California Massachussetts Mexico England Germany Holland Switzerland Davis Dyslexia Association International Another Look at Clay: Another Look at Clay: Another Look at Clay: Another Look at Clay: Another Look at Clay: Red Dirt and Water An excerpt from Ron Davis next book The Joy of Clay A brief look at different kinds of clay New Davis providers establish centers in England, Mexico, Switzerland & in California and Florida Cherishing the talent Cherishing the talent Cherishing the talent Cherishing the talent Cherishing the talent that marks dyslexia: that marks dyslexia: that marks dyslexia: that marks dyslexia: that marks dyslexia: A policeman comes to the rescue A Ph.D. candidate soars with new insight Book Review: Charlies Challenge A picture book about a talented 8-year-old Pr Pr Pr Pr Profiles of six new F ofiles of six new F ofiles of six new F ofiles of six new F ofiles of six new Facilitator acilitator acilitator acilitator acilitators: s: s: s: s: The Dyslexic Reader Page 2 Issue No. 10 PnII::Iu ana::I. I. Da::: D.:I.:a A::c:a:u 1u:ua:uaI (DDA1 n: gaI :: :uc:a: u:Iuu:u aua:u:: aIn j:::: a:jc: J u.:I.:a auu :Iau Ia:u:ug :.I:. auu j::u nIu: J: :nj:::ug I::ac. ' II:: aII jjI Ia: aI:I::: auu aIu: Ia :InIu I cI:::Iu auu :aInu auu Ia Ia:u:ug j:IIn: cau I :nu:u Letters to the editor, address changes, and article submissions should be sent to 1601 Old Bayshore Hwy. #245, Burlingame, CA 94010 or via e-mail to editor@dyslexia.com. For reprints or permission to republish an article, call (415) 692-8995 or fax (415) 692-7075. Internet address: http://www.dyslexia.com/ Subscriptions: US$25 a year, US$30 Canada/Mexico, US$35 other countries. Views expressed in letters and articles herein are not necessarily those of DDAI. All materials DDAI 1997, unless otherwise noted. Managing Editor, Abigail Marshall. The Dyslexic Readr In our Mail Most of our mail comes to us via the internet, but we welcome faxes and written letters, too. The mail is full of wonderful ideas and observations; we wish we could print all of it! -AI:ga:I Ma::IaII 1u:: I read up on the Davis facilities and books and I feel that it is a very good ideal to help people who are truly in need of learning to read. Many people with the learning disability Dyslexia do not know that they have it and feel discouraged about school and the work area. Thanks to you and your wonderful staff you can help them learn without feeling discouraged. I find the work that you are doing extraordinary. {auu:u ':u:Iu Your web site is terrific! Well organized and helpful. My 10-year-old dyslexic son has been receiving multisensory phonetic decoding training for two years by a tutor and has made reasonable albeit slow progress. However, the technique described in TI :J J D.:I.:a could be far more helpful to him. We did the Perceptual Ability Assessment described in the book. Wow! He not only could imagine the pizza (not a cake), but also began to describe in vivid detail all the wonderful things his mind could do with the pizza. He became so excited, and delighted in sharing with us his imagination. It was a wonderful, positive experience for him. Thank you for opening up this door for us. Ka:u M:::: I have read the book TI :J J D.:I.:a and just cant express my feelings. I have never been so overwhelmed and grateful. 1.uu Kn:z I am a 20-year-old college student at Lehigh University. TI :J J D.:I.:a really made a lot of connections to my life and my struggle. I am a good student but work really hard. I have the skill to memorize fifty vocabulary words in half an hour and not even be able to spell them I just picture myself writing the list and then find the words on the list I wrote in my head. I know that I am in better shape than most, but my academic potential is not even half reached. {:I I:u I was very moved by the personal testimonies dyslexic people have placed on your bulletin board. I found I could relate to many of the experiences. This has sparked me into action into finding out whether or not I am dyslexic, and if so, what I can do about it. {:n :u I am Dyslexic and I am in college now. I have been for 6 years, and I am still an undergraduate student, but I am able to cope with my GIFT!!! I would not trade my gift for anything in the world! Dyslexia made me, in part, who I am today. S:u uu:cL Thanks a lot your web site has a wonderful range of information and gives a new perspective of life. I found your home page when I started doing research on Dyslexia for a project and it is my best resource. {:::ca The Dyslexic Reader Issue No. 10 Page 3 Red Dirt and Water by Ronald D. Davis An excerpt from Ron Davis forthcoming book, The Seeds of Genius hen I was an infant, my mother was told I was a Kauu:: IaI.. Dr. Leo Kanner coined the word an::n in the US. For the first nine years of my life, I was oblivious to everything. I wasnt even aware that I was alive. During part of my first eleven years, I had to go to school. I spent most of my time in the back of the classroom sitting in a corner, facing the wall. At the age of twelve I still hadnt learned a thing in school not even the alphabet. My mother worked on me every day trying to teach me the Alphabet Song. She even tried to teach it to me in German. I couldnt learn the song past the first few letters. My brothers were normal, so they were allowed to have things and do things that were forbidden to me. They had pocket knives and wrist watches. One night I got hold of my older brothers pocket knife and nearly cut off one of my fingers. But I still wanted a pocket knife. Somewhere in the void of autism, I discovered that by mixing dirt in the back yard and water together in a puddle, I could make a thick goo. This substance could be formed into anything I wanted. The dirt in our back yard was a gummy red clay. If you let it dry completely, it would hold its shape for a long time. I have no idea how many pocket knives I made from red dirt and water. In my pocket, within about a week, each one would crumble back into pieces of plain red dirt. But I had a pocket knife. My brothers wrist watches were made from metal and leather. Mine was made from red dirt and string. But at least I had one. The year I turned twelve, I was labeled nuuncaaII. nuaII. :a:uu. For me it meant I didnt have to sit in the corner anymore. I got to turn around and see what everyone else saw. Along one wall, just below the ceiling, a banner displayed the letters of the alphabet. I dont know why I began copying the letters in red dirt and water. It took awhile, but eventually I got each one of them made. Then I managed to put them all in correct order, with each in its correct attitude. Then I asked my brothers what they were. I would point at a letter and ask Whats, whats, whats? My brother would say 2 I would point at another letter and ask Whats, whats, whats? My brother would say N. I would play for hours twisting the 2 and putting it over the N and say N. Then I would twist it back and say 2. N 2 N 2 N 2. I played for hours on end with the clay letters and their names. That is how I finally learned the names of the letters. After that, if anyone asked me to say the alphabet, I would just rattle off the names of the letters at random. Nobody noticed that I said all of them. That still wasnt good enough. People wanted me to say them in order, so I learned the order, beginning with the Z. It was more than twenty years before I learned to say the alphabet in the forward direction. When I was age twelve, my mother was told I had the intelligence of a chimpanzee. When I was seventeen, my intelligence was tested. I scored 137 points on the IQ test. They said, Oh my God! He has an IQ! Lets teach him how to talk, and lets teach him how to read. The speech therapy worked, I learned to speak. The reading training didnt work. When I was 18, I was told that I would never learn how to read, write and spell like a normal human being. They said that when I was being born, the doctor had used instruments that pinched my head and ruined my brain. When I learned to speak, words became part of my universe, so when I made a model of an idea, I also began to make the name of the idea. Between the ages of 17 and 27, I created more than a thousand ideas and words in modeling clay. By the time I was 27, my IQ score had risen to 169. When I began to develop procedures for working with dyslexics, working with clay seemed natural. Most dyslexics really enjoyed it and learned by using it, just like I had. I believe the potential for genius in some form exists in all of us, if only we have a foundation on which to build our thinking, and a goal we desire to achieve. W Copyright 1997 by Ronald D. Davis. All rights reserved. The Dyslexic Reader Page 4 Issue No. 10 The Joy of Clay The Joy of Clay The Joy of Clay The Joy of Clay The Joy of Clay: :: :: by Abigail Marshall A quick tour of the world of modeling compounds drooping. When I made a little clay cat with !au ALu plastelina, it lay down and went to sleep. However, small children might prefer working with a softer clay, and Symbol Mastery artists who favor figures with wide bases and big clay feet probably can do fine with softer clay. Alice Davis notes that you can firm up clay by putting it in the refrigerator (or soften stiff clay in the microwave). orothy Owen, who has sponsored Davis workshops in Texas, gave us some Iu DngI made in Spain, which glows in the dark. This clay is soft and pliable, and does in fact glow eerily when you turn out the lights, but it comes in very small packages. Its probably too expensive to use for Symbol Mastery on a regular basis, but it seems like it would be fun every once in a while. While I was shopping for Symbol Mastery clay, my son asked me to pick up some ScnIj. 111 a polymer clay made by Polyform Products Company. Unlike plasticene, it can harden. In fact, it will harden when baked in home ovens at 275 degrees for 15 minutes. ScnIj. comes in a variety of colors, is soft and holds its shape well, and is reusable if not baked. My son, in fact, used it to make his own claymation (animation with clay figures) video. ScnIj. is firm enough to hold its shape, so that little clay ScnIj. animals and people do stand up on their little clay feet, even when you move their arms and legs around. My son made a very short film called TI MaugIu Mag:c:au, featuring a little clay sorcerer who suffered little clay mishaps. olyform Products also makes a clay called Snj: 1Ia::cIa. a cream-colored polymer that becomes rubbery and flexible after baking. If you are very fond of the little clay animals and people you make, you can bake them for 15 minutes and have little clay poseable dolls. Sometimes people ask us if they can use play dough for Symbol Mastery. This is not a good idea, because play dough (either store-bought or home made) does not have the consistency needed to hold its shape well. However, it is a good way for very small children to get used to rolling and shaping with their hands. Soft dough is also good for other educational projects my son once was assigned to model cell structure using all edible materials, and chose to use pizza dough. All in all, once you get started working (and playing) with clay, its hard to stop. T D DD DD P PP PP I :J J D.:I.:a recommends using jIa:I:ua clay, one to two pounds per person, for Symbol Mastery. PIa:I:ua, also known as jIa::cu, is oil-based, non-hardening clay. A good grade of clay will last forever. You can leave it out for months on end, then pick it up, knead it, roll it and it is as soft and malleable as ever. This makes it perfect for Symbol Mastery; you can do the full Davis program with one block of clay. The Symbol Mastery Kit contains Kna PIa:I:ua 2, made by Standard Clay Mines in New Jersey. We usually ordered ivory colored clay. Recently, the manufacturer ran out of ivory clay, and said we would have to wait until they mixed up another batch. They offered gray clay instead. I asked Dwight Underhill, a Facilitator at the Reading Research Council, why we needed ivory clay. He explained, Different colors can trigger disorientations for clients. You never know what color it might be. With some people its red, others trigger on black or brown. Ive seen just about every color cause problems for somebody. Thats why we work with a light, neutral shade. Ron Davis gave me another, more pragmatic reason. The oil from the clay will stain, he said. Colored dyes mixed with the oil can ruin peoples clothes. I tried to find plasticene on the internet, and found a recipe for mixing our own instead. Melt 10 pounds of microcrystalline wax, mix with a half gallon of motor oil and 4 pounds of automotive grease, then stir in 25 pounds of dry clay powder. I decided that this was not a good project for me. I went to the local art supply store. They had Kna PIa:I:ua in gun metal green, and !au ALu plastelina in every color imaginable. I bought a one pound package of !au ALu plastelina to try out. !au ALu plastelina was softer than the Kna PIa:I:ua #2. It may be too soft for Symbol Mastery, where it is important to mold little clay animals and people that will stand up on their little clay legs and little clay feet, without The Dyslexic Reader Issue No. 10 Page 5 Charlies Challenge* Ia:I:: IaIIug is an excellent book for understanding dyslexia. It is also a fun plot for children. Children and adults read the fun plot and learn at the same time. The book is about a boy named Charlie who has a learning disability and yet learns how to read and write with another technique. In the book it explains how both teachers, Mrs. Smith and Dr. Fisher are very sweet and helped Charlie. I really liked them. Also, Charlies father seemed caring. When I read this book it touched me. I felt like I was the little boy in the story. Kids and parents will love this book. Reviewed by Elise Bergerson, Age 9 Charlies Challenge :: a I::ugI.-:IIn::au j:cn: IL aIn a .nug I. u:I Ia:u:ug u:JJ:cnI:: TI IL j::u: Ia:I:: j:IIn: :u a j:::: I:gI caII:ug In Ia:u:ug u:JJ:uc: uI:cI :an:: u:JJ:u ua.: J Ia:u:ug TI anI:: njIa::z I cuuc:u Iuu Ia:I:: a::::c g:J: auu I:: acaun:c j:IIn: Ia:I: u:u: a ca:I-In:Iu:ug cu: auu Ia: n: a u.:I.:c a:cI:c 1 IngI I IL ua: j:guau auu cIa:n:ug In ::uc : :: cIa:I. a:nu a .nug: :au:: 1 n:uu I a:L J :::u:ug I:: IL :: a anaI:J:u .j: :u cI:Iu:u: :::: -uI I:L Ia:I: :: :u I I::u g:au -AI:ga:I Ma::IaII 1u:: Written by Ann Root & Linda Gladden Illustrated by Ann Nelson Sweat Dr. Fisher tells Charlie about Einsteins learning difference. Illustration from Charlies Challenge. was asked to talk to Andy, a little boy with dyslexia, by his mother, a single parent. Andys father had told him he was stupid, and it really tore his confidence. Andys mom thought that since I was a police officer and since I play ice hockey, the two things that Andy just loves, that I might be able to help dispell those notions. Before I talked to Andy, I wanted to make sure that I had all of my facts straight. I searched the internet and came across your website, which helped a bunch. I was hoping that I could come across a professional hockey player that has dyslexia so that Alex could see that he is just like everyone else. I couldnt find a hockey player, but I did find Bruce Jenner. In a local store, I bought an action figure of Bruce Jenner for about $4.00, and gave it to Andy. I asked Andy if he knew what the Olympics were. He most certainly did! I explained to Andy that he had the same talent that Bruce Jenner had, and that Bruce Jenner was the greatest athlete in the whole world for four years as he won the gold medal in the decathlon. I also explained to him that the men who invented the telephone and the lightbulb, and Walt Disney also, had the talent that he has. I think that he related to all those things and put aside the cruel things that his father had told him in the past. I just wanted to thank you for putting up the website and helping me in my search for the answers that I was expected to give. And with your help, I think that we helped a little guy out. K:jcJnII. Pa:Inau Dua.u 'I: 1aL::u Pa:L::::u H:II: KuncL. PI:c Dja:nu A Policeman Comes to the Rescue
Available Soon from DDAI!
* The Book Report: I I I I I The Dyslexic Reader Page 6 Issue No. 10 A Student Succeeds with the Gift cant tell you what reading TI :J J D.:I.:a has done for me. I am a Materials Scientist and Engineer working on my Ph.D. at the University of Florida. In the past, I was able to rote memorize problems for exams, but had to actually master the information the following semester, in order to use it in the subsequent class. This spring, I completed my last Numerical Methods class, which involves high level Differential Equations and Transforming Functions. The sequence of steps to solve is too long for rote memorization, so I was forced to master as I go along. For me, this took a great deal of time, focus and energy. I did poorly on my first exam, but then I bought the book, TI :J J D.:I.:a. When I read the first chapter of the book it hit me like a brick. I broke down and cried for the whole two hours it took me to read it. It was like having a year of psycho- therapy in two hours. I sent copies of the book to many of my friends and family. My father is a brilliant mechanical engineer, but my mom will probably read the book to him. He can read, it just causes him excruciating headaches from focusing. A week after I bought the book, I had my next exam. I was able to work less and study, and I got a 90%! I did not have time to go through the orientation exercise before the end of the semester, but just reading the book gave me a deeper understanding of the way my brain works. Time seems to be critical to me. As soon as I feel rushed, my brain disorients. I have amazing spacial relations capabilities, but I think I live in a disoriented state most of my life. The knowledge I gained from the book helped me immensely in coping with my dyslexia, and also increased my self esteem dramatically. I finished the semester with a 100% on my final exam in my Numerical Methods course. In addition to passing math, I presented my research on ceramic bearings for aerospace applications at the American Ceramic Societys national conference. While at the conference, I was unofficially informed that I have been selected to receive a research fellowship from the U.S. Department of Energy! I would have driven to this point regardless of Ronald Davis book, but reading TI :J J D.:I.:a gave me valuable insights. Once a system is thoroughly understood, potential difficulties can be predicted and managed. My life has been affected in a very positive manner by this book. I will sleep better, and learn better for having read this book. I think this type of learning should be incorporated into all public schools. Not only would illiteracy virtually vanish, but word thinking children would develop control of the minds eye, which can be a wonderful and enlightening experience. Every parent and teacher should read it. Children need to be taught more individually, in the manner in which each learns best. This Countrys strength lies in its people. The more educated our population is, the more productive our businesses are. The more literate the work force, the less mistakes made in businesses, and the more productive we are as a society. If this information is disseminated to elementary educators and parents, illiteracy, and the resultant lack of desire to stay in school might be virtually eliminated. I want to thank Mr. Davis and everyone involved with the Davis Dyslexia Association for the work you do to help others. The more work you do, the more people will hear about you. Every person you help will probably go on to help others. I know I will. I Excerpted from letters written by David Mitchell in April & May of 1997. --Editor. By David Mitchell The Dyslexic Reader Issue No. 10 Page 7 Great Britain by Hilary Farmer DDA-Mexico was recently established in Monterrey by Olga Zambrano de Carrillo. Olgas sister, Patricia Zambrano de Arechavaleta, has recently qualified for certification as a Davis Facilitator. Olga and Patricia recently opened a learning disabilities correction center, 1a Pn:a u Ia: 1:a: u: ja:a Ia ::cc:u u P:IIna: u Aj:uu:za with the help and inspiration of their mother, Olga Elizondo Zambrano. Olga first encountered the Davis methods in the US edition J TI :J J D.:I.:a. She brought her two children, Andrs (7) and Roberta (9) to the Reading Research Council in August, 1996 for a counseling program. Her sister, Patricia also came and did the Fundamentals of Dyslexia Correction workshop. Afterwards, witnessing the improvements in Roberta, Andrs, and Patricias students, they became passionate about bringing these methods to teachers, parents and dyslexics throughout Mexico and offered to publicize the release of El Don de la Dislexia in Mexico and sponsor a several workshops. DDAI is very grateful to them and welcomes them to the team of dedicated educators who are finding success with the Davis methods and sharing that success with others. Olga Carrillo and Patricia Arechavaleta. t all began in February 1996 when I was scanning the bookshelves in a bookshop in Oxford on the subject of Dyslexia: a strange habit acquired through studying for my masters degree and writing a dissertation on the dyslexic adults. I bought and read TI :J J D.:I.:a. I couldn't believe how this simply presented book could answer so many of the baffling questions I had formed since starting to teach dyslexic students ten years ago. It so closely resembled observations I had made that I had to find out more. I discovered Ron was speaking in London and that there was an introductory course offered in Paris. The London conference convinced me that Ron was not some slick Californian selling dreams (These English prejudices run deep!!) I drew on savings and went to Paris with a colleague. I felt privileged to be on this course and I knew then that I was lucky that Ron was there in person. It was so exciting that neither of us could wait to start using it. I worked in a Further Education College and my job was to offer study support to those requiring it: many of them dyslexic. The results were impressive and I learnt so much from the students I worked with that I feel I could write a book about that, alone. At this time I also started using the methods with children. The success was so amazing that I felt that I had been looking for this for some time. (My daughter is dyslexic and so, I discovered later, am I.) In February 1997 I took the momentous decision to start a practice of my own. I wanted to be free to develop the work and not just spend part of my time on it. I decimated my savings and travelled to San Francisco to do the Advanced course and as much of the certification process as possible. It was an amazing experience to be with others who felt as passionately as I did about this. Over the Easter period I went through the Dyslexia Correction programme myself. Here, my words run out... I am still marvelling at it. Added to this, I know my work with clients has improved tenfold as a result. The wisdom and learning to be gained from using the Davis methods stretches forever. The possibilities are endless and that is the excitement. I Mexico The Birth of a Davis Facilitator Two Sisters Bring New View of Dyslexia to Monterrey The Dyslexic Reader Page 8 Issue No. 10 DDAI-Certified Providers Can be Reached via the Internet through the DDAI World Wide Web site at http://www.dyslexia.com DDAI Certified Counseling and Learning Centers Florida Pathways to Success Mira S. Halpert, Facilitator 3121 N.W. 108th Drive Coral Springs, FL 33065 Telephone/Fax: (954) 341-2578 New Jersey Multivariant Learning Systems Charlotte Foster, Specialist P.O. Box 224 Basking Ridge, NJ 07920 Telephone: +1 (908) 766-5399 Fax: +1 (908)766-6010 1-na:I. nI:caI6aIcn 6MEXICO6 La Puerta de las Letras S.C. Patricia Zambrano, Facilitator Rio Missouri #118 ote Col. del Valle Garza Garcia, Monterrey Nuevo Len 66220 Mexico Telephone: +52 (8) 378 09 87 1-Ma:I. zanI:au6g:gacn A Davis Facilitator has completed 240 hours of intensive practical training and is qualified to provide a complete Davis Dyslexia Correction Program to children and adults. A Davis Specialist has substantial experience providing the Davis Dyslexia Correction Program to clients, and is qualified to supervise and guide students training to become Facilitators. North America UNITED STATES6 66 66 California Reading Research Council Dyslexia Correction Center Fnuuu :u I032 I. Ku Da::: auu D: Fa:na AI: PID MF Brian Grimes, Specialist Sharon Pfeiffer, Specialist Dwight Underhill, Facilitator 1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 Telephone: (415) 692-8990 or 1-800-729-8990 Fax: (415) 692-8997 1-na:I. KKD6aIcn Solutions for Dyslexia Solutions Pour La Dyslexie Richard A. Harmel, Specialist P:g:an: P:::uu :u 1ugI::I F:ucI 4720 Lincoln Blvd., Suite 250 Marina Del Rey, CA 90292 Telephone/Fax: (310) 823-8900 1-na:I. KAHa:nI6aIcn The Lake County Learning Center Kimberley A. Bennett, Facilitator 12966 Lakeshore Drive Clearlake, CA 95422 Telephone: (707) 995-2117 Power Tools for Learning Vickie J. Bockenkamp, Facilitator P.O. Box 398 Alameda, CA 94501 Telephone/Fax: (510) 330-6470 1na:I. IaI6:.ucncn The Dyslexic Reader Issue No. 10 Page 9 Europe DDAI Certified Counseling and Learning Centers Switzerland Syntonics Educationals Bonny Beuret, Specialist P:g:an: P:::uu :u 1ugI::I F:ucI :nau Freie Strasse 81 4001 Basel, Switzerland Phone: +41 (061) 272 24 00 Fax: +41 (061) 272 42 41 E-mail: 100610.2305@compuserve.com Lern- und Wahrenehmungsfrderung Davis Dyslexie Institut Veronika Beeler Scheffmacher, Facilitator Waisenhausstrausse 15 9000 St. Gallen, Switzerland Phone: +41 (071) 222 07 79 Fax: +41 (071) 277 64 88 Holland ZieZei Counselling Institute for Dyslexia Robin Temple, Specialist Drs. Siegerdina Mandema, Specialist P:g:an: P:::uu :u 1ugI::I DncI Kerkweg 38a NL-6105 CG Maria Hoop, Holland Telephone: +31 475 302 203 Fax: +31 (0475) 301 381 Lin Seward Ia: :cuI. ::guu u Iau DDA-UK uI:cI j:::u: u:L:Ij: auu c- :u:ua: :u: :u :a 1::a:u :ucInu:ug 1ugIauu ScIauu 'aI: auu N:I:u 1:Iauu SI Ia: :cIunIu u :jc:aI j::ua:u: Jan::ug Ku Da::: I:: cn:ug cI: 1I :u: u:II aL jIac :u ':ucI:: Friday, October 3, 1997: Lecture for Professionals, 10.00am-3.00 p.m. F: acI:: unca:uaI j:.cIIg::: :c:aI u:L:: auu I: j:J:::uaI: :u::u :u Ia:u:ug n: aIn Da::: MIu: Saturday, October 4, 1997: Lecture for the General Public, 1.30pm - 4.30 p.m. Au :u:unc:u a:nu a aunI u.:I.:c: ja:u: J u.:I.:c cI:Iu:u auu au.u I: :u::u :u Ia:u:ug n: aIn Ku Da::: :uu:a:: ajj:acI u.:I.:a Germany Davis Legesthanie Institute Sonja Heinrich, Facilitator Ioannis Tzivanakis, Specialist P:g:an: P:::uu :u 1ugI::I :nau :L St. Georgs-Kirchhof 6 20099 Hamburg, Germany Telephone/Fax: +49 (040) 280 45 76 E-mail: 101343.1727@compuserve.com Dr. Albrecht Giese, Specialist P:g:an: P:::uu :u 1ugI::I :nau Dr. Albrecht Giese, bei Dong Birnauerstr. 11 D-80809 Mnchen, Germany Telephone/Fax: +49 (089) 308 61 48 Great Britain Hilary Farmer, Facilitator 2a Bridge View Centre Bridge Street Abingdon Oxon OX14 3HN England Telephone/Fax : +44 (01235) 536 111 E-mail: farmer@ndirect.co.uk The Dyslexic Reader Page 10 Issue No. 10 New Facilitators Open Centers Kimberley A. Bennett has opened The Lake County Learning Center in Northern California. She is also the principal ofTI K: Acaun. a private school for dyslexic children. Kim is certified in Early Childhood Education with the State of California and is the mother of two dyslexic children. Kim is dedicated to making a significant impact on the education of our children. Vickie J. Bockenkamp has opened Power Tools for Learning, in Alameda, California. Vickie has over 40 years experience in being dyslexic and overcoming it. As a mother of a dyslexic child, she is committed to helping children and adults to overcome their learning disabilities. California Since our last issue, six new Facilitators have qualified for certification. Our new U.S. and Swiss providers are featured on this page. (See page 7 for news of other centers). Several of these individuals have traveled great distances in order to complete their training. All have demonstrated their ability to successfully provide the Davis Dyslexia Correction program to adults and children. We congratulate each of them all on their hard work and achievement! Mira S. Halpert, B.A., M.Ed., has created Pathways to Success in Coral Springs, Florida. Mira got her undergraduate and graduate degrees from the University of Michigan. Her life degrees have come from her 4 children who all have different learning styles! Over the past 20 years of educational experience, Mira has learned to identify learning issues, and work with schools, teachers, and parents to help students achieve success. Florida Switzerland Veronika Beeler, a native of Switzerland, established the Lern- und Vahrnehmung-frderung Davis Dyslexie Institut in St. Gallen, Switzerland. Veronika has a background as a social worker. Her interest in peoples perception and awareness as well as her personal experience with dyslexia in the family led her to Ron Davis work. Here are some new features on our web site: A new registration service, provided by Nn:uu:,
allows users to sign up for automatic e-mail notification of updates to our workshop calendar and directory of certified Davis providers. A new interactive forum, located in the aJ area of our site, provides space for users to share ideas about Davis methods. We have set aside a special area, called PjI n:ug PjI for site visitors who want to make contacts with others in their region interested in Davis methods. http://www.dyslexia.com The Dyslexic Reader Issue No. 10 Page 11 Consultations: Workshops fees include a 15- minute post-workshop consultation. Additional consultation with a Davis Dyslexia Program Specialist in person, or via phone, e-mail or fax is available for $25/quarter hour, $90/hour. Davis Certification Program The Davis Certification Program is an intensive, practical training program leading to licensing as a qualfied Davis Program provider. It is open to graduates of the Fundamentals of Dyslexia Correction course who wish to pursue a career in dyslexia correction. Candidates complete at least 240 hours of course and practice work, including workshops and practicums. Courses & Workshops Offered by DDAI & Presented by Ron Davis ADVANCED COURSES F: I: uI Ia: cnjIu I FnuuanuaI: J D.:I.:a ::c:u ':L:Ij DDA1 JJ:: au:aucu cn::u:L auu :uu::: j:ac:c jj:nu::: Au:aucu cn::u:L :ucInu:. Basic Davis Practicum: Provides a structure for 30 hours of field practice, with 3 hours of consultation & feedback. Ideal for teachers and parents who wish support and feedback while starting to use Davis methods. Course Fee: $400 Supervised 4-Day Practice Meeting: (4 Days, 9:00 a.m. to 4:00 p.m.) Students work in small groups under the guidance of a Davis Program Specialist to refine counselor skills, and develop increased experiential understanding of dyslexic perception, thinking, and learning style. Course Fee: $800 Advanced Davis Methods Workshop: (2 Days, 9:00 a.m. - 4:00 p.m. ) Provides specialized training on using Davis techniques to resolving problems with numbers and basic math, handwriting, and attention deficits. Completion of the Basic Practicum and Practice Meeting is recommended. Course Fee: $475. Secondary Davis Practicum: Provides a structure for 15 hours of field practice, with 2 hours of consultation & feedback, for those who have completed the Practice Meeting and Advanced Davis Methods Workshop. Course Fee: $200. Enrollment is Limited 20% Advance Deposit Required SPONSORED WORKSHOPS The Fundamentals of Dyslexia and Advanced Davis Methods workshops may be scheduled outside of California through the sponsorship of individuals or organizations. Because of varying costs to sponsors in different locales, prices of such workshops vary. *The Symbol Mastery Kit is not included in prices for sponsored workshops. Fundamentals of Dyslexia Correction: (4 Da.:. 3.0 an-5.00 jn A professional level introduction to the methods and theories described in TI :J J D.:I.:a, with hands-on practice, demonstrations, and coaching on implementation. Graduates of this course may apply for admission to the Davis Certification Program. Academic units are available through California State University Hayward (additional fee and practicum required). Course Fee: $875 / $825 for DDAI members or groups. 1ucInu: cn:: naunaI I5-n:un j:-u:L:Ij cu:nIa:u S.nII Ma::. K: DDA1 :gnIa:I. JJ:: u:L:Ij: auu :a:u:ug :u Da::: ::ua:u nu:I:ug auu S.nII Ma::. TI: u:L:Ij: auu :a:u:ug: a: cuuncu :u 1n:I:ugan aI:J:u:a (ua: I Sau F:auc::c a::j: For Information or to Enroll in a DDAI Course or Workshop, Call 1-888-999-3324 (Toll Free) OR 415-692-8995 DDAI Training Workshops San Francisco, California Fundamentals of Dyslexia Correction Call for Future Dates. Supervised Practice Meeting July 21-24 September 22-25 Advanced Workshop: Math, Handwriting, & ADD July 25-26 September 26-27 Call: 1-888-999-3324 (See Page 11 for Course Descriptions & Fees) BULK RATE U.S. POSTAGE PAID PERMIT NO. 14 BURLINGAME, CA 94010 The Dyslexic Reader 1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 FORWARD & ADDRESS CORRECTION European Workshops Introductory Lectures & Workshops October 3 & 4 Winchester, England November 25 Basel, Switzerland Fundamentals of Dyslexia Correction October 5-8 Winchester, England October 16-19 Utrecht, Holland October 24-27 Munchen, Germany October 31-November 3 Hamburg, Germany November 20-23 Basel, Switzerland November 27-30 Basel, Switzerland Advanced Workshop: Math, Handwriting, & ADD October 7-8 Hamburg, Germany November 17-18 Basel, Switzerland December 3-4 Basel, Switzerland Other Workshops: Workshop dates are subject to change. For updated information, contact the sponsoring organization, or check our web site at http://www.dyslexia.com European Workshop Sponsors: Germany DDA-Deutschland Phone: +49 (040) 25 17 86 22 E-mail: germany@dyslexia.com Great Britain DDA-UK Phone: +44 (01962) 881 987 E-mail: england@dyslexia.com Holland DDA-Nederland Phone: +31 (0475) 302 203 E-mail: holland@dyslexia.com Switzerland DDA-CH Phone: +41 (061) 272 24 00 E-mail: switzerland@dyslexia.com Fundamentals of Dyslexia Correction August 22-25 Boston, Massachussetts Contact: Randy Cushing or Dorothy Pflaumer Telephone: (617) 335-7943 or (617) 331-0542 Fax: (617) 335-7167 Newly Added: Mexico: CALENDAR OF WORKSHOPS AND EVENTS1997 Filled Fundamentals of Dyslexia Correction September 17-20 Monterrey Advanced Workshop: Math, Handwriting, & ADD September 22-23 Monterrey Contact: DDA-Mexico Phone: +52 (8) 378 09 87 E-mail: mexico@dyslexia.com 1a: 1a: a: ':L:Ij TI:: a: