The
~
Dys•lex´•ic Read´•er
Vol. 26 Davis Dyslexia Association International
Disorientation and Dyslexic Perception
by Ronald D. Davis
Over the years, many people have
asked about Ron’s early research.
Following is a description of an
experiment he conducted in 1982 to
prove to himself that disoriented
perceptions are a natural function of the
brain. This understanding of how the use
of a natural brain function not only
Davis Learning Strategies Research News
Davis Dyslexia
Association
International is
very proud and
honored to
announce that an
article about
Davis Learning
Strategies was
published in
Volume 38
Summer 2001 of
Reading Improvement: A Journal
Devoted to the Teaching of Reading.
The title is “The Effect of the Davis
Learning Strategies on First Grade
Word Recognition and Subsequent
Special Education Referrals.”
The authors are:
Sharon Pfeiffer
Davis Dyslexia Association
International, Burlingame, CA
Ronald D. Davis
Reading Research Council,
Burlingame, CA
Ethel Kellogg, M.Ed.
Davis Facilitator, Spokane, WA
Carol Hern, M.Ed.
Davis Facilitator, Spokane, WA
T. F. McLaughlin, Ph. D.
Gonzaga University, Spokane, WA
Gerry Curry
Consultant, Hayward, CA
Reprints are available at a nominal fee from DDAI (+1 650 692-7141) or The Dyslexia
Mastery Center, 703 W. 7th Ave. Suite L10, Spokane, WA 99204.
produces the symptoms of dyslexia, but
also the many talents dyslexic thinkers
can exhibit, serves as one of the
foundations of Davis Dyslexia
Correction®. It explains the tools which
allow dyslexic thinkers to intentionally
control the distorted perceptions that are
a product of disorientation—to both
eliminate a learning disability and to
enhance their talents.
Abstract
The purpose of this study was to
determine the beneficial effects of
integrating various Davis Learning
Strategies, primarily Davis Symbol
Mastery, on sight word skills. The
participants were 86 primary students
from two San Francisco Bay area
schools enrolled in the standard K-1
program. The dependent measures were
the percentage of children who are able
to meet sight word recognition on a list
of 100 basic core words. For the first
grade students, the outcomes indicated
that the children [who received Davis
intervention] scored significantly higher
than the control group for the mastery of
100 basic sight words. In addition,
follow-up data indicated that no special
education referrals had been made two
years after initial Davis intervention for
any of the three pilot classrooms.
However, gifted referrals from these
same classrooms were higher than the
typical school population. Discussion
includes the effect of early reading
success on future school and social
performance. Suggestions are given for
further assessment of the Davis method
and ways to coordinate the Davis
method with other support services in
future research. t
Issue 1 • 2002
Ron Davis with the original spirals he used in
his 1982 experiment.
In 1982, after my colleagues and I had
arrived at a basic, rudimentary
understanding of what had to be done to
correct dyslexia, we offered a program
for doing so to the public. The program
was producing spectacular results, and
we gathered a great deal of empirical
continued on page 4
In This Issue
News & Feature Articles:
Disorientation and Dyslexic
Perception . . . . . . . . . . . . . . . . . . . . .1
Davis Learning Strategies Research
News . . . . . . . . . . . . . . . . . . . . . . . . .1
What Happens to a Family When a
Non-Reader Becomes a Reader . . . .3
Davis Learning Strategies
Launched in Canada . . . . . . . . . . . . .3
Regular Features:
In the Mail . . . . . . . . . . . . . . . . . . . . . . . .2
Veiwpoint on Motivation . . . . . . . . . . . . .2
Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Davis Workshops . . . . . . . . . . . .8, 10, 11
Book Reviews . . . . . . . . . . . . . . . . . . . . .7
New Facilitators & Specialists . . . . .12-13
Davis Providers (U.S. & Canada) . .14-15
PAGE 2 THE D YSLEXIC READER

IN THE MAIL
I just wanted to say “thank you”
for providing an understanding to
what seemed to be an “un-
understandable” situation. We are
only in the very early stages of
diagnosing dyslexia in our 8-year-old
son. However, one visit to your
webpage and a trip to the book store
has brought me knowledge, comfort
and patience. Those three things are
priceless when needed for the well
being of my child.
I had never heard of Ron Davis.
However, in a span of 48 hours, he
has gone from a stranger, to a
glimmer of hope, to a hero. When I
was struggling to get my son to read
and he was struggling to please me,
we were both left with frustration,
disappointment and a sense of being
defeated. It was hard enough for me
as an adult. I cannot even imagine
how it has been for my son. I know
we have some challenges ahead of
us, but I am now hopeful, optimistic
and determined. One day in the
future, I will be able to explain what
made Mommy more patient and more
understanding. When I do....that is
when my son will know who Ron
Davis is.
Thank you again ...
Shirley Edwards
October 9, 2001
Getting Stepped On
by A.J. Pratt, Facilitator,
Jacksonville, Florida
In the children’s story, Teneric’s
Twigs, a little animal called a teneric
is happily creating geometric
constructions out of twigs. Teneric
is highly motivated and his intention
is actively engaged in his
architectural engineering. That is
until Old Warthog comes along and
steps on the buildings while
declaring that the twig structures are
useless. Hearing this judgment,
Teneric loses his desire to create. He
then focuses his time on seeking the
approval of others. Eventually, Wise
Owl counsels him to pursue his
desire to build, and so he does.

As an observer and participant in

the field of education for over 20
years, I perceive that what happens
to Teneric is a common experience
for us as educators, parents, and
students. Our natural creative force
gets “stepped on.” Who does this?
Oh, the Old Warthog has many
faces. We can all name our own
personal ones, whether it is an
individual or an institution. When
our creative force gets “stepped on,”
the focus then becomes external
with a search for approval, and our
creative genius can get lost.
Which one are you:
Teneric?
Old Warthog?
Wise Owl?

