenacher He also has wise words for youngsters at his website (http://www.jerrypinkneystudio.
Bern +41(31) 382 00 29 com): “For the young person who is struggling in school, never forget there are many
Elisabeth Gut
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Christa Jaeger
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who you will become. Your path to success will follow.” v
THE DYSLEXIC READER PAGE 19
Segunda Parte
Claudia Lendi
Si lo consideras apropiado, St. Gallen +41 (071) 288 41 85
prepara una lección sobre la Beatrice Leutert
Por Richard Whitehead, Director de DDA en Great energía humana. Que el grupo Stein am Rhein
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Malvern, Worcestershire, Reino Unido haga actividades con la energía,
Erika Meier-Schmid
comenzando con dormir, y
Richard Whitehead, ofreció un curso gratis en línea, Bonstetten
siguiendo poco a poco hacia +41 (01) 700 10 38
diseñado para ayudar a profesores a comprender actividades más enérgicas como Verena Luisa Moser
por qué algunos estudiantes inteligentes luchan tanto competir corriendo. Riken +41 (076) 346 93 34
por dominar destrezas académicas básicas. Con Maya Muraro
Stäfa +41 (079) 704 03 07
mucha amabilidad, Richard nos concedió permiso de Incluye algunas actividades Christine Noiset
traducir y publicar su curso en The Dyslexic Reader divertidas – juegos de naipes, Chavannes
en una serie de capítulos. Presentamos la primera pasos de baile, trabalenguas, etc. +41 (21) 634 3510
Que los estudiantes hagan estas Véronique Pfeiffer
parte en la edición de la primavera. A continuación Zürich +41 (01) 342 22 61
sigue la segunda parte de este valioso curso. actividades, primero despacio, Hilary Rhodes
con poca energía, después con Chesieres-Villars
El Manejo de la Energía – Lo que Afina un nivel de energía intermedio, +41 (024) 495 38 20
y finalmente con mucha energía. Regine Roth-Gloor
el Aprendizaje de Nuestros Estudiantes Mohlin/Basel
Que tengan en cuenta cuál nivel +41 (061) 851 2685
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se siente de tener la oportunidad de operarlo. actividades normales del salón Sonja Sartor
Su energía está altísima y se parece a “Tigger”, de clase y pregunta qué nivel Winterthur
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personaje loquito, del libro Winnie-The-Pooh. de energía les correspondería
Marianne Schutz
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O con muy poca energía. Hay que dedicar a cada muy cansados o desordenados.
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las partes complicadas. Solo comienzan a tocar Imagina que llegas a la clínica para visitar a un v United Arab Emirates
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Pero en el salón de clase, muchas veces los algún paciente porque el cirujano que comenzó Joy Allan-Baker
estudiantes hacen lo opuesto. ¿Te has fijado que la intervención se desmayó. O imagina que el London
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Ranmore Common, Surrey
mentalmente un Disco Selector imaginario que Estos ejemplos quizás te parezcan exagerados, +44 (01483) 283 088
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London
apropiado para cada tarea. El Disco Selector de diario cuando les pedimos que completen ciertas +44 (020) 8878 9652
Davis puede tener efectos muy dramáticos en tareas académicas. Dyslexia Correction Centre
personas con dificultades en su manejo de la Cada una de nuestras destrezas se establece en Georgina Dunlop
Autism Facilitator/Coach
energía, como la hipoactividad o la hiperactividad. base de otras destrezas más básicas, algunas de las Jane E.M. Heywood
Y es bastante divertido utilizar el Disco en cuales, a su vez, se basan en otras destrezas aun Autism Facilitator/Coach
DLS Mentor & Presenter
juegos de rol, malabares y otras actividades. En más básicas, etc. Como ejemplo, consideremos Ascot, Berkshire
el segundo libro de Ronald Davis, El Don del la escritura, la letra. Para poder escribir, debes +44 (01344) 622 115
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Kingsbridge, Devon
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London +44 (020) 8977 6699
(continued on the next page)
PAGE 20 THE DYSLEXIC READER
siguientes principios básicos: fue remitido a “educación especial”. Al mismo Karen Pongs
Newport Beach
tiempo, el porcentaje de niños remitidos a +1 (949) 873-2008
Responsabilidad del aprendizaje. programas para estudiantes talentosos subió a Cheryl Rodrigues
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aprenden mejor cuando la lección involucra su puedes experimentar un poco con estos principos San Rafael
creatividad. Los profesores al nivel primario han en tu grupo, a ver qué sucede. v +1 (415) 479-1700
PAGE 22 THE DYSLEXIC READER
California (continued)
R i s e A b o v e – by Casey McGrath
Dee Weldon White
Lexie White Strain
Sunnyvale +1 (650) 388-6808
Colorado
Annie Garcia
Wheat Ridge / Denver I lived in a paint box of colors and sound,
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Crystal Punch
Sketched rainbows through air, with visions unbound.
DLS Mentor
Centennial/Denver
Then waves sucked me under, my mind grew jumbled,
+1 (303) 850-0581 In a dyslexic world, my spirit slowly crumbled.
Kristi Thompson
DLS Presenter-Mentor
Words spiraled and twisted like a backwards reflection,
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Florida
Didn’t know who to trust, or who had my back,
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Georgia
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Lesa Hall Learned who I am, learned to salsa in rain.
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Scott Timm
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The rush is in living, now awake from the dead.
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Illinois
I won’t be kept down, won’t slip through the crack,
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Susan Smarjesse
Rebuilt, reconstructed, empowered with love,
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Indiana
Myrna Burkholder Casey McGrath completed a Davis Dyslexia Correction Program in with Marcia Maust, Davis
Goshen/South Bend
+1 (574) 533-7455 Facilitator in Berlin, Pennsylvania. The Dyslexic Reader featured Casey in early 2008 when she
Iowa won admission to Georgetown University, and published her personal essay, Stepping Past Labels,
Mary Kay Frasier about how her life changed once she learned to “rise above adversity, push myself to discover
Des Moines
+1 (515) 270-0280 my potential and welcome life’s challenges.” Ultimately, Casey chose to enter the University of
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Karen LoGiudice has committed to work for two years at a New York City hospital when she graduates. Since she
Amesbury loves babies, she plans to work in a neonatal unit. She says the line of the poem that talks about
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Carolyn Tyler
the light breaking through refers to Ronald Davis and the Davis Dyslexia Correction Program.
Fairhaven
+1 (508) 994-4577
Michigan
Molly Scoby Riddles to humans, but I feel that is not true. Animals
Greenville
+1 (231) 250-7260 By Michael McGuinnes have much more intelligence than most people
Kathleen McNally Submitted by Lesa Hall, B.S. Ed., give them credit for. It is so awesome to be able
Jackson +1 (304) 382-5612
Licensed Davis Facilitator in Pooler, GA to read for myself about animals now since
Sandra McPhall
Grandville/Grand Rapids
completing the reading program with Mrs. Lesa."
+1 (616) 534-1385 Michael McGuiness is 11 years old. In 2009
Cinda Osterman, M. Ed.
he did a Davis Dyslexia Correction Program I have no shape to call my own yet prisoners
Charlotte +1 (517) 652-5156
Dean Schalow with Lesa Hall. Now he reads Shakespeare with live within me free. What am I?
Manistee
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understanding! He has also completed the Davis
+1 (231) 250-7260 Autism Approach Program and is currently I run my fastest in swamp or bog. I fly my best
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Cyndi Deneson Michael says, "I have always had a great
Supervisor-Specialist
Edina/Minneapolis passion for animals, reptiles and birds in I’m not hungry, yet I’m not full! I’m bright,
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1) Water 2) An Egret 3) The Moon
THE DYSLEXIC READER PAGE 23
Virginia
children with the self-directed ability • Punctuation Marks & Styles Booklet
to be physically and mentally focused • Two Koosh Balls
on the learning task at hand. • Letter Recognition Cards
• Laminated Alphabet Strip
Davis Symbol Mastery enables • Stop Signs for Reading Chart
children to master the alphabet
letters, punctuation marks and basic
sight words with a simple, easy
and fun alternative to pencil-paper
activities and drill.
Davis Reading Exercises improve
accuracy with word recognition and
comprehension.
This Directory is current
The Kit is priced at $129.95 as of August 31, 2010.
It is subject to change.
(Shipping and Handling will be added) Between newsletter issues,
To purchase a kit, use our secure new Facilitators are added,
on-line ordering at: and occasionally, some
www.dyslexia.com/bookstore become inactive. However,
the Davis Providers list at
or call our toll-free number: www.dyslexia.com
1 (888) 999-3324 is always up to date.
Materials include:
• Detailed Manual with suggested year-long guides,
black-line masters, and numerous tips for each
implementing each
Strategy in various curriculum activities.
• DVD demonstrating each classroom Strategy.
• Teacher Kit: alphabet strip, letter recognition cards, clay,
cutter, dictionary and two Koosh® balls.
(Classroom materials sold separately)
2010 DATES & LOCATIONS
Workshop
Fundamentals of Davis Dyslexia Correction®
based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis
Workshop Outline
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDAI-Int’l, Canada & USA DDA-DACH DDA-Latin America DDA-UK
1601 Bayshore Highway, Ste 260 Deutschland-Austria-Switzerland Calzada del Valle #400 Local 8 Davis Learning Foundation
Burlingame, CA 94010 Wandsbecker Chausee 132 Colonia del Valle 47-49 Church Street
Tel: 1-888-805-7216 D-22089 Hamburg Garza García, Monterrey Great Malvern
Fax: 1 (650) 692-7075 Nuevo León Worcestershire WR14 2AA
E-mail: ddai@dyslexia.com GERMANY México, CP 66220 Tel: +44 (0)1684 566300
Tel: 49 (040) 25 17 86 22 Tel: 52 (81) 8335-9435 E-mail: uk@dyslexia.com
Fax: 49 (040) 25 17 86 24 Email: spanish@dyslexia.com
E-mail: germany@dyslexia.com DDA-Pacific
DDA-Nederland 295 Rattray Street
SWITZERLAND Kerkweg 38a Dunedin, New Zealand 9016
Tel: 41 (061) 273 81 85 6105 CG Maria Hoop, Tel: 64 (0274) 399 020
E-MAIL: ch@dyslexia.com NEDERLAND Fax: 0064 3 456 2028
Tel: 31 (475) 520 433 Email: pacific@dyslexia.com
Fax: 31 (0475) 301 381
E-mail: info@davisdyslexie.nl
Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (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.