The Dyslexic Reader 2009 - Issue 53
-
Upload
davis-dyslexia-association-international -
Category
Documents
-
view
308 -
download
0
description
Transcript of The Dyslexic Reader 2009 - Issue 53
THE DYSLEXIC READER PAGE 1Dys lex ic Read er• • • ˜´ ´VOLUME 53
IN THIS ISSUE
ISSUE 4 • 2009DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
The
Davis Autism Approach® Program Now Available!
For the last year and a half, DDAI has been quietly training current Davis Dyslexia Correction Facilitators to provide the Davis Autism Approach Program. Ron Davis, himself, was born a “Kanner’s baby” in 1942. Around the age of nine he began to develop out of his severe autism and did not learn to speak in sentences until the age of 17. Over the last 28 years, he has been researching and developing a standardized counseling program to help autistic individuals to participate more fully in life. By February of 2008, he and a small group of Davis Facilitators had enough evidence of the efficacy
Facilitator Observations – February 2008 As I listened to Ronald Davis discuss the characteristics of autism in his very first Autism Workshop in Burlingame, California, my mind instantly went to a bright young lady whose Dyslexia Correction Program was scheduled in a couple of weeks. At our first meeting, she guardedly entered my office for an assessment. The purpose of the meeting was to determine if she would be a good candidate for a Davis Dyslexia Correction Program. However, I began on that day to notice things about Allie that made me wonder if her struggles were beyond the scope of the Program. As she entered the office, she hid behind her mother slightly and clung to her hand as though, if she let go, something terrible might happen. But her curiosity was evident by the way she watched me through beautiful blue eyes and long lashes. As she began to become more relaxed in my presence, a giddiness took over her and she began to squeal
Allie: Happy, Included and ConfidentBy Gale Long, Davis Autism Facilitator/Coach in Elkview, West Virginia, USA
and jump up and down. With obvious excitement, she shared some experiences with me, but I had so much difficulty understanding her speech that I had to pretend I knew what she had said. I knew from our meeting that Allie would be able to overcome her difficulties with dyslexia, but the images of her unusual conduct and communication remained vivid in my mind. Now, as I listened and watched Ron Davis share his ideas (continued on page 3)
of the program he developed, to begin offering training to Facilitators interested in expanding their services. The training is demanding, but as of today there are two
certified Davis Autism Approach Trainers, and nine fully trained and certified Facilitator/Coaches available to provide this service in several countries and languages. The Davis
Autism Approach is designed for individuals with high functioning autism who speak and are able to interact with others. As with Davis Dyslexia Correction, the first step is to meet with the family and client, to establish rapport, and determine
Allie, happy with her Davis Program
(continued on page 13)
News & Feature Articles Awesome Work ...................................... 4Another Great Workshop ......................... 5Bugs! ...................................................... 6Picture Thinkers ....................................... 7Grassroots Lecture Tour ........................... 8Dreams and Speed Bumps ................. 9, 10Lazy Readers’ Book Club ..................14-16Book and Software Reviews ............17-20New on the Dyslexia, the Gift web site ...21
Regular FeaturesIn the Mail .............................................. 2Famous Dyslexics .................................. 10Q&A ............................................... 11, 12 New Davis Licensees ....................... 22, 23Davis Workshops ............................. 26, 27
THE DYSLEXIC READERPAGE 2
In The Mail
Dear Ronald D. Davis:
Earlier this year my son spent a week doing the Davis Dyslexia Correction Program. It was truly inspiring. My son never felt very smart in school, and once wrote a heart-breaking story about a boy called “Fish-brains.” But now he realizes that he can read just as well as his peers, has a photographic memory, and that he is indeed very, very smart. Before he did the Program, he hated reading. Since completing his Program, he’s read six books at his grade-level, with full comprehension and enjoyment. Before his Davis Program, he would defer to his peers or older brother on matters big or small. But since completing it, he has noticeably more confidence in himself, and in his feelings and opinions. I’m sure Ron Davis hears words of thanks all the time, so here’s another. Thank you for sharing your experiences, wisdom and methods. You’ve made so many people’s lives better by doing so. I’m profoundly grateful.
Ann BirchVancouver, BC, Canada
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. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: [email protected] INTERNET: 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®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2009 by DDAI, unless otherwise noted. All rights reserved.
C R E A T I V E P U N S !
The roundest knight at King Arthur’s round table was Sir Cumference. He acquired his size from too much pi.
I thought I saw an eye doctor on an Alaskan island, but it turned out to be an optical Aleutian.
A dog gave birth to puppies near the road and was cited for littering.
Two hats were hanging on a hat rack in the hallway. One hat said to the other, “You stay here; I’ll go on a head.”
I wondered why the baseball kept getting bigger – then it hit me.
Two silk worms had a race. They ended up in a tie.
© 2000 Randy Glasbergenwww.glasbergen.com
THE DYSLEXIC READER PAGE 3
in our Autism Approach training session, I was confident that I would love for Allie to be my first Davis Autism Approach student.
Mother’s Observations – 2008 I recall thinking, as we completed the Davis Dyslexia Correction Program, that Allie now had the tools she needed to deal with her educational difficulties. I was just thrilled with the results of Allie’s week-long Davis Program and our follow-up activities. Even though I had hoped Allie would become a better reader, I was pleased that some of the speech issues were improving. I knew that Gale was receiving some training in dealing with Asperger Syndrome. I had thought about it and after researching it on-line I’d come to the conclusion that Allie probably had Asperger Syndrome. None of the other professionals I’d consulted had ever mentioned this possibility. When Gale told me she was learning about these issues, I hoped Allie could work with her. Gale approached me one afternoon and said, “Sabrina, has anyone every used the word ‘Asperger’ in connection with your daughter’s challenges?” My heart leaped. I was so excited. My mother and I had been thinking about it for years. We originally had no hope that someone would be able to help Allie overcome the major issues in her life. We had been dealing with some of them for many years through therapy and medication. Allie had many of the symptoms of Asperger Syndrome. Besides the speech issues, she struggled with rage and anger, was easily over stimulated by sounds, crowds, lights and smells. Her motor skills were underdeveloped making normal activities such as bike riding and walking difficult. Her obsessions and compulsions were issues that made daily activities difficult. Social cues were missing, making it hard for her to read or observe facial expressions, body language and the rules
of conversation. It was a tendency of Allie’s to be overly friendly. She had unusual sensitivities to light, foods and touch. Her sensory integration disorders caused a need for therapy for several years. As with most autistic individuals, she had difficulty with transitioning when changing activities, as well as difficulty making and keeping friends. Could it be possible that a program built around clay concepts could be the solution for Allie’s struggles? We had spent 14 years looking for an answer and we weren’t going to turn down this opportunity. Of course we would allow Allie to do this program. It was destined that she would become Gale’s first Davis Autism Approach client. Let’s introduce you to Allie. She was not speaking at two-years-old. She was almost 20 months old before she began to walk. When she did, she would run into
walls and tables. It was like she had no perception that they were there. At times, she would fall over backwards and hit her head. She had no fear of walking off a porch or into a swimming pool, so she had to be constantly watched. At age 4, she was still not talking,
was incontinent with bowels and bladder and had no concept of soiling herself. The awareness was absent. I recall an incident in Kinderdance where Allie was in a performance. She stood perfectly still in the dance line while watching the others perform. She did not like to interact with others, in spite of the desire to be liked and be a part of the group. We were in a state of constant stress during her elementary years. The school had no plan to help her. They did not know how to deal with her in the classroom. The students didn’t know how to interact with her. They would make fun of her and because she had no verbal skills, she would become physical with objects. Allie later described these experiences as “having a meltdown.” At one point, she said to the teacher “I have a pencil and I’m not afraid to use it.” When explaining to her mother why she
said that, she said that she had heard it on TV. She was expelled for the incident. She went to a behavioral school in 4th grade for part of the school year. That school helped her learn how to interact with other children, to a degree. When entering middle school, Allie was faced with chaos, anxiety, wanting to fit in, feeling rejected, having no friends and being bullied. The professionals informed me that I needed to accept the fact that Allie would never be better. We were told that at this age, her reading would not improve any more. I was told to begin making accommodations for her. The future looked bleak both educationally and socially. But there were those who insisted that Allie was intelligent. At this point we became aware of Davis Dyslexia Correction. Fortunately, as Allie completed her Program, Davis was launching a program for autism. We were thrilled that Allie would be one of the first to take advantage of the Davis Autism Approach.
Facilitator Observations – 2009: One Year After Completing Davis Autism Approach I recently met with Allie for an after-school meal. As the students were dismissed from class, I noticed Allie calmly walking down the sidewalk chatting and laughing with a friend. What a difference! A little over a year ago, as I picked her up for our autism sessions, it was common to see the others bullying her or ignoring her in the playground. Many times, she had been crying. My heart ached for her as she struggled to fit into her world. Today, Allie has many friends who treat her as an equal. Allie just recently took part in an overnight trip and a day of rafting. In previous years, attending her summer care at the local YMCA, this opportunity was available, but Allie had never had a friend and didn’t have
“
”
Could it be possible that a program built around clay concepts could be the solution for Allie’s
struggles? We had spent 14 years looking for an answer and we weren’t going to turn down this
opportunity.
Allie (continued from page 1)
(continued on the next page)
THE DYSLEXIC READERPAGE 4
the skills to take part in an overnight experience. So this was huge – being able to overcome fears and inadequate social skills to actually enjoy a wonderful day with friends! Allie still struggles at times, but she has the tools and the ability to assess situations and respond appropriately. I have learned lessons from Allie as she has taught me to understand how difficult things are from the autistic perspective.
As we ended our dinner together, I asked Allie’s mother if she could tell me three words to describe Allie before her Autism Program. She replied: isolation, frustration and sadness. The three phrases that she uses to describe Allie now: hope, lightness in attitude and joy. I anxiously awaited Allie’s response to the same questions. She carefully thought about it and told me her three words: sadness, loneliness and misery. Today she says she feels happy, included and confident. As they begin the Davis Autism Approach, children have many and varied symptoms. This program addresses the needs of each student where she (or he) is and provides the appropriate skills and tools. These tools allow them to deal with difficult areas of life, but they also help them become fully involved with life and the world around them. With the Davis Autism Approach tools in hand, it becomes possible for the student to no longer be simply an observer of life – but a participant. v
You can read more about Davis Autism Approach at: www.davisautism.com. You can visit Gale’s website at: www.dyslexiawv.com or contact her at New Horizons Dyslexia and Autism center by e-mail at [email protected].
“”
Allie still struggles at times, but she has the tools
and the ability to assess situations and respond
appropriately. Working with clients using the Davis Autism Approach is the most awesome work I have ever done. It is like watching miracles unfold before my very eyes. During the first part of the program, individuation, I begin to see glimpses of the real person behind the autism mask, or noise, during brief periods of what we call orientation - what most people would likely refer to as being totally present. In the beginning, such moments are brief and fleeting. One must be very alert to catch them and respond. I had one little seven-year-old in my office who was not much interested in what I had in mind for our agenda. For over an hour, he wandered around, chatted incessantly, touched things, and was generally in his own world. Even though he did address me from time to time, or ask me questions occasionally, he was not much interested in my responses, often not even waiting for my reply. Finally, he stopped in mid-stream, came to my little table where I was waiting for him, looked me in the eye and said clearly, “OK. What are we meant to be doing?” I told him what I wanted him to do, and he sat right down and did it. He was totally with me for about five minutes, and then got up and was gone again. As individuation becomes more stable, the fleeting moments of orientation gradually expand, and the amount of time spent gone gradually is reduced. This is not something I am doing; it simply happens as the client becomes more
comfortable being in an oriented state, and knows how to get there voluntarily. The next segment of the program, identity development, allows the client to progress quickly (relatively speaking) through the stages of normal development that he has missed, in part or in whole, as a result of not being totally present in the real world. As we explore these concepts together, the real world becomes more and more known to the client. I once worked with a young woman of 26 years on the concept of time. When I talked about the earth rotating and us being on it, she looked up with
a beautiful expression on her face, and said that she suddenly felt OK, more balanced and connected on this earth. She then told me that she gets goose bumps when she gets oriented, that
things look so much clearer, not all fuzzy and shimmery. Her mother told me that a short time later she had arranged to meet my client for dinner at a restaurant. “Usually she is at least a half hour late and is often annoyed when I call her. This time she called slightly before she was due and told me she’d be there in 10 minutes. And she was!” This represented a huge change for this client, one that may enable her eventually to become employed. She has always lost any job she could find because she could never get to work on time. I had a similar experience with a young man as he completed work on the concept of sequence. He had never been
“”
As individuation becomes more stable, the fleeting moments of orientation
gradually expand, and the amount of time spent gone
is gradually reduced.
Awesome Work by Cathy Dodge Smith, Ed. D., Davis Autism Approach
Facilitator/Coach in Oakville, Ontario, Canada.
THE DYSLEXIC READER PAGE 5
able to follow even a simple sequence of steps, such as a written recipe, or a written note telling him how to go to the grocery store, buy one item, and get back home. The look on his face as he repeated the final mastery step for sequence was one of pure joy, delight, surprise, and peace.
Once identity development has been completed the last segment of the Davis program is social integration. Once more, it is awesome to witness the awakening of awareness of how relationships work. One young lad told me he “really needed this,” because he had always been totally frustrated by things he was expected to know, but had never been told. He discovered what are usually referred to as unwritten rules of social interaction. We spent a delightful time together trying to think of and write down a number of unwritten rules! Davis Autism Approach is a natural, drug-free, and respectful way to help an autistic individual develop the capacity to participate fully in life. I feel honoured to have been able to participate in its development, and experience the joys its implementation brings to autistic individuals and their families. v
Cathy Dodge Smith has been a Davis Facilitator since 2001 and became a Davis Autism Approach Facilitator/Coach in 2009. You can visit her website at: http://www.dyslexiacorrection.ca or contact her via email at: [email protected]
“ “…she suddenly felt OK, more balanced and
connected on this earth. She then told me that she gets goose bumps
when she gets oriented, that things look so much clearer, not all fuzzy and
shimmery. ”
Such a treat: two days in June 2009 with wonderful like-minded people, in a lovely old house, on beautiful grounds, amazing weather, a superb presenter, great refreshments, willing helpers… what more could you ask for? I have been a Davis Facilitator for over 10 years now, and I wasn’t far into my new life when I realised that not only was I not the right person to help my son through his trigger word list after completing his Davis Program, but that many parents are in the same situation.
There are exceptions, and one such gifted person became my first Davis Post-Program Tutor. Carolyn Van Meenan helped her son Curtis so successfully, that I asked her if she would help another little guy. This she did willingly, and again successfully, and so a tutor network was launched. Gerry Grant, a Facilitator in Ontario, Canada had also trained one of his “moms” to help support trigger word mastery. (She is now a Davis Facilitator). Gerry later became our Canadian Specialist/Presenter, and I asked him if he would put a workshop together to enhance post-program support. DDAI agreed and our June 2009 Davis Symbol Mastery Workshop is the third such event we’ve held. This one turned out to be one of my favourite Davis experiences. I was particularly proud to have 14-year-old Coel Ediger with us. Coel completed her Davis Program four years ago and has decided she’d like to help other children do Symbol Mastery during the holidays.
For some parents discovering that others have such incredible imaginative talents comes as a complete revelation. Even those who may have taught English or drama their whole lives, can find it amazing to learn that a word like “the” actually has a specific meaning that can be conveyed in clay! This workshop always teaches me that there’s something I can do better. It’s become one of my favorite professional development opportunities, and I just love it! We tossed each other Koosh balls and practiced the Davis Reading Exercises, and of course, we delved deep into trigger words. Thank you to Sue Jutson (fellow Davis Facilitator), Donna Doerksen and Bruce Shore (currently tutors) who helped make the two-day workshop run so very smoothly, and created such a light-hearted atmosphere. A huge thank you to Gerry Grant who, as ever, provided
Gerry Grant leads a discussion
Surveying each others’ solutions to the puzzles of Symbol Mastery
Practicing proper Koosh Ball tossing
Another Great Davis Symbol Mastery Workshop
By Sue Hall, Davis Facilitator in Vancouver, BC, Canada
(continued on the next page)
THE DYSLEXIC READERPAGE 6
a very safe, fun-filled workshop, full of valuable information and insights. Thank you to The Whole Dyslexic Society for assisting financially, and here’s to all the students who will benefit from a stronger support network!
Models of three words mastered during the Symbol Mastery Workshop in Vancouver, B.C., Canada
In addition to learning much, a great time was had by all!
Editor’s Note: I like to think of budding poet, Ian Tassin, as “Stephen King the Younger”! He is eight years old and and clearly has a talent for creating a really creepy feeling, both with words and illustrations! He recently completed a Davis Dyslexia Correction Program with Gale Long, Davis Facilitator and Autism Facilitator/Coach in Elkview, West Virginia. Great poem, Ian!
Bugs!!!There are roaches in the kitchenAnd bed bugs in your bedThere are maggots in the garbageAnd white lice on your head!
They’re creeping in your houseAnd crawling in your socksYou’ll find them in the bathtubAnd underneath rocks!
There seems to be no escapeFrom these creepy crawly thingsBecause they’re everywhereAnd most of them have wings!
They’ll chase you through the darknessThey’ll chase you in the lightThey’ll chase you in the daytimeAnd all through the night!
By Ian Tassin
Pull Those Covers Up Over Your Head!
v
THE DYSLEXIC READER PAGE 7
The pictures that are drawn are usually of you doing the right thing or the wrong thing, depending on how you’re feeling at the time - and whenever you think that it’s the person in your head drawing them, it always seems to be you on the outside.
Early this year I went for a Davis Dyslexia Correction Programme which was developed to help dyslexics learn more easily in a classroom environment. It gave me tools for focusing at class time and how to refocus myself when I get distracted. When you have dyslexia, even the smallest bump can send you hurtling off topic. The Davis Programme gave me a good insight into how my mind works. Stuff like, I see myself or my thoughts through my mind’s eye, which is your third eye which nobody can see except you, because it’s inside. Like, for instance, if I had a thought, it wouldn’t just pop up. The postman would open the picket-fence gate, walk down the cobble-stone path, and drop it off at the doorstep. And that’s just the thought. But imagine what the thought could be… Some people who aren’t dyslexic can think of dyslexia as a bad thing. But if you think about it, it has some major advantages. It’s simply a personality difference. Or the fact that with your vivid imagination you can draw things
Picture ThinkersBy Ed Richards in Westmere, Auckland, New Zealand
Editor’s Note: Ed is 10 years old and in Year 6 at Westmere Primary School. In February of this year Ed did a Davis Dyslexia Correction Program with Facilitator, Vivienne Carson of Auckland, New Zealand. Vivienne tells us he was a delight to work with. One of Ed’s goals was to learn to spell “triskaidekaphobia” – fear of the number 13. He mastered the spelling really easily – and Vivienne did too! Some time after his Davis Program, Ed wrote and presented in class the following great speech. Congratulations, Ed!
Pictures are the way that most dyslexics think. Some of us think of dyslexia as a gift. Some of us, a disability. Some of us, a disease. Oh, and the ones who think it’s a disease have very low self-esteem. And then there’s people like me, who think it’s just another way of thinking.
Some people think dyslexia is just about getting letters muddled up. But it’s like your brain has hands and it’s doodling away. You’ve got your body on the outside and then you’ve got another person on the inside that has your true personality – which is a very unfocused personality – and it just makes you doodle all the time.
“ ”I’m glad
I have dyslexia!
“
”
Some people think dyslexia is just
about getting letters muddled up. But it’s
like your brain has hands and it’s
doodling away.
some people wouldn’t even dare to try. You can imagine things that nobody could have thought except for you and man, the dreams you have at night are pretty full-on!
Some famous people with dyslexia are:Albert Einstein Alexander Graham BellJohn Lennon Leonardo Da VinciTom Cruise Muhammad Ali Walt Disney Thomas EdisonEddie Izzard
Oh, gee, it’s endless…
A lot of people don’t understand dyslexia and a lot of people are in fact dyslexic and don’t know it. A lot of the time dyslexia can be an advantage. Some people believe that kids who go to school and just learn to read and write spend all their time reading and writing but not actually thinking, and that’s when the advantage comes along. Dyslexics are learning about different things in their own time at school and in this case we’re actually learning to think – which is by far the most useful product of learning. To be completely honest, I’m glad I have dyslexia, except for the fact that my Dad keeps nagging me about it, and I have to do extra homework. And I have to go to endless classes to try and learn what other people are learning. But you know what? It’s all worth it. v
Quotable Quotes“Man’s mind, once stretched by a new idea, never regains its original dimensions.”–Oliver Wendell Holmes, Jr. (1841-1935)American jurist who served on the Supreme Court from 1902 to 1932
“Opportunity is missed by most people because it is dressed in overalls and looks like work.”–Thomas Alva Edison (1847-1931)American inventor, scientist and businessman, whose many inventions changed the world
Fear of the number 13 – a word Ed mastered during his Davis Programme
THE DYSLEXIC READERPAGE 8
A full house to hear Ron Davis speak in Huntsville, Alabama
Ron and Alice visit “Big Mike” at the Museum of the Rockies in Montana
Ron being interviewed on the TV news program, “Good Day Atlanta” during the Georgia leg of the grassroots tour
Ron chats with Tom at Monticello’s Thomas Jefferson Visitor Center and Smith Education Center in Charlottesville, Virginia
v Argentina
Silvana Ines RossiBuenos Aires+54 (114) 865 3898
v Australia
Brenda BairdBrisbane+61 (07) 3299 3994
Sally BeulkeMelbourne +61 (03) 572 51752
Anne Cupitt Scarness, Queensland+61 (074) 128-2470
Mary DavieCaringbah NSW+61 (02) 9524 3837
Jan GormanEastwood/Sydney+61 (02) 9804 1184
Bets GregoryGordon NSW+61 (4) 1401 3490
Gail HallinanDLS Workshop Presenter-MentorNaremburn/Sydney+61 (02) 9405 2800
Barbara HoiMosman/Sydney +61 (02) 9968 1093
Annette JohnstonRockingham WA+61 (8) 9591 3482
Eileen McCarthyManly/Sydney +61 (02) 9977 2061
Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766
Jayne PivacMordialloc/Melbourne+61 (342) 030 54 05
Jocelyn PrintKalgoorlie-Boulder WA +62 (04) 5868 3830
John ReillyBerala/Sydney+61 (02) 9649 4299
Heidi Rose Pennington/Adelaide +61 (08) 8240 1834
v Austria
Annette DietrichWien +43 (01) 888 90 25
Jacinta FennessyWien +43 (01) 774 98 22
Ina Barbara Hallermann Riezlern +43 5517 20012
Marika KaufmannLochau +43 (05574) 446 98
InternationalDavis Dyslexia
Correction®
Providers
The Davis Dyslexia Correction program is
now available from more than 450 Facilitators
around the world. For updates, call:
(888) 805-7216 [Toll free] or (650) 692-7141 or visit
www.dyslexia.com/providers.htm
Dates Location Sponsor/Contact Phone
Oct 3, 2009 Gardnerville, NV Barbara L. Clark (775) 265-1188 Oct 8, 2009 Wausau, WI Anne Mataczynski (715) 551-7144Oct 12, 2009 Mt. Pleasant, MI Michelle Wellman (989) 773-3242Oct 14, 2009 Chicago, IL Kim Ainis (312) 360-0805 Oct 16, 2009 Springfield, IL Susan Smarjesse (217) 789-7323 Oct 17, 2009 Columbia, MO Cathy Cook (573) 819-6010 Oct 19, 2009 Boonville, MO Cathy Cook (573) 819-6010Oct 20, 2009 Kansas City, MO Gretchen FitzGerald (816) 806-8611
Ron Davis North America Grassroots Lecture Tour – Final MonthRonald D. Davis, DDAI founder and internationally best-selling author, has been touring North America presenting a series of town-hall-style lectures titled Discover the Answer to Dyslexia. His lectures have been enormously well-received. He has provided parents, dyslexics, educators, and professionals in communities across the United States and Canada an informative, in-depth look at the GIFT that is dyslexia. Davis began his US/Canadian tour in May, 2009 in the Southeastern and Mid-Atlantic United States and throughout the summer he has been making additional trips to different regions of the continent. Below are the remaining dates of this inspiring lecture tour and a few photos from the tour.
THE DYSLEXIC READER PAGE 9
Dreams and Speed BumpsBy Sherry A. Baerg
“Go confidently in the direction of your dreams!”
– Henry David Thoreau
As one moves confidently in the direction of one’s dreams it doesn’t mean one doesn’t hit a speed bump every now and again. Such is life! However it is the trials that teach us the most about self, our faith, strength, and perseverance. I’m a 52-year-old woman, who only days ago discovered I have dyslexia. This discovery became apparent in a friend’s car, as we drove to a Ronald Davis seminar. My story begins with the chain of events that deposited me in the back seat of that car. So let me back up for a moment. A job opportunity working for a friend had arisen. My duties would have included office work, taking phone and walk-in orders, banking and miscellaneous similar tasks for a topsoil company. As I began training it was obvious my biggest struggle would be spelling. That, combined with interruptions, rushing, and multitasking, made me a bit apprehensive. During my training, I hit a brick wall while taking an order. I needed to write the word ocean, but couldn’t get past the first three letters - and even they weren’t correct. Joanne, my friend, could see I was stuck and encouraged me to move past ocean and finish taking the order. I did. But usually once stuck, I’m driven to fix the problem before moving on. Knowing my struggles were now obvious to Joanne made them more obvious to me too. I had to do something, but what? It was all a mystery to me. Within 48 hours another friend, Cynthia, invited me to go to a seminar on dyslexia. I accepted. Cynthia had been telling me for years that she thought I was dyslexic, but I’d never looked into it. It was on the drive to the seminar that Cynthia and the other passenger began listing some common characteristics shared by dyslexics. And, oh my goodness, it became clear that I am indeed dyslexic! At the seminar, Mr. Davis’ talk and question and answer period amazed me on many levels. At the end, before signing my book he inquired if I
was an educator or the parent of a dyslexic. I was tempted to raise my hand and announce, “Hi I’m Sherry and I’m a recovering dyslexic.” Instead I replied, “I’m 52 years of age and only found out today, that I’m dyslexic.” After the seminar, I called Joanne with the news. She has known me for twenty-one years. Her response was, “I know you’re dyslexic. I’ve known it the whole time we’ve been friends. My mom, brother and many of my friends are dyslexic. You have just adjusted to the difficulties well, and it wasn’t until I started training you last week that I saw your struggles were still so apparent. Surely you knew. Sherry, weren’t you ever tested?” The closest I came to a test was an eye examination in the ninth grade. The test was warranted, because although I had done well in elementary school, in high school I began doing poorly. The examiner said my eyes were good, but he believed a pair of reading glasses would boost my lack of confidence and get me back on track. My Grandma’s money would have been better invested on a pair of those x-ray glasses the comic books sell! Joanne had taught non-reading adults with dyslexia how to read, and was more than willing to work with me towards learning to handle the job. We both knew I could do it, but we also knew it would be a constant struggle for me. Did I really want to struggle that hard against myself? In the end I decided I didn’t want the constant stress, and turned down the job. But the good news is that the seminar taught me a lot about the easy Davis method that helps dyslexics learn - and it worked for me! One of my challenges was learning the difference between compost, mulch, planters mix, and other vocabulary relating to the topsoil business. Joanne and I sat down with a box of compost. As I smelled and touched the compost,
she read the definition. Joanne filled my head with the wonders of it. Then I made sentences containing that word and began writing compost in compost instead of clay. I read the definition again
and slowly began cleaning up our mess. Slowly, because I so wanted Mr. Davis’ instructions to work for me. How I desired the taste of victory, even if at the moment my senses were filled with the aroma of compost. Later in the office Joanne stated she thought it had gone well, and asked what I thought. I opened my mouth and all the details she’d filled my mind with just tumbled out. I could hardly
“ At the seminar, Mr. Davis’ talk and question and answer period amazed
me on many levels. ”
v Belgium
Marian de Bruin Tervuren/Brussels+32 (2) 768 13 23
Ann Devloo-DelvaVeurne +32 (058) 31 63 52
Hilde DuchesneBrasschaat +32 (0)3 653 1371
Inge LanneauBeernem +32 (050) 33 29 92
Peggy PoppeAntwerpen +32 (474) 50 23 32
Viki VandevenneBonheiden +32 (0473) 30 41 51
Chantal WyseurWaterloo +32 (486) 11 65 82
v Brazil
Ana LimaRio De Janeiro+55 (021) 2295-1505
Viviane Resende da Costa Melo Brasilia, DF+55 (61) 3349 9998
v Bulgaria
Daniela BonevaRuse +35 (988) 531 95 06
v Canada
Darlene BrownSmithers/Prince Rupert+1 (250) 847-3463
Paddy CarsonEdmonton/Alberta+1 (780) 489-6225
Dyslexia Resources CanadaShelley CottonSharon RobertsWaterloo, Ontario +1 (519) 746-8422+1 (800) 981-6433 (Toll-Free)
Kimberly DoyleDundalk, Ontario +1 (519) 923-5420
Sandy FarrellHudson, Quebec+1 (450) 458-4777
Renée FiglarzMontreal, Quebec+1 (514) 815-7827
Sher GoerzenMaple Ridge/Vancouver+1 (604) 290-5063
Gerry GrantWorkshop PresenterWaterloo/Toronto+1 (519) 498-2424
Corinne GraumansMedicine Hat, Alberta +1 (403) 528-9848
Sue HallWest Vancouver+1 (604) 921-1084
D’vorah HoffmanToronto +1 (416) 398-6779
Sue JutsonVancouver, B.C.+1 (604) 732-1516
Mary Ann KettlewellLondon, Ontario+1 (519) 652-0252
Carol LivermoreOttawa, Ontario +1 (800) 394-1535 (Toll Free)
Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Susan Nikolic-VicenticNewmarket/Toronto+1 (905) 953-1716
(continued on the next page)
THE DYSLEXIC READERPAGE 10
believe it. The process only took 10 minutes. It was gentle, easy and fun! In the past, trying to memorize spelling and definitions of words was agonizing. Actually, learning I am dyslexic was great news. And far be it from me to keep good news to myself. Knowing this ribbon of dyslexia can often wind its way through a family, I was eager to share the news with my family members and stimulate them also. Big mistake, thinking my siblings or my grown children would ever bestow the label normal on me! For that matter, neither would my husband or friends tag me as such. Unique is more my category. However, to be considered normal in a successful group of overcomers, accelerators and achievers is quite an accomplishment. Chatting with my daughter, I told her dyslexia seems to run in our family. I kept the conversation short and light – I didn’t want it to sound like a problem! “Fortunately, you girls didn’t get it, but the grandkids or grand-dog might, so I just wanted you to be aware,” I said. My daughter fired back, “Well your grand-dog certainly has learning disabilities!” My grand-dog is a 200-pound, 2-year-old English Mastiff. But I don’t think Mr. Davis can help her overcome her struggles! In my opinion, another way of spelling dyslexia is s-u-c-c-e-s-s. However our accomplishments are oftentimes hard won. This is why our normal is filled with a unique and successful group of overcomers, accelerators and achievers. So that’s my story about hitting the recurring speed bump called dyslexia. I’m relieved to finally understand that both my struggles and finer gifts stem from the gift of dyslexia. This knowledge is like a road map, complete with easy to follow directions, but listing no right or left turns (because I struggle with right and left). Instead it has easy-to-read arrows pointing the way to success. v
Famous Dyslexics
Goldie Hawn Goldie Hawn is an American actress, film director and producer, perhaps best known for her roles in Private Benjamin, Cactus Flower (for which she won an Oscar), Overboard, Death Becomes Her, and The First Wives Club. In May, Goldie Hawn received an award from the Substance Abuse and Mental Health Service Administration in Washington DC, in recognition of her work to help children with learning challenges, and to raise awareness of mental health issues in schools. She feels that schools today are very different from those she attended as a child. “I think we had much more dream time. I think we didn’t have as much pressure...I was not a great student... I had minor dyslexia, but I never felt the pressures of those kinds of problems; I felt like I was going to be ok,” she said. “…kids now are so pressured that their stress factors are really great.” Ms. Hawn has created her own organization, the “Hawn Foundation” which has developed a program for troubled children that builds on their social and emotional learning skills.
Ann BancroftAnn Bancroft is an American author, teacher, and adventurer. She was the first woman to successfully finish a number of arduous expeditions to the Arctic and Antarctic. Ann Bancroft grew up in rural Minnesota and in school, struggled with a learning disability. Nevertheless, she graduated from St. Paul Academy and Summit School and ultimately became a wilderness instructor and gymnastics teacher in Minneapolis and St. Paul. In 1986 she participated in the Will Steger International North Pole Expedition and became the first woman to reach the North Pole on foot and by sled. She was also the first woman to ski across Greenland. In 1992 and 1993 Bancroft led a four-woman expedition to the South Pole on skis. As a result of these achievements she was inducted into the National Women’s Hall of Fame for the United States. Bancroft currently co-owns an exploration company, Bancroft Arnesen Explore.
Sherry Baerg
v Canada (continued)
Maureen O’SullivanNewmarket, Ontario+1 (905) 853-3363
Tina PanaritisMontreal, Quebec+1 (514) 481-6402 Sharon PermackThornhill, Ontario+1 (905) 882-9292
Ingrid PoupartCote St Luc, Quebec+1 (514) 543-1580
Rocky Point AcademyStacey Borger-SmithAutism Facilitator/Coach Lawrence Smith, Jr.Autism Facilitator/Coach Calgary +1 (403) 685-0067+1 (866) 685-0067 (Toll-Free)
Kendra RodychSaskatoon/Saskatchewan +1 (306) 227-7484
Cathy Dodge SmithAutism Facilitator/Coach Oakville/Toronto+1 (905) 844-4144+1 (888) 569-1113 toll-free
Edwina StoneKitchener Ontario+1 (519) 584-0873
Bernice TaylorRiverview, NB +1 (506) 871-5674
Tracy TrudellWallacetown, Ontario +1 (519) 762-2001
Kim J. Willson-RymerMississauga, Ontario+1 (905) 825-3153
Cheryl WoodHuntsville, Ontario+1 (705) 783-2763
v China
Yvonne Wong Ho HingHong Kong+852-6302-5630
Livia WongHong Kong+852-2756-6603
v Colombia
Laura Zink de DíazBogotá +57 (1) 704-4399
v Costa Rica
Maria Elena Guth BlancoSan Jose +506 296-4078
Marcela RodriguezAlajuela +506 442-8090
v Cyprus
Alexis MouzourisLimassol +357 25 382 090
v Denmark
Moniek GevenBryrup +45 7575 7105
v Ecuador
Ana Magdalena Espin VargasAmbato +593 (2) 854 281
Nora Cristina Garza Díaz Ambato +593 (3) 282 5998
Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281
Inés Gimena Paredes Ríos Ambato +593 (2) 854 281
THE DYSLEXIC READER PAGE 11
Thinking Nonverbally with Trigger Words
Q: My son was diagnosed with mild dyslexia three years ago. We have been working through the exercises in The Gift of Dyslexia. A few days ago I asked him if he saw in pictures the instructions his dad just gave him or if he simply heard his dad in words. He told me he is not seeing everything in pictures all the time anymore. He said sometimes now he just hears the words. Since that is changing, should I continue to use the exercises in the book? Or, will his thought processes continue to change? What would be the best thing for me to do with him?
A: Please do continue with the Davis exercises. The whole point of the program is to give your son what he needs to develop the ability to think with the sounds of words. (Go to page 62 of The Gift of Dyslexia, “What every dyslexic needs is the ability to think with the symbols and words that trigger disorientations.” Then, on page 64, under “Symbol Mastery”: “Dyslexics need to learn to think nonverbally with the trigger words. Once they do, there is no need to consciously control disorientations. It was the inability to think with the trigger words that caused the disorientations to occur in the first place.”) Your son’s statement is a good indication that the Davis program has “worked” the way it should. He now has gained the ability to think with some words. But there may still be triggers he cannot think with, so as long as your son is willing to do the clay modeling, then the best thing is to go through the entire list. If your son is doing very well with reading and writing, there may come a time when he will feel he does not need to continue with clay
modeling. Sometimes, once the brain starts to make connections between pictures and words it can make the connections for the words sooner and faster than we can get around to making all the models. Certainly this is possible with words that are closely related in meaning or function. Let your son take control of deciding which trigger words to work on. If he seems to get bored with the process, encourage him to work on the words that are the most difficult for him to model, or try to come up with other ways to challenge him. Clearly he does not need to model words he has already mastered, but the fact that he now thinks partially with words does not mean that he has mastered all the words and concepts on the trigger word list.
Orthography and Dyslexia
Q: Do you find levels of dyslexia vary according to the type of orthography in the various world cultures? That is, have you observed that in cultures where the written texts are from left to right as in English, there is more or less dyslexia compared to cultures where the text is from right to left as in Hebrew? What about cultures where the text is vertical as in Chinese and Japanese? Among cultures with left to right texts, is dyslexia more prevalent in the US or in England or Europe? Where is dyslexia most widespread?
A: You ask a very interesting question and one that is only beginning to be explored. We have not formally studied the prevalence of dyslexia worldwide, but there are some studies that indicate that symptoms of dyslexia are less pronounced in countries where the orthography of the language is very regular (such as Italian). See: http://en.wikipedia.org/wiki/Dyslexia:_Orthography I’d note, however, that there is a strong demand for our services in countries such as Italy, Spain and Latin America -- so while statistics may show that children in those countries have a somewhat easier time adapting, dyslexia is clearly an issue. Even though dyslexia exists in many different languages and cultures, recent studies show that the parts of the brain implicated may be different; this article sheds some light on that issue:“Study: Dyslexia Differs by Language”http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2008/04/07/national/w140625D50.DTL At one time we thought that dyslexia would not occur with languages using character-based alphabets, such as Chinese, but that turns out to be untrue. We have Facilitators working in China and the need for support there is as great as anywhere else. In fact, from observation, I
v Estonia
Olga KnutTallinn +372-56-509-840
v Finland
Elisabeth HelenelundBorga +358 400 79 54 97
v France
Christine BleusSaint Jean de Gonville/Genève +33 450 56 40 48
Corinne CouelleLyon +33 (628) 38 84 41
Jennifer DelrieuVoisins le Bretonneux/Paris+33 (01) 30 44 19 91
Françoise MagarianLegny/Lyon+33 (0474) 72 43 13
Carol NelsonBoulogne-Billancourt/Paris+33 (0) 1 49 09 12 33
Odile PugetSegny/Geneve +33 (0) 450 418 267
v Germany/Deutschland
Theresia AdlerBannewitz +49 (0351) 40 34 224
Ellen EbertAmmern +49 (03601) 813-660
Gabriele DoetschBad Windsheim+49 (098 41) 688 18 18
Cornelia GarbeBerlin +49 (030) 61 65 91 25
Monika GrafStuttgart+ 49 (711) 538 0033
Astrid Grosse-MönchBuxtehude+49 (04161) 702 90 70
Christine HeinrichSchwäb Gmünd+49 (0717) 118 29 74
Sonja HeinrichSupervisor-SpecialistDDA-DACH DirectorGarbsen/Hannover+49 (040) 25 17 86 23
Kirsten HohageNürnberg +49 (0911) 54 85 234
Ingrid HuthBerlin +49 (030) 28 38 78 71
Mechtild HyllaKassel +49 (0561) 602 78 20
Rita JarrarMünchen +49 (089) 821 20 30
Inge Koch-GassmannBuggingen+49 (07631) 23 29
Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08
Marianne KranzerKönigsfeld+49 (07725) 72 26
Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29
Sabine La DueStuttgart +49 711 47 91 000
Jutta MeissnerStuttgart+49 (711) 882 2106 Gundula PatzlaffStuttgart +49 (0711) 23 64 86 0
by Abigail Marshall
(continued on the next page)
THE DYSLEXIC READERPAGE 12
would say that the most significant factor is not the alphabet but the educational system. The more rigid the educational system and the greater the emphasis on early literacy, the more likely we are to see a need for our services to address dyslexia. So part of the problem is simply a misfit of expectations: dyslexic children need a more flexible, individualized approach to learning, and they probably are not developmentally ready for formal language instruction until they are somewhat older.
The most interesting studies might be those of Japanese children which compare their ability to learn the Kana and Kanji systems, as they provide an opportunity to study one population which is expected to learn two different writing systems. We have observed that the symptoms of dyslexia are a manifestation of disorientation, caused by confusion. The individual responds to feelings of confusion by becoming disoriented. When disoriented, the perceptions are inaccurate and the confusion increases. The repeated experience of disorientation in connection with reading leads to the development of a rapid emotional response, or trigger - so that soon the disorientation recurs regularly whenever the dyslexic person encounters whatever symbol or stimulus caused them to become confused in the first place. Looking at it that way, it is very possible that we would see different manifestations of dyslexia associated with different educational practices and different language systems. The issue isn’t the writing system so much as the individual’s response to it. And it is very possible that there may be English-speaking children who would find reading easier if only we used hieroglyphics instead of a phonetic alphabet, or if the letters were written right-to-left, or in a vertical column. But perhaps in Israel there are children struggling to learn to read who would do better if only their alphabet was written left-to-right -- and children in China who would have a much easier time if they could study an alphabet based on 26 simple symbols rather than be expected to learn and recognize thousands of unique, complex characters. In other words, if dyslexia is simply the word we give to a learning style or pattern that causes
some individuals to become easily frustrated and disoriented, then we can expect that there will be dyslexia in every language and culture, but the individual sources of confusion might vary.The approach to resolving that confusion would need to be tailored to the individual’s needs and would tend to vary somewhat by culture or language. One reason that Davis is so widespread throughout the world is that our focus begins with resolving disorientation, and then moves on to the task of helping resolve the underlying sources of confusion. Our clay modeling approach can easily be adapted to different languages, so we have not tied our program to a specific system of writing.
Verbal Mix-ups
Q: My friend’s 21-year-old daughter was diagnosed with dyslexia many years ago and she also takes some kind of medication. Yesterday she was visiting for many hours and she kept mixing up her spoken words. She did not seem to notice her verbal mistakes until my daughter – who thought this was funny – pointed them out to her. My friend’s daughter stated that she’d forgotten to take her medication. I didn’t think verbal mix-ups were a symptom of dyslexia and it gave me great concern. Does dyslexia affect verbal as well as written expression?
A: Yes, dyslexia can definitely affect verbal as well as written expression. Dyslexia is widely understood to be a “language-based disability.” This means that it stems from a problem processing written language. We believe that this is because dyslexic people think in pictures, rather than words. In the book The Gift of Dyslexia, Ron Davis explains in detail why that can cause word confusion, especially if the person does not have an automatic mental picture to go along with a given word. Other educators might describe this as a “word retrieval” or “rapid automatic naming” problem, or talk about a “glitch” in the part of the brain that connects the sounds of words to their meanings. This problem can be addressed with the Davis Dyslexia Correction Program, but it is a drug-free program, so I cannot comment on the impact the young woman’s medication might have on this. Since she is an adult, I think she will have to decide for herself whether she feels she needs a different approach. Please encourage your daughter to be tactful. Even if some of the mistakes seem funny, some dyslexic people are very embarrassed by these mistakes, especially if they happen often. v
v Germany (continued)
Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60
Angela Przemus Shönebeck+49 (3928) 845 159
Colette ReimannLandshut+49 (0871) 770 994
Ursula RittlerStuttgart +49 (0711) 47 18 50
Phoebe SchafschetzyHamburg +49 (040) 392 589
Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40
Gabriela ScholterSupervisor-SpecialistAutism Facilitator-CoachStuttgart+49 (0711) 578 28 33
Sylvia SchurakGarlipp+49 (0) 39 32 44 82
Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10
Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89
Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84
Ioannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-DACH DirectorBerlin +49 (030) 66 30 63 17
Ulrike von Kutzleben-HausenDeisslingen+49 (07420) 33 46
Dr. Angelika WeidemannUlm +49 (0731) 931 46 46
Gabriele WirtzStuttgart +49 (0711) 55 17 18
v Greece
Evagelia Apostolopoulou- ArmaosPatras +30 (261) 062 21 22
Zoe DeliakidouThessaloniki +30 2310 434510 or +30 6934 662438
Theano PanagiotopoulouAthens +30 (21) 111 953 50
Irma Vierstra-VourvachakisRethymnon/Crete+30 283105 8201 or 69766 40292
v Iceland
Áslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537
Gigja BaldursdottirReykjavik+354 562 2840
Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180
Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910
THE DYSLEXIC READER PAGE 13
v Iceland (continued)
Gudbjörg EmilsdóttirDLS MentorKópavogur+354 554 3452
Hólmfridur GudmundsdóttirGardabae +354 895-0252
Sigurborg Svala GudmundsdóttirMosfellsbaer+354 867 1928
Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747
Sigrún JensdóttirMosfellsbaer +354 897 4437
Valgerdur JónsdóttirKópavogur +354 863 2005
Sturla KristjanssonHafnarfjordur+354 862 0872
Jon Einar Haraldsson LambiAkureyri +354 867 1875
Ásta OlafsdóttirVopnafjordur+354 473-1164
Thorbjörg SigurdardóttirReykjavík +354 698 7213
Kolbeinn SigurjonssonMosfellsbaer+354 566 6664
Hugrún SvavarsdóttirMosfellsbær+354 698-6465
v India
Kalpita PatelRajkot, Gujarat +91 (281) 244 2071
Carol Ann RodriguesMumbai+91 (22) 2667 3649 or+91 (22) 2665 0174
v Ireland
Veronica BaylyDublin+353 (86) 226 354
Anne Marie BeggsOld Portmarnock/Dublin+353 (86) 239-1545
Paula HoranMullingar +353 44 934 1613
Sister Antoinette KeelanDublin +353 (01) 884 4996
v Israel
Luba AlibashRamat Hasharon/Tel Aviv +972 (052) 272 9532
Goldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185
Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistRa’anana/Tel Aviv+972 (09) 772 9888
v Italy
Stefania BrunoNuoro, Sardinia+39 (388) 933 2486
Elisa De FeliceRoma +39 (06) 507 3570
Antonella DeriuNuoro, Sardinia+32 059 32 96
whether the Davis Autism Approach is right for the client. If it is, the duration of the program will depend on the needs of the client, and may run for several weeks to several months. During the Davis Autism Approach Program, the client works gradually through three stages or phases: Individuation, Identity Development, and Social Integration. During the first stage, the client uses specific Davis tools to establish “orientation.” Davis has described the state in which he lived prior to individuation: “Way before I started working with autism or had any understanding of it, I referred to myself as having come from a void. My sense of the void was not as existing as an individual, but as existing as both nothing and everything at the same time. There was no sense of being an individual, so there was no “me”. There was no sense of identity. Without a “me”, there was no basis for memory or knowledge.”
Davis Autism Approach (continued from page 1)
Quotable Quotes“What is a weed? A plant whose virtues have not yet been discovered.“–Ralph Waldo Emerson (1803 – 1882) American essayist, philosopher, and poet
“We must not allow the clock and the calendar to blind us to the fact that each moment of life is a miracle and mystery.”–H.G. Wells (1866 – 1946) British author of The Time Machine and The War of the Worlds.
Orientation allows the client to perceive his experiences and environment accurately and consistently. And individuation is the process that allows the person, as Davis puts it, to “develop out of the state of oblivion—out of the void.” Once the client has “individuated,” during the next phase he or she develops a core identity, creating the foundations of individual personality. In the last stage of the program, the client explores the social principles necessary to function normally in human society. The Davis Autism Approach is a drug-free, step-by-step program that gradually and humanely, leads autistic clients through these stages of development and ultimately allows them to participate fully in life. Davis Autism Approach Facilitator/Coaches work with both the client and the parents to help bring about this progression. If you or someone you know would like more information on the Davis Autism Approach, you can visit: www.davisautism.com, or contact a Davis Autism Approach Trainer or Facilitator/Coach. v
CuRREnT DAvIs AuTIsm APPRoACh TRAInERs: nEw ZEAlAnD lorna Timms (Christchurch) +64 (03) 363 9358 usARay Davis (Burlingame, CA) +1 (800) 729-8990 (Toll Free)
CuRREnT DAvIs AuTIsm FACIlITAToR/CoAChEs: CAnADAlawrence smith, Jr. (Calgary, Alberta) +1 (866) 685 -0067 (Toll Free)stacey Borger smith (Calgary, Alberta) +1 (866) 685 -0067 (Toll Free)Cathy Dodge smith (oakville, ontario) +1 (888) 569 -1113 (Toll Free) GERmAnyGabriela scholter (stuttgart) +49 (0711) 578 28 33 nEThERlAnDsChristien vos (Tolbert Groningen) +31 (0594) 511 607 nEw ZEAlAnDshelley mcmeeken (Dunedin) +64 0274 399 020 unITED KInGDomJane heywood (Ascot, Berkshire) +44 (01344) 622 115 usAGale long (Elkview, wv) +1 (888) 517-7830 (Toll Free)marcia maust (Berlin, PA) +1 (814) 267-5765
THE DYSLEXIC READERPAGE 14
The Lazy Readers’ Book Club
Here are some excellent recommendations from Danny Brassell of The Lazy Readers’ Book Club. These are great reads for reluctant readers or those who just plain don’t have time for reading.
Danny’s just kidding when he says these books are for “lazy” readers. He knows we’re all busy, and some of us just need encouragement. At his website, www.lazyreaders.com, you can find Danny’s picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at Amazon.com through links at the Lazy Readers’ website, Bookends (www.bookends.org) will receive a donation. Bookends is a nonprofit organization devoted to increasing children’s access to books.
Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; and CH, for children’s books. He always lists a page count and some brief comments, which we include below. He usually posts about 10 recommendations per month, three or four per category. At the website, you can sign up to receive his monthly recommendations by email, just as I do! This time we’ve included recommendations for children and young adults, but Danny recommends some of the teen literature for adults too!
Let’s Do Nothing!by Tony FucileChildren, 40 pagesPublisher: Candlewick (2009)ISBN-10: 0763634409ISBN-13: 978-0763634407
Parents – get hold of this book! It reminded me a lot of The Cat in the Hat, as it follows two boys who have done everything there is to be done, who now try to do ten seconds of nothing. Great illustrations, and a delightfully silly story. My kind of book.
Archibald’s Swiss Cheese Mountainby Sylvia Lieberman Children, 48 pagesPublisher: Seven Locks Press (2007)ISBN-10: 0979585252ISBN-13: 978-0979585258
What a wonderful story for encouraging children to follow their passions, yet be careful to “measure with their whiskers.” With enchanting illustrations by Jeremy Wendell, this book makes a wonderful parable to read aloud to children and adults alike.
By Laura Zink de Díaz, Facilitator in Bogotá, Colombia
Gre
at R
ead
s fr
om
v Italy (continued)
Piera Angiola MaglioliOcchieppo Inferiore/Biella+39 (015) 259 3080
Sabina MansuttiTricesimo Udine+39 (349) 272 0307
Alessandro TaiocchiSettimo Milanese +39 (333) 443 7368
Silvia WalterBagno a Ripoli Florence +39 (055) 621 0541
Rafaella ZingerleCorvara In Badia+39 (0471) 836 959
v Kenya
Josephine NaikuniNairobi+254 (20) 604 347
Manisha ShahNairobi+254 (0) 721 492 217
v luxembourg Nadine RoederLuxembourg+352 691 30 0296
v lebanon
Samar Riad SaabBeirut +961 3 700 206
v malaysia
Hilary CraigKuala Lumpur+60 (36) 201 55 95
v mexico
Silvia B. Arana GarcíaMexico, D.F. +52 (55) 5540-7205
Cathy Calderón de la Barca Davis Workshop Presenter México D.F.+52 (55) 5540-7205
Hilda Fabiola Herrera CantuCuliacan, Sinaloa +52 81 6677 15 01 19
Bertha Figueroa Yllana Juárez+52 (656) 325-0285
María Silvia Flores SalinasDDA DirectorSupervisor – SpecialistGarza García Monterrey NL+52 (81) 8378 61 75
Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126
Alejandra Garcia MedinaHuixquilucan+52 (55) 1085 5608l
Maria Lourdes GutiérrezMexico D.F.+52 (555) 593 18 22
Lucero Palafox de MartinVeracruz+52 (229) 935 1302
Lydia Gloria VargasGarza García Monterrey NL+52 (81) 8242 0666
Lourdes Zepeda Solorzano Cancún+52 (998) 577 30 90
v netherlands
Liesbeth Berg-SchagenVleuten +31 (030) 604-9601
Manja BloemendalDen Haag +31 (70) 345 5252
Ineke BlomDorpstraat+31 (020) 436-1484
Unlocking the Power of DyslexiaA brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes)
The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics thinkand perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)
Davis Dyslexia Correction Orientation ProceduresThis detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientationdescribed in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confusion, improve physical coordination, and control energy levels. DVD: $85.00
Davis Symbol Mastery and Reading ExercisesFeatures 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis ReadingExercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00
Dyslexia – The Gift
This documentary introduces the concepts and methods
in The Gift of Dyslexia. Viewers of all ages will find the
interviews and animated sequences highly informative
and entertaining.
Gift of Dyslexia Audio CD SetThis 4 CD set contains fullnarration of The Gift of Dyslexia,read by author Ron Davis.
Video or DVD $39.95
4-CD Set $39.95
ReadOn Interactive SoftwareA comprehensive learning tool, designed to assist people of all
ages learn to read or overcome reading problems associated with
dyslexia. Operating Systems: Windows 98, ME, NT4 (SP 6),
Win2000, XP Languages: English only
Software $195.00
I Can Do It – The Confidence to LearnTeachers, parents, school administrators,and students speak about the many benefits of using Davis Learning Strategiesat Vale Elementary School in Oregon.
DVD: $9.00 (running time: 12 min.)
DVD/Audio CD/Software
Davis Symbol Mastery KitContains everything needed to do
Davis Symbol Mastery: A manual in
checklist format, 117-minute instructional
DVD, laminated alphabet strip, letter
recognition cards, dictionary, grammar
book, punctuation booklet, pronunciation
key cards, and clay—all in a sturdy nylon
shoulder bag. Suitable for working with
students of any age.
Symbol Mastery Kit $139.95
Davis Young Learner Kit for Home-UseProvides parents with the
instructions and materials needed
to provide 5-7 year olds with
effective and fun learning
strategies for improving pre-
reading and language arts skills.
Young Learner Kit for Home-Use $119.95
Davis Dyslexia Association BookstoreBooks & Tools for Doing it on Your Own
NEW!Bumperly Bumper Bee $15.95 Hardcover
A beautifully illustrated story of a bee with challenges, whose talents help him prevail.A great tale of tolerance, understanding, friendship and achievement for ages 4 - 8.
by Michael D. Davis
Gabby's Wordspeller $25.95 Softcover
How do you find a word in the dictionary if you have no idea how tospell it? With this book! Lets you lookup words by their phonetic spelling to find its correct spelling.
by Diane Frank
The Gift of Dyslexia: Why some of the smartestpeople can’t read and howthey can learn.by Ronald Davis, Eldon BraunExplains the theories behindDavis Dyslexia Correctionmethods, and details basicprocedures in an easy-to-follow, scripted format. Largetype, illustrations and photosmake this book dyslexic-friendly.
Softcover $15.95
The Gift of Learningby Ronald D. Davis, Eldon M. Braun
Expands the Davis Methodswith theories and correctionprocedures that address the three basic areas oflearning disability other thanreading, which children andadults experience.
Softcover $15.95
Strong-Willed Child or Dreamer?
by Dana Spears & Ron Braund
A must for parents of childrenwho are imaginative,sensitive,moody, stubborn, andcompassionate.Softcover $12.99
You Don’t Have to be Dyslexic
by Dr. Joan Smith
Case histories illustrate auseful and easy-to-usecollection of assessmentmethods, skill-buildingexercises, and learningstrategies geared to thedyslexic learning style.
Softcover $19.95
Attention Deficit Disorder:A Different Perception
by Thom Hartmann
Explores the benefits of an ‘A.D.D.’ mind, andprovides good reasons for ‘distractable’ people to celebrate their creativethinking style.
REVISED EDITIONSoftcover $12.00
The Myth of the ADD Child
by Thomas Armstrong, Ph.D.
Essential for any parent of anactive child. Detailed profilesof behavior patterns are keyedto suggested strategies forgetting each child on track,without drugs or coercion.
Softcover $15.00
Right-Brained Children in a Left-Brained World
by Jeffrey Freed & Laurie Parsons
Innovative ideas and visual-spatial approaches for helping A.D.D. kids to tune in and excel ineducational endeavors.
Softcover $14.00
Learning Outside the Lines:
Two Ivy League Studentswith Learning Disabilitiesand ADHD Give You theTools for AcademicSuccess and EducationalRevolution
by Jonathan Mooney & David Cole
Softcover $14.00
In the Mind’s Eye-UPDATED
by Thomas West
An in-depth look at theconnections between creativeability, visual thinking, andacademic learning difficulties.Explores the minds of famousdyslexics from Einstein toChurchill.
Hardcover $29.00
Smart But Stuck: WhatEvery Therapist Needs to Know About LearningDisabilities and ImprisonedIntelligence
by Myrna Orenstein, Ph.D.
Deals largely with ndiagnosedlearning disabilities in adults.
Softcover $24.95
Teaching Kids withLearning Difficulties in the Regular Classroom
Find proven and powerfulstrategies and techniques to help any student become asuccessful learner.Softcover $36.95
The Right Mind: Making Sense of theHemispheres
Explores how our brainhemispheres work togetherto make sense of languageand accomplish other tasks.
Softcover $12.00
Beyond ADD: Hunting forReasons in the Past &Present
by Thom Hartmann
Explore a variety of theories as to why ADD has become so prevalent in modernsociety, and solutions relatedto many of the theories.
Softcover $12.95
Learning How to Learn:Getting Into andSurviving College When You Have aLearning Disability
by Joyanne Cobb
Softcover $18.95
El Don de la Dislexia
The Gift of Dyslexiain Spanish. Newly revisedwith additional chapters,illustrations and photographs.Published in Spain by Editex
Softcover $28.95
Getting The Horse To
Drink: How To Motivate
Unmotivated Students
by Suzanne H. Stevens
Practical teachingstrategies for motivatingstudents who have lost allinterest in academicachievement.
Softcover $9.95
$19.95
THE DYSLEXIC READERSUPPLEMENT PAGE A2
Everything Parent’s GuideTo Children With Dyslexia:All You Need To Ensure
Your Child’s Success
by Abigail Marshall
A “must read” for every parent
who knows or suspects their
child has dyslexia.
Softcover $14.95
The Secret Life of the
Dyslexic Child: How She
Thinks, How He Feels,
How They Can Succeed
by Robert Frank, Ph.D.
with Kathryn Livingston
Full of gentle advice and
practical suggestions for
parents to help build
self-esteem and confidence.
Softcover $14.95
The Everything Sign Language Book
by Irene Duke
The Language that let’s
you talk with your hands
and listen with your eyes.
More than 300 easy-to
-follow illustrations, including
expressions, songs,
emotions, ASL alphabet,
money, and time.
Softcover $14.95
BOOKS FOR CREATIVE LEARNING
All Cats have AspergerSyndromeBy Kathy Hoopman
Insightful and humorouslook at the AspergerSyndrome, especiallyendearing for cat lovers.$14.95 Hardcover
Ten Things Every Child WithAutism Wishes You Knewby Ellen Notbohm
A must have for parents to readand share. Provides the insightneeded to better understand, loveand support an autistic familymember Softcover $14.95
Born on a Blue Day by Daniel Tammet
First-person account of
living with synesthesia
and savantism, a rare
form of Asperger’s
syndrome
Softcover $14.00
Cursive ConnectionsWorkbook and Guide for Students, Parents &Teachers by Kathryn LibbyOver 70 reproducible pages for developing cursivewriting skills Softcover $15.99
How to Read Music by Roger Evans
Fundamentals of Musical Notation Made EasySoftcover $11.95
Visual SAT Vocabulary Cardsby R. L. Lev,
M.Ed.
$24.95
KID’S CORNER
Math-a-pedia: A visual
mathematical reference forintermediate students
Homework Without Tears: A Parent’sGuide for Motivating Children to doHomework and to Succeed in School?by Lee Canter & Lee Hausner, Ph.D.
Detailed, step-by-step approach to turning theresponsibility of homework over to your children.Hardcover $13.95
Barron’s Mathematics Study Dictionaryby Frank Tapson
Comprehensive definitions and explanations
of mathematical terms, organized by concept.
Geared to ages 10 to adult.
Softcover $14.99
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’tby Jean Bullard & Louise Oborne
Advice for parents and strategies for overcoming
math anxiety and other barriers to learning.
Softcover $18.00
Math on Call
by Andrew Kaplan,
et al
Softcover $23.00
Charlie’s Challenge
by Ann Root & Linda Gladden
This richly illustrated story offers a positive viewand encouraging news for youngsters struggling inschool. Geared to ages 5-9.
Softcover $14.95
The Hate to Write But Have To Writer’s Guideby Jim EversPractical tips and guidelines help visualthinkers improve their writing skills.Softcover $9.95
Peterson’s Collegeswith Programs forStudents withLearning Disabilitiesor Attention DeficitDisordersSoftcover $32.95
THE DYSLEXIC READER SUPPLEMENT PAGE A3
Math-a-pedia: IntermediateHardcover $34.95 each
Math-a-pedia: PrimaryHardcover $24.95 each
Ultimate Visual Dictionaryby Dorling Kindersley
Publishing
(672 pages)Hardcover $39.95
Colleges That Change Lives: 40 Schools You Should Know About Even If You’re Not a Straight-A Student by Loren Pope Softcover $14.00
Math at Hand
by Great Source
Education Group Staff
Softcover $23.00
REFERENCE BOOKS MATH BOOKS
AUTISM BOOKSThe Everything Parents Guideto Children with Autism:Know What to Expect, Findthe Help You Need, and GetThrough the Day
by Adelle Jameson Tilton
Softcover: $14.95
From finding support groups toplanning for their child's future, this book pro-vides parents with all the information they needto ensure that their child's--and their families'--needs are met.
A Parents Guide toAsperger Syndrome & High FunctioningAutism by Sally Ozonoff, Geraldine
Dawson and James
McPartland
Softcover: $14.95
An indispensable guide packed with real-life success stories, practical problem-solving ideas, and matter-of-fact advice.
UnderstandingControversial TherapiesFor Children with Autism,ADD and Other LearningDisabilities
by Lisa Kurtz
Softcover: $19.95
A comprehensive guide to just about every
outside-the-box therapy you might run
across, and then some. An absolutely
essential reference for anyone who wants
to know and explore available options
DAVIS DYSLEXIA MATERIALSUnlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00Symbol Mastery & Reading Exercises DVD . . . . . . $85.00I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00The Gift of Dyslexia . . . . . . . . . . . . . . . . . . . . . . . $15.95The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $15.95Dyslexia- the Gift Video . . . . . $39.95Gift of Dyslexia Audio CD Set . . . . . . . . . . . . . . . . $39.95Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95OTHER BOOKS FOR REFERENCE & LEARNINGAll Cats have Asperger Syndrome . . . . . . . . . . . . .$14.95ADD: A Different Perception . . . . . . . . . . . . . . . . .$12.00Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95Born on a Blue Day . . . . . . . . . . . . . . . . . . . . . . .$14.00Bumperly Bumper Bee . . . . . . . . . . . . . . . . . . . . .$15.95 Charlie’s Challenge . . . . . . . . . . . . . . . . . . . . . . . .$14.95Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99Colleges That Change Lives . . . . . . . . . . . . . . . . .$14.00Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99Everything Parent’s Guide To Autism . . . . . . . . . . .$14.95Everything Parent’s Guide To Dyslexia . . . . . . . . . .$14.95The Everything Sign Language Book . . . . . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95Hate to Write But Have To Writer’s Guide . . . . . . .$14.95Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95How to Read Music . . . . . . . . . . . . . . . . . . . . . . .$11.95In the Mind’s Eye-Updated . . . . . . . . . . . . . . . . . .$29.00Learning How to Learn-Revised . . . . . . . . . . . . . .$18.95Learning Outside the Lines . . . . . . . . . . . . . . . . . .$14.00Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95Math On Call . . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00Math On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . .$23.00 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00Parents Guide to Asperger Autism . . . . . . . . . . . .$18.95Peterson’s Guide to Colleges . . . . . . . . . . . . . . . .$32.95Right Brained Children in a Left-Brained World . . .$14.00Ten Things Every Child With Autism Wishes . . . . . .$14.95The Right Mind . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.00The Secret Life of The Dyslexic Child . . . . . . . . . . .$14.95Smart But Stuck . . . . . . . . . . . . . . . . . . . . . . . . . .$24.95Strong-Willed Child or Dreamer? . . . . . . . . . . . . .$12.99Teaching Kids with Learning Difficulties . . . . . . . .$36.95Ultimate Visual Dictionary . . . . . . . . . . . . . . . . . . .$39.95Understanding Controversial Therapies . . . . . . . . .$19.95Visual SAT Vocabulary Cards . . . . . . . . . . . . . . . . .$24.95Webster’s New World Children’s Dictionary . . . . . .$17.95Yes You Can! Help Your Kid Succeed in Math . . . .$18.00You Don’t Have to Be Dyslexic . . . . . . . . . . . . . . .$19.95
OTHER ITEMSReadOn Interactive Software . . . . . . . . . . . . . . . .$195.00Young Learner Kit for Home Use . . . . . . . . . . . . .$119.95
Mail:DDAI1601 Old Bayshore Hwy. #260Burlingame, CA 94010
Fax:1-650-692-7075
Phone:Toll free 1-888-999-3324Local 1-650-692-7141
Online:www.dyslexia.com/bookstore
Ship to:
Address:
City/State:
Zip/Country:
Check here if you would like to receive FREE INFORMATION on:❑ Davis Dyslexia Correction Programs
❑ Professional Training in Davis Procedures
❑ Sponsoring Davis Workshops in your area
Payment:Check: ❑ Enclosed is my check made payable to “DDAI”
Credit Card:❑ VISA ❑ MasterCard ❑ Discover ❑ American Express
Card # Exp. date:
Name
Signature:
Phone:
ITEM DESCRIPTION UNIT PRICE QTY TOTAL
Subtotal $ _________.____Less 10% for DDAI Members $ _________.____Subtotal $ _________.____CA Sales Tax (CA residents only) Subtotal x 0.0925 $ _________.____*Shipping $ _________.____Total for books/materials $ _________.____DDAI Membership (includes newsletter subscription)❑ 1 year - $50 ❑ 2 year - $80 $ _______.____Subscription Only❑ 1 year - $25 ❑ 2 year - $40 $ _______.____GRAND TOTAL $ _______.____
US Shipping CostsBook Total First ClassUp to $20.00 $9.50$20.01 - $40.00 $11.50$40.01 - $60.00 $22.00$60.01 & above $26.00
*Kits & videos ship UPS to street addresses only; NO Post Office Box deliveryCanada/Mexico: Add $5.00 to US rates*Outside North America - Foreign orders must use acredit card. Airmail or fax this form to +1 (650) 692-7075.We’ll add airmail postage plus $5 for handling.
(Canada/Mexico - add $5/yr Other countries - add $10/yr)(as it appears on card)
How To Order
SAVE 10% ON THIS ORDER!
Become a DDAI Member and receive a 10%discount on all DDAI Bookstore orders anda FREE subscription to The Dyslexic Reader.
Your membership supports our efforts worldwide!
PRICES EFFECTIVE THRU JANUARY 31, 2010
$9.95
$19.95
ORDER FORM
THE DYSLEXIC READERSUPPLEMENT PAGE A4
(Specify: VHS or DVD )
NEW!
NEW!
THE DYSLEXIC READER PAGE 15
v netherlands (continued)
Lot BlomUtrecht +31 (030) 271 0005
Lieneke CharpentierNieuwegein+31 (030) 60 41 539
Hester CnossenVeghel +31 (495) 641 920
Dorothea de GierDen Haag +31 (6) 22 33 98 40
Anja Derksen-MerkenHeel +31 (06) 17 38 34 45
Mine de RanitzDriebergen+31 (0343) 521 348
Christien De SmitDLS MentorSluis +31 (0117) 461 963
Marijke Eelkman Rooda-BosGouda +31 (0182) 517-316
Jolien FokkensBeilen +31 (0593) 540 141
Ina GausSantpoort-Zuid+31 (023) 538-3927
Jola GeldermansBeverwijk+31 (0251) 210 607
Perola GoncalvesMaría Hoop+31 (06) 33 79 63 44
Jan GubbelsMaastricht+31 (043) 36 39 999
Maril HeijenLandgraaf+31 6 34 928 983
Judith HolzapfelDeventer +31 (0570) 619 553
Mia JenniskensEindhoven+31 (040) 245 9458
Trudy JolingLaren +31 (035) 531 00 66
Marie KoopmanBilthoven+31 (030) 228 4014
Carry KulingHeemstede+31 (0235) 287 782
Edith Kweekel-GöldiSoest +31 (035) 601 0611
Imelda LamakerHilversum+31 (035) 621 7309
Irma LammersBoxtel +31 (411) 68 56 83
Yvie Leenaars-de RooÿBavel +31 (0161) 433 449
Sjan MelsenArnhem +31 (026) 442 69 98
Cinda MustersAmsterdam +31 (20) 330-78 08
Bert NeeleMelick +31 (61) 259 8802
Marianne OosterbaanZeist +31 (030) 691 7309Fleur van de Polder-PatonSchiedam+31 (010) 471 58 67
A House is a House for Meby Mary Ann Hoberman Children, 48 pagesPublisher: Puffin (2007)ISBN-10: 0142407739ISBN-13: 978-0142407738
This classic with wonderful illustrations by Betty Fraser is a MUST for every early elementary school teacher’s library. A beautiful poem that teaches children where different people, animals and things call “home.” If I were designing a home or school library, this is one of the first books I’d select.
Diego: Bigger Than Life by Carmen T. Bernier-GrandChildren, 64 pagesPublisher: Marshall Cavendish Corp/Ccb (2009)ISBN-10: 0761453830ISBN-13: 978-0761453833
This book is a MUST have. Beautiful illustrations by David Diaz and wonderful poems throughout chart the life of one of my favorite painters, Diego Rivera. The colorful illustrations and poems match this artist’s colorful life. Perfect for read-alouds.
A Fish Out of Waterby Helen PalmerChildren, 64 pagesPublisher: Random House Books for Young Readers (1961)ISBN-10: 0394800230ISBN-13: 978-0394800233
This book, written in the 60s, holds a special place in my heart, as it is a favorite read aloud of my son and daughter. I think all kids can appreciate this story of a boy who feeds his fish too much and spends the rest of the book trying to find a place to store his ever-growing pet.
Mindbenders: Stories to Warp Your Brainby Neal Shusterman Young Adult, 128 pagesPublisher: Torkids (2000)ISBN-10: 0812538722ISBN-13: 978-0812538724
The perfect book for those of you who have 12-year-old boys who don’t like to read. This collection of clever, funny, creepy and flat-out weird stories are sure to spark interesting book talks.
(continued on the next page)
THE DYSLEXIC READERPAGE 16
Athletic Shorts by Chris CrutcherYoung Adult, 208 pagesPublisher: Greenwillow Books (2002)ISBN-10: 0060507837ISBN-13: 978-0060507831
Here’s one for the fellas. Crutcher avoids athletic stereotypes in six compelling short stories that shed a whole new light on jocks in school. Makes for good read-alouds with middle-schoolers.
Weetzie Bat by Francesca Lia BlockYoung Adult, 128 pagesPublisher: HarperTeen; 10th Anniv. edition (2004)ISBN-10: 0060736259ISBN-13: 978-0060736255
A great book for high school students. I like it because of its quirky characters (always a plus, in my opinion) and homage to the city I love, Los Angeles. Adults who ignore young adult literature really miss out on some of the best stories. Grab a copy of Weetzie Bat and relax for a couple of hours.
Odd Lot by Steve BurtYoung Adult, 144 pages Publisher: Burt Creations (2001)ISBN-10: 0964928329ISBN-13: 978-0964928329
I’ll let adults in on a little secret: some of the best literature available is reserved for teens. Such is the case with anything by Steve Burt, an incredibly gifted storyteller who manages to write chilling stories like this one (part of a series that includes the Bram Stoker award-winning Oddest Yet) or heartwarming stories like A Christmas Dozen. Especially popular with reluctant boy readers, Burt is a treat for all ages (and genders).
Lostby Jacqueline Davies Young Adult, 242 pagesPublisher: Marshall Cavendish Corp/Ccb (2009)ISBN-10: 0761455353ISBN-13: 978-0761455356
I am fascinated by one of the most tragic events in American history, the Triangle Shirtwaist Factory fire of 1911 that needlessly killed 146 immigrant seamstresses. This brilliantly-written novel chronicles one family’s resilience through devastating circumstances. Some of the best writing I have come across in a long time for young adults…I am anxious to read more by Jacqueline Davies. v
v netherlands (continued)
Petra Pouw-LegêneDLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907
Karin RietbergHolten +31 (548) 364 286
Lydia Rogowski WijnbergHelmond +31 (0492) 513 169
Hanneke SchoemakerWageningen+31 (0317) 412 437
Ilse SchreuderAalzum/Dokkum +31 (051) 922-0315
Silvia Jolanda SikkemaDrachten +31 (0512) 538 815
Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62
Marja SteijgerAmstel+31 (020) 496 52 53
Robin TempleSpecialist TrainerWorkshop PresenterMaria Hoop+31 (0475) 302 203
Romina TorozUtrecht +31 (61) 280-1821
Karima P.A. TurkatteAmsterdam +31 (020) 696 4379
Marieke UiterwijkLeiden +31 (06) 45 911 913
Mieke van DeldenLeek +31 (059) 4514985
Agnes van den Homberg-JacobsAmerica Limburg+31 (077) 464 23 22
Annette van der BaanAmsterdam+31 (020) 420-5501
Annemarie van HofUtrecht +31 (030) 65 86 700
Jacqueline van RijswijckVenray +31 (0478) 58 73 98
Lia VermeulenHuizen +31 (062) 3671530
Mary VerspagetAlmere+31 6 53 797 197
Christien VosAutism Facilitator/CoachTolbert +31 (0594) 511 607
Lucie Wauben-CrutsElsloo +31 (046) 437 0329
Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163-
Elisabeth Weterings-GaaikemaAl Harkstede+ 31 (623) 045 369
v new Zealand
Rochelle BoothWanganui +64 (027) 306-6743
Kirsteen BrittenChristchurch +64 (3) 348 1665
Vivienne CarsonAuckland +64 (09) 520-3270
Catherine ChurtonSupervisor-SpecialistAuckland +64 (09) 815 8626
THE DYSLEXIC READER PAGE 17
v netherlands (continued)
Maria CopsonDunedin+64 (03) 479 0510
Ann CookWarkworth/Auckland+64 (0) 9 422 0042
Melanie CurryChristchurch +64 (03) 322-1726
Martine FalconerChristchurch+64 (03) 383-1988
Konstanca Friedrich-PalzerMotueka/Nelson+64 (03) 527 8060
Tina GuyNelson +64 (03) 547 4958
Wendy HaddonMosgiel +64 (03) 489-8572
Sandra HartnettAppleby +64 (03) 544 2362
Alma HoldenAlexandra+64 (027) 485-6798
Glenys KnoppDarfield +64 (03) 317-9072
Raewyn MathesonDLS Mentor Inglewood+64 (027) 411-8350
Tania McGrathChristchurch +64 (03) 322 41 73
Shelley McMeekenDDA DirectorAutism Facilitator/CoachDunedin +64 0274 399 020
Colleen MortonGore +64 (03) 208 6308
Alison SymeDarfield +64 (03) 318-8480
Lorna TimmsDavis Autism Trainer Christchurch +64 (03) 363 9358
Margot YoungAuckland+64 (0) 9 638 3627
v Panama
Amy HomsanyPanama City+507 (6) 671-1244
v Philippines
Imelda CasugaBaguio City +63 (744) 42 29 01
Freddie TanSan Juan, Metro Manila+63 (2) 725 7137
v Poland
Agnieszka £ubkowska Warsaw +48 (22) 658-2237
v Portugal
Catarina do PassoLisboa +35 (121) 781-6090
Cristina Rocha VieiraCoimbra +35 (123) 943 7732
Sofia Vassalo SantosLisboa +35 (191) 911-2565
Cristina Maria VieiraLisboa +35 (191) 921 4808
Reviews by Abigail Marshall
Decoding Dyslexia: 14 programmes for helping dyslexia & the hidden ingredient they shareby Jennifer Poole, Ph.D.Troubador Publishing Ltd, 2008 ISBN 978-19065610-510$24.95
Author Jennifer Poole earned her Ph.D. in psychology through studying dyslexia; this book is a report of the work that formed the basis of her research.
Unlike most dyslexia researchers, Dr. Poole had no previous experience with dyslexia and hence no preconceived ideas. She chose to study dyslexia in order to better understand how the brain wires itself for different purposes. In the book’s introduction, she explains: “I was soon astonished at how diverse the many programmes for helping children with dyslexia are. There is no single programme offered in all schools and some have nothing to do with literacy at all. Interestingly, according to the children and parents who used them, they all seemed to work – at least for some children.”
Dr. Poole’s research was an effort to determine why these various programs all “worked” – that is, what common ingredients they shared despite their apparent differences. To do this she cast a wide net, looking at methods which followed different underlying theories and focused on different forms of training or intervention. She selected 14 different methods – including Davis – which she categorized as being primarily auditory, visual, movement-based, multisensory, pharmacological, and phonological. She explored the theoretical basis of each, interviewed students, parents, and teachers, and looked at whatever data
was available concerning the effects of each approach. She made no attempt to discern which method, if any, was the “best” or most effective; rather her goal was to discern what the methods shared as a means of articulating an underlying theory of dyslexia.
To do this, she used a methodology called “grounded theory”. Readers unfamiliar with this approach may find it an unusual departure from the standards typically associated with “scientific” research. For example, this approach does not involve the rigorous collection of data from one group for comparison to controls. However, grounded theory is an accepted and well-developed methodology in the realm of social sciences. It is an inductive approach, developed by sociologists Barney Glaser and Anselm Strauss, used to distill a theory from a systematic analysis of underlying data, rather than using theory to drive the structure of data collection and analysis.
In other words, rather than developing a hypothesis and then devising a plan to collect facts to either support or disprove the hypothesis, grounded theory starts with the facts – and uses a systematic form of analysis to find commonalities to in turn develop a theory to explain the facts.
The data-first, theory later approach has an advantage: it is less likely to be influenced by inherent biases of the researcher. This is especially true for a researcher such as Dr. Poole, who had no previous experience with or preconceived notions about dyslexia. In contrast, a researcher who hypothesizes that dyslexia is caused by a defect in the brain’s cerebellum will formulate studies designed to isolate cerebellar function, but in so doing will fail to collect or analyze data related to any other hypothesized cause. Similarly, the proponents of a “phonological” (auditory-linguistic) theory design studies to look at how dyslexic students connect letters to sounds, while the proponents of a “magnocellular” (visual processing) deficit create studies to measure how their subjects respond to moving dots on a computer screen. In the end we have competing theories and unrelated data, but no cohesive theory that can provide a unifying explanation.
(continued on the next page)
THE DYSLEXIC READERPAGE 18
So, in a nutshell, rather than developing a hypothesis and setting out to prove it, Dr. Poole looked at what exists in the real world and tried to explain it. And in so doing, she came up with a theory of dyslexia that looks remarkably like the one developed by Ronald Davis, which she calls Orientation Theory. Like Davis, Dr. Poole concludes that the symptoms of dyslexia are caused by disorientation, which she describes as the inability of the brain to process incoming sensory data in an integrated fashion. She theorizes that the disorientation could arise from poor sensory integration stemming from early childhood. It could also arise from early, inappropriate educational experiences. The child who is taught by methods that are a poor match for his learning style may experience disorientation even without prior sensory or motor difficulties.
Under either scenario, the child’s disorientation prevents the acquisition of literacy skills – but the differing underlying causes might guide the choice of appropriate therapy or teaching method.
Dr. Poole recognizes that Davis Dyslexia Correction is the only approach that explicitly rests on a parallel theory of orientation/disorientation. However, she asserts that other programs may be effective in that they resolve the disorientation, even without expressly adopting the theory. That is, a child who benefits from the Tomatis Method – one of the methods she profiles – will, in the course of therapy, become better able to integrate and make sense of auditory stimuli. The child who benefits from the Irlen system of colored lenses has eliminated a cause of visual confusion or disorientation, by using lenses which enable the child to avoid visual distractions. The child who benefits from specific tutoring in language structure or phonics is being helped across the cognitive hurdle that gave rise to disorientation.
Davis shares another element with Dr. Poole’s analysis: like the grounded theory used by Dr. Poole, Ron Davis followed a reverse-engineering approach, developing his theory to explain his observations and data. It is probably no accident that both researchers came to essentially the same conclusions about the cause of dyslexia.
Dr. Poole’s book, Decoding Dyslexia, is an important contribution to the field of dyslexia research and education, as an example of the type of inclusive inquiry that is needed. Dyslexic children are not well served by a system that imposes a set of discrete, differing labels or bounces them around from one therapy to another, depending on whether the latest diagnosis came from an audiologist, optometrist, psychologist, or a teacher’s hunch. Hopefully more researchers will take the holistic view exemplified by her work. v For more information about “Grounded Theory” visit www.groundedtheory.com
Gabby’s Wordspeller: Phonetic Dictionary Second Revised 2-Color EditionDiane FrankDMFrank Publishing, 2009ISBN: 978-0980102512$25.95.
“For anyone who finds spelling a challenge, I think that once owning this book the person will wonder how they ever got along without it.”
The Davis Dyslexia Correction Program is built around dictionary skills, because the ability to use the dictionary effectively is the key that opens every other door to literacy, especially for a dyslexic reader. But the English language is frustrating with its phonetic inconsistency. When students encounter an unfamiliar word in
v Republic of singapore
Phaik Sue ChinSingapore +65 6773 4070
Constance ChuaSingapore +65 6873 3873
v Russia
Mira AshushMoskva+ 972 (3) 635 0973
v serbia
Jelena RadosavljevicKraljevo+381 (063) 76-28-792
v south Africa
Sharon GerkenDurban +27 (82) 82 85 180
v spain
Silvia María Sabatés RodrigoMadrid +34 (091) 636 31 44
v switzerland/Ch
Tinka Altwegg-ScheffmacherSt. Gallen+41 (071) 222 07 79
Monika AmreinZurich +41 (01) 341 8264
Regula Bacchetta-BischofbergerHorw/Luzern +41 (041) 340 2136
Priska Baumgartner Wettingen +41 (056) 426 28 88
Renate Blum-MullerFull-Reuenthal +41 (56) 246-18 66
Michelle BonardiCastel S. Pietro, Ticino+41 (091) 630 23 41
Vicki BrignoliLumino +41 (091) 829 05 36
Carole DubossonVeyras/Sierre+41 (027) 452 62 02
Brigitta DünkiRafz + 41 (079) 318-8300
Susi Fassler St. Gallen +41 (071) 244 5754
Ursula FischbacherOrpund +41 (032) 355 23 26
Mieke FriederichsReinach +41 (061) 712 42 06
Heidi Gander-BelzDLS Presenter-MentorFehraltorf/Zurich+41 (44) 948 14 10
Katharina GrenacherBern +41(31) 382 00 29
Elisabeth GutGrut +41 (044) 932 3242
Ursula Hirzel EglerStäfa +41 (01) 926 2895
Christa JaegerRiehen +41 (061) 641 4667
Consuelo LangLumino +41 (091) 829 05 36
Claudia LendiSt. Gallen +41 (071) 288 41 85
Beatrice LeutertStein am Rhein +41 (052) 232 03 83
Erika Meier-SchmidBonstetten+41 (01) 700 10 38
THE DYSLEXIC READER PAGE 19
v switzerland (continued)
Verena Luisa MoserRiken +41 (076) 346 93 34
Maya MuraroStäfa +41 (079) 704 03 07
Véronique PfeifferZürich +41 (01) 342 22 61
Therese Rice-SchumacherUster/Zurich+41 (052) 267 5154
Hilary RhodesChesieres-Villars+41 (024) 495 38 20
Regine Roth-GloorMohlin/Basel+41 (061) 851 2685
Doris Rubli-Huber St. Gallen +41 (071) 245 56 90
Benita RuckliSigigen +41 (041) 495 04 09 or (079) 719 31 18
Lotti Salivisberg Basel +41 (061) 263 33 44
Sonja SartorWinterthur+41 (052) 242 41 70
Marianne SchutzZofinger+41 (62) 752 8281
Andreas VillainZürich +41 (076) 371 84 32
Catherine WarnerGeneva +41 (022) 321 70 42
Margit ZahndGerolfingen+41 (079) 256 86 65 or (032) 396 19 20
v united Arab Emirates
Linda RademanDubai +9714 348 1687
v united Kingdom
Joy Allan-BakerLondon+44 (0798) 413 1436
Kim BalaskasWestcliff on Sea, Essex +44 (0) 789 482 8084
Nicky Bennett-BaggsGt. Gaddesden, Herts+44 (01442) 252 517
Sarah DixonEast Horsley, Surrey +44 (01483) 283 088
Susan DuguidLondon+44 (020) 8878 9652
Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodAutism Facilitator/Coach DLS Mentor & PresenterAscot, Berkshire+44 (01344) 622 115
Christine EastKingsbridge, Devon+44 (01548) 856 045
Nichola Farnum MALondon +44 (020) 8977 6699
Jacqueline Ann FlisherHungerford Berks+44 (0) 8000 272657
Maureen FloridoHarleston, Norfolk+44 (01379) 853 810
Carol ForsterGloucester+44 (1452) 331 573
print, they have the information needed to look up the word. But when it comes to productive writing – if students are trying to figure out how to spell or write a word they have in mind – a dictionary may not be of much use.
Typically, of course, a child will ask a teacher or parent, “how do you spell ‘accessory?’” All too often the adult responds, “Look it up in the dictionary.” And of course… the student does not know where to begin.Gabby’s Wordspeller is the answer to that problem. It is designed to enable the student to look up a word by a phonetic spelling – the student’s best guess – and find the corresponding, correct word.
So, to answer the question posed above, the student might rely on phonetics to look up e-k-s-e-s…
This leads to a small list of words:
ekses, excess/accesseksesif, excess(ive)/access(ive)eksesis, excess(es)/access(es)eksesori, accessory
(I’d note that the spell-checker that comes with MS Word shows no results for the above spellings of the word).
As you can see from the above example, the dictionary also provides choices where the spelling could indicate more than one word. The student who instead wanted a word that sounds like “ekses” – but was unsure which word she needed – could take the logical next step of looking up the words “excess” and “access.” Here, Gabby’s Wordspeller would provide basic tools for spelling in the form of a short definition as well as some direction for spelling with different affixes:
access, sses, ssed, ssing, ssible, ssion, ENTERaccessory, ries, rize, rizing, ADDITIONAL
Obviously, these one-word definitions do not replace the value of a real dictionary – but when your goal is to figure out how to spell the word, Gabby’s Wordspeller provides a very short, direct, and efficient route to the desired end.
One thing I particularly like about the book
is the layout. The author, Diane Frank, is the parent of a dyslexic daughter – Gabby – and her goal was to include as many words as possible. Obviously, there are many more “wrong” spellings of each word than “right” ones, so a desktop dictionary that provides both needs the most compact format possible. Diane Frank solved this problem by turning the book on its side for printing, so that the words are spread in three columns length-wise across the page. This, coupled with typography – red ink for the many incorrect spellings, bold face for correct spellings, italics for definitions – makes it easy to quickly scan a number of possibilities for the correct word.
For people who find spelling a challenge, I think that once they buy this book they’ll wonder how they ever got along without it. I do think it would be very intimidating for a young child or a severely dyslexic individual with limited reading skills. But it is the perfect tool for any student who reads at or above third grade level, and certainly an essential tool for middle school, high school or college students. Thus I think this book should be in every classroom and library.
While there are other spelling dictionaries on the market, none that I have seen even comes close to Gabby’s Wordpeller in comprehensiveness or ease of use. In fact, even though as a writer I rarely have difficulties with spelling, my copy of Gabby’s hasn’t left my desktop since I got it - it simply is a lot easier for me to grab the book and look up a word when I am in doubt than to guess.
(Reviewer’s disclaimer: I wrote the Forewordto the 2nd Revised Edition of Gabby’sWordspeller. I didn’t get paid for that and Ihave no financial stake in the book. It’s justthat I liked the book so much that the authorkindly asked if I would write a Foreword. Youcan read my Foreword online here: http://www.gabbyswordspeller.com/endorse.html) v
“”
For anyone who finds spelling a challenge, I
think that once owning this book the person will
wonder how they ever got along without it.
THE DYSLEXIC READERPAGE 20
Bumperly Bumper Bee by Michael D. DavisIllustrated by Francisco Moreno Publisher: Luna PublishingISBN-13: 9780979178504Hardcover: $15.95
Reviewed by Gina Haysbert, DDAI Order Department Manager
This is a great book for kids of all ages!Beautifully illustrated with brilliant colors, comes Bumperly Bumper Bee, an uplifting story that tells a tale of a half-blind bee. Bumperly is unique and special in many different ways. He may not be the same as the average bee, but he still is a hard-worker who goes from flower to flower getting nectar to make his honey. He is guilty of making occasional mistakes, because he cannot see perfectly. In the end, Bumperly finds a friend who is like him in many ways and off they fly bouncing into everything they can and cannot see. This book is a great tale of tolerance, understanding, friendship and achievement. v
WordLogic Desktop KeyboardSoftware: try or order from www.wordlogic.com
Reviewed by Abigail Marshall
WordLogic is a handy desktop utility for Windows to assist with typing. Its primary function is to predict text as you type. The program runs in a popup window, and presents a list of words or phrases based on what has been typed so far. This is a timesaver for slow or inaccurate typists, and a helpful tool for individuals who have difficulty spelling.
The software comes preloaded with an extensive dictionary, but it is also customizable. This allows users to add their own words and phrases; there is even a feature that allows the user to create an abbreviation for a commonly used phrase, such as a frequently typed section of routine correspondence.
The popup window can also be customized as to size and overall appearance. Because it responds directly to keyboard entries, it can be used with any software program that allows text entry. For example, it could be used with a word processor, spreadsheet, notepad application, or desktop publisher.
It also is available with dictionaries in six different languages, or specialized dictionaries, such as legal or medical specializations. Versions are available for installation to a Windows PC, handheld device, or USB drive. A free trial version can be downloaded from the web site at www.wordlogic.com. The site also has a video demo that provides an excellent overview of the software features. v
v united Kingdom (continued)
Achsa GriffithsSandwich, Kent +44 (01304) 611 650
Axel GudmundssonLondon +44 (020) 8341-7703
Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 695
Karen HautzLondon+44 (0207) 228-2947
Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185
Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806
Angela JamesReading, Berkshire+44 (0118) 947 6545
Liz JollyFareham, Hants+44 (01329) 235 420
Lisa KloossLondon +44 (0208) 960 9406
Sara KramerWimbledon/London+44 (0208) 946 4308
Marilyn LaneRedhill +44 (0173) 776-9049
Isabel MartinCrowborough, East Sussex+44 (01892) 667 323
Stuart ParsonsLowton/Warrington, Cheshire+44 (07754) 534 740
Shilpa PatelEaling, London+44 (0) 8000 272657
Fionna PilgrimKeighley, West Yorkshire +44 (1535) 661 801
Maxine PiperCarterton, Oxon+44 (01993) 840 291
Elenica Nina PitoskaLondon +44 (020) 8451 4025
Ian RichardsonBlaisdon Longhope, Glos+44 (0145) 283 0056
Pauline RoylePoulton-le-Fylde, Lancs+44 (0125) 389 987
Rosemary SavinsonLondon +44 (0208) 316-1973
Janice ScholesLiversedge, West Yorkshire+44 (0) 8000 272657
Nigel SharpIsle of Wight +44 (01227) 731 756
Judith ShawSupervisor-SpecialistSt. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077
Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052
Jacqui StewartEastbourne, East Sussex+44 (01323) 748 933
Drs. Renée van der VloodtSupervisor-SpecialistReigate, Surrey+44 (01737) 240 116
Screen shot of WordLogic pop up window.
Software ReviewBook Review
THE DYSLEXIC READER PAGE 21
v united Kingdom (continued)
Frank WalkerGreasby Wirral/Liverpool+44 (0151) 678 14 99
Evelyn WhiteWalton-on-Thames, Surrey+44 (01932) 230 624
The Blueberry CenterMargarita WhiteheadDDA DirectorRichard WhiteheadDDA DirectorDLS Presenter-MentorFundamentals PresenterCanterbury, Kent+44 (01227) 738 972
Rachel WilliamsonHassocks, West Sussex+44 (0) 8000 272657
v united states
Alabama
Lisa SprattHuntsville +1 (256) 426-4066
Arizona
Dr. Edith FritzPhoenix+1 (602) 274-7738
Nancy KressPhoenix+1 (480) 544-5031
John MertzTucson +1 (520) 797-0201
Arkansas
Rebecca LandesMulberry/Fort Smith +1 (479) 997-1996
California
Cyndi Cantillon-ColemanLadera Ranch/Irvine+1 (949) 364-5606
Janet ConferRancho Santa Margarita+1 (949) 589-6394
Ray DavisDavis Autism TrainerBurlingame/San Francisco+1 (800) 729-8990 (Toll-Free)
Anette FullerWalnut Creek+1 (925) 639-7846
Richard A. HarmelMarina Del Rey/Los Angeles+1 (310) 823-8900
David HirstRiverside+1 (909) 241-6079
Suzanne Kisly-CoburnManhattan Beach+1 (310) 947-2662
Nicole MeltonDiamond Bar+1 (909) 229-5251
Cheryl RodriguesSan Jose+1 (408) 440-2280
David Carlos RosenSan Rafael+1 (415) 479-1700
Dee Weldon WhiteLexie White StrainSunnyvale+1 (650) 388-6808
Colorado
Annie GarciaWheat Ridge / Denver+1 (303) 423-3397
New on the Dyslexia, the Gift web site:By Abigail Marshall, DDAI Director of Internet Information Services
Talking web site The web site at www.dyslexia.com has recently been enabled to operate with the ProReader system from VoiceCorp. This system enables site visitors to listen to text on the page read aloud by a digitalized voice – obviously a big help on a web site which attracts many dyslexic readers! The system implemented at Dyslexia, the Gift will open a popup window that will read a selection of text aloud; the text being read will also be displayed in the ProReader window. As the text is read, the words and sentences will be highlighted to allow the reader to follow along. The system allows the user to control settings, including the reading speed, volume, font face, color, and size. The user can also change colors of text highlighting or opt to turn the highlight feature off. There is a “hide text” option as well, for users who want to listen without reading along. The user can also save the text in MP3 format, to listen to on their home computers or handheld device.
The system has currently been implemented on about one-third of the pages on the web site; more pages are being added over time. No special software is required, and the system will work on any computer (Windows or Mac). The system uses Shockwave Flash, which is the same system used for YouTube videos – so any users who can watch YouTube on their system will also be able to activate the reader on the pages at www.dyslexia.com. Users have the option to activate a preselected text excerpt from each page as well, or to choose the text they want read by highlighting a section of the page with their mouse or other pointing device. Activating the system is simple: the user simply clicks on the listen icon that appears on the upper left-side corner of each page that has been enabled.
New Web Pages & Articles Several new pages and articles have been added to the Dyslexia, the Gift web site to make specific information about events and research easier to access. These include:
• Davis In The News www.dyslexia.com/mediapage.htm Easy links to reports about Ron Davis’ media tour, Davis Facilitators and their clients from newspapers, websites, television and radio throughout the world.
• Dyslexia Research www.dyslexia.com/science/ A section of the site devoted to information, references and articles about Ron Davis’ work, developing research support for Davis methods, and new insights and developments from brain research as applied to dyslexia.
(continued on the next page)
THE DYSLEXIC READERPAGE 22
• Davis BibliographyResearch Journal Articles Citing Davis: www.dyslexia.com/science/journals.htm
Books referencing or describing Davis methods: www.dyslexia.com/science/booklist.htm
• Davis Dyslexia Correction Research Overview www.dyslexia.com/science/research.htm A page providing summaries and links to academic research, reports prepared by government or public agencies, and statistical data related to Davis methods.
• Davis Program Average Reading Gains www.dyslexia.com/science/results.htm A report of the latest data from Rocky Point Academy’s tracking of post-program reading gains among their clients, based on testing results of more than 360 children and adults.
• Davis Client Reports www.dyslexia.com/science/clientreports.htm Links to pages from more than 75 Facilitator web sites with reports and feedback from children and adults who have completed the Davis program, as well as from parents and teachers.
• Dyslexia Legislative Informationwww.dyslegia.com We recently launched a new web site dedicated to reporting information about new and pending laws related to education and dyslexia. Some examples are new laws related to early identification and provision of services to young children with reading difficulties, laws impacting promotion and graduation requirements for older children, and laws funding or encouraging research into dyslexia. Our new site is called www.dyslegia.com (note the letter “g” in the middle rather than an “x”) – and is designed to be interactive as well as informative. Users can post comments about specific concerns or laws, and we hope that the information on the site will help citizens to become more engaged in advocating for issues that concern them. This web site is nonpartisan in nature and is also intended as a place for open dialogue and discussion of legal or legislative issues that may arise. Our focus is on issues of concern to dyslexic people of all ages. v
v us – Colorado (continued)
Crystal PunchDLS MentorCentennial/Denver +1 (303) 850-0581
Kristi ThompsonDLS Presenter-MentorWalsh +1 (719) 324-9256
Florida
Random (Randee) GarretsonLutz/Tampa/St. Petersburg+1 (813) 956-0502
Tina KirbyNavarre +1 (850) 218-5956
Rita Von BonNavarre +1 (850) 934-1389
Georgia
Lesa HallPooler/Savannah+1 (912) 330-8577
Martha PayneSuwanee+1 (404) 886-2720
Scott TimmWoodstock/Atlanta+1 (866) 255-9028 (Toll-Free)
hawaii
Vickie Kozuki-Ah YouEwa Beach/Honolulu+1 (808) 664-9608
Idaho
Carma SutherlandRexburg +1 (208) 356-3944
Illinois
Kim AinisChicago +1 (312) 360-0805
Susan SmarjesseSpringfield+1 (217) 789-7323
Indiana
Myrna BurkholderGoshen/South Bend+1 (574) 533-7455
Iowa
Mary Kay FrasierDes Moines+1 (515) 270-0280
massachussetts
Karen LoGiudiceAmesbury+1 (978) 337-7753
Carolyn TylerFairhaven+1 (508) 994-4577
michigan
Sandra McPhallGrandville/Grand Rapids+1 (616) 534-1385
Cinda Osterman, M. Ed.Charlotte+1 (517) 652-5156
Dean SchalowManistee+1 (800) 794-3060 (Toll-Free)
Michele WellmanMt. Pleasant/Lansing+1 (989) 772-3084
minnesota
Cyndi DenesonSupervisor-Specialist Edina/Minneapolis+1 (888) 890-5380 (Toll-Free)+1 (952) 820-4673
Newly Licensed Davis Facilitators
A Special Welcome to our first Davis Facilitators in Luxembourg and Russia!
Jacqui Stewart “I have a passion for human beings and have always believed that each of us has a gift. Therefore it made no sense to me that my daughter’s primary years were judged by her low reading age and inability to communicate with
the written word rather than by her gift - an IQ of 125! No matter how I tried to convince her that she had many talents, that she was not ‘stupid,’ I watched each day take with it a little piece of her self-esteem and confidence. Reading about the Davis Method gave us hope, and above all the chance for my daughters’ talents to be recognised and used to rectify the negative symptoms by which she was being measured. Two years on, she is preparing for three GCSE exams a year ahead of her peers. During my short time facilitating programmes, I have witnessed some incredible changes in clients and the direction in which they wish to take their lives and hope that I will be privileged to witness many more.” 65 Willowfield Road, Eastbourne, East Sussex UK BN22 8AP, +44 (01323) 748 933, [email protected]
Viviane Resende da Costa Melo “After my final field assignments, I’ve realized how wonderful and interesting the Davis Program is. I have seen how fast people can get over their deep suffering and how their perception of themselves
can change. I am so glad I have become a Davis Facilitator, for this is a great opportunity to offer humanity a blessing.” SCLN 211 Bloco A Sala 206 Asa Norte, Brasilia DF, Brasil 70853-060. +55 (61) 3349 9998. +55 (61) 8168 8154, [email protected]
New on the Dyslexia, the Gift web site (continued from page 21)
THE DYSLEXIC READER PAGE 23
v us – missouri (continued)
Cathy CookColumbia+1 (573) 819-6010 or 886-8917
Gretchen FitzGeraldKansas City+1 (816) 806-8611
montana
Kimberly BezansonMissoula +1 (406) 541-3076 or 677-4014
Elsie JohnsonManhatten +1 (406) 282-7416
nebraska
Shawn CarlsonLincoln +1 (402) 420-1025
Elaine ThoendelChambers+1 (402) 482-5709
nevada
Barbara ClarkGardnerville/Carson City+1 (775) 265-1188
new hampshire
Glenna GiveansLebanon+ 1 (603) 863-7877
Michele SiegmannMason/Manchester/Boston+1 (603) 878-6006
new Jersey
Lynn ChigounisMontclair +1 (973) 746-5037
Charlotte FosterSupervisor-SpecialistBernardsville/Newark+1 (908) 766-5399
new york
Lisa AndersonSeneca Falls +1 (315) 576-3812
Wendy RitchieHolly/Rochester+1 (585) 233-4364
north Carolina
Gerri W. CoxDLS Presenter-MentorShallotte/Wilmington+1 (910) 754-9559
Ruth MillsPineville/Charlotte+1 (704) 541-1733
Jean MoserWinston-Salem+1 (336) 830-2390
ohio
Lorraine CharbonneauMason/Cincinnati/Dayton+1 (513) 850-1895
Lisa ThatcherMount Vernon/Columbus+1 (740) 397-7060
oklahoma
Ashley GriceTulsa +1 (918) 779-7351
Rhonda LacyClinton +1 (580) 323-7323
Linda WrightMarlow+1 (580) 641-1056
oregon
Nicole CatesMilwaukie+1 (586) 801-0772
Susan Stark Owen “After studying and researching dyslexia in college, I came across the Davis Program. I appreciated the approach that dyslexia is not a condition, but a gift. I now join many other
Davis Facilitators with the knowledge that dyslexia is a unique gift that should be treasured instead of hidden! I am very excited and honored to be a new licensed Facilitator!” Accelerated Comprehension Center, 1225 E. Union Bower Rd., Irving, Texas 75061, +1 (888) 392-1134, [email protected], www.acomprehensioncenter.com
Nadine Roeder “I’m a primary school teacher working with children who have problems in reading, writing, math and/or behavior. I’m also a member of the Luxembourg Girl
Guides and Boy Scouts Association and am an adherent of Baden-Powell’s ‘Learning by Doing.’” 3 rue de l’Egalité, Kehlen L- 8319 OLM Luxembourg, + 352 691 30 02 96, [email protected]
Annette Johnston “I am a primary school teacher with over 25 years experience working with all primary grade levels. In recent years I have been involved in running workshops for teachers in the area of literacy. I co-authored new editions of the First Steps Reading and Writing resource. Throughout my teaching career there have always been a few students I knew were bright but just couldn’t “get it”. While I was teaching yet another one of these students I discovered the difference the Davis Dyslexia Correction Program could make. Seeing this difference sparked my interest in becoming a Davis Facilitator and I undertook training in San Francisco in 2007 and 2008. I am now one of only two Davis Facilitators in Western Australia and the only one in the Perth metropolitan area.” Dyslexia Correction Service. Unit 21 33 Crompton St., Rockingham, WA, Australia 6168. +61 (8) 9591 3482, [email protected]
Maria Copson “I live in Dunedin, New Zealand, am married and have four children. My interest in dyslexia started when our two youngest children began having problems at school. We put our son through a Davis Program and the
outcome was very positive. Consequently, I began my journey towards becoming a Davis Facilitator. I look forward to working with clients, assisting them on their Davis journey and giving them opportunities that they might never otherwise have discovered.” Hidden Talents, 184 High St., P.O. Box 901 Dunedin, New Zealand 9056. + 64 (03) 477 1133, [email protected]
Freddie Tan “I am currently engaged in a commercial trading business. I got involved with the Davis Method when I was looking for answers for my son. I have a degree in psychology and am now looking forward to starting a practice in the
Philippines to help other people with dyslexia, eventually pursuing an advocacy to advance the use of the Davis Method in early education in the Philippines.” 2nd Floor Madison Square, Ortigas Avenue, San Juan, Metro Manila, Philippines, +63 (2) 725-7137
Allison Boggess “I have a background in teaching, but became interested in the Davis Program after seeing countless successful programs that my mother (also a Davis Facilitator) has done. I am excited to be joining the New Horizon’s Dyslexia
and Autism Center in West Virginia.” New Horizons Dyslexia and Autism Center, 223 N. Pinch Rd., Elkview, West Virginia 25071, +1 (888) 517-7830, [email protected]
Marian de Bruin “As a speech therapist I was frustrated with not being able to really help dyslexic children. I looked for different approaches and found the Davis Method. It works!!!” Arthur Van Dijcklaan 19, 3080 Tervuren, Belgium, + 32 (2) 768 1323, [email protected]
THE DYSLEXIC READERPAGE 24
v us – oregon (continued)
Rhonda ErstromVale +1 (541) 881-7817
Kathy PozziOntario +1 (541) 881 6497
Melissa SlominskiTigard / Portland+1 (503) 957-2998
Pennsylvania
Marcia MaustAutism Facilitator/Coach Berlin/Pittsburgh+1 (814) 267-5765
Puerto Rico
Ines Grajales PaganCaguas +1 (787) 743-0605
Rhode Island
Linda M. DanielsProvidence+1 (401) 301-7604
south Carolina
Angela KeiferGreenville+1 (864) 420-1627
south Dakota
Kim CarsonDLS Presenter-MentorBrookings/Sioux Falls +1 (605) 692-1785
Lillian “Lee” MilesSioux Falls+1 (605) 274-2294
Texas
Kellie Antrim-BrownFt. Worth+1 (817) 989-0783
Success Learning CenterRhonda ClemonsDLS Presenter-MentorColleen MillslagleDLS Presenter-MentorTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446
Shari ChuHelotes/San Antonio +1 (210) 414-0116
Jodie HarberCedar Park/Austin+1 (512) 918-9247
Lori JohnsonBoerne/San Antonio+1 (210) 843-8161
Casey Linwick-RouzerSugar Land/Houston+1 (832) 724-0492
Frances Adaleen MakinGreenville/DFW +1 (903) 268-1394
Leslie McLeanAmarillo+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)
Accelerated Comprehension CenterDorothy OwenSupervisor SpecialistEdward E. OwenSusan Stark OwenDallas/Ft. Worth+1 (888) 329-1134 (Toll Free)+1 (817) 919-6200
Paula Roberts Tyler+1 (903) 570-3427
Laura WarrenDLS Mentor-PresenterLubbock +1 (806) 790-7292
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised field work. The Davis Specialist Training 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.
The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and field work to become licensed to work with autistic individuals and their families.
Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.
Davis Training Programs
For more information about training and a full directory of Davis providers, visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htmor call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.
THE DYSLEXIC READER PAGE 25
virginia
Donna KouriMontpelier/Richmond+1 (804) 883-8867
Angela OdomDLS Presenter-MentorMidlothian/Richmond+1 (804) 833-8858
Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164
washington
Aleta ClarkAuburn/Tacoma+1 (253) 854-9377
Rebecca Luera, M.Ed.Fall City+1 (800) 818-9056 (Toll free)+1 (425) 222-4163
Nancy SittonMarysville +1 (360) 651-1241
Renie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737
Ruth Ann YoungbergBellingham+1 (360) 752-5723
west virginia
Allison BoggessElkview+1 (888) 517-7830
Gale LongAutism Facilitator-CoachElkview/Charleston+1 (888) 517-7830 (Toll Free)+1 (304) 965-7400
wisconsin
New Hope Learning Centers, Inc.Darlene BishopMargaret Hayes Milwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900
Anne MataczynskiWausau +1 (715) 551-7144
This Directory is current as of September 20, 2009.
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.comis always up to date.
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:• focus attention• control energy levels• improve eye-hand coordination• learn the alphabet• learn basic punctuation• develop and strengthen pre-reading and basic reading skills• prevent the potential of a learning problem• improve sight word recognition and comprehension• establish life-long “how-to-learn” skills.
The Davis Methods for Young LearnersDavis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand.
Davis Symbol Mastery enables 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.
The Kit is priced at $119.95 (Shipping and Handling will be added)To purchase a kit, use our secure on-line ordering at: www.dyslexia.com/bookstoreor call our toll-free number: 1 (888) 999-3324
Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.
The Kit includes: • Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart
Young Learner Kit for Home-Use
THE DYSLEXIC READERPAGE 26
Basic Workshop for Primary Teachers
Teachers, would you like to…• Improve the reading skills of all the children in your class regardless of their learning style?• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• Use research-based methods that are flexible and easily fit into and enhance any existing curriculum? This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.”
Instruction includes:• Theory and Reasoning for each Strategy.• Video demonstrations of each Strategy and classroom implementation suggestions.• Supervised experiential practice on each Strategy.• Q&A and discussion about each Strategy.
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)
Workshop hours: 9am-4pm with one hour lunch break.Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California State University. Cost is $65 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required.
Would you like to bring a DLS workshop to your school/area? Call 1 (888) 805-7216, and ask for Paula McCarthy.
2009-2010 DATEs & loCATIons
Date location Telephone
International
Nov. 14-15 2009 Zurich, Switzerland +41 (44) 948 1410
Nov. 20-21 2009 Ascot, Berkshire, UK +64 (0) 1227 732288
May 22-23 2010 Zurich, Switzerland +41 (44) 948 1410
united states
Oct. 14-15 2009 Richmond, VA +1 (804) 833-8858
Oct. 22-23 2009 Shallotte, NC +1 (910) 754-9559
Jan. 5-6 2010 Shallotte, NC +1 (910) 754-9559
Jan. 7-8 2010 Tyler, TX +1 (866) 531-2446
For more details, visit www.davislearn.com
“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California
THE DYSLEXIC READER PAGE 27
The Gift of Dyslexia WorkshopFundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
DAY ONEBackground and Development of the Davis Dyslexia Correction® Procedures• Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction.Davis Perceptual Ability Assessment (a screening for dyslexic learning styles)• Demonstration and Practice SessionSymptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation)• Demonstration and Practice Session
WORKSHOP OUTLINE
2009-2010 INTERNATIONAL SChEdULE
For updated workshop schedules visit: www.dyslexia.com/train.htm
DAY THREEOrientation Review Procedure (a method for checking orientation skills)• Demonstration & Practice SessionDavis Symbol Mastery® (the key to correcting dyslexia)• What is Symbol Mastery? Why clay?Mastering Basic Language Symbols• Demonstrations and Group ExercisesReading Improvement Exercises• Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
DAY TWODavis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions)• What is Orientation? Demonstration & Practice SessionRelease Procedure (method to alleviate stress, headaches)Alignment (an alternative to Orientation Counseling)• What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling energy levels)
AustraliaApril 2010MelbournePresenter: Lorna TimmsLanguage; EnglishEmail: [email protected]: +64 (3) 477 0056
Germany 29 Oct -1 Nov 2009Hamburg Presenter: Ioannis Tzivanakis Language: German / English translation Email: [email protected] Telephone: +49 (040) 25 17 86 22
Mexico 21 –24 October 2009 Guadalajara, Jalisco Presenter: Cathy Calderón Language: Spanish Email: [email protected] Telephone: +52 (81) 8335 9435
United Kingdom 14 – 17 december 2009Great Malvern, Worcestershire Presenter: Richard Whitehead Language: English Email: [email protected] Telephone: +44 (0)1227 732288
United States 5 - 8 Oct 2009 San Francisco, CA Presenter: Lorna Timms Language: English Email: [email protected] Telephone: 1 (888) 392-1134
24 - 27 Oct 2009 Boston, MA Presenter: Gerry Grant Language: English Email: [email protected] Telephone: 1 (888) 392-1134
23 - 26 Jan 2010 Dallas/Ft.Worth, TX Presenter: Gerry Grant Language: English Email: [email protected] Telephone: 1 (888) 392-1134
To register for US workshops call toll free 1 (888) 805-7216
Materials included with workshop
DAY FOURFine-Tuning Procedure (checking and adjusting orientation using balance)Symbol Mastery Exercises for Words• Demonstrations• Group Exercises• Practice Sessions Implementing the Davis Procedures
THE DYSLEXIC READERPAGE 28
Based on the best-selling bookThe Gift of Dyslexia by Ronald D. DavisThis 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.Who should attend:• Reading Specialists & Tutors• Parents & Homeschoolers• Resource Specialists• Educational Therapists• Occupational Therapists• Speech/Language TherapistsParticipants will learn:• How the Davis procedures were developed• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting.See page 27 for more workshop details.
DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 260Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: [email protected]
DDA-Israel20 Ha’shahafim St.Ra’anana 43724 ISRAELTel: 972 (0523) 693 384 or (0)9 774 7979Fax: 972 (09) 772-9889E-mail: [email protected]
DDA-Latin AmericaCalzada del Valle #400 Local 8Colonia del ValleGarza García, Monterrey Nuevo LeónMéxico, CP 66220Tel: 52 (81) 8335-9435Email: [email protected]
DDA-NederlandKerkweg 38a 6105 CG Maria Hoop, NEDERLANDTel: 31 (475) 520 433Fax: 31 (0475) 301 381E-mail: [email protected]
DDA-DACHDeutschland-Austria-Switzerland Wandsbecker Chausee 132D-22089 Hamburg
GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]
SWITZERLANDTel: 41 (061) 273 81 85E-MAIL: [email protected]
DDA-UKDavis Learning FoundationPO Box 972CanterburyKent CT1 9DNTel: 44 (0)1227 732 288Fax: 44 (0)1227 731 756E-mail: [email protected]
DDA-Pacific295 Rattray Street Dunedin, New Zealand 9016Tel: 64 (0274) 399 020 Fax: 0064 3 456 2028 Email: [email protected]
Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htm
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
The Gift of Dyslexia Workshop
2009-2010 International Schedule
Questions? Call Dorothy Owen Davis Training Consultant:Toll Free: 1 (888) 392-1134Email: [email protected]
U.S.A. Workshop Information:
The Dys•lex •́ic Read•́er1601 Old Bayshore Highway, Suite 260Burlingame, CA 94010
CHANGE SERVICE REQUESTED
PRESORTEDSTANDARD
U.S. POSTAGEPAID
BURLINGAME, CAPERMIT NO.14
2009
5 – 8 Oct San Francisco, CA USA
21 – 24 Oct Guadalajara Mexico
24 – 27 Oct Boston, MA USA
29 Oct – 1 Nov Hamburg Germany
14 – 7 Dec Worcestershire UK
2010
23 – 26 January Dallas/Ft. Worth, TX USA
April Melbourne Australia
˜
U.S. Course Schedule • 8:30 - 9:00 Registration (first day)• 9:00 - 5:00 Daily (lunch break 12:00-1:30) U.S. Fees and discounts – Special Rates for 2009• $925 per person, normally $1175 ($200 deposit required)• $875 early bird discount with full payment, normally $1075• Advance registration required• Includes manual, one-year DDAI membership, verification of attendance, and Workshop Kit• Academic units and CEUs available