Your viewpoints are welcome on the subject

of motivation. Send them to:
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the
editor@dyslexia.com
Davis Program at Reading Research Council in California.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,
Burlingame, CA 94010 USA +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia
and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s
abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIALBOARD: Alice Davis,
Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in
Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND LETTERS: We welcome letters, comments and
articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET:
http://www.dyslexia.com/
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol
Mastery® , Davis Orientation Counseling® , and Davis Learning Strategies ® are registered trademarks of Ronald D. Davis. Copyright © 1999
by DDAI, unless otherwise noted. All rights reserved.
THE D YSLEXIC READER
What Happens to a Family When a Non-Reader Becomes a Reader?
by Jill Stowell
What happens to a family when a
non-reader becomes a reader? The
answer to this question seems
obvious doesn’t it? The family is
overjoyed, proud, and delighted. Of
course!
But when a non-reader becomes a
reader, the dynamics and
relationships in the family may
undergo unexpected changes. At the
Stowell Learning Center, we work
with children and adults with a
variety of learning disabilities and a
varying degree of severity. Our goal
for students is always that they will
leave us comfortable, independent
learners.
For students with more severe
reading disabilities, the road from
being a dependent learner to an
independent learner may bring with it
some unexpected emotions or
challenges. The following is a
summary of some of the emotional
issues that challenge the process of
going from a non-reader to reader
and some suggestions for how to
overcome them. If families are aware
of these, it can help make the way to
becoming an independent learner
smoother and more efficient.
Growing Independence
An Individual who is a non-reader
(or very poor reader) may, by
necessity, become dependent on
parents, siblings, or a spouse to
This article was first published in the newsletter “Insights from Stowell Learning Center” in
January, 1997. The Center’s goal of helping people become “comfortable, independent
learners” is one that is shared by Davis Program Providers. The information in the article
contains many useful insights and suggestions for parents and loved ones of those who have
completed a Davis Program, and are ready to become independent learners.
negotiate the world of print for
him/her. As reading becomes easier,
the helper sometimes feels hurt by
the new reader’s growing
independence. Being aware that this
may occur, helps the family to
celebrate the changes instead of
feeling threatened by them.
Fear of Success
An issue that we sometimes see
with students either at the very
beginning of their program, or as
they are becoming more capable with
reading and writing, is a fear of
success. Although they truly desire to
become independent readers, we
have had students, both children and
adults, who are fearful of the changes
that might bring.
One very bright nine-year old non-
reader expressed that he was afraid to
learn to read because it might change
him into somebody else. Maybe
Although they truly desire
to become independent
readers, we have had
students, both children and
adults, who are fearful of
the changes that might
bring.
people wouldn’t like him or be
willing to help him anymore. We
took things very slowly. We assured
him that we would never want to take
away his thinking style; only give
him tools that would make things
easier. Gradually, he was able to get
over that barrier and began to read.
Another, more common fear of
success that we have seen with
children and adults seems to happen
a little later in the program when they
actually have gotten to the point that
they have some fairly solid tools for
reading and writing. These students
have expressed the concern that if
they can read or write, people won’t
help them anymore.
PAGE 3
They might be expected to do
things that seem too hard or too long.
Just saying they can’t is often a more
comfortable solution than facing the
possibility of being overwhelmed.
When a child is a non-reader,
parents often do the reading for them,
or get books on tape for them, so that
they can still continue to participate
in grade level curriculum at school.
As these children begin to read, they
must be encouraged to gradually take
over more and more of the reading
themselves.
To help students to begin to use
their new skills without becoming
completely overwhelmed, it is
helpful for parents to “share” the
reading with them. Parameters can be
set up, such as, the child has to start
reading at the top of the each page or
the beginning of each section, but is
allowed to stop and switch with the
parent when he gets tired. In this
way, the student is using his skills,
but the parent is still doing the bulk
of the reading.
As the child becomes more
competent, the parameter could be
changed so that the child reads a
paragraph and the parent reads two,
or the child and the parent alternate
reading paragraphs or pages. As they
become more comfortable and
reading takes less energy, children
become more willing to take over
more and more of the reading.
Changing Expectations
Some students are so used to being
non-readers or dependent reader that
they continue to view themselves that
way, even as their reading begins to
develop. Family members, also, are
used to thinking of the student in this
way and may help perpetuate the low
expectations. It is common when an
individual in a family has
traditionally not been able to read or
write, that other members of the
family take over those functions for
him/her. The family members learn
continued on page 9
PAGE 4
Disorientation . . .
continued from page 1
evidence to support it. But the
program and I were being criticized
and ridiculed by the established
authorities on dyslexia. This was
because the developmental model for
dyslexia was such a major departure
from the structural model (brain
damage or malfunction) that was
accepted at the time. In addition, I
lacked any formal training or
credential in the field, so I was
quickly branded a kook or snake oil
salesman.
I searched in vain for anything that
would support the concept that
distortion in perception was at the
root of dyslexia symptoms. I couldn’t
even find a simple explanation of
perceptual distortion, why it
happened, how it happened, or what
it was called.
My primary motivation was to
establish that dyslexia was not the
result of brain damage or
malfunction. I wanted to find a way
to prove that all of the symptoms of
dyslexia could be produced by a
normal brain functioning naturally. I
felt that if I could make a link
between the perceptual distortions,
which even non-dyslexics experience,
and dyslexia symptoms, it would
prove that the symptoms of dyslexia
were not evidence of brain damage or
malfunction. I didn’t know where to
begin.
Then one day I was driving into
the office. We had just had about two
weeks of cold, gray, rainy weather.
That morning it was warm, bright,
and sunny. I wanted to play hooky
from work and go for a drive in the
redwood forest. I was stopped at a
stoplight, with my mind already in
the redwoods, when suddenly I felt
that I was going to bump into the car
in front of me. I naturally pushed
harder and harder on the brake but I
wasn’t stopping. Suddenly I realized,
it’s not me moving, it’s the other car
rolling backward towards me! A toot
of my horn prevented a bump, but
my mind began to race. This
firsthand experience of the
phenomenon (distorted sensory
perceptions) I had been talking about
for months caused a shift in my
perspective. If I could reproduce this
Learning Disability Symptoms Which Can Stem
from Perceptual Disorientation
There are literally thousands of learning disability symptoms that can result
from disorientation. The severity and degree to which each of the senses are
affected varies from person to person, and from one time to another. The
following are some common symptoms of disorientation categorized with the
sensory perception that is most affected:
Vision:
¡ Changes or reverses shapes and
sequences of letters or numbers.
¡ Incorrect/inconsistent spelling.
¡ Sees letters and numbers move,
disappear, grow or shrink.
¡ Omits or alters letters, words and lines
while reading or writing.
¡ Omits or ignores punctuation and
capitalization.
Hearing:
¡ Difficulty making speech sounds.
¡ Perceives sounds or words not heard
or experienced by others.
¡ Accused of not listening or being
inattentive.
¡ Hears sounds softer, louder, nearer or
further away than they actually are.
same effect in a controlled situation, I
might be able to prove my theory.
That day I set up an experiment.
The equipment was an old 33-1/3
speed record player, standing on its
side. Attached to the turn table was a
large cardboard disk with a spiral
painted on it. With a foot switch so
the device could be turned on and off
without using a hand, a stop watch, a
tape recorder, and a clipboard, I was
ready to explore perceptual
distortion. I was the first test subject.
I sat in front of the disk looking at
the center of the spiral. A press of my
foot, and the disk began to spin. In
less than five seconds I felt the
motion. The speed of the disk was so
fast that the sense of motion was like
flying down an endless tunnel.
The goal of the experiment was to
produce dyslexia symptoms in a non-
dyslexic brain. But before that could
be established, the equipment had to
produce dyslexic symptoms in a
dyslexic brain. Based on the
developmental model, the symptoms
of dyslexia came from distortions in
the senses. The senses most affected
were vision, hearing, balance,
motion, and time.
THE D YSLEXIC READER
Balance/Movement:
¡ Dizziness or nausea while reading.
¡ Poor sense of direction.
¡ Inability to sit still.
¡ Difficulty with handwriting
(dysgraphia).
¡ Balance/coordination problems.
Time:
¡ Hyperactive (over-active).
¡ Hypoactive (under-active).
¡ Inability to learn math (dyscalculia).
¡ Difficulty telling time or being on
time.
¡ Trouble with sequencing or keeping
things in order.
The first thing I noticed
performing the experiment on myself
was that just before the feeling of
movement began, the speed of the
spinning disk appeared to slow down.
This indicated that not only was my
sense of motion distorting, but also
my sense of vision.
The second phase of the
experiment was to stand in front of
the disk balancing on one foot, turn
the disk on, and try to maintain
balance. I don’t recommend doing
this without an assistant to turn the
disk on for you and, more
importantly, to catch you when you
begin to fall–because you will fall
over backwards. The spinning spiral
definitely distorted the sense of
balance.
The third phase was to sit in front
of the stationary disk with a
stopwatch in hand. While looking at
the center of the spiral, I tried to
estimate the passage of fifteen
seconds by clicking the stopwatch on,
and when I thought fifteen seconds
had elapsed, I clicked it off. In five
attempts I was never more than three
seconds off. The next part was to
start the disk spinning, and try the
THE D YSLEXIC READER PAGE 5

same thing. In five attempts I never
got closer than five seconds, and
twice I was more than ten seconds
off. My sense of time was definitely
distorting.
The fourth phase was to turn on
the tape recorder, spin the disk, and
after the feeling of motion began,
have an assistant say something to
me, and repeat back what I heard. We
used nursery rhymes like, “Sally sells
sea shells at the sea shore.” Only the
assistant would deliberately alter the
words, like, “Sally tells sea snails at
the sea shore.” Or, “Sally sells
seashores to seahorses.” I could not
hear exactly what the assistant said,
and the proof was on the tape.
So with less than $100 of
equipment, I demonstrated for myself
that my brain distorted the senses of
vision, hearing, balance, motion, and
time. The experiment produced
dyslexic symptoms in a dyslexic
brain. Now I was ready to try the
same thing on a non-dyslexic brain. I
decided to put one hundred people
through the steps of the experiment. I
wouldn’t even attempt to pre-
determine whether or not they were
dyslexic. I wanted a cross section of
the population.
I started doing the experiment with
anyone who was willing to sit in
front of the spinning disk. I soon
discovered that I needed another
piece of equipment – a plastic-lined
waste can. I also discovered that I
needed to change the protocol. At
first I let others observe someone
going through the experiment. Their
observations influenced their own
experience. So observation was
permitted only after having had the
experience.
Some people were made too
nauseous by the spinning disk to
complete all four phases of the
experiment. But there was perceptual
distortion in the phases they did
complete. And everyone who
completed the series experienced
distorted vision, hearing, balance,
motion, and time. Age, intelligence,
education, gender, race, etc. didn’t
matter–the results were consistent.
Then one evening a young woman,
the forty-eighth test subject, was
sitting in front of the spinning disk.
She sat there on the verge of
vomiting for about three minutes,
then fell to the floor and had a grand
mal seizure. The unexpected event
scared me; it terrified her. She had
never had a seizure before, and I had
never seen one that up close and
personal. I felt responsible for
making it happen.
I had satisfied my own curiosity. I
had nearly fifty test results, all of
which confirmed my theory. After all,
I didn’t have a graduate degree
hanging in the balance. I concluded
that I had proven my point, so the
hundred person experiment ended at
only forty-eight. t
Editor’s note: Do not try this experiment on
your own. As this account shows, the
spinning-disk can induce epileptic seizures in
susceptible individual. So it is not safe or
appropriate to conduct such experiments
outside of carefully controlled and monitored
laboratory conditions.
Talents Which Can Be
Enhanced by Disoriented
Perceptions
¡spatial awareness ¡fine arts
¡strategic planning ¡building
¡mechanical arts ¡athletics
¡drama/role playing ¡piloting vehicles
¡music ¡engineering
¡inventing ¡storytelling
¡designing
Thus, the goal of Davis Orientation
Counseling is not the elimination of
disorientation, but the ability to
consciously control it when it acts as a
barrier to reading, writing, doing
arithmetic, or succeeding in a traditional
educational setting.

Davis Learning Strategies Launched in Canada

Canadian students spent a thoroughly
enjoyable four days with Sharon
Pfeiffer (noticeable by her absence
from the photo) and Alice Pratt,
learning skills that they will be able
to take into their primary school
classrooms, and convey to parents
and teachers of children under the
age of nine. For Sue Hall, the
workshop's sponsor, it was a
wonderful chance to catch up with
Canadian Facilitators, Jeri McLeod,
Wes Sole, and Larry Smith, Jr., and
to host DDA-Israel directors, Judith
Schwarcz and Etya Chesler. The
participants were impressed with
Sue's 14 year old son, George, who
Davis Learning Strategies Basic Teacher Workshop participants, Vancouver, August 2001.
demonstrated knowledge and interest Left to right, bottom row: Wendy Beck, Sue Hall, Alice Pratt, Laura Porosky, Michelle Micko.
during the workshop. Perhaps Sue is Middle: Judith Schwarcz, Joanne Brooks. Donna Doerksen, Wes Sole. Back: George Hall,
developing a future partner! Marylou Tassinari, Carol Moran, Jennifer Chua, Etya Chesler, Jeri Mcleod, Brenda Baird,
Jan Hagedorn. Far back: Larry Smith Jr., Eric Hagedorn.
PAGE 6
Internet Resources for Reading
Assessment
Are there any online reading
assessment tools for upper grade
levels?
These are some assessments
available free on the internet.
Reading Words/Decoding & The San
Diego Quick Assessment
http://www.gomilpitas.com/
homeschooling/articles/060899.htm
These are two very quick tests using
word lists of increasing difficulty
through college level.
READS for Families
http://www.test4free.com/
assessfam.asp
Free interactive online reading
assessment, applicable for grades 2-
10. Requires a computer with a sound
card, as the phonics testing sections
involve listening to spoken words or
syllables.
Released TAAS, End-of-Course
Examinations and RPTE Tests
http://www.tea.state.tx.us/
student.assessment/resources/release/
index.html
These are online versions of the
Texas assessment tests given to
students in 1999 and 2000, from
grades 3-8 and high school level,
including reading proficiency tests. It
also has end of course exams for high
school subjects like biology, algebra,
etc. You can take and score the tests
online. You can also download print
version of many more tests, together
with answer keys.
Chromagen and Dyslexia
Some one sent me an article on
Chromagen, which is supposed to
alter perception and make dyslexics
see straight. A couple of people have
asked me about it. It claims to be
able to help with b and d, telling left
THE D YSLEXIC READER
from right, and tying shoelaces, etc. things including entertainment,
Any comments? invention, or an escape from a
painful reality. Not all picture
Basically, this is a contact lens thinking is accompanied by
with colored filters that was initially disorientation of the senses and
developed to assist color-blind perceptions. However, what causes
individuals, but also reported to help dyslexia symptoms are the
some dyslexics. One study seemed to confusions that result from a lack of
show that reading speed was pictures for certain symbols and
improved somewhat; however the words. The confusion triggers
sample reported in the study above disorientation. Thus, picture thinkers
was very, very small, with only 4 or 5 are more likely to be confused by
individuals actually using the lenses. words, numbers or other symbols,
and they are more likely to
Colored lenses probably relieve experience disorientation and
eyestrain, thereby helping some dyslexia symptoms.
dyslexics simply by improving
environmental conditions. If you I think that almost everyone has the
reduce fatigue, you will also reduce ability to think in pictures some of
the level of disorientation. This might the time, but the difference is that
explain why lenses seem to produce most dyslexics primarily think in
short-term results, but not long term pictures, and have a hard time
effectiveness. thinking with words. So when
reading, a dyslexic person needs to
I found information at these links: be able to picture the meaning of the
words in order to understand them. A
• http://www.cantor-nissel.co.uk/ non-dyslexic person is capable of
dysoptom.htm simply seeing the letters of the words
• http://www.cantor-nissel.co.uk/ or hearing the sound of the word in
dyslexia_chromagen.htm their own mind and making sense of
it, even if they have no picture in
• http://www.azmaneye.com/Pages/ mind.
chromagen.html
In an informal survey, about 30% of
Are all picture thinkers dyslexic? the visitors to our web site say that
they think with both pictures and
I am a teacher in Denmark and I words, and 42% say that they think
have some questions about picture- mostly with pictures. Only 8% say
thinking. Is it only people with that they think mostly with words.
dyslexia who have this skill? Is it the About 46% of our site visitors say
skill that gives you dyslexia, or is it they are dyslexic, and 28% say that
the dyslexia that gives you the skill? they are not–the rest don’t know.
I have the gift myself. But I have Even though these surveys are very
always thought that my childhood in informal–and not all that accurate–we
a family with emotional and social can surmise from these numbers that
problems had given me the skill. most non-dyslexic people think with
Because I needed to escape from the both pictures and words.
problems, I created pictures to
survive.
Worry...is the misuse
Some people who are not of the imagination.
dyslexic also have the skill and
ability to think in pictures. Picture
thinking can be useful for many
--Unknown
THE D YSLEXIC READER
BOOK REVIEW
by Abigail Marshall, DDAI Information Services Director
In his 1997 book, Late-Talking
Children, economist and author
Thomas Sowell used personal
accounts, anecdotes, and the results
of informal surveys to explore the
issue of children with delayed speech
who simply outgrew the problem,
generally becoming bright and
capable students. The book raised
serious questions about the state of
knowledge and issues of mistaken
valuations and diagnosis of children
who may simply represent a
particular developmental pattern. Its
content offered consolation and hope
to many parents of young, non-
speaking children, but was
condemned for its lack of scientific
rigor by some professional groups,
such as the American Speech-
Language Hearing Association.
BOOK REVIEW
by Mary Kay Frasier, Davis Facilitator in Des Moines, Iowa
Creative children can be a
challenge to raise. As a Davis
Facilitator and as a parent of two
highly creative dyslexics, I often find
myself looking for ideas that will
improve my parenting skills or
provide some insights for the parents
of my clients.
Barbara Coloroso’s book Kids Are
Worth It approaches parenting from
the vantage point of “giving your
child the gift of inner discipline”. Her
research on child development began
in the late 60’s when she was
studying to become a special
education teacher. This was a period
when the behaviorist theory was
emerging as the primary model for
child discipline. Ms. Coloroso saw
the power of behavior modification
firsthand. Her impression after
observing the theory in practice led
her to believe that “it works—on
rodents.” Her journey to find new
and better ways to deal with
parenting children instead of lab rats
brought her to some very interesting
conclusions and humorous insights.
Kids Are Worth It explores
parenting issues from potty training
to getting your teenager out of jail.
Bright
The Einstein Syndrome provides Children Who
much of the same information in a Talk Late
refined form, now bolstered by the
extensive research of Professor
Stephen Camarata, who has since
commenced and reported on a
longitudinal study of almost 240
delayed-speech children. The book
explores common patterns of
development for such children, the
personal histories and experiences of
adults who spoke late, issues related
to tests and evaluations, as well as
expert intervention.
Thomas Sowell is careful to
reiterate that the positive outcomes of
the children who fit the pattern
described in the book may not be the
norm, and that the book is not
intended to provide false hope for
parents of children who may have
Kids Are
Worth It!
Giving Your
Child the Gift
of Inner
Discipline
by Barbara
Coloroso
Avon Books, 1995, trade paperback
$12.50 ISBN: 0380719541
All of the ideas given in the book are
based on six critical life messages:
• I believe in you
• I trust you
• I know you can handle this
• You are listened to
• You are cared for
• You are very important to me
The author’s message is to give
our children the energy and serenity
to live with the values, “I like myself;
I can think for myself; and I can
extend myself to others in a loving
way.”
Read the book! It will give you
hope and courage along with the
creativity and strength for the days of
parenting ahead. Enjoy the journey.
PAGE 7
The Einstein
Syndrome:
By Thomas Sowell
(Author of Late-
Talking Children)
Basic Books/Perseus Books © 2001
ISBN 0465081401 $25.00 hardcover
serious developmental problems.
However, the fact that so many of
these bright, healthy children were at
one time misdiagnosed as retarded or
autistic remains a cause for alarm.
It is important for “experts” in the
field, such as speech and language
therapists and physicians, to keep in
mind that there is a broad age range
for speech to emerge in children, and
that delayed speech in children
appears to be a symptom but not a
pathological condition in and of
itself. It is also important to
understand the way in which patterns
of speech development in highly
gifted children, particularly those
with strong aptitudes for music or
mathematics, can echo symptoms
commonly associated with autism.
This book provides the data and
specific information that can help
experts and parents alike to see these
parallels, and learn what
distinguishing factors to look for.
Not all children who speak late are
budding Einsteins, and the patterns of
late-speech development in children
can be variable. Some blossom into
speech all at once, suddenly using
advanced vocabulary and complex
sentences at age 3 or 4 or 5, as if no
impediments had ever existed. Others
continue to be reticent and reluctant
speakers, remaining introverted and
showing their greatest strength with
mathematical or spatial reasoning and
other nonverbal thought processes.
This book does not provide a
single diagnosis or even a way to
reliably predict the outcome for a
bright, healthy child who simply does
not talk, but it does provide vitally
needed information. I would highly
recommend this book for anyone
concerned about a child with speech
delays.
PAGE 8 THE D YSLEXIC READER

Enhance Children's Reading Skills and Creative Talents

with Davis Learning Strategies® Kits
Designed Especially for K-3 Teachers and
Parents of Children Ages 5-8
Each Kit includes:

• Sturdy Nylon Briefcase

• Reusable Modeling Clay (2 lbs.)
• Kindergarten & Grade One Manual or Grades Two
& Three Manual
• Webster's Children's Dictionary (Hardcover)
• Checking Your Grammar (Softcover)
• Punctuation Marks & Styles Booklet
• Two Koosh Balls
• Letter Recognition Cards
• Laminated Alphabet Strip (upper & lower case)
• Stop Signs for Reading Chart
• One-year subscription to The Dyslexic Reader
newsletter ($25.00 value). If you are already a
subscriber, your subscription will be extended for
an additional year Each kit is priced at $119.95
Recommended materials for classroom
What is different in each Kit is the Manual. These implementation:
include suggested curriculum, lesson plans, and
activities appropriate for each grade level and age. • One Kit per teacher or aide
Teachers or home-schooling parents who teach • Four Koosh Balls per Classroom
multiple grade level students may purchase a • Six Letter Recognition Card sets per classroom
combination kit, containing both Manuals for $149.90. • One Alphabet Strip per student
Previous purchasers of the Davis Symbol Mastery Kit • Six Punctuation & Styles Booklets per Classroom
may purchase either Manual separately for $29.95 • Six Dictionaries per Classroom
each. • One Pound of modeling clay per student

ORDER FORM Discount Schedule

Qty Item Price in US Dollars Quantity Non-Member DDAI Member
Davis Learning Strategies® Teacher Kit 0-5 0% 10%
__ K-1 __ Grades 2-3 (Check one) $119.95 6-10 10% 15%
Davis Learning Strategies® Teacher Kit with 11-20 15% 20%
both Manuals $149.90 21-40 20% 25%
Davis Learning Strategies® K-1 Teacher Kit Manual More than 40 25% 30%
(sold separately only to previous purchasers of a full
Teacher Kit or Davis Symbol Mastery Kit) $29.95
TO ORDER:
Davis Learning Strategies® Grades 2-3 Teacher Kit
Manual (sold separately only to previous purchasers · By phone: Call 1-888-999-3324 toll-free
of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 in the USA or Canada.
Alphabet Strip $7.95
Punctuation & Styles Booklet $9.95
· Fax this order form with your name,
Letter Recognition Cards $9.95 shipping address, credit card
Pronunciation Key Cards $12.95 authorization to +1 (650) 692-7075. We
Symbol Mastery Procedure Chart $1.95
Stop Signs for Reading Chart $1.95
will add shipping and handling
Koosh Balls (2) $11.00 charges.
Clay - 2 pounds $8.00 · E-mail your order to
Webster's Children's Dictionary (Hardcover) $16.95
Checking Your Grammar (Softcover) $6.95
DDAorders@aol.com
DDAI Membership $50/year US$60/year non-US
All shipments will be sent UPS
THE D YSLEXIC READER
What Happens to a Family . . .
continued from page 3
that they need to read menus, write
checks, answer correspondence, read
signs, and/or give a tremendous
amount of assistance on reading and
writing homework or office work. It
is not uncommon for family members
to continue performing these
functions, and for the individuals to
continue to expect help, even after
they have begun to develop tools that
will allow them to do these things for
themselves.
We see this issue most often in the
area of homework. Children get used
to having a great deal of help and
having someone “right there” with
them while they do it. They may even
use their reading or writing
difficulties as an excuse not to do
homework at all. Using their new
skills can be time and energy
consuming at first, and because
working independently is a change,
many children rebel against it. Some
may continue to use “old habits” to
get out of their work, or get someone
else to do it for them.
Old Habits Die Hard for Family
Members, Too
Parents are used to protecting their
children from failure and poor self-
esteem related to homework. The
coping strategies that families
develop are important and valuable,
but must be let go of as the child’s
academic abilities increase.
We find that it is hard sometimes
for parents to shift their view of their
child from being severely reading
disabled to being able to do some
parts of their homework on their own.
This is especially true because
children often rebel most about
becoming independent and doing
their work at home. This same
principle can also apply to adults and
adult relationships.
It is critical that they be allowed
and expected to do more. This is the
only way that their skills will really
become independent tools for them,
and, even more importantly, that they
will begin to view themselves as
competent learners.
Turning Homework and
Reading Tasks Over to the
Student: Encouraging
Independence
Adopt the motto that homework is
not an option. It is not a personal
issue. It is not a relationship issue. It
is simply what school children do. So
whether or not to do it does not bear
argument or discussion.
Make homework as routine as
possible. Have a specific time and
place for homework to be done.
Find out from the teacher exactly
what your child can be expected to
do independently. Help your child get
started if needed but have him
complete the assignment on his own.
Be available to help, but work with
your child on asking you very
specific questions as opposed to
saying, “I don’t get this.”
Reinforce your child’s attempts at
independence with praise and social
or tangible rewards if necessary.
Calmly but firmly insist that
homework be completed. If the
amount or difficulty is unreasonable,
work with the teacher to make daily
homework appropriate to your child’s
independent level. Help your child
understand that if he is
procrastinating on his homework, he
is choosing to give up play or TV
International Reading Association Position Statement
Honoring Children's Rights
1. Children have a right to
appropriate early reading instruction
based on their individual needs.
2. Children have a right to reading
instruction that builds both skill and
the desire to read increasingly
complex materials.
3. Children have a right to well-
prepared teachers who keep their
skills up to date through effective
professional development.
4. Children have the right of access
to a wide variety of books and other
reading material in the classroom,
school and community libraries.
5. Children have a right to reading
assessment that identifies their
strengths as well as their needs and
involves them in making decisions
about their own learning.
PAGE 9
time. However, parents do not need
to choose for their own time to be
wasted as well.
If your child has been very
dependent on your presence in order
to work, wean him/her away from
this by setting a timer and coming in
to check on him every 5 minutes at
first; then gradually increase the time.
Or, have the child do one item with
you, then complete the section on his
own. He may come to you to get
started on each new section as
needed.
What happens to a family when a
non-reader becomes a reader?
…With patience, firmness and
encouragement, the parent or family
member gets out from under the
homework burden.
…The individual becomes a more
productive and confident student or
worker.
…The relationship between the
past non-reader and his/her family
becomes less dependency-based,
perhaps opening the door to some
exciting new ways of relating. t
© Copyright 2001 by Stowell Learning Center
Inc. All Rights Reserved.
20955 Pathfinder Road, Suite 332, Diamond
Bar, California 91765 USA
info@learningdisability.com (909) 598-2482
6. Children have a right to
supplemental instruction from
professionals specifically prepared
to teach reading.
7. Children have a right to reading
instruction that involves parents and
communities in their academic lives.
8. Children have a right to reading
instruction that makes meaningful
use of their first language skills.
9. Children have a right to equal
access to the technology used for the
improvement of reading instruction.
10. Children have a right to
classrooms that optimize learning
opportunities.
http://www.reading.org/positions/
MADMMID.html
PAGE 10 THE D YSLEXIC READER

Enhance Your Current Primary Classroom Reading Curriculum

With the Davis Learning Strategies® Basic Teacher Workshop

Benefits to Children and Teachers Davis Learning Strategies

Davis Learning Strategies is an effective and efficient way to With Davis Focusing Skills™, a series of exercises which use
develop the beginning reader into an accomplished reader by imagination and coordination, children can easily develop the
the end of third grade. All children benefit no matter what self directed ability to be physically and mentally focused on
the learning task at hand.
their learning styles or reading level. Good readers become
stronger in language and grammar skills, and weaker readers
begin to read effortlessly. Davis Learning Strategies dovetail
easily into existing K-3 curriculums. They increase the
effectiveness of almost any reading or language arts program.

What's in the Workshop that isn't in the Kits?

The workshop provides hands-on learning through
demonstrations, practice sessions, and group discussions. It
offers new implementation ideas and materials to take back to
the classroom, an opportunity to learn how other experienced
teachers have used Davis Learning Strategies, and a chance to
share additional application ideas with fellow teachers.

What Participants Have Said… Through Davis Symbol Mastery®, children master the
alphabet, punctuation marks, and basic sight words with a
“The learning strategies are very practical and simple, easy and fun alternative to pencil-paper activities and
drill exercises.
will work for all my students.”
Davis Reading Exercises provide a fun and cooperative
“Excellent materials. Presentations were clear, method for increasing word recognition and reading
accurate, and in-depth. The most accurate comprehension skills. This reading method can be used alone
or as a supplement to a current reading program.
presentation of learning I have experienced.”
“Excellent presentation. I will use this in my
class!”
“The instructor was passionate about her
subject as well as knowledgeable, and she
communicated this!”
“I have to tell you how much I enjoyed the
workshop and what new enthusiasm I have for
the new school year. Your dedication and
caring are such an inspiration! It is so exciting
to be on the cutting edge of something so
radically life changing for so many who have
been struggling for so long. You have done a With these Davis Learning Strategies, children become well
tremendous job, and your manual and training prepared for a successful first four years of schooling and for
a lifetime of learning!
are excellent.”
Visit the Davis Learning Strategies web site:
Background www.davislearn.com
The workshop represents the results of six years of research 2002 DATES & LOCATIONS
and development in several K-3 elementary classrooms by an June 24-27, 2002 San Francisco, California
experienced teacher, Sharon Pfeiffer. In August, 2001, a August 12-15, 2002 San Francisco, California
research paper detailing the effects of these strategies on first August 26-29 Vancouver, Canada
grade word recognition and gifted education placement was
Call 1-888-805-7216 for U.S. Registration
published in Reading Improvement, a peer-reviewed journal. Call +1 (604) 921-1084 for Canada Registration
Davis Learning Strategies are based on methods developed by
Ronald D. Davis. ACADEMIC UNITS AVAILABLE IN THE U.S.
THE D YSLEXIC READER PAGE 11

Come Learn and

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

Workshop Outline
DAY ONE DAY THREE
Background and Development of the Davis Dyslexia Orientation Review Procedure (a method for checking
Correction® Procedures orientation skills)
· Research and discovery. The “gifts” of dyslexia. Anatomy and · Demonstration & Practice Session
developmental stages of a learning disability. Overview of the Davis Symbol Mastery® (the key to correcting dyslexia)
steps for dyslexia correction. · What is Symbol Mastery? Why clay?
Davis Perceptual Ability Assessment (a screening for dyslexic Mastering Basic Language Symbols
learning styles) · Demonstrations and Group Exercises
· Demonstration and Practice Session Reading Improvement Exercises
Symptoms Profile Interview (used to assess symptoms, · Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
strengths & weaknesses; set goals; and establish motivation)
· Demonstration and Practice Session DAY FOUR
Fine-Tuning Procedure (checking and adjusting orientation
DAY TWO using balance)
Davis Orientation Counseling Procedures (methods to Symbol Mastery Exercises for Words
control, monitor and turn off perceptual distortions) · Demonstrations, Group Exercises and Practice Sessions
· What is Orientation? Demonstration and Practice Session Implementing the Davis Procedures
Release Procedure (method for alleviating stress and
headaches)
Alignment (an alternative to Orientation Counseling)
· What is Alignment? How is it used? Group Demonstration To register for US workshops
Dial-Setting Procedure (a method for controlling ADD call 1-888-805-7216 (toll-free)
symptoms)

2002 WORKSHOP SCHEDULE

14 - 17 January 2002 14 - 17 March 2002 (English) 8 - 11 July 2002
Instructor: Ronald D. Davis Instructor: Bonny Beuret Instructor: Ronald D. Davis
Location: San Francisco, CA, USA Location: Basel, Switzerland Location: San Francisco, CA, USA
Contact: training@dyslexia.com Contact: ch@dyslexia.com Contact: training@dyslexia.com

21 - 24 Feb 2002 (Spanish) 9 - 12 April 2002 (English) 29 Aug - 1 Sep 2002 (German)
Instructor: Ronald D. Davis Instructor: Jürg Peter Instructor: Bonny Beuret
Location: Monterrey, Mexico Location: Mumbai, India Location: Basel, Switzerland
Contact: mexico@dyslexia.com Contact: singapore@dyslexia.com Contact: ch@dyslexia.com

23 - 26 Feb 2002 (French) 15 - 18 April 2002

Instructor: Bonny Beuret
Location: Geneva, Switzerland
Contact: ch@dyslexia.com
4 - 7 March 2002 (English)
Instructor: Cyndi Deneson
Location: Dallas, Texas
Contact: (817) 919-6200
Instructor: Jürg Peter
Location: Singapore For updated workshop
Contact: singapore@dyslexia.com
schedules visit
3 - 7 July 2002 (French) www.dyslexia.com/train.htm
Instructor: Bonny Beuret
Location: Geneva, Switzerland
Contact: ch@dyslexia.com
PAGE 12
Newly Licensed Davis Facilitators and Specialists
Congratulations and welcome to our growing international family of Davis Program providers!
We especially welcome our very first Facilitators in Brazil, New Zealand, and Illinois, and our second in Italy.
Ana Lima is a
Psychologist with a
Masters Degree in
Clinical Psychology
from the Catholic
University in Rio de
Janeiro. She initially
worked in Clinical
Vocational Counseling
in Argentina and psychoanalytically
based Child Psychotherapy in Rio de
Janeiro. She specialized in Short Term
Psychotherapy and in Psychodrama in
Paris. She has more recently turned to
the study and treatment of children’s
difficulties in school and learning
disabilities. She attended courses at the
Hornsby International Dyslexia Centre
(London), the Helen Arkell Dyslexia
Centre (Frensham, Surrey), Brunel
University(Twickenham); the Binoh
Centre (London), and the International
Center for the Enhancement of Learning
Potential (Jerusalem, Israel). Ana trained
to become a Facilitator at DDA-UK, with
Robin Temple, Siegerdina Mandema and
Lin Seward. She is based in Rio and
works in her private practice. She speaks
Portuguese, English, French, Italian and
understands Spanish. She is available to
travel and can provide the Davis Program
in the languages mentioned above. She
has translated the “The Gift of Dyslexia”
into Portuguese–due to come out in
2002–and is involved in “spreading the
word” in Brazil. Av. Portugal 248/101,
22291-050 Rio de Janeiro, R.J. Brazil.
Tel: +55 (21) 2295-1505.
dislexia@terra.com.br
Kim Ainis is
passionate about
learning. She has an
M.Ed. in Reading and
has been teaching for
16 years. She has
guided clients of many
ages and skill levels,
from new readers to
Ph.D.s, and in many settings, from
schools to factories. But her real calling
is working one-on-one with children and
adults. Her endless curiosity about how
people can best learn led her to the Davis
Program. “Davis clients learn so much
more than how to read—they experience
an awakening. The changes they
accomplish are profound—long-term
obstacles to reading crumble and self-
confidence blooms.” When not teaching
reading, Kim can be found looking for
bluebirds and other winged friends in
Chicago’s parks. The Reading Center,
410 S. Michigan Ave., Chicago, IL
60605. USA (312) 360-0805.
Chicagodyslexia@aol.com
Elisa de Felice is our
second Italian
Facilitator. Her first
experience with
dyslexia was with her
daughter, Veronica.
Elisa speaks Italian,
English and French.
“A lot of work can be
done with dyslexic people and I want to
provide the program with all my
sensitivity, patience and love.” Via
Modena 32, I-00184 Rome, Italy.
Tel: +39 (06) 507-3570.
Elisa_DeFelice@yahoo.it
Katia Villafuerte Cardona is a clinical
Psychologist, who is studying towards a
Masters Degree in Family Therapy. Katia
speaks both English and Spanish. Palmas
Counseling Center, Sierra Gorda #14B
Colonia Lomas de Chapultepec, Mexico
D.F. 11000, Mexico. Tel: +52 (5) 202-
7913. kvillaf@palmascounseling.com.mx
Gabriela Melendez speaks both English
and Spanish. She studied Special
Education in Lima, Peru and has a
Masters Degree in Educational
Psychology. Palmas Counseling Center,
Sierra Gorda #14B Colonia Lomas de
Chapultepec, Mexico D.F. 11000,
Mexico. Tel: +52 (5) 202-7913.
gmelendez@palmascounseling.com.mx
Sofia Flores has a Masters Degree in
Psychology and is a Psychotherapist.
Palmas Counseling Center, Sierra Gorda
#14B Colonia Lomas de Chapultepec,
Mexico D.F. 11000, Mexico.
Tel: +52 (5) 202-7913.
sflores@palmascounseling.com.mx
Oscar Modesto Ramirez is a Clinical
Psychotherapist with a Master of Arts in
Psychology in Family Therapy from the
Universidad de las Americas, A.C.
Mexico City. Palmas Counseling Center,
Sierra Gorda #14B Colonia Lomas de
Chapultepec, Mexico D.F. 11000,
Mexico. Tel: +52 (5) 202-7913.
oscarm@palmascounseling.com.mx
THE D YSLEXIC READER
Rocio Palma Contreras Palmas
Counseling Center, Sierra Gorda #14B
Colonia Lomas de Chapultepec, Mexico
D.F. 11000, Mexico.
Tel: +52 (5) 202-7913.
rociop@palmascounseling.com.mx
Silvia Arana Garcia Palmas Counseling
Center, Sierra Gorda #14B Colonia
Lomas de Chapultepec, Mexico D.F.
11000, Mexico. Tel: +52 (5) 202-7913.
sarana@palmascounseling.com.mx
Benita Ruckli comes
from a family of
dyslexics. She plans to
provide the Davis
program in her home
town, from her private
practice, to both adults
and children.
Goldgrueb, CH-6019
Sigigen, Switzerland
Tel: +41 (0495) 2538.
Mieke Blommers-
Friederichs taught at
primary schools and
schools for children
with learning
disabilities in Holland.
At the moment she is a
learning support
coordinator at the
International School of Basel. She is the
mother of two dyslexic children. “The
Davis programme enables my students to
know the best way of learning and gives
them tools that will be used to correct
their dyslexia and reach their full
potential by recognizing the gift.”
International School of Basel,
Schwerkesselweg 30, CH- 4052 Basel,
Switzerland. Tel: +41 (61) 378 9060.
mblommers@isbasel.ch
Susan Dickens began working at a small
Christian school eight years ago as a
tutor and librarian. “I have also taught in
the classroom and I know the struggles
some students have with academics. The
ability to read and comprehend is basic
to all areas of life. I am so amazed at the
progress of those who have gone through
the Davis Program and am glad to be
part of this.” Discovery Learning Center,
PO Box 769, Leander, TX 78646. USA.
(512) 515-5591 or (512) 267-4156.
susan@life-springs.org
THE D YSLEXIC READER PAGE 13

Wibke Hachmann very meaningful life work. I am
“Sensitized by the delighted to be working with children
experience with my and adults sharing the gift of the Program
dyslexic brother and with them.” New Hope Learning Centers,
dyscalculic mother, Inc. 2525 N. Mayfair Road #107,
my attention was Wauwatosa, WI 53226 USA. (414) 774-
attracted several times 4586 or (414) 774-8092.
by the incompetence newhope4dyslexia@aol.com
of Pedagogues
regarding the problem with so-called Darlene Brown is the
disabled children. I made the mother of two. She
acquaintance of the Davis Method became involved with
through my godfather, who is a Davis the Davis Methods
Facilitator.” Hinter den Zäunen 2, D- after her daughter
61239 Langenhain, Germany. Tel: +49 experienced success
(06002) 992 0299or +49 (06002) 939 with the program.
577. Wibkehachmann@gmx.net Darlene’s long career
in Dentistry and her
Ursula Fischbacher work as a teacher’s aide has enabled her
has four children, one to work closely with people of all ages.
who has dyslexia. She sees the benefit the Davis Program
Since 1990, Ursula will bring in enriching peoples lives.
had been looking for Creative Learning Resource, Box 2495,
help for her son. In the Smithers, BC Canada VOJ 2NO.
beginning of 1999, she (250) 847-3463. brown4@bulkley.net
found the book, “The
Gift of Dyslexia,” and Suzanne Hailey works with Ray Davis
decided she wanted to become a Davis and Meliesa Hawley at Reading Research
Facilitator. Pentaweg 9, CH-2552 Council Northwest located about one
Orpund, Switzerland. hour north of Seattle. “I am a corrected
Tel: +41 (32) 355-2326. dyslexic myself as well as the parent of
Fischbhu@swissonline.ch three children, two of whom have gone
through the Davis Program.” 2828 Colby
Ulrike von Kutzleben-Hausen trained Avenue, Suite #400, Everett , WA 98201
with DDA-CH in Basel. USA. 1(866)677-7726 or (425)257-9716.
Kurze Strasse 2, D-78652 Deisslingen, cheyjos@aol.com
Germany Tel: +49 (74) 20 33 46.
Cindy L. Bauer has a B.S. degree from
Ursula Herrli speaks the University of Wisconsin in Early
German, English, Childhood Education. “I became
Italian and French. interested in Davis for my son. After
Alte Steinacherstr. 35, seeing how the program changed my
CH-8804 Au I son’s life, I decided to complete the
Wädenswil, Davis Facilitator training.” Partners In
Switzerland. Tel: +41 Learning-Minnesota, 15014 Gleason
(01781)13 35. Lake Drive, Plymouth, MN 55447. (612)
u.herrli@bluemail.ch 483-3460 or (763) 476-2259.
partnersmn@usa.com
Pamela Kretz has a Random (Randee)
Bachelor Degree in Garretson is an
Education and a elementary school
Masters Degree in teacher in the Tampa
Counseling. She Bay, Florida area, with
learned about the certification in
Davis Dyslexia Language and
Program while talking Learning Disabilities
to a friend about and English. “I
symptoms she saw in herself and other discovered the Davis Dyslexia Correction
family members. Upon hearing about the Program through a friend who was aware
program, and meeting Cyndi Deneson, that I felt a need to reach more students
she began her own program for in a regular educational classroom setting
correction. “It brought such hope and who were experiencing reading and
change to my life. I knew I just had to learning difficulties. I was intrigued with
help others understand their gift as well. the theory of dyslexia as a gift and began
Being a Facilitator truly brings my researching the program in April 2000. I
strengths and experience together for a am originally from Maryland, near
Washington D.C., a single mom of two
children who are thankfully self-
sufficient and productive adults! As a
result of having deaf parents, American
Sign Language is my first language. I am
thoroughly enjoying working with the
delights and talents of dyslexia in my
private, north Tampa office, with double
French doors that lead to a cozy deck
overlooking the serenity of a small lake.”
Dyslexia Correction, Etc. 1535 N. Dale
Mabry Hwy., Lutz , FL 33548 USA.
(813) 956-0502. randomlg@aol.com
Facilitators who have recently
moved:
Brian Grimes (moved from California)
38138 Harbor View Place
Squamish, BC, Canada V0N 3G0
(604) 892-9117
bkgrimes@shaw.ca
Scott Shedko (moved from California)
19 Niuhi Street
Honolulu, HI 96821
(808)377-3177
s_shedko@yahoo.com
Wendy Wilson (moved from England)
Army Bay Medical Centre
1/1382 Whangaparaoa Road
Army Bay, Auckland
New Zealand
+64 9 428 4669
wendy@kiwinet.net.nz
The Davis Facilitator training
program requires approximately 400
hours of course work.
The Davis Specialist program
requires extensive experience
providing Davis programs and an
additional 260 hours of training.
Specialists and Facilitators are
subject to annual re-licensing based
upon case review and adherence to
the DDAI Standards of Practice.
For information about training or a
full directory of Davis providers, see
www.dyslexia.com/affil.htm,
or call +1 (650) 692-7141 or toll-free
in the US at 1-888-805-7216.
PAGE 14
Davis Dyslexia Correction ® Providers
The Davis Dyslexia Correction program is now available from more than 250 Facilitators around the world.
For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm
Alabama
Paula Morehead, Dyslexia Center
of the South
(205) 822-9050 (Hoover)
Arizona
Edie Fritz, New Solutions Dyslexia
Correction
(602) 274-7738 (Phoenix)
Nancy Kress, Dyslexia Corrector
(602) 291-8528 (Glendale)
John Mertz, Arizona Dyslexia
Correction Center
Toll Free: (877) 219-0613
(520) 219-0613 (Tucson)
California
Dr. Fatima Ali • Ron Davis • Alice
Davis • Sharon Pfeiffer • Lexie
White Strain • Dee Weldon White
Reading Research Council
Dyslexia Correction Center
Toll Free: (800) 729-8990
(650) 692-8990 (Burlingame)
Janalee E. Beals,
The Dyslexia Mentor
(877) 439-7539 (Palm Springs)
Richard A. Harmel, Solutions for
Dyslexia
(310) 823-8900 (Los Angeles)
Dwight E. Underhill
(510) 559-7869 (El Cerrito)
Colorado
Kathy Bacon, Creative Learning
Center
(970) 669-0170 (Loveland)
Terry Demeo
(303) 850-7668 (Littleton)
Carol Stromberg,
Dyslexia Correction
Toll Free: (800) 290-7605
(970) 487-0228 (Collbran)
United States
Florida
Randee Garretson
Dyslexia Correction
(813) 956-0502 (Lutz)
Alice J. Pratt & Gwin Pratt,
Dyslexia Plus
(904) 389-9251 (Jacksonville)
Georgia
Bill Allen,”THE” Dyslexia Coach
(770) 594-1770 (Atlanta)
Scott Timm, Dyslexia Masters
(770) 516-7294 (Woodstock)
Hawaii
Scott Shedko
(808) 377-3177 (Honolulu)
Illinios
Kim Ainis,
The Reading Center
(312) 360-0805 (Chicago)
Indiana
Myrna Burkholder, Michiana
Dyslexia Correction Center
(219) 533-7455 (Goshen)
Iowa
Mary Kay Frasier, Innovative
Learning Professionals
(515) 270-0280 (Des Moines)
Kansas
Carole Coulter, Dylsexia
Correction of Johnson County
(913) 831-0388 (Kansas City)
Michigan
Ann Minkel,
Michigan Dyslexia Resources
Tollfree: (866) 330-3671
(517) 365-3176 (Six Lakes)
Dean Schalow, Tri-Point
Toll Free: (800) 794-3060
(231) 899-5954 (Manistee)
THE D YSLEXIC READER
Minnesota
Cindy Bauer
