Dys • lex´•ic Read´• er
˜
The
THE DYSLEXIC READER
VOLUME 54 DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL
A Davis “Graduate” Answers a BIG Question
Justin’s Senior Picture
Justin Carson was just nine years old when
he flew to Arizona for a Davis Program
with Davis Facilitator, Dr. Edie Fritz.
Justin’s Davis experience not only changed
his life, but also ultimately led his mother,
Kim Carson, to become a Davis Facilitator
and Davis Learning Strategies Mentor
and Presenter. Today Justin is a high
school senior in Brookings, North Dakota.
IN THIS ISSUE
News & Feature Articles
Opening the Gift ..................................... 4
Questions Teachers Ask........................ 5-7
Labelled “Learning Disabled”..............7, 19
Creativity............................................8-10
Lazy Readers’ Book Club................... 14-15
Book Reviews .................................. 16-17
Creatividad ......................................20-22
Regular Features
In the Mail............................................... 2
Famous Dyslexics................................... 18
Q&A.................................................11-13
New Davis Licensees........................ 23, 24
Davis Workshops.............................. 26, 27
PAGE 1
ISSUE 1 • 2010
By Justin Carson
He’s applying for college scholarships, elementary student. As a third grader,
hoping to major in Sports Marketing. I struggled immensely to read first grade
Many scholarship applications require level books. Also, I was unable to write
students to write extensively about their a complete sentence on my own.
experiences so far in life, and Justin was
asked to answer a major question: “What Back in third grade, my parents gave
is the most significant challenge that you me the opportunity to seek help through
have achieved?” Just seventeen years old the Davis Dyslexia Correction Program.
when he composed his answer in the spring My parents only showed me the door,
“
of 2009, I think but I made the
you’ll agree with decision to walk
me that he’s written through it. I
an articulate and My parents only spent one week
insightful answer. showed me the door, working with a
”
Congratulations and but I made the decision Davis Facilitator,
good luck, Justin! to walk through it. who provided
me with learning
Simply stated, tools. Although
my most significant the program lasted
challenge in life was learning how to read one week, the work has continued for
and write independently. My journey each one of my school years. I feel this
learning how to read and write is more was the start of building my very strong
challenging than it is for most because work ethic, which has extended into my
I am a diagnosed dyslexic learner. That involvement in my school, community,
means that I think predominately in and church activities.
three-dimensions, but all our words
and letters are two-dimensional. The I can think of so many goals that
transition from thought to written word I never thought I would be able to
was nearly impossible for me as an accomplish. Starting with when I was
(continued on page 3)
Timmy Subdues a
Cloud of Letters
By Lesa Hall, Davis Facilitator
Pooler, Georgia
Timmy Thornburg is a nine-year-
old third grader. His parents brought
him in for a Davis Perceptual Ability
Assessment because he was having
trouble with reading. One of the things
Timmy told me during his assessment
was that when he built things with Legos
he knew just what to do with the pieces, Timmy Thornburg, Cloud Master!
but when it came to letters, he was at a
(continued on page 3)
PAGE 2 THE DYSLEXIC READER

© 2005 Randy Glasbergen

www.glasbergen.com

In The Mail

A Mother’s Lament

Dear Editor:
I just wanted to say that I’ve come to
hate the phrase “standardized test”. My
son has failed every standardized test he’s
taken, because he’s an “out of the box”
thinker.
Public school teachers also told me my
son didn’t pay attention and was “just not
catching on” in class. They asked me to
have him tested for ADD. So I took him
to the doctor. At that appointment, the
doctor asked what my son was interested
in. I said, “Human anatomy.” He looked
at me strangely, because my son is only 6.
He then started to talk to my son about the
cardiovascular system....
Forty-five minutes later, after
answering my son’s questions, the doctor
said, “There is nothing wrong with your
son. Either he is not interested in what the
teacher is teaching or the teacher is not
answering his questions.”
I relayed this to my son’s teacher.
Her response was, “ Yes, he seems to
ask “LOTS” of questions!” I was left
wondering, why is that a problem? Isn’t
that one way a child learns?
According to last year’s report card,
my son is two years behind his fellow
classmates. I’ve chosen to home school
him this year and I am shocked to
discover that he’s definitely not below
grade level. I know he is working at
grade level, as that is what I teach.
A Frustrated Mom
The Fourth Meal
Dear Ronald D. Davis:
My son did a Davis Program last
September with Laura Zink de Díaz in
Bogotá, Colombia. I want to tell you that
the Davis Program has helped my son
a lot! I have to confess, I was skeptical
at first, but all through September and
October, the results were marvelous.
When he brought home his next progress
report, I was delighted with his grades.
The head teacher said, “What did they do
to your boy in Bogotá? Because he’s come
back changed. Now he’s so confident and
sure of himself, very enthusiastic, and he
participates so much in class.“ His grades
have dramatically improved. The only
subject in which he didn’t reach some of
the standards was math.
Later, at the second semester, I thought,
“Oh, heavens, I’m not going to see such
good grades this time!” That’s because my
son got involved in a theatrical production
at church. He played two roles, and had
to learn to perform some dances. They
rehearsed for two months, and he had no
time for homework or to prepare for the
end of term exams. He’d get home from
school and have to rehearse for two hours
every night, even on Saturdays. As a
result he was just too tired to do any of
his Davis exercises.
But I have to tell you that he surprised
me: he managed to maintain his grades
and the only subject in which he failed to
meet all the standards was English. And
he recognizes that happened because he
and his friends fooled around too much in
that class.
Soon he’ll be going back to school
after Christmas break, and we’ve started
doing Symbol Mastery and all the rest of
his follow up exercises again. We’re both
sure that this coming term he’ll get even
better grades than ever, because we’re
both very focused on moving ahead with
his home program.
Thank you and Laura so much for this
amazing Davis Method! The results are
so wonderful, especially the confidence
that it gives people with dyslexia. I’m sure
that the results would be even better if we
parents were more disciplined about the
follow up work, which I think of as our
“fourth meal” of each day.
ESN, Colombia, South America v

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: editor@dyslexia.com 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 © 2010 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
“
A Davis Graduate (continued from page 1)
younger, I wanted to read Harry Potter.
But knew I never would. After my
program, I started to read these books
and finished each one before its movie
release. More recently, I’ve been
named a Varsity Athlete Scholar, a goal
achieved by maintaining a GPA of 3.5 or
higher during the corresponding season.
I never dreamed of receiving even one
of these awards in my entire high school
career. This year, I earned three.
Earning a 21 on the ACT college
entrance exams may not seem like a
A Cloud of Letters (continued from page 1)
loss. It seemed to him that letters were
“like a cloud spilling over my head.”
“When I see a letter, like “F”,” he
told me, “Instead of seeing it as a letter,
I see what I can make it into.” Quickly
sketching a drawing, he showed me how
he can make an “F” turn into a forklift.
Timmy could do this with any and every
letter of the alphabet!
Sometimes when Timmy was
reading, his forehead would get hot.
And sometimes he’d even start to sweat.
It’s just not fun to read under those
circumstances! So Timmy decided to do
a Davis Program in late October of 2009.
“
It’s like Timmy
”
has a whole new
lease on life.
During the program, just after we had
finished Symbol Mastery of the word “a,”
Timmy asked me if there were any words
that didn’t have letters. I said, “Look at
the model you just made. Words have
three parts: what they look like, what
they sound like, and what they mean.”
We discussed this quite a bit, and Timmy
showed me how his model depicted all
three parts. It was an “aha moment” for
him to realize that every single word in
The cloud before Timmy’s Davis Program
our language is made up of those three
parts.
After my program,
I started to read the
Harry Potter books
and finished each
”
one before its movie
release.
good score, but I couldn’t ask for
anything better. I achieved this without
the help of any accommodations. I look
Timmy’s parents, Ceciel and Jimmy
Thornburg, were present during the entire
week of his Davis program. Timmy
wanted them there, and it was a great
experience for all of us. His father says
it was a gift for him to be present and
watch as Timmy progressed through the
Davis Program. He feels it allowed him
to understand how his son’s mind works.
At the end of his Program I asked
Timmy what changes he’d noticed about
himself that week. Timmy’s head hadn’t
gotten hot all week, and he felt he was
learning to read. I asked him if that
“cloud of letters” was gone. “Oh, yes!”
So I asked him to draw me before and
after pictures. Here they are:
PAGE 3
at how much I’ve struggled in school
and I’m very proud of my score.
Finally, the biggest surprise is being
a Boys State Delegate. Boys State is
a summer leadership and citizenship
program sponsored by The American
Legion. I never dreamed I would receive
an invitation to apply for Boys State.
I am so glad to have this opportunity
to strengthen my future with this honor.
But I am not anywhere near finishing
my goals. I only see this as just the
beginning to the rest of my life. v
Mr. Thornburg was in the room
listening to this and when Timmy
finished drawing, he looked at the
pictures and said, “Well, that tells me
that everything is in order now!”
Timmy’s mother tells me that on his
first day back at school after his program,
his teachers commented, “It’s like Timmy
has a whole new lease on life.” Yesterday
I spoke with Timmy on the phone and
here’s what he had to say:
“Before the program I didn’t know
a whole lot about reading. I enjoyed
reading but I didn’t like it. After the
program I like reading; and science and
history are easier now. I’m having a
whole bunch of fun at school now and
I’m reading faster. At school I’m totally
on my gray dot.”
Congratulations, Timmy,
Master of the Cloud! v
The cloud after Timmy finished his program
PAGE 4 THE DYSLEXIC READER

Opening the Gift up or been distracted by an illustration

By Amity Skala
“You have to read this book,” my
mother said over the telephone. She went three times and escape into the wonderful
on to tell me about Ron Davis’ work
and The Gift of Dyslexia. She told me
excitedly how, as a baby, I had watched
and waited, reluctant to crawl. She said
that as a young child I had all the pre-
reading skills but could not appear to
make use of them. These stories were
mixed in with something about “picture
thinking,” Albert Einstein, and clay
that went with some other word entirely.
I loved to read to myself, carefully, going
over each page until I understood the
words. I could happily re-read a chapter
world that the words triggered in my
mind. It didn’t matter that I avoided
situations when I would have to read
out-loud for others.
A very few pages into reading The Gift
of Dyslexia I was in tears. How could Amity Skala and Gareth Owen, Flamenco
this man who had never met me know guitarist with the Spanish dance company,
so much about my mind? I had to find Alma de España (Soul of Spain)
a facilitator and it could not even wait

“
A very few pages into
reading “The Gift of
Dyslexia” I was in tears.
How did this man who had
for me to finish the next chapter. My
skepticism faltered in the glimmer of
hope that I would finally receive the help
that I needed. I went on-line and soon
had messages out to all the practitioners
within 200 kilometers of my home.
This is how I found Sher Goerzen, my
in your mind?” All I can say is, “Yes,
it is a picture. But it’s a picture so real,
so sensory, so rich and alive, that I can
become ‘cat’ and know what it is to
feel retracting claws, tuna breath, the
vibration of purring, and melting into
furry puddles of sunshine. To be stroked

”
Davis Facilitator. She inspired me right and stroking at the same time.” I feel
never met me know so
away with her interest, caring, and vast sorry for those who only see the sterile
much about my mind? willingness to listen to my story. letters that represent “cat.”
Sher patiently guided me through I was reading a book the other day
the training steps and taught me the and came to the word “of,” which has
models. She seemed to be telling me fundamentals of the Davis approach. always had my vote as being the most
that my 29 years of frustration with Together we discovered that years of difficult word in the English language.
spelling were actually some sort of gift. experiencing dizziness, which I had I waited. Nothing happened. I looked
“This book makes you wish you were attributed to low-blood pressure, could at the page again. “Of” was still there
dyslexic,” she said happily. I was very be significantly decreased through and I was confident about the meaning
skeptical. Had she forgotten all the years orientation. I learned (and for the first of the sentence. I suppose it’s not true
of embarrassment I’d been through? time understood) that letters represent that nothing happened. There was a
What about the time I’d signed all sounds. And for the first time in my life tremendous sense of relief and gratitude
my Valentine cards “form” instead of I could effortlessly spell “available.” to Sher Goerzen, my parents, and most of
“from”? What about the opportunities No longer would I have to sit staring at all to Ron Davis, for acknowledging the
I had passed up because I was afraid a jumble of lines and dots, desperately gift of dyslexia.
I would be asked to spell something willing them to make sense, and all the
that I could not? time knowing that something was terribly Amity Skala is 30
Why should I expect anything from wrong with them, or me. years old and lives
this magical book by Ron Davis? I I’m continuing to work my way in Victoria, B.C.,
managed fine, didn’t I? I had a good slowly through the list of words that can Canada. She was
job as a professional dancer and dance trigger disorientation. Slowly I’m making fully homeschooled
instructor. I had a team of friends to clay models, knowing that once I’ve as a child and
proofread my written work. My computer completed them I will own the words, as an adult has
had a spell-check program that I relied rather than them having control over me. completed diplomas
on and when I didn’t know how to spell I’ve discovered that street signs can in small business
something I would think back to the last actually give me useful information, and management,
time I’d read the word in question, go that I can read and understand a sentence nutrition, and
and find the magazine or package I knew without tripping over the words. I no eating disorders.
had the word I needed and then copy longer need to carry in my wallet a list of She works as
the spelling. I did not own a dictionary common words that I may suddenly need a professional
because it took me so long to look things to spell. Every day I’m realizing that my Flamenco dance
up. Using the dictionary was such a world is like a high definition television instructor and booking coordinator for
chore! I would sing my way through the compared to the black and white screen the Alma de España Flamenco Dance
alphabet song for the first letter. Then experienced by non-dyslexics. Company. Amity is an accomplished
back to the beginning for the second Shortly after my training, my father painter, baker, and published poet. Recently
letter. By the time I got to letter three and asked, “Is it true that when you read the her artistic projects have gravitated
four I had forgotten what I was looking word “cat” you get a picture of a cat towards film and video editing. v
THE DYSLEXIC READER
Questions Teachers
Ask about Dyslexia
and Davis Dyslexia
Correction
By Abigail Marshall
Who gets dyslexia?
Dyslexia is not a disease that someone
“gets” -- it is a term used to describe
a learning style. Depending on how
one defines dyslexia, the term applies
to anywhere from 5% to 20% of the
population.
When is the disorder usually
detected?
We do not consider dyslexia to
be a “disorder” but rather, a learning
difference. Most often, the symptoms
of dyslexia become apparent in primary
grades when the child has difficulty
learning to read, but many individuals
are not identified as dyslexic until they
are in their teens or even adults.
When is it too late for
treatment?
In our view, it’s never too late.
We have worked successfully with
individuals in their 80’s.
Some Davis Dyslexia Program graduates,
ages 7 to 88.
“
Teachers and parents
need to understand that
“learning disability” is
probably an inaccurate
”
term when used to
describe dyslexia.
How can I know for sure the
problem is dyslexia and not
something else?
“Dyslexia” is a term used to describe a
set of symptoms, so almost by definition,
a person who has a significant number
of those symptoms is dyslexic. The
exception would be the cases where the
symptoms are clearly due to another
“
physical or medical cause. For example,
a child with an undiagnosed vision
or hearing problem might also have
difficulties learning to read, but the real
need might be treatment to correct vision
or recognize and treat hearing loss.
How can I help parents keep
their children from feeling
inferior when they have a
learning disability?
Teachers and parents need to understand
that “learning disability” is probably an
inaccurate term when used to describe
dyslexia. A better term would be “learning
difference.” It is also important to realize
that all children have both strengths and
weaknesses, and that many strengths
typically accompany dyslexia.
Dyslexic children tend to be weaker
on language skills, but stronger with
visual-spatial skills, and they are often
very creative thinkers and problem
solvers. This may simply be due to the
way their brains are wired. They are
more likely to think three-dimensionally
and to think in pictures than to focus on
words and symbols.
Both parents and teachers should be
attentive to the strengths they observe
in children and encourage activities and
interests that allow those strengths to be
expressed. Although it is also important
to remediate weaknesses, we should not
make the mistake of limiting a child’s
ability to participate in areas of strength
in order to create extra time to focus on
PAGE 5
the weaknesses, such as stopping music
lessons or participation in sports in order
to fit in reading tutoring sessions. Rather,
parents and teachers need to find a good
way to balance both. All children should
be encouraged to pursue activities that they
find enjoyable, in which they excel, and
can experience success on a regular basis.
Should a child be held back
a grade if it appears he can’t
keep up?
It is rarely a good idea to retain a
child in school to repeat the same
instruction that was given the previous
year. If it didn’t “take” the first time,
the same thing repeated a second time
won’t suddenly lead to better results.
The long-term harm that comes from
The long-term harm
that comes from
retention usually
”
outweighs the
benefits.
retention usually outweighs the benefits.
Rather than to hold them back, it is much
better to give such children targeted
support and intervention, and help them
maximize their learning potential. If there
are other factors in addition to dyslexia,
those may be the exception that proves
the rule. For example, if a child is one of
the youngest and/or smallest in his grade,
if he missed many days of school due to
illness during the year, or if the child is
moving to a new school or community,
enrolling him in a lower grade may be a
better fit, and the child may be less likely
to suffer loss of self-esteem.
Is it possible that children
who have trouble with literacy
are just not bright?
Reading ability and dyslexia are not
related to intelligence. That is, many
children who are intellectually impaired
can learn to read, and many dyslexic
students are highly or even profoundly
gifted.
(continued on the next page)
PAGE 6
When is the best time
to get treatment?
A standard Davis Dyslexia Correction
Program seems to work best with
children age 9 and older. However, it is
best for individuals to get appropriate
support as soon as there is a need. That
is, as soon as their dyslexia creates some
sort of functional problem for them.
Since this generally occurs in primary
years, that would be the time to start with
age-appropriate support.
For what age group is the Davis
approach most appropriate?
Would it be appropriate for
kindergarteners?
The Davis Dyslexia Correction
Program is appropriate for individuals
age 8 through adult. It is not appropriate
for kindergartners. That said, we do
have a program developed for classroom
use with children from Kindergarten
through Third Grade (age 5-9). It uses
a number of Davis techniques, which
have been adapted for younger children.
This program is called Davis Learning
Strategies and you can read about it or
view videos from a school using the
program at http://www.davislearn.com.
Davis Facilitators can also help
younger children, by working with a
parent to get their child started using
Davis techniques, with a program called
the Davis Reading Program for Young
Learners.
However, the Davis Learning
Strategies and the Davis Reading
Program for Young Learners are
intended to provide foundational skills,
both for reading development and for
self-regulation of attention, focus and
THE DYSLEXIC READER
energy level. They are not meant to without their own mental creative
correct dyslexia, which really requires process involved, students are unlikely
a more intensive, one-on-one approach. to remember or retain the picture, may
Nonetheless, if younger kids learn these mistake the concept at its heart, or may
skills, they often can avoid falling behind not have a complete understanding of it.
and may not develop the learning barriers
that are typical of dyslexia.
I read about the idea of modeling
the alphabet and trigger words
I understand that one of the issues out of clay. This seems like a great
with dyslexic students is their activity for students but I question
tendency to process thoughts whether modeling 200 trigger
through mental images, rather words would be too overwhelming.
than sounds. As an educator, Through your experience and
would it be beneficial for me to observations, do you have any
develop picture representations insight into whether this was
for my dyslexic students? an easy task to complete? Did
An important part of the Davis modeling all 200 words become
Program is to enable dyslexic students confusing? Would you recommend
to have a mental picture depicting the focusing on few words at a time?
meaning of abstract words, or of any Words are modeled one at a time. An
word that causes confusion for them. older child doing the regular Dyslexia
We find that it is best to use a three- Correction Program might model two or
dimensional medium, and that is why three words at each session, and might
we work with clay. spend 45 minutes to an hour every day
However, it is also essential that the making models. That child could easily
student’s creative process be involved, model 15 words each week. In a K-3
such that each student creates his own classroom setting using Davis Learning
picture. To understand the reason for Strategies, a teacher would probably
this, consider a model for the word “let,” focus on one word for each class session,
specifically, its use meaning “permit.” especially with the youngest children.
The model depicts a person stroking a cat
in his lap. The sentence that goes along
with the model is, “The cat let me pet
her.” The student who created that model
gave a lot of thought to the meaning of
the word, and created something with
personal meaning as well as a concept
that can be explained to others. But
another individual, looking at that picture
might only remember the cat, or perhaps
associate that picture in their mind with a
different word, such as “pet.”
For this reason, we do not think
that it is helpful for teachers to create
pictures for the students, simply because Let: allow; permit “The cat let me pet her.”
Quotable Quote
“We never understand a thing so well,
and make it our own, as when we have
discovered it for ourselves.”
Rene Descartes 1596 – 1650
French mathematician, philosopher
and physicist
THE DYSLEXIC READER
Is it realistic to think that I could
implement the Davis approach in
a classroom with many students
who are not dyslexic? I teach in
a general education classroom
in which student needs are
diverse, and may not always
include dyslexia. I am curious as
to whether I can implement this By Elisabeth Snell
method in my classroom so that it
benefits all students, not just those I’ve been increasingly frustrated with
with dyslexia. public education’s heavy slant toward
Davis Learning Strategies is intended
to be used in a general classroom setting,
with all students. The study completed
with the Davis Learning Strategies
pilot program showed that all children
benefited. None of the children who
participated in the program during their
K-3 years needed special education
services during subsequent grades.
In fact, a far greater than expected
percentage of the students qualified for
gifted education programs after their
Davis Learning Strategies experience.
These children fared better than children
in other classrooms at the same schools
with similar demographic profiles.
If you are interested in implementing
the Davis Learning Strategies, I would
highly recommend attending a two-day
Davis Learning Strategies Workshop.
There, your questions would be
answered, and the workshop materials
would provide you with a suggested
scope and sequence for the presentation
of words, as well as suggested activities.
Keep in mind that the book, The Gift
of Dyslexia, focuses on the standard
Dyslexia Correction Program, not on
the modified, Davis Learning Strategies
for K-3 classrooms. So, again, the best
approach for working with younger
children would be to take the two-day
workshop. We usually schedule many
workshops during summer months, and
they are priced in a way that we hope is
affordable on a teacher’s salary. v
“
Davis Learning
Strategies is intended
to be used in a general
”
classroom setting,
with all students.
PAGE 7
I Know!
Let’s Put All Our Great Thinkers
in a Box Stamped “Learning Disabled”
gifted. His art continued to expand, his
reading continued to lag. The school
verbal, non-visual learners – even in moved him to humiliating remedial
areas where visual/spatial learners are classes for two years, while at the same
naturally gifted. time giving him the most advanced art
For example, dyslexic people are classes available. Finally, at 16 Cliff was
often in the higher IQ ranges and tend diagnosed with severe dyslexia and a
to be heavily gifted in arts, music, and very high IQ.
conceptual or spatial relations. Alexander He isn’t alone. Many children are
Graham Bell, Da Vinci, Picasso, Thomas branded “slow” who excel outrageously
Edison and Einstein were all dyslexic. It’s in another area. In my opinion, the area
a wiring of the brain in a totally different of natural inborn skill should be greatly
way that fuels a different section instead encouraged in a child in this situation
of the reading/symbol relation section because odds are good they are wired
“
traditional thinkers for something
use. This wouldn’t incredible.
have mattered at Understandably
all when most of … we’ve got things so parents are more
the world didn’t boxed up and stamped concerned with
read – books were neatly that if a child isn’t weaknesses than
too expensive for an excellent reader … strengths – but
”
regular people, they’re made to feel sometimes these
and the scribes “odd” strengths
like a failure.
and priests were are what the child
the readers. The was made to do.
gifted woodworker, Thomas Edison
artist and inventor wasn’t looked down never did become a stellar writer – but
on because he didn’t read; most people somehow he fulfilled his destiny; a
didn’t. This alternate brain wiring gave destiny other men weren’t wired to fulfill.
these trades a great advantage. Many From the outside, visual learners appear
famous scientists had assistants to take to have difficulty paying attention to a
the dictation we now know as their spoken lecture. This is because they think
“writings.” entirely in images and the instructor is
However, now we’ve got things so using a verbal communication method,
boxed up and stamped neatly that if a and they must use enormous mental effort
child isn’t an excellent reader – because to translate the words to images before
they are physically wired differently taking them in.
and must use a whole other section of This is bad enough in middle school.
the mind than the easy readers – they’re Let’s move on to college and the
made to feel like a failure. The gifts workplace. Hello, tech companies – I’m
they inherit as part of this package are talking to you – if you’re requiring a
neglected (they are rewired for a purpose degree – and especially a four-year
– and it isn’t to win the spelling bee!), or more degree – before hiring your
and too often they drop out of school creative/troubleshooting employees,
because it isn’t speaking a language they you’re ruling out many of the ones who
can take in. are actually going to prove most gifted
My husband was a child prodigy in in your area – the minds wired to invent
arts and won awards as early as six. His – dyslexic and other visual/spatial/
skill with all things spatial drew attention conceptual minds. Look for experience!
and he was placed in a school for the
(continued on page 19)
PAGE 8
International
Davis 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
v Argentina
Silvana Ines Rossi
Buenos Aires
+54 (114) 865 3898
v Australia
Brenda Baird
Brisbane
+61 (07) 3299 3994
Sally Beulke
Melbourne
+61 (03) 572 51752
Anne Cupitt creative idea might just be a good one that no one
Scarness, Queensland
+61 (074) 128-2470
Mary Davie
Caringbah NSW
+61 (02) 9531 8106
Jan Gorman
Eastwood/Sydney
+61 (02) 9804 1184
Bets Gregory
Gordon NSW
+61 (4) 1401 3490
Gail Hallinan
DLS Workshop
Presenter-Mentor
Naremburn/Sydney
+61 (02) 9405 2800
Barbara Hoi
Mosman/Sydney
+61 (02) 9968 1093
Annette Johnston
Rockingham WA
+61 (8) 9591 3482
Eileen McCarthy
Manly/Sydney
+61 (02) 9977 2061
Marianne Mullally
Crows Nest, Sydney
+61 (02) 9436 3766
Jayne Pivac
Parkdale Victoria/Melbourne
+61 (0) 420 305 405
Jocelyn Print
Kalgoorlie-Boulder WA
+62 (04) 5868 3830
John Reilly
Berala/Sydney
+61 (02) 9649 4299
v Austria
Annette Dietrich
Wien +43 (01) 888 90 25
Jacinta Fennessy
Wien +43 (01) 774 98 22
Ina Barbara Hallermann
Riezlern +43 5517 20012
Marika Kaufmann
Lochau +43 (05574) 446 98
Creativity:
What Is It –
And Where
Can I Get
Some?
By Laura Zink de Díaz, Davis Facilitator,
Bogotá, Colombia
Everyone is creative – even me. Although
most of my life I believed that because I had
no particular artistic ability, I wasn’t creative
either. We sell ourselves short when we think of
creativity that way. So what is it, really?
There are probably as many ways to be
creative as there are people on the face of the
earth. Often we think of creativity as the ability
to imagine or invent something new. Sometimes
we think this new thing has to be astoundingly
brilliant to qualify as creative. But in fact, a
has thought of yet. Perhaps it’s simply a way to
fix a broken item when you don’t have the “right”
tools handy. Or adapting a traditional activity to
apply it in a new way. Or creativity might simply
be the expression of a personal vision that others
don’t share – yet.
Generally, creative people are flexible, open
to change, willing to imagine possibilities and
to play with ideas. Sometimes we call them
“divergent” or “out of the box” thinkers. They
aren’t necessarily malcontents, but they do tend
to operate on the assumption that things can
always be improved. Along with this, creative
people also tend to approach work with an eye
for quality, and, whatever their area of expertise,
they’re dedicated to producing that quality.
We have the romantic notion that creative
people get their ideas in a sudden, singular
“Eureka!” moment of inspiration. Of course, that
can happen. But most creativity is the result of
working, re-working, revising, and refining – an
effort the creative person makes willingly, even
enthusiastically, because he’s always trying to
make things better, especially his own work.
THE DYSLEXIC READER
Creativity is a hard thing to measure. To
my knowledge, there are no standardized tests
capable of measuring it. The issue of creativity is
important to Davis Facilitators, though we don’t
really feel the need to quantify it. We understand
that our clients tend to be very imaginative and
creative, but we also know that they learn faster
and better when they’re allowed to use their
creativity as a tool for learning. While measuring
creativity objectively is hard, there are attitudes
and conditions that foster the creative drive, in
school and in life beyond school. If you want to
support and encourage creativity in your children
and others around you, here’s quick overview of
conditions that will help you do that.
• Be supportive and accepting.
Creative efforts need support. Creativity blossoms
in an environment of acceptance, one that’s free
of the fear of failure, and emotionally safe for
self-expression, experimentation and exploration.
• Recognize that we all have
strengths and weaknesses. With
children, sometimes we tend to focus so much
on remediating their weaknesses, that we ignore
their strengths. We assume those talents will
simply develop naturally, whether or not we give
them attention. Children need positive feedback
about their strengths and lots of opportunities to
develop them. This feedback creates a safe place
in their lives to experiment creatively.
• Process is more important than
outcome. There’s a lot of focus these days
on standards and outcomes for school children.
But the process of creating (and learning) is
more important than the outcome, because we
always learn along the way. Many’s the teacher
who’s discovered that while she was focused on
teaching a particular skill, her students learned
something incidentally of equal or greater
importance. When we focus too heavily on the
“perfect” outcome, we can miss entirely what
can be learned from the process.
THE DYSLEXIC READER PAGE 9

• Make room for exercise. Glucose and On the other hand, it’s wise to be v Belgium
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(continued on the next page)
PAGE 10 THE DYSLEXIC READER

v Canada (continued)
Sue Jutson
Vancouver, B.C.
+1 (604) 732-1516
Mary Ann Kettlewell
London, Ontario
+1 (519) 652-0252 own drum and take pride in the progress we make But for a Davis Facilitator like me, it’s clear
Helen McGilivray
Oakville/Toronto competing against ourselves. that the tools and strategies I use with my clients
+1 (905) 464-4798 include all of the attitudes and conditions that
Susan Nikolic-Vicentic
Newmarket/Toronto
• Excessive use of rewards. Many foster creativity, and none of those that quash it.
+1 (905) 953-1716 activities offer us intrinsic pleasures, but we Using the Davis Tools can also help parents and
Maureen O’Sullivan can stifle our children’s motivation by offering teachers minimize their use of the more negative
Newmarket, Ontario
+1 (905) 853-3363 extrinsic rewards for what’s already intrinsically attitudes at home or in class.
Tina Panaritis motivating. Inappropriate use of material rewards Davis Dyslexia Correction presupposes that
Montreal, Quebec stunts intrinsic motivation. It’s is a great way to the child is intelligent and has an intrinsic desire
+1 (514) 690-9164
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Riverview, NB
• Surveillance. To be creative, you need to free, accepting environment that allows the child
+1 (506) 871-5674 be willing to take a risk, try something that might to progress, something that scolding and blaming
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for the same purposes.
Huntsville, Ontario • Excessive evaluation. Including, This is extremely important, because no matter
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excessive standardized testing. Creative people how much we parents and facilitators might
v China
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Yvonne Wong Ho Hing
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Laura Zink de Díaz
Bogotá
of both Facilitator and teacher is ultimately, to
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Maria Elena Guth Blanco I’d venture to guess that most of us have seen intelligence, creativity, and ability to make sense
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Moniek Geven

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+ 593 (2) 854 281 Jean Piaget, 1896 – 1980
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Ambato
Swiss psychologist and philosopher,
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Olga Knut
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THE DYSLEXIC READER PAGE 11

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his mind’s eye to see behind him or backward Borga +358 400 79 54 97
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He’ll probably also ask me, “Can I see backwards Stuttgart
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The purpose of +49 (040) 25 17 86 23
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mind’s eye and eliminate

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(continued on the next page)

PAGE 12
v Germany (continued)
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Landshut
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Backwards Out Come Sentences
Q: Sometimes I say sentences backwards.
Here’s an example: I might say, “The tail’s dog
is sticking out,” instead of “The dog’s tail is
sticking out.” Does this mean I am dyslexic?
I’ve also noticed that I have some of the other
characteristics, such as being a deep sleeper and
I’m really good with faces.
A: It is possible that your reversal of words
stems from the same causes as dyslexia. Most
dyslexics report that they think mostly in
pictures. Sometimes the words do not flow in
the same order as their mental pictures. Dyslexic
individuals also often have problems with
sequences, and getting things out of sequence.
You’ll find more information about the dyslexic
thinking style in the book The Gift of Dyslexia,
by Ronald D. Davis. This book might give you
more insight into the reasons for your verbal
mistakes and other characteristics.
“
Sometimes the words
do not flow in the
”
same order as their
mental pictures.
The Letters Are All There –
But In the Wrong Order
Q: I work with adults with learning disabilities.
A couple of our students seem to write and spell
reasonably well. When they spell a word they
most often have the right letters but one or two
may be inverted. What I mean is if they were
writing ‘charity’ they may in fact write “chraity.”
Could this be a symptom of dyslexia, and if it
isn’t do you know what this might be or what
may cause this?
A: Yes, the inversion of letters is a common
symptom of dyslexia. It is caused by issues
related to sequencing – either in the initial
perception of letters, or in the writing process.
The Davis Dyslexia Correction Program
provides specific tools and techniques to
address this problem.
I wrote an article describing a possible
neurological reason for this difficulty and
explaining how the Davis Program addresses
the problem. The title of the article is “Brain
Function, Spell Reading, and Sweep-Sweep-
Spell” and you can find it at the following
THE DYSLEXIC READER
URL: http://www.dyslexia.com/articles/
SERIOLandSpellReading.pdf
Basically, the tools we use are:
• Davis Orientation Counseling. This ensures
accuracy of perception, which helps the
individual to correctly perceive and retain a
memory of letter order in words
• Spell Reading & Sweep-Sweep-Spell Reading
Exercises. These reading exercises encourage
students to take note of left-to-right ordering and
to spell-out the letters of unfamiliar words. This
helps build strong mental sequencing ability and
ensures that letters are perceived and recalled in
their correct order.
• Davis Symbol Mastery with words. Our clay
modeling approach includes modeling all the
letters of a word, and practice visualizing the
word, including mastering the spelling backward
as well as forward. (If you have a clear mental
picture of the letters of the word, it is as easy to
recite the letters right to left as left to right, so this
exercise helps build the habit of keeping a stable
visual memory of the word).
Here’s a tip for your students, that might
help for now. Encourage them to slow down
and say the letters of words aloud as they write
them. Sometimes these errors are just an output
problem. That is, the student has the right letters
in mind, but they come out in the wrong order
on paper. I noticed when my own son was a
child that if I asked him to spell a word orally
he usually got it right, but it came out wrong on
paper. So sometimes the solution is to involve
other parts of the brain in the process. This is
why most good teaching approaches for dyslexia,
including the Davis Program, are multi-sensory,
combining visual, auditory, and kinesthetic
mental pathways whenever possible.
“
…most good teaching
approaches for dyslexia,
including the Davis
Program, are multi-
sensory, combining
visual, auditory, and
kinesthetic mental
”
pathways whenever
possible.”
THE DYSLEXIC READER PAGE 13

Teaching English in Italy You can read more about this technique, v Iceland (continued)
and how we use it, in Ronald D. Davis’ book, Hólmfridur Gudmundsdóttir
Q: I’m an Italian teacher of English at a primary The Gift of Dyslexia. This book is available in Gardabae
+354 895-0252
school (pupils age 6 to 10). I’m looking for Italian as well as English and you can learn Sigurborg Svala Gudmundsdóttir
practical guides and specific books for teaching more about the Italian version at: http://www. Mosfellsbaer
+354 867 1928
English to dyslexic students at Pre-K-2 and dyslexia.com/italian.htm
Ingibjörg Ingolfsdóttir
Grade 1 (such as, skill builders based on NCTE Mosfellsbaer
standards). In our country there are some web Over-stimulated or Predisposed? +354 899-2747
sites and books that offer information and tips Sigrún Jensdóttir
Mosfellsbaer
about dyslexia. And I’ve found lots of books Q: After reading The Gift of Dyslexia, I am sure +354 897 4437
about how to teach Italian or Math, but none my three children have dyslexia. As an educated Valgerdur Jónsdóttir
Kópavogur
about English at the primary level. Can you mother, I made a point of stimulating my children +354 863 2005
recommend anything? from birth on. Is it possible that dyslexia could be Sturla Kristjansson
developed from 3 to 6 months of age, if the child Hafnarfjordur
+354 862 0872
is over-stimulated? I am very concerned about all Jon Einar Haraldsson
those Baby Einstein videos. Lambi
Akureyri +354 867 1875
Ásta Olafsdóttir
A: We don’t think that dyslexia would result from Vopnafjordur
over-stimulating children during early infancy. +354 473-1164
We do think that dyslexia could be worsened by Thorbjörg Sigurdardóttir
Reykjavík
pushing toddlers and pre-school age children to +354 698 7213
read or write before they are ready, such as at Kolbeinn Sigurjonsson
Mosfellsbaer
age 3 or 4. That is because, when confused they +354 566 6664
are likely to ”disorient”, make mistakes, and Hugrún Svavarsdóttir
eventually become frustrated. Very quickly they Mosfellsbær
+354 698-6465
can develop an automatic, emotional response, v India
which we call a “trigger.” In other words, if they Kalpita Patel
A: We don’t have materials for teaching English felt confused and disoriented when they saw a Rajkot, Gujarat
+91 (281) 244 2071
as a foreign or second language, but you might particular letter or word, they may automatically Carol Ann Rodrigues
find that the Symbol Mastery technique described have the same response when they see that Mumbai
in The Gift of Dyslexia will help your students letter or word again. Over time, these triggers +91 (22) 2667 3649 or
+91 (22) 2665 0174
master basic English vocabulary. A study can manifest as symptoms of dyslexia and the v Ireland
using this technique for teaching adult English frustrations will lead to compulsive solutions Veronica Bayly
speakers to learn Spanish vocabulary is discussed that disable the learning process. Dublin
+353 (86) 226 354
under the heading “Academic Research” at However, we would think that 3 to 6 months Paula Horan
the following URL: http://www.dyslexia.com/ would be far too young an age for an infant to Mullingar
science/research.htm develop that response. At that age, the whole +353 44 934 1613
Sister Antoinette Keelan
world is confusing to all infants, but they are Dublin
And you can see examples of Davis Symbol probably too young to develop triggers as a +353 (01) 884 4996
Mastery here: http://www.symbolmastery.com/ response to confusing stimuli. We do not think v Israel
Luba Alibash
We use clay modeling to help dyslexic students there is any particular benefit to programs that Ramat Hasharon/Tel Aviv
in their native language because we feel that attempt to expose infants to letters and words, +972 (052) 272 9532
most dyslexic individuals think in pictures rather but we have no evidence that such activities Goldie Gilad
Kfar Saba/Tel Aviv
than words, and experience confusion when they could lead to or cause dyslexia. +972 (09) 765 1185
encounter in their reading small, abstract words Keep in mind that there is a genetic component Judith Schwarcz
that have no pictorial meaning. Clay modeling to dyslexia. If all three of your children have Supervisor-Specialist
Ra’anana/Tel Aviv
helps them integrate the appearance of the word dyslexia, it is quite likely that they share a +972 (09) 772 9888
in print with a mental image representing the genetic predisposition. v v Italy
meaning of the word. Stefania Bruno
Nuoro, Sardinia
This can be used for learning a foreign +39 (388) 933 2486
language because it can be particularly difficult Elisa De Felice
to master these small, abstract words, especially Roma
+39 (06) 507 3570
when translations do not fully reflect the nuances Antonella Deriu
in meaning that affect usage. To the same extent Nuoro, Sardinia
that this approach helps dyslexic students master +32 059 32 96
Piera Angiola Maglioli
their own language, it should also help students Occhieppo Inferiore/Biella
master a second language. +39 (015) 259 3080
PAGE 14 THE DYSLEXIC READER

The Lazy Readers’ Book Club

v Italy (continued)
Sabina Mansutti
Tricesimo Udine
+39 (349) 272 0307
Alessandro Taiocchi

Great Reads from

Settimo Milanese
+39 (333) 443 7368 By Laura Zink de Díaz,
Silvia Walter Facilitator in Bogotá, Colombia
Firenze
+39 (055) 22 86 481
Rafaella Zingerle Here are some excellent recommendations
Corvara In Badia
+39 (0471) 836 959 from Danny Brassell of The Lazy Readers’
v Kenya Book Club. These are great reads for
Manisha Shah reluctant readers or those who just plain
Nairobi
+254 (0) 721 492 217
don’t have time for reading.
v Luxembourg
Nadine Roeder Danny’s just kidding when he says
Luxembourg these books are for “lazy” readers.
+352 691 30 0296
v Lebanon
He knows we’re all busy, and some
Samar Riad Saab of us just need encouragement. At his
Beirut +961 3 700 206 website, www.lazyreaders.com, you can
v Malaysia find Danny’s picks, updated monthly, as
Hilary Craig
Kuala Lumpur well as archives of past selections by
+60 (36) 201 55 95 month, reading level, and page count.
v Mexico If you purchase books at Amazon.com Parallel Play: Growing Up with
Silvia B. Arana García
Mexico, D.F.
through links at the Lazy Readers’ website, Undiagnosed Asperger’s
+52 (55) 5540-7205 Bookends (www.bookends.org) will receive By Tim Page
Cathy Calderón de la Barca a donation. Bookends is a nonprofit Adult, 208 pages
Davis Workshop Presenter
México D.F. organization devoted to increasing Doubleday, 2009
+52 (55) 5540-7205 children’s access to books. ISBN-10: 0385525621
Bertha Figueroa Yllana
Juárez ISBN-13: 978-0385525626
+52 (656) 325-0285 Danny’s recommendations are always
María Silvia Flores Salinas organized into categories: AD, for adults; The highly uplifting memoir of a Pulitzer
DDA Director
Supervisor – Specialist YA, for young adults; and CH, for Prize-winning critic who just happened to grow
Garza García Monterrey NL children’s books. He always lists a page up with Asperger’s Syndrome (and nobody
+52 (81) 8378 61 75
count and some brief comments, which we diagnosed it – which could be seen as a curse
Alejandra Garcia Medina
Huixquilucan include below. He usually posts about 10 and a blessing). To me, this is essential reading
+52 (55) 1085 5608l recommendations per month, three or four for all teachers.
Maria Lourdes Gutiérrez
Mexico D.F.
per category. At the website, you can sign
+52 (555) 593 18 22 up to receive his monthly recommendations
Hilda Fabiola Herrera Cantu by email, just as I do!
Culiacan, Sinaloa
+52 81 6677 15 01 19
Laura Lammoglia This time we’ve included
Tampico, Tamaulipas
+52 (833) 213 4126
recommendations from all categories,
Maria Cristina Lopez-Araiza including one for adults.
Gonzalez
México, D.F.
+52 (55) 5536 5889
Ana Menéndez Porrero
Puebla
+52 (222) 750 76 42
Lucero Palafox de Martin
Veracruz
+52 (229) 935 1302
Lydia Gloria Vargas
Garza García Monterrey NL
+52 (81) 8242 0666
v Netherlands
Liesbeth Berg-Schagen
Vleuten
+31 (030) 604-9601
Manja Bloemendal
Den Haag +31 (70) 345 5252
Ineke Blom
Dorpstraat
+31 (020) 436-1484
Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit Davis Young Learner
Contains everything needed to do Kit for Home-Use
Davis Symbol Mastery: A manual in Provides parents with the
checklist format, 117-minute instructional instructions and materials needed
DVD, laminated alphabet strip, letter to provide 5-7 year olds with
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Symbol Mastery Kit $139.95

DVD/Audio CD/Software
I Can Do It – The Confidence
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Teachers, parents, school administrators,
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at Vale Elementary School in Oregon.
DVD: $9.00 (running time: 12 min.)
Dyslexia – The Gift
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Video or DVD $39.95

ReadOn Interactive Software Gift of Dyslexia

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Software $195.00
4-CD Set $29.95 $39.95
Unlocking the Power of Dyslexia
A 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 think
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Davis Dyslexia Correction Orientation Procedures
This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation
described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual
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Davis Symbol Mastery and Reading Exercises
Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading
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by Diane Frank and achievement for ages 4 - 8.
by Michael D. Davis
SUPPLEMENT PAGE A2
BOOKS FOR CREATIVE LEARNING
The Gift of Learning
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Attention Deficit Disorder:
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The Gift of Dyslexia:
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Explains the theories behind
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The Gift of Dyslexia
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Teaching Kids with
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The Myth of the ADD Child
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Everything Parent’s Guide
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THE DYSLEXIC READER
Right-Brained Children
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You Don’t Have
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Case histories illustrate a
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Getting The Horse To
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Practical teaching
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The Secret Life of the
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The Everything Sign
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The Language that let’s
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More than 300 easy-to
-follow illustrations, including
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Softcover $10.50 $14.95
THE DYSLEXIC READER
Understanding
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SUPPLEMENT PAGE A3
AUTISM BOOKS
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SUPPLEMENT PAGE A4 THE DYSLEXIC READER

ORDER FORM
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DAVIS DYSLEXIA MATERIALS
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Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00
DDAI Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00
1601 Old Bayshore Hwy. #260 Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00
Symbol Mastery & Reading Exercises DVD . . . . . . $85.00
Burlingame, CA 94010 I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00
The Gift of Dyslexia . . . . . . . . . . . .LOWER
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. . . . . $29.95
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Local 1-650-692-7141 ADD: A Different Perception . . . . . . . . . . . $8.50 . . . . . . .$9.95
Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99
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Online: Born on a Blue Day . . . . . . . . . . . . . . . . . $9.80. . . . . .$14.00
Bumperly Bumper Bee . . . . . . . . . . . . . . $12.75 . . . . . . .$15.95
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Colleges That Change Lives . . . . . . . . . . $10.50 . . . . . . .$14.00
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Everything Parent’s Guide To Dyslexia . . . $13.45
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Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95
Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95
Hate to Write But Have To Writer’s Guide . . . $5.00 . . . . . . .$9.95
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discount on all DDAI Bookstore orders and How to Read Music . . . . . . . . . . . . . . . . . $7.95 . . . . . .$11.95
In the Mind’s Eye . . . . . . . . . . . . . . . . . . $20.00
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Learning Outside the Lines . . . . . . . . . . . . $9.80 . . . . . .$14.00
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Ten Things Every Child With Autism Wishes .$10.50 . . . . . .$14.95
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. . . . . .$12.00
Address: The Secret Life of The Dyslexic Child . . . . . . $10.50. . . . . . .$14.95
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THE DYSLEXIC READER PAGE 15

v Netherlands (continued)
Lot Blom
Utrecht +31 (030) 271 0005
Lieneke Charpentier
Nieuwegein
+31 (030) 60 41 539
Hester Cnossen
Veghel +31 (495) 641 920
Dorothea de Gier
Den Haag
+31 (6) 22 33 98 40
Anja Derksen-Merken
Heel +31 (06) 17 38 34 45
Mine de Ranitz
Driebergen
+31 (0343) 521 348
Christien De Smit
DLS Mentor
Sluis +31 (0117) 461 963
The Journey that Saved Purplicious
Marijke Eelkman Rooda-Bos
Curious George By Victoria Kann & Elizabeth Kann Gouda +31 (0182) 517-316
Children, 30 pages Children, 40 pages Jolien Fokkens
HMH Book, 2005 HarperCollins, 2007 Beilen
+31 (0593) 540 141
ISBN-10: 0618339248 ISBN-10: 0061244058 Ina Gaus
ISBN-13: 978-0618339242 ISBN-13: 978-0061244056 Santpoort-Zuid
+31 (023) 538-3927
Jola Geldermans
I cannot believe it took me so long to My daughter Kate loves me reading aloud this Beverwijk
recommend this wonderful book, which I just book to her every night. A girl who loves pink is +31 (0251) 210 607
Perola Goncalves
recommended to a couple of my mentors. teased by all the other girls who insist black is María Hoop
The true story of Jews, Margret and H.A. Rey the “it” color, but she finds a kindred spirit who +31 (06) 33 79 63 44
(creators of Curious George), fleeing Paris in mixes pink and blue to create a beautiful purple Jan Gubbels
Maastricht
1940 from Nazi invasion. Makes a wonderful cake. “That’s the kind of girl I want you to be +31 (043) 36 39 999
writing prompt for children, as the world friends with,” I always tell Kate. Maril Heijen
would have never known Curious George if Landgraaf
+31 (6) 4965 1754
they had not escaped. My writing prompt: who Judith Holzapfel
did not escape – the person with the cure for Deventer
+31 (0570) 619 553
cancer, the world’s most-gifted ballerina or Mia Jenniskens
perhaps the inventor of a microphone for NFL Eindhoven
referees that actually works? +31 (040) 245 9458
Trudy Joling
Laren
+31 (035) 531 00 66
Marie Koopman
Bilthoven
+31 (030) 228 4014
Carry Kuling
Heemstede
+31 (0235) 287 782
Edith Kweekel-Göldi
Soest +31 (035) 601 0611
Imelda Lamaker
Hilversum
The Samurai’s Tale +31 (035) 621 7309
By Erik C. Haugaard Irma Lammers
Boxtel
Young Adult, 256 pages +31 (411) 68 56 83
Sandpiper, 2005 Sjan Melsen
Maybe a Bear Ate It ISBN-10: 0618615121 Arnhem
+31 (026) 442 69 98
By Robie Harris ISBN-13: 978-0618615124 Cinda Musters
Children, 32 pages Amsterdam
Orchard Books, 2008 Wow! Yeah, this is the kind of book I would +31 (20) 330-78 08
Bert Neele
ISBN-10: 043992961X have liked to read when I was a teenage boy. Melick
ISBN-13: 978-0439929615 Haugaard immerses the reader in 16th century +31 (61) 259 8802
Japan. There, the young protagonist Taro (an Marianne Oosterbaan
Zeist +31 (030) 691 7309
With funny illustrations by Michael Emberley, orphan – of course!) serves the great warlord
Fleur van de Polder-Paton
this fun story about a boy searching for his Takeda and avenges the death of his family. Schiedam
lost favorite book is sure to get a lot of giggles Boys can read this book faster than the Nestle +31 (010) 471 58 67
from little ones. Quik bunny downs a glass of chocolate milk. Guido Peerboom
Eijsden / Maastricht
+31 (62) 155 2959
PAGE 16 THE DYSLEXIC READER

Book Reviews
v Netherlands (continued)
Petra Pouw-Legêne by Abigail Marshall
DLS Nederlands Director
DLS Mentor-Trainer
Mentor-Presenter
Beek +31 (046) 437 4907
Karin Rietberg
Holten +31 (548) 364 286
Lydia Rogowski Wijnberg
Helmond +31 (0492) 513 169
Hanneke Schoemaker
Wageningen
+31 (0317) 412 437
Ilse Schreuder
Aalzum/Dokkum
+31 (051) 922-0315
Silvia Jolanda Sikkema
DLS Mentor
Drachten
+31 (0512) 538 815
Dyslexia Pocketbook
Suzan Sintemaartensdijk
Akersloot A Pocketful of Tips, Tools and
+31 (25) 131-26 62 Techniques to Unlock the Potential
Marja Steijger
Amstel of Learners with Dyslexia Flight
+31 (020) 496 52 53 By Julie Bennett By Elizabeth Stow Ellison
Robin Temple Cartoons by Phil Hailstone Holiday House, 2008
Specialist Trainer
Workshop Presenter Teachers’ Pocketbooks 2006 ISBN-13: 978-082342128
DDA Director ISBN-13: 9781903776681 Young Adult Fiction (ages 9-12+)
Maria Hoop
+31 (0475) 302 203
Romina Toroz The Dyslexia Pocketbook is a short, cheerful This first novel by author Elizabeth Ellison
Utrecht +31 (61) 280-1821
book that provides a friendly and supportive provides a candid portrayal of hidden illiteracy
Karima P.A. Turkatte
Amsterdam +31 (020) 696 4379 overview of dyslexia, geared to giving in a family of three siblings and their parents.
Marieke Uiterwijk classroom teachers the ability to understand Set in a suburban California community in the
Leiden +31 (06) 45 911 913 the dyslexic learning style, and to reach all of 1980’s, the book is narrated from the viewpoint
Mieke van Delden
Leek +31 (059) 4514985 their students. The book is filled with helpful of Samantha, a 12-year-old girl with a dyslexic
Agnes van den suggestions, with an emphasis on the need to older brother named Evan, who is blessed with
Homberg-Jacobs promote self-esteem and use teaching methods an adventurous spirit and exceptional artistic
America Limburg
+31 (077) 464 23 22 that reach all kinds of learners. I particularly and athletic talent. Unfortunately, Evan’s school
Annette van der Baan liked the book’s emphasis on positive aspects struggles eclipse his talents, and are often the
Amsterdam
+31 (020) 420-5501
of dyslexia coupled with the cheerful cartoons. source of conflict with his parents who clearly
Annemarie van Hof favor their eldest son, who is a high achiever
Utrecht +31 (030) 65 86 700 I feel that this book is very compatible making plans for college.

Jacqueline van Rijswijck
Venray +31 (0478) 58 73 98
Lia Vermeulen
Huizen +31 (062) 3671530
Mary Verspaget
Almere +31 6 53 797 197
Christien Vos
Autism Facilitator/Coach
Tolbert +31 (0594) 511 607
Lucie Wauben-Cruts
“
with the Davis approach, because of the
emphasis on dyslexic talents and suggestions
about presenting information in ways geared
to all learning styles. I found a couple of tips The author avoids taking
for spelling or math that seemed to be “old the easy way out in plot
solutions” – tricks that really don’t help with development, deftly
conceptual learning – but most of the ideas
avoiding seemingly
presented were sound, with an emphasis on
predictable outcomes,

”
Elsloo +31 (046) 437 0329
teaching the way students learn best. I also
and adding complexity
Gerda Witte-Kuijs
Heerhugowaard appreciated that the book provided a good
+31 (072) 571 3163-
overview of various approaches to dyslexia, to her characters.
Elisabeth Weterings-Gaaikema
Al Harkstede including a succinct and accurate description
+ 31 (623) 045 369
of Davis methods.
v New Zealand
Rochelle Booth
I was particularly impressed with the
Wanganui +64 (027) 306-6743 This little book might make a nice gift for insightful portrayal of the family dynamics,
Kirsteen Britten parents to share with teachers, to gently guide including the emotional distance between the
Christchurch +64 (3) 348 1665
them to creating a more dyslexia-friendly younger teenage children and their parents.
Vivienne Carson
Auckland +64 (09) 520-3270 learning environment. The pocketbook size, The author avoids taking the easy way out in
Catherine Churton brevity of text and lively illustrations pack a plot development, deftly avoiding seemingly
Supervisor-Specialist
Auckland
large amount of information into a compact predictable outcomes, and adding complexity
+64 (09) 815 8626 and easily-used format. to her characters. Even though the book is
geared to middle-school age readers, I found
THE DYSLEXIC READER PAGE 17

Book Review by Sue Hall, Davis Facilitator v New Zealand (continued)

it a compelling read. Although it is a work of in West Vancouver, B.C., Canada Maria Copson
fiction, I do think it may also provide helpful Dunedin
+64 (03) 479 0510
insights for parents of dyslexic children or Ann Cook
their siblings. Warkworth/Auckland
+64 (0) 9 422 0042
Melanie Curry
The author is a schoolteacher who shared Christchurch
her own painful childhood experiences +64 (03) 322-1726
with me: Martine Falconer
Christchurch
+64 (03) 383-1988
My inspiration for writing the book comes Konstanca Friedrich-Palzer
Motueka/Nelson
from many sources and personal experiences +64 (03) 527 8060
as a student and now as a teacher. While I have Tina Guy
enjoyed writing from a very young age, it was Nelson +64 (03) 547 4958
Under the Desk
a real struggle for me, as was reading. By Amanda LeRoux, Illustrated by Michael P. Burke
Wendy Haddon
Mosgiel +64 (03) 489-8572
I was extremely sensitive and recall feeling $15.00 from Aaspirations Publishing Sandra Hartnett
very overwhelmed by entire pages of text. Upper Moutere
I remember looking at pages of text and I saw a clip of Amanda La Roux being +64 (3) 540 3109
Alma Holden
thinking, “I can’t get through that.” In second interviewed on CNN, and she describes herself Alexandra
and fourth grade my teachers used the SRA as severely dyslexic. She rarely reads, as reading +64 (027) 485-6798

Reading Comprehension Program. I had such gives her migraines that can last for weeks, and Glenys Knopp
Darfield +64 (03) 317-9072
a hard time with those little reading cards. In yet she loves to write and is an accomplished Leila Martin
fourth grade my teacher made this elaborate author! Under the Desk is a story of a little girl Hawera Taranaki
+64 (027) 721-3273
bulletin board. Each student had a rocket and entering Grade 1. Maria didn’t like Kindergarten
Raewyn Matheson
as we progressed through the levels in the SRA and is pretty sure she won’t like Grade 1. Her DLS Mentor
kit, our rockets moved up on the board. I can fears are realised when she meets symbols, Inglewood
+64 (027) 411-8350
honestly tell you that my rocket never took off. whether alphabet letters or numerals. She finds Tania McGrath
I was stuck in what was appropriately called a friend, and they make a deal to ensure that her Christchurch
the brown level. I just couldn’t make my way work gets done, but Maria remains ignorant of +64 (03) 322 41 73
Shelley McMeeken
through the text and the laborious exercises. what these symbols are, or how to write them. DDA Director
Her friend leaves the school after one term of Autism Facilitator/Coach
Dunedin
This teacher also used a speed-reading Grade 1, and Maria is devastated. The deal no +64 0274 399 020
device. It was a projector that would project longer exists. The principal identifies her as Colleen Morton
lines of text and we were supposed to read dyslexic and becomes Maria’s saviour. That’s Gore +64 (03) 208 6308
Alison Syme
along to the end of what ultimately amounted the end of the book. Darfield +64 (03) 318-8480
to a story. I remember that my classmates were Lorna Timms
In my opinion, Under the Desk is beautifully
all asking the teacher to make it go faster, and Davis Autism Trainer
written, and well illustrated. There is no doubt Supervisor-Specialist
I wasn’t keeping up as it was, but I just went Christchurch
that the story is told by a six-year-old, who lives +64 (03) 363 9358
along because it was easier to “look” like I was
in the moment. I felt a bit left up in the air at the Margot Young
managing. On the inside I felt horrible.”
end, but that is because I am a Davis Dyslexia Auckland
+64 (0) 9 638 3627
Correction Facilitator, and I want to know what
The book ends on a positive note, with a v Panama
the Principal did to help Maria! I later learned Amy Homsany
message of empowerment – not just for Evan,
that there will be 5 more books, taking us right Panama City
the dyslexic sibling, but for his younger sister, +507 (6) 671-1244
up to Maria’s university experience. My sense of
who learns that she has the ability to take a v Peru
uncertainty was probably like what little Maria
stand within her own family to confront some Judith Zapata Prange
felt when the principal promised her mom, Lima
long-festering problems. +41 61 721 7501
“we’ll help Maria to learn in her own way.” v Philippines
Flight was named one of Bank Street I think lots of people would enjoy reading Imelda Casuga
Baguio City
College Education’s Best Books of 2009. Under the Desk, particularly the parent of a +63 (744) 42 29 01
Elizabeth Ellison has a master’s degree child recently identified as dyslexic, or an older Freddie Tan
in literature and teaches 5th grade child who needs to know she’s not alone. My
San Juan, Metro Manila
+63 (2) 725 7137
language arts. own ‘need to know’ tells me I have to read the v Poland
next 5 books in the series! Agnieszka £ubkowska
Warsaw
+48 (22) 658-2237
Sue Hall founded The Whole Dyslexic Society,
devoted to increasing awareness and providing v Portugal
support to dyslexic individuals. Sue’s website is Catarina do Passo
Lisboa
www.positivedyslexia.com and the website of +35 (121) 781-6090
The Whole Dyslexia Society is www.dyslexiacanada.com.
PAGE 18 THE DYSLEXIC READER

v Portugal (continued)
Cristina Rocha Vieira
Coimbra
Famous Dyslexics
+35 (123) 943 7732
Sofia Vassalo Santos
Lisboa Edward Vickerman
+35 (191) 911-2565
Cristina Maria Vieira
Lisboa Twenty-six-year old Edward Vickerman was named Outstanding
+35 (191) 921 4808 Teacher of the Year for the United Kingdom in October, 2009.
v Republic of Singapore
Vickerman is dyslexic, and in school was never expected to amount
Phaik Sue Chin
Singapore to much. It was assumed that he would join the family furniture
+65 6773 4070 restoration business. But Vickerman persevered, determined to
Constance Chua
Singapore
become a teacher in spite of being rejected by two teacher training courses. Today he is director
+65 6873 3873 of specialism, head of business and a business and enterprise teacher at The Freeston Business
v Russia and Enterprise College in Normanton, West Yorkshire. He doesn’t hide his dyslexia from students,
Mira Ashush and often uses new technology in the classroom. He is determined to ensure that his students
Moskva
+ 972 (3) 635 0973 have every opportunity to succeed.
v Serbia “I was told I could never be a teacher,” Vickerman said upon accepting the award, “ so this…
Jelena Radosavljevic is for everyone like me who is dyslexic but who wants to teach.” Award judges described him
Kraljevo
+381 (063) 76-28-792 as “witty, funny, innovative and an absolute dynamo” in the classroom, and the colleague who
v South Africa submitted his name in nomination for the award said: “He is the most talented, exciting and
Sharon Gerken enthusiastic teacher we have ever had, with skills way beyond our expectations.”
Durban
+27 (82) 82 85 180
(References: http://news.bbc.co.uk/2/hi/uk_news/england/west_yorkshire/8325792.stm;
v Spain http://www.wakefieldexpress.co.uk/news/Outstanding-teacher-rewarded.5766658.jp; and
Silvia María Sabatés Rodrigo http://www.independent.co.uk/news/education/education-news/teacher-of-the-year-award-for-
Madrid
+34 (091) 636 31 44
dyslexic-1809427.html)
v Switzerland/CH
Tinka Altwegg-Scheffmacher
St. Gallen Carolyn W. Greider
+41 (071) 222 07 79
Monika Amrein
Zurich Carolyn Greider is a professor and molecular biologist at Johns Hopkins
+41 (01) 341 8264 University. Working with Elizabeth Blackburn at UC Berkely, she discovered
Regula Bacchetta-Bischofberger
Horw/Luzern the enzyme telomerase in 1984. She subsequently pioneered research into the
+41 (041) 340 2136 structure of telomeres and how they are protected from progressive shortening by
Priska Baumgartner the enzyme she discovered. (Telomeres are areas of repeated DNA that protect the
Wettingen
+41 (056) 426 28 88 ends of chromosomes from destruction over time.) In 2009 she was awarded the
Renate Blum-Muller Nobel Prize for Physiology or Medicine, sharing the honor with Dr. Blackburn
Full-Reuenthal
+41 (56) 246-18 66 and Dr. Jack Szostak. Greider was brilliant even as a high school student. She became interested in
Michelle Bonardi laboratory research and biochemistry at the University of California, Santa Barbara, and eventually
Castel S. Pietro, Ticino applied to graduate programs in molecular biology programs across California. In spite of having
+41 (091) 630 23 41
Vicki Brignoli
“great research experience, great letters of recommendation and outstanding grades,” she had poor
Lumino GRE scores. Greider later learned that she is dyslexic. Fortunately, the University of California,
+41 (091) 829 05 36
Berkeley admitted her to the graduate program she was interested in. There, she and Dr. Blackburn
Carole Dubosson
Veyras/Sierre met, and there she made the discovery which ultimately led to her Nobel Prize.
+41 (027) 452 62 02
Brigitta Dünki
Rafz + 41 (079) 318-8300
Susi Fassler
Bernie Taylor
St. Gallen
+41 (071) 244 5754
Bernie Taylor is an American writer, lecturer and fly-fishing instructor. His
Ursula Fischbacher
Orpund articles have appeared in the magazine Fly Fishing and many other angling
+41 (032) 355 23 26 publications. His research on fishing has taken him all over the Western United
Heidi Gander-Belz
DLS Presenter-Mentor
States, to Canada and Alaska. In 2005 his book, Big Trout: How & Where to
Fehraltorf/Zurich Target Trophies, was published by The Lyon’s Press. He realized he was dyslexic
+41 (44) 948 14 10
as an adult and has read Ron Davis’ book, The Gift of Dyslexia. “I found out that
Katharina Grenacher
Bern +41(31) 382 00 29 I am dyslexic recently, at 38 years of age. It put a lot of things in perspective.
Elisabeth Gut Oddly enough I am a writer and author. I have written for more than a dozen magazines in as many
Grut +41 (044) 932 3242 countries. Unlike other writers it takes me dozens of rewrites to get it grammatically correct. But the
Ursula Hirzel Egler
Stäfa +41 (01) 926 2895 creative juices keep me going. I am a big out-of-the-box thinker. Ron Davis’ book was very helpful
Christa Jaeger to me. I have also bought a dozen or so copies to send to relatives and associates whom I thought
Riehen +41 (061) 641 4667 were also dyslexics.” v
THE DYSLEXIC READER PAGE 19

That’s
A Box Stamped “Learning Disabled” (continued from page 7) v Switzerland (continued)
Ever wonder why so many start-ups that made Consuelo Lang

Ostrobogulous!
Lumino +41 (091) 829 05 36
billions were headed by someone who was “only Claudia Lendi
a high school dropout?” There’s your answer. St. Gallen +41 (071) 288 41 85
Not all visual/conceptual learners are dyslexic, Beatrice Leutert
Stein am Rhein
but it’s a good clue the brain’s been rewired to +41 (052) 232 03 83
invent and conceptualize. If you seek out the By Laura Zink de Diaz, Erika Meier-Schmid
people who are largely degreed from traditional Davis Facilitator, Bonstetten
+41 (01) 700 10 38
schools, odds are good they’re traditional/verbal/ Bogotá, Colombia Verena Luisa Moser
sequential learners and while they’ll excel Riken +41 (076) 346 93 34
in school, they likely won’t have the visual/ A very long time ago, Maya Muraro
Stäfa +41 (079) 704 03 07
conceptual rewiring which gives difficulty in before paper money Christine Noiset
school, but also gives the instinctive ability to was invented, people Chavannes
think in connected, lucrative rabbit trails and used coins made of +41 (21) 634 3510
Véronique Pfeiffer
uncover the unnoticed patterns and connections gold, silver or copper. Zürich +41 (01) 342 22 61
that lead to invention. When they bought Therese Rice-Schumacher
Verbal/traditional learners learn things by something worth less Uster/Zurich
+41 (052) 267 5154
repetition and drill, building one concept on top than the value of the coin, the vendor would snip Hilary Rhodes
of the other. They are good with lists of facts. off the edges to make change. That’s one reason Chesieres-Villars
They learn concepts in building blocks. They why you’ll often see coins in museums where part +41 (024) 495 38 20
Regine Roth-Gloor
are often orderly and follow sequences well. of the decorative image is missing. Mohlin/Basel
Visual learners learn a concept as a whole, all +41 (061) 851 2685
Doris Rubli-Huber
at once and not in pieces, and then they link St. Gallen
it to everything else they know. This leads to Have you ever noticed +41 (071) 245 56 90
invention. that the character Benita Ruckli
Sigigen +41 (041) 495 04 09
The world needs both kinds, and when a “Elmo” on Sesame or (079) 719 31 18
company is only hiring one kind of mind, Street never refers Lotti Salivisberg
they’re going to lose the benefits of the other. to himself using the Basel +41 (061) 263 33 44

Due to the artificial focus on degrees, valuable words “I” or “me”? Sonja Sartor
Winterthur
dyslexic minds are often shunted into little He’s suffering from +41 (052) 242 41 70
nothing jobs because people tend to equate “autophoby,” the fear Marianne Schutz
Zofinger
writing/reading ability with overall intelligence, of referring to yourself! +41 (62) 752 8281
which is a mistake that will cost much time and Andreas Villain
delay in the advancement of science and industry Say this word three times fast: Zürich +41 (076) 371 84 32
Margit Zahnd
which are traditionally headed up by visual Gerolfingen
thinkers and especially dyslexic minds. v Floccinaucinihilipilification! +41 (079) 256 86 65 or
(032) 396 19 20

Reprinted with permission from the blog, Love in Floccinaucinihilipilification! v United Arab Emirates
Linda Rademan
a Tin Roof Cottage. Elisabeth Snell is a retired Floccinaucinihilipilification! Dubai +9714 348 1687
agent, daughter of an inventor and the wife of v United Kingdom
Joy Allan-Baker
acclaimed dyslexic nature artist, Cliff Snell III. Floccinaucinihilipilification London
You can read more postings at Elisabeth Snell’s is one of the longest words +44 (0798) 413 1436
blog at http://tinroofcottage.typepad.com/love_ in the English language. Kim Balaskas
Westcliff on Sea, Essex
in_a_tin_roof_cottag It dates from about 1741, +44 (0) 789 482 8084
when highly educated Nicky Bennett-Baggs
Gt. Gaddesden, Herts
men would say it to +44 (01442) 252 517
impress others with their Sarah Dixon
erudite vocabulary. (How Ranmore Common, Surrey
+44 (01483) 283 088
obnoxious!) What does it Susan Duguid
mean? It comes from four London
+44 (020) 8878 9652
small Latin words, all of
Dyslexia Correction Centre
which mean the same thing: Georgina Dunlop
that something is valueless. Adding “-fication” to Autism Facilitator/Coach
Jane E.M. Heywood
them, turns the word into a noun, which means the Autism Facilitator/Coach
statement that something is utterly without value. DLS Mentor & Presenter
Ascot, Berkshire
+44 (01344) 622 115
Next time you feel like saying, “Wow, interesting,” Christine East
Elizabeth Snell and her husband, Cliff Snell, III or “That’s weird!” say this instead: “That’s really Kingsbridge, Devon
+44 (01548) 856 045
ostrobogulous!” And see how people react! v
PAGE 20 THE DYSLEXIC READER

v United Kingdom (continued)

Nichola Farnum MA
London
Association Internationale Davis Dyslexie
+44 (020) 8977 6699
Davis Legasthenie Gesellschaft International
Jacqueline Ann Flisher
Hungerford Berks
+44 (0) 8000 272657 Davis Dislexia Asociación Internacional
Maureen Florido
Harleston, Norfolk
+44 (01379) 853 810
Carol Forster
Gloucester
+44 (1452) 331 573 Creatividad:
¿En Qué Consiste
Achsa Griffiths
Sandwich, Kent
+44 (01304) 611 650
Axel Gudmundsson
London y Cómo La
+44 (020) 8341-7703
Tessa Halliwell
Autism Facilitator/Coach
Cultivamos?
Barrow upon Soar, Leics Por Laura Zink de Díaz, Facilitadora Davis
+44 (01509) 412 695
en Bogotá, Colombia
Karen Hautz
London
+44 (0207) 228-2947 Muchos suponen que la creatividad
Annemette Hoegh-Banks
Berkhamsted, Herts únicamente se revela en habilidades artísticas. síntomas de dislexia no solamente tienden a ser
+44 1442 872185 Pero esa sería una definición demasiado limitada. muy creativas y de gran imaginación, sino que
Phyllida Howlett Por lo general consideramos que la creatividad aprenden mucho más rápido y más fácilmente
Haverfordwest, Pembrokeshire
+44 (01437) 766 806 es la habilidad de imaginar o inventar algo cuando pueden acceder su propia creatividad.
Angela James nuevo. A veces pensamos que solo las ideas más A continuación, una lista de las condiciones y
Reading, Berkshire
+44 (0118) 947 6545
brillantes son creativas. Pero en realidad las actitudes que apoyan y cultivan la creatividad
Liz Jolly ideas creativas pueden ser sencillas o complejas, en niños y adultos (seguida de otra lista de las
Fareham, Hants y muchas veces simplemente ofrecen una nueva actitudes que hay que evitar si no queremos
+44 (01329) 235 420
Lisa Klooss
manera de resolver un problema. suprimir la creatividad).
London Por lo general, las personas creativas tienden
+44 (0208) 960 9406 a ser adaptables, abiertas al cambio, dispuestas • Apoyar y animar. Los esfuerzos
Sara Kramer
Wimbledon/London a imaginar las posibilidades de la vida, y a jugar creativos necesitan nuestro apoyo. La creatividad
+44 (0208) 946 4308 con las ideas. En su propio trabajo, tienden a ser florece en los entornos tolerantes y abiertos. En
Marilyn Lane perfeccionistas, insistiendo mucho en la calidad, estos entornos la persona creativa se libera del
Redhill +44 (0173) 776-9049
Isabel Martin
y mantienen la actitud de que siempre es posible miedo del fracaso, y se siente con libertad de
Crowborough, East Sussex mejorar. A veces tenemos a impresión de que expresarse, explorar, y experimentar.
+44 (01892) 667 323
las ideas creativas llegan repentinamente, en
Stuart Parsons
Lowton/Warrington, Cheshire un instante de inspiración. Puede suceder así, • Reconocer que todos tenemos
+44 (07754) 534 740 pero por lo general, la creatividad resulta de debilidades pero también talentos.
Shilpa Patel
Ealing, London
mucho esfuerzo y varias revisiones del trabajo. A veces con los niños nos enfocamos tanto en
+44 (0) 8000 272657 La persona creativa está dispuesta a hacer este intervenciones para mejorar sus debilidades, que
Fionna Pilgrim esfuerzo, porque siempre está tratando de hacemos caso omiso de sus talentos. Suponemos
Keighley, West Yorkshire
+44 (1535) 661 801 mejorar las cosas, sobre todo sus propias que los talentos van a desarrollarse por si
Maxine Piper creaciones e ideas. solos. Pero, para su bien psicológico, los niños
Carterton, Oxon
+44 (01993) 840 291 necesitan oír comentarios positivos respecto a
Elenica Nina Pitoska sus talentos, y también necesitan oportunidades
London
+44 (020) 8451 4025
para desarrollarlos. Los comentarios positivos
Ian Richardson les proporcionan la autoestima necesaria para
London arriesgarse a experimentar con su creatividad.
+44 (07846) 734-320
Pauline Royle
Poulton-le-Fylde, Lancs • El proceso importa más que el
+44 (0125) 389 987 resultado. Hoy en día hay mucho enfoque
Rosemary Savinson
London en las normas y estándares académicos. Pero el
+44 (0208) 316-1973 proceso de crear (tanto como el de aprender) es
Janice Scholes Es muy difícil medir la creatividad. No hay más importante que el resultado, porque siempre
Liversedge, West Yorkshire exámenes estandarizados que la midan. Pero aprendemos mucho en camino al resultado. A
+44 (0) 8000 272657
Judith Shaw
sí hay actitudes y condiciones que fomentan muchos profesores les ha pasado que mientras
Supervisor-Specialist y cultivan la creatividad en los estudios y en enseñan alguna destreza a la clase, los estudiantes
St. Leonards on Sea/Hastings,
East Sussex
la vida. Este tema nos importa en el Método aprenden indirectamente otras cosas de igual
+44 (01424) 447 077 Davis porque entendemos que las personas con o mayor importancia. Cuando nos enfocamos
THE DYSLEXIC READER PAGE 21

demasiado en el resultado “perfecto”, podemos • Más importante que nada: es v United Kingdom (continued)
perder la oportunidad de aprender del proceso importante creer en la creatividad Elizabeth Shepherd
otras cosas igualmente valiosas. de sus hijos. Porque SÍ SON creativos, a su Crowborough, East Sussex
+44 (0189) 266-1052
manera, y si tenemos paciencia y les brindamos Jacqui Stewart
• No olvidarse de los beneficios del nuestro apoyo, nos revelarán su creatividad. Eastbourne, East Sussex
ejercicio. La glucosa y el oxígeno alimentan +44 (01323) 748 933
el cerebro. Cuando su hijo siente que tiene poco Por otra parte, es bueno estar Drs. Renée van der Vloodt
Supervisor-Specialist
enfoque o que su creatividad no está funcionando, conciente también de las actitudes y Reigate, Surrey
es posible que con un poco de ejercicio, se condiciones que tienden a suprimir la +44 (01737) 240 116
Frank Walker
rompa ese bloqueo. (¡Las pelotas Koosh ayudan creatividad. Por ejemplo: West Kirby Wirral
con esto!) Si en el colegio de sus hijos, piensan +44 (0151) 625 6705
eliminar el recreo para dedicar más tiempo a • El miedo al fracaso. El miedo al Evelyn White

lo académico, ¡deben protestar! Se han hecho fracaso es uno de los obstaculos más grandes a Walton-on-Thames, Surrey
+44 (01932) 230 624
estudios que demuestran que después de esos la creatividad. Fracasar repetidamente destruye Paul Francis Wright
minutos de actividad física, los niños vuelven a la autoestima. Los niños necesitan protegerse Barton-Upon-Humber,
North Lincolnshire
clase (y los adultos a su trabajo) no solo con más del fracaso, y una manera de lograr esto es +44 (077) 9684 0762
ánimo para seguir estudiando o trabajando, sino simplemente no esforzarse, o negarse a intentar lo The Blueberry Center
con más capacidad de ejecutar bien! nuevo. Sienten menos humillación al decir, “No Margarita Viktorovna
Whitehead
lo hice”, que al decir “Lo intenté pero no pude.” DDA Director

• El período de incubación no es
tiempo desperdiciado. Cuando soñamos
despierto, el cerebro no desperdicia el tiempo:
desarrolla y procesa ideas durante esos minutos.
Pero hay que ser realista: todos fracasamos de Richard Whitehead
DDA Director
vez en cuando. Por eso, es importante ayudar al DLS Presenter-Mentor
Fundamentals Presenter
niño a comprender que cada vez que fracasamos, Great Malvern, Worcestershire
tenemos la oportunidad de aprender algo que nos +44 (8000) 27 26 57 (Toll Free)

El proceso creativo toma el tiempo que toma, sirva para el próximo intento. Thomas Edison v United States

sigue su propio ritmo y horario. No apresuren – probó 1,800 sustancias para el filamento de su Alabama
Lisa Spratt
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Ya eliminé mil sustancias que no dan resultado.” Dr. Edith Fritz
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• “No se hace así.” No mezas el bote, Nancy Kress
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no nades contra la corriente, las cosas están John Mertz
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Estas actitudes nos comunican la idea de que no Arkansas
debemos intentar nada nuevo. Impide el progreso Rebecca Landes
Mulberry/Fort Smith
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jóvenes y adultos. California
Cyndi Cantillon-Coleman
Ladera Ranch/Irvine
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lograr los niños, de acuerdo con su nivel de Rancho Santa Margarita
+1 (949) 589-6394
desarrollo físico y cognoscitivo. Si obligamos a Reading Research Council
los niños a ejecutar a un nivel más avanzado que Dyslexia Correction Center
• Cada quien tiene su manera de su habilidad, corremos el riesgo de que terminen Ray Davis
matar pulgas. Aunque puede ser siempre sintiendo aversión para el tema, tarea, o actividad
Davis Autism Trainer
Ronald D. Davis, Founder
verdad que 2 + 2 = 4, en la vida encontramos en cuestión. Esa aversión puede convertirse en Burlingame/San Francisco
muchos problemas para los cuales hay más de miedo; y el miedo paraliza.
+1 (800) 729-8990 (Toll-Free)
+1 (650) 692-8990
una solución aceptable. No debemos descartar Anette Fuller
las respuestas inesperadas que nos pueden dar los • Control excesivo. Tengamos siempre Walnut Creek
+1 (925) 639-7846
niños. Las respuestas o soluciones más comunes, concientes las palabras de Piaget: “Cada Angela Gonzales
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podido aprender por si solo, le quitamos la Richard A. Harmel
• Lo sencillo es tan bueno como lo oportunidad de inventarlo, y por lo tanto, de Marina Del Rey/Los Angeles
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Riverside
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el tubito de carne y el vendedor le proporcionaba un desperdicio de tiempo, porque solo hay una
Manhattan Beach
+1 (310) 947-2662
guantes al que combraba. Pero la gente tenía la manera correcta de hacer las cosas. Nicole Melton
tendencia de irse con los guantes todavía puestos. Newport Beach
La solución: servir el ‘perro’ en un pan – una +1 (949) 873-2008

solución sencilla y duradera. (continued on the next page)

PAGE 22
California (continued)
Cheryl Rodrigues
San Jose
+1 (408) 440-2280
David Carlos Rosen
San Rafael
+1 (415) 479-1700
Dee Weldon White
Lexie White Strain
Sunnyvale
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Colorado
Annie Garcia
Wheat Ridge / Denver
+1 (303) 423-3397
Crystal Punch
DLS Mentor
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Kristi Thompson
DLS Presenter-Mentor
Walsh
+1 (719) 324-9256
Florida
Random (Randee) Garretson
Lutz/Tampa/St. Petersburg
+1 (813) 956-0502
Tina Kirby
Navarre +1 (850) 218-5956
Rita Von Bon
Navarre +1 (850) 934-1389
Georgia
Lesa Hall
Pooler/Savannah
+1 (912) 330-8577
Martha Payne
Suwanee
+1 (404) 886-2720
Scott Timm
Woodstock/Atlanta
+1 (866) 255-9028 (Toll-Free)
Hawaii
Vickie Kozuki-Ah You
Ewa Beach/Honolulu
+1 (808) 664-9608
Idaho
Carma Sutherland
Rexburg
+1 (208) 356-3944
Illinois
Kim Ainis
Chicago
+1 (312) 360-0805
Susan Smarjesse
Springfield
+1 (217) 789-7323
Indiana
Myrna Burkholder
Goshen/South Bend
+1 (574) 533-7455
Iowa
Mary Kay Frasier
Des Moines
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Massachussetts
Karen LoGiudice
Amesbury
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Carolyn Tyler
Fairhaven
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Michigan
Sandra McPhall
Grandville/Grand Rapids
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Cinda Osterman, M. Ed.
Charlotte
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Dean Schalow
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+1 (800) 794-3060 (Toll-Free)
THE DYSLEXIC READER
• Competencia. Eviten llevar la competencia que utilizo con mis clientes, incluyen todas
a extremos. Todos desarrollamos a nuestro ritmo. las actitudes y condiciones que cultivan la
Si en todas las actividades de la vida hubiera un creatividad, y ninguna de las que la suprimen.
solo ganador y muchos perdedores, eliminaríamos Al usar las Herramientas Davis, los padres y
la oportunidad de progresar a nuestro ritmo, y de profesores pueden bajar al mínimo su uso de las
sentir orgullo cuando competimos no con otros, actitudes más negativas indicadas arriba, en casa
sino con nosotros mismos. o en el salón de clase.
El Método Davis presupone que el niño
• Uso excesivo de premios. Muchas es inteligente y posee el deseo intrínseco
actividades nos ofrecen placeres intrínsecos. de dominar sus retos. El Disco Selector, la
Pero podemos suprimer la motivación del niño Liberación, y nuestro enfoque en el uso del
“
si le ofrecemos premios Punto de Orientación o
extrínsecos por hacer algo Alineación, todas estas
intrínsecamente motivador. herramientas permiten al
El uso excesivo de premios “Finalmente, la niño y a sus ayudantes
responsabilidad de crear las condiciones que
puede sofocar la motivación
de los niños de experimentar facilitador tanto de fomentan el aprendizaje
y descubrir nuevas cosas profesor, es de crear un y la creatividad. Crean
e ideas. Y en entornos un entorno apoyador,
espacio emocional libre
académicos les comunica la sin estrés, que permite
de estrés, en que el
idea de que el aprender es al niño progresar – algo
tan desagradable que ¡solo
niño pueda motivarse y que no podemos realizar
vale la pena cuando nos desarrollar fé en culpando y regañando al
sobornan! su inteligencia, joven. En este entorno
creatividad, y capacidad apoyador, el niño puede
• Vigilancia. Para de comprender responsabilizarse de su
correctamente el
”
ser creativo, hay que estar uso de las herramientas
dispuesto a arriesgar la mundo a su y estrategias que le
posibilidad del fracaso. alrededor.” ayudan a aprender, y
Es difícil encontrar la también de su uso de la
valentía de arriesgar creatividad e imaginación.
el fracaso, cuando nos Esto es sumamente
observan constantemente. Cuando nos vigilan, importante, porque por mucho que nosotros,
nos volvemos tímidos y la creatividad no florece. los padres y facilitador, quisiéramos hacer este
trabajo por el niño, no podemos. No podemos
• Evaluación excesiva. Sobre todo, tomar control de las percepciones, imaginación
evaluación estandarizada. Las personas creativas y creatividad de otra persona para producir
tienden a ser auto-críticas y dadas a la auto- lo que nosotros queramos. Pero sí podemos
evaluación. También son así los niños creativos. crear un entorno que libera al niño a hacer este
Cuando nos enfocamos demasiado en la trabajo por su propia cuenta. Finalmente, la
evaluación externa, pueden perder esta habilidad, responsabilidad de facilitador tanto de profesor,
y también pueden perder la habilidad de sentir es de crear un espacio emocional libre de estrés,
satifacción de sus logros y progreso. en que el niño pueda motivarse y desarrollar
fé en su inteligencia, creatividad, y capacidad
¿Cuantas de estas actitudes y condiciones de comprender correctamente el mundo a su
vemos en los colegios hoy en día? Me imagino alrededor. A la larga, esto le permitirá desarrollar
que la mayoría de Uds. han visto muchas de éstas todos sus talentos y crear un futuro exitoso. Y
en los salones de clases de los colegios de sus ¿quién puede decir cuáles de nuestros hijos o
hijos. Y otros reconocerán que crecieron con ellas estudiantes, en su futuro, sería el que haga un
también, en casa, en el colegio, o en el trabajo. descubrimiento o invente algo que resuelva
Para mi, como Facilitadora del Método Davis, alguno de los retos más difíciles que enfrenta la
está claro que las herramientas y estrategias humanidad? v
THE DYSLEXIC READER PAGE 23

Newly Licensed Davis Facilitators Minnesota

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Columbia
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Ana Menéndez Porrero “Centro especializado en complete the Davis Math Mastery Program. Although Elsie Johnson
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PAGE 24 THE DYSLEXIC READER

Special Congratulations and Greetings!

Oregon
Nicole Cates
Milwaukie
+1 (586) 801-0772
Rhonda Erstrom Congratulations to Marcia Maust of Berlin, Pennsylvania, Gale Long of Elkview, West
Vale +1 (541) 881-7817 Virginia, Gabriela Scholter of Stuttgart, Germany and Shelley McMeeken of Dunedin, New
Kathy Pozzi Zealand on completing their Davis Autism Approach Supervisor training!
Ontario
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Congratulations to Davis Facilitators Georgina Dunlop of the Dyslexia Correction Centre
Melissa Slominski
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+1 (503) 957-2998 have now also earned the designation, Davis Autism Approach Facilitator/Coach!
Pennsylvania
Marcia Maust
Autism Facilitator/Coach Congratulations to Lorna Timms
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+1 (814) 267-5765
her Davis Supervisor-Specialist training!
Puerto Rico
Ines Grajales Pagan
Caguas A special “Welcome Back” to reinstated Facilitators, Paul Francis Wright in Barton-
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Upon-Humber, North Lincolnshire, UK and Christine Noiset in Chavannes, Switzerland.
South Carolina
Angela Keifer

Davis Training Programs

Greenville
+1 (864) 420-1627
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Kim Carson
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Lillian “Lee” Miles
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Lubbock
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THE DYSLEXIC READER PAGE 25

Virginia

Young Learner Kit Donna Kouri

Montpelier/Richmond
+1 (804) 883-8867

for Home-Use Angela Odom

DLS Presenter-Mentor
Midlothian/Richmond
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Based on the Davis Dyslexia Yorktown/Williamsburg
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• improve sight word recognition Autism Facilitator-Coach

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+1 (715) 551-7144
to be physically and mentally focused • Two Koosh Balls
on the learning task at hand. • Letter Recognition Cards
• Laminated Alphabet Strip
Davis Symbol Mastery enables • Stop Signs for Reading Chart
children to master the alphabet
letters, punctuation marks and basic
sight words with a simple, easy
and fun alternative to pencil-paper
activities and drill.
Davis Reading Exercises improve
accuracy with word recognition and
comprehension.

The Kit is priced at $129.95 This Directory is current

as of January 31, 2010.
(Shipping and Handling will be added) It is subject to change.
To purchase a kit, use our secure on- Between newsletter issues,
line ordering at: new Facilitators are added,
www.dyslexia.com/bookstore and occasionally, some
become inactive. However,
or call our toll-free number: the Davis Providers list at
1 (888) 999-3324 www.dyslexia.com
is always up to date.
Note: For older children (ages 8 and up), we recommend
the Davis Symbol Mastery Kit.
PAGE 26
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.
THE DYSLEXIC READER
Basic Workshop for
Primary Teachers
“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
2010 DATES & LOCATIONS
Date Location Telephone
International
June 5-6 Zurich, Switzerland +41 (44) 948 1410
United States
June 17-18 Shallotte, NC +1 (910) 754-9559
June 21-22 Richmond, VA +1 (888) 805-7216
June 23-24 Denver, CO +1 (888) 805-7216
July15-16 San Diego, CA +1 (888) 805-7216
Aug. 2-3 Amarillo, TX +1 (806)-790-7292
Aug 3-4 Brookings, SD +1(605)-692-1785
Aug. 5-6 Lubbock, TX +1 (806)790-7292
Sept. 23-24 Springfield, MA +1 (866)-531-2446
Sept. 30-Oct. 1 Clinton, OK +1 (806) 790-7292
Oct. 7-8 Tyler, TX +1 (866) 531-2446
Oct. 11-12 Richmond, VA +1 (804) 833-8858
For more details, visit www.davislearn.com
THE DYSLEXIC READER PAGE 27

The Gift of Dyslexia Materials included with workshop

Workshop
Fundamentals of Davis Dyslexia Correction®
Workshop based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis

Workshop Outline

DAY ONE DAY THREE

Background and Development of the Davis Dyslexia
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 Session
Symptoms Profile Interview (used to assess symptoms,
strengths and weaknesses; set goals; establish motivation)
• Demonstration and Practice Session
Orientation Review Procedure
(a method for checking orientation skills)
• Demonstration & Practice Session
Davis Symbol Mastery® (the key to correcting dyslexia)
• What is Symbol Mastery? Why clay?
Mastering Basic Language Symbols
• Demonstrations and Group Exercises
Reading Improvement Exercises
• Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation

DAY TWO DAY FOUR

Davis Orientation Counseling Procedures (methods to control, Fine-Tuning Procedure (checking and adjusting orientation
monitor and turn off perceptual distortions) using balance)
• What is Orientation? Demonstration & Practice Session Symbol Mastery Exercises for Words
Release Procedure (method to alleviate stress, headaches) • Demonstrations
Alignment (an alternative to Orientation Counseling) • Group Exercises
• What is Alignment? How is it used? Group Demonstration • Practice Sessions
Dial-Setting Procedure (a method for controlling energy levels) Implementing the Davis Procedures

To register for US workshops call toll free 1 (888) 805-7216

2010 INTERNATIONAL Schedule
Australia Germany United States
April 7-11, 2010 Feb 11-14 March 14-17
Melbourne Hamburg Daytona Beach, FL
Presenter: Lorna Timms Presenter: Ioannis Tzivanakis Presenter: Gerry Grant
Language; English Language: German Language: English
Email: pacific@dyslexia.com (English Translation) Email: answers@davistraining.org
Telephone: +64 (3) 477 0056 Email: info@dyslexia.de Telephone: +1 (888) 392-1134
Telephone: +49 (040) 2517 8622
Denmark June 24-27
April 22-25 2010 May 13-16 Burlingame, CA
Silkeborg (Near Aarhus) Freiburg Presenter: Loma Timms
Presenter: Robin Temple Language: German Language: English
Language: English (English Translation) Email: answers@davistraining.org
(Danish Translation) Presenter: Ioannis Tzivanakis Telephone: +1 (888) 392-1134
Email: info@dyslexia.de Email: info@dyslexia.de
Telephone: +49 (040) 2517 8622 Telephone: +49 (040) 2517 8622 Aug 11-14
Dallas, TX
United Kingdom Presenter: TBA
Mar 29 – Apr 1 Language: English
Torquay, Devon Email: answers@davistraining.org
Language: English Telephone: +1 (888) 392-1134
Presenter: Richard Whitehead
Email: uk@ dyslexia.com
Telephone: +44 (0)1684 566300

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

The
Dys•lex´
PAGE 28 •ic Read´• er ˜
THE DYSLEXICstandard
READER
PRESorted
1601 Old Bayshore Highway, Suite 260
u.s. postage
Burlingame, CA 94010 paid
burlingame, ca
CHANGE SERVICE REQUESTED permit no.14

U.S.A. Workshop Information:

Questions?
Call Dorothy Owen
Davis Training Consultant:
Toll Free: 1 (888) 392-1134
Email: answers@davistraining.org

The Gift of Dyslexia Workshop

Based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis
This 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 Therapists
Participants 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.
2010 International Schedule
Feb 11-13 Hamburg Germany
March 14-17 Daytona Beach, FL USA
Mar 29 - Apr 1 Torquay, Devon UK
April 7-11 Melbourne Australia
April 22-25 Silkeborg Denmark
May 13-16 Freiburg Germany
June 24-27 Burlingame, CA USA
Aug 11-14 Dallas, TX USA
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

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDAI-Int’l, Canada & USA
1601 Bayshore Highway, Ste 260
Burlingame, CA 94010
Tel: 1-888-805-7216
Fax: 1 (650) 692-7075
E-mail: ddai@dyslexia.com
DDA-DACH
Deutschland-Austria-Switzerland
Wandsbecker Chausee 132
D-22089 Hamburg
GERMANY
Tel: 49 (040) 25 17 86 22
Fax: 49 (040) 25 17 86 24
E-mail: germany@dyslexia.com
SWITZERLAND
Tel: 41 (061) 273 81 85
E-MAIL: ch@dyslexia.com
DDA-Latin America DDA-UK
Calzada del Valle #400 Local 8 Davis Learning Foundation
Colonia del Valle 47-49 Church Street
Garza García, Monterrey Great Malvern
Nuevo León Worcestershire WR14 2AA
México, CP 66220 Tel: +44 (0)1684 566300
Tel: 52 (81) 8335-9435 E-mail: uk@dyslexia.com
Email: spanish@dyslexia.com
DDA-Pacific
DDA-Nederland 295 Rattray Street
Kerkweg 38a Dunedin, New Zealand 9016
6105 CG Maria Hoop, Tel: 64 (0274) 399 020
NEDERLAND Fax: 0064 3 456 2028
Tel: 31 (475) 520 433 Email: pacific@dyslexia.com
Fax: 31 (0475) 301 381
E-mail: info@davisdyslexie.nl

Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (650) 692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm
For a full description of the Davis Facilitator Certification Program, ask for our booklet.