Partners In Learning-Minnesota
(612) 483-3460 (Plymouth)
Virginia Bushman, New Visions
Integrated Learning Systems
(320) 845-6455 (Albany)
Cyndi Deneson,
New Hope Learning Center
Toll Free: (888) 890-5380
(952) 820-4673 (Bloomington)
Mississippi
Nancy F. McClain & M. Elizabeth
(Beth) Cook
MDC Mississippi Dyslexia Center
(866) 632-2900 (Vicksburg)
Missouri
Patricia Henry,
Dyslexia Correction of KC
(816) 361-6563 (Kansas City)
Montana
Nancy Sitton, Dyslexia Deciphered
(406) 863-9844 (Whitefish)
Nebraska
Shawn Carlson, Education Insights
(402) 420-1025 (Lincoln)
Nevada
Barbara Clark, New Foundations
for Dyslexics
(775) 265-1188 (Gardnerville)
New Jersey
Charlotte Foster, Multivariant
Learning Systems
(908) 766-5399 (Basking Ridge)
Nancy Cimprich, Creative Learning
Systems
(856) 358-3102 (Elmer)
New Mexico
Annie Johnson-Goodwin, Dyslexia
Resource
(505) 982-9843 (Santa Fe)
THE D YSLEXIC READER
New York
Carla Niessen
Dyslexia Changed
(845 or 914) 883-5766 (Clintondale)
Wendy Ritchie,
Positive Perception Ltd.
(716) 233-4364 (Hilton)
North Carolina
Erin Pratt, Dyslexia Plus
(828) 231-2400 (Asheville)
Ohio
Lisa C. Thatcher, Ohio Dyslexia
Correction Center
(740) 397-7060 (Mount Vernon)
Oklahoma
Christina Martin,
Reading Tree Dyslexia Solutions
(918) 492-0700 (Tulsa)
Toll Free: (866) 492-0700
Pennsylvania
Marcia Maust, Laurel Highlands
Dyslexia Correction Center
(814) 267-6694 (Berlin)
Texas
Jane Bailey
DFW Dyslexia Correction
(877) 219-0613
(520) 219-0613 (Bedford)
Kellie Brown, Texas Dyslexia
Services
Toll Free: (877) 230-2622
(817) 989-0783 (Ft. Worth)
Rhonda Clemons & Colleen
Millslagle, Success Learning
Center
Toll Free: (866) 531-2446
(903) 531-2446 (Tyler)
Susan Dickens
Discovery Learning Center
(512) 515-5591
(512) 267-4156 (Leander)
Dorothy Owen
DFW Dyslexia Correction
(817) 919-6200 (Dallas)
Laura Warren, Dyslexia Correction
Center
(806) 771-7292 (Lubbock)
Virginia
Elizabeth Davis, VA Center for
Dyslexia
(804) 358-6153 (Richmond)
Angela Binns Odom, Succeed
Learning Center
(804) 833-8858 (Midlothian)
Washington
Marilyn Anderson & Aleta Clark,
Dyslexia Correction Center of WA
(253) 854-9377 (Kent)
Dorothy Jean Bennett, Jackie
Black, Lawrence & Renie Smith,
Meadowbrook Educational
Services
Toll Free: (800) 371-6028
(509) 443-1737 (Spokane)
(425) 252-5184 (Everett)
Ray Davis, Suzanne Hailey &
Meliesa Hawley, Reading Research
Council Northwest
Toll Free: (866) 677-7726 (Everett)
Marlene Easley,
Dyslexia Unlearned
(360) 714-9619 (Bellingham)
Canada:
Darlene Brown,
Creative Learning Resource
(250) 847-3463
(Smithers, B.C.)
Gerry Grant,
Dyslexia Solutions Canada, Ltd.
Toll Free: (800) 981-6433
(Princeton, Ontario)
Sue Hall,
Positive Dyslexia
(604) 921-1084
(West Vancouver, B.C.)
Brian Grimes
(604) 892-9117(Squamish, B.C.)
Wayne Wolfram Hassell,
Learning-Abilities Enhancement
Programs
(604) 988-7680
(Vancouver, B.C.)
PAGE 15
Kathy Hawley,
Cascade Dyslexia Correction
(509) 784-1927 (Entiat)
Carol Hern & Ethel Kellogg,
Dyslexia Mastery Center
(509) 363-1771 (Spokane)
Jo Del Jensen, Learning Tools
Northwest
(360) 679-9390 (Oak Harbor)
Rebecca Luera, Dyslexia Mastery
(800) 818-9056 (Fall City)
Sharon Polster, Dyslexia Tutoring
Services
(206) 780-8199 (Bainbridge Island)
Ruth Ann Youngberg, Dyslexia
Mastered
(360) 671-9858 (Bellingham)
West Virginia
Gale Long, New Horizons Dyslexia
Correction Center
Toll Free: (888) 517-7830
(304) 965-7400 (Elkview)
Wisconsin
Darlene Bishop & Pamela Kretz,
New Hope Learning Centers, Inc.
Toll Free: (888) 890-5380
(414) 774-4586 (Milwaukee)
D’vorah Hoffman,
Living Hands Learning Centre
(416) 398-6779
(Toronto, Ontario)
Jeri Mcleod,
Dyslexia Mind Masters
(403) 503-0108
(Calgary, Alberta)
Catherine (Cathy) Smith, C.M.
Smith & Associates
(905) 844-4144
(Oakville, Ontario)
Lawrence Smith, Jr.,
Rocky Point Academy
(403) 685-0067
(Calgary, Alberta)
Wayman E. (Wes) Sole,
Dyslexia Help
(519) 472-1255
(London, Ontario)
 ~ PRESORTED
The
Dys•lex´•ic Read´•er STANDARD
U.S. POSTAGE
1601 Old Bayshore Highway, Suite 245
Burlingame, CA 94010 PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book 2002 International Schedule
The Gift of Dyslexia by Ronald D. Davis US San Francisco January 14-17
This 4-day workshop is an introduction to the basic Mexico Monterrey February 21-24
theories, principles and application of all the procedures Switzerland Geneva February 23-26
described in The Gift of Dyslexia. Training is done with a US Dallas March 4-7
combination of lectures, demonstrations, group practice, Switzerland Basel March 14-17
and question and answer sessions. Attendance is limited to India Mumbai April 9-12
ensure the highest quality of training.
Asia Singapore April 15-18
Who Should Attend: Switzerland Geneva July 3-7
Everyone involved in helping dyslexic individuals over the US San Francisco July 8-11
age of eight. Switzerland Basel Aug 29 - Sept 1
Participants will learn: U.S. Course Schedule
• How the Davis procedures were developed. • 8:30 - 9:00 Registration (first day)
• How to assess for the “gift of dyslexia” and establish a • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
symptoms profile. U.S. Fees and Discounts
• $975 per person plus $95 materials fee
• How to help dyslexics eliminate perceptual disorientation • $925 for DDAI members or groups of two or more
and focus their attention. plus $95 materials fee
• The Davis Symbol Mastery tools for mastering reading. • $975 if paid in full 60 days in advance incl. materials
• Advance registration and $200 deposit required
• How to incorporate and use proven methods for • Includes manual, one-year DDAI membership,
improving reading, spelling, and motor coordination into a verification of attendance, and Symbol Mastery Kit
classroom, home school, tutoring, or therapeutic setting. • Academic units available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-CH DDA-Israel DDA-Nederland DDAI-US
Freie Strasse 81 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 245
CH 4001 Basel, Ra’anana 43724 6105 CG Maria Hoop, Burlingame, CA 94010
SWITZERLAND ISRAEL NEDERLAND Tel: 1-888-805-7216
Tel: +41 (061) 273 81 85 Tel: +972 (053) 693 384 Tel: +31 (0475) 302 203 Fax: +1 (650) 692-7075
Fax: +41 (061) 272 42 41 Fax: +972 (09) 772-9889 Fax: +31 (0475) 301 381 E:mail: ddai@dyslexia.com
e-mail: ch@dyslexia.com E-mail: Israel@dyslexia.com E-mail: holland@dyslexia.com

DDA-Deutschland DDA- México DDA-UK For a full

Conventstrasse 14 Privada Fuentes #110, P.O. Box 40 description of the
D-22089 Hamburg esq. con Ricardo Margaín Winchester S022 6ZH
GERMANY Colonia Santa Engracia ENGLAND Davis Facilitator
Tel: +49 (040) 25 17 86 22 Garza García - Monterrey, 66220 +44 (01962) 820 005 Certification
Fax: +49 (040) 25 17 86 24 Nuevo León MÉXICO Fax: +44 (01962) 820 006
Tel/Fax: +52 (08) 335 9435 Program, ask for
E-mail: germany@dyslexia.com E-mail: uk@dyslexia.com
or +52 (08) 356-8389 our booklet.
E-mail: mexico@dyslexia.com
Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm