Professional Documents
Culture Documents
Dyslex ic Read er
Vol. 28
Issue 3 2002
I came into my office this morning with my cup of coffee and picked up the mail. I had sent an email several days ago requesting some information about a phonetic method of reading instruction. One of our clients was receiving this type of training. The reply was now in my hand and I ripped it open, eagerly awaiting the research, statistics and description of procedures and methodology. I sat down in my
comfortable black chair and began to read about how to teach beginning readers how to read. I noticed a comment on the brochure. It said, Research has shown that about 20 minutes a day, three to four times a week in phonemic awareness instruction will result in dramatic improvement in reading and spelling skills. The word skills stood out to me. Can a child be taught the skills needed to read without gaining the ability? My answer is yes. All through grade school I was taught phonemic awareness. Phonics were the big thing in the 70s. Boy oh boy did they work. Phonics sure taught me phonics. Yet I continued to struggle with my reading ability. I could phonetically decipher nearly
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In This Issue
News & Feature Articles:
Thoughts Over Coffee . . . . . . . . . . . . . .1 DDA Established for Australia-New Zealand Territories . . . . . . . . . . . . . . .1 A Word A Day . . . . . . . . . . . . . . . . . . . . .3 Summer Learning is Fun! . . . . . . . . . . . .7 Slowly but Surely . . . . . . . . . . . . . . . . . .9 The Differences Between the English and Hebrew Alphabets . . . . . . . . . . . . . .12
Regular Features:
Viewpoints on Motivation . . . . . . . . . . . .2 Humor Corner . . . . . . . . . . . . . . . . . . . . .5 Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Book Reviews . . . . . . . . . . . . . . . . . . .4, 7 Workshops . . . . . . . . . . . . . . . . . . . 10, 11 New Facilitators & Specialists . . . . . . .13 Davis Providers (U.S. & Canada) . .14-15
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Viewpoints on Motivation
Stories from Clients, Teachers, Parents and Facilitators
As Facilitators, we are taught, and soon learn, the wisdom of this instruction: Trust the client! The client will know what they need to do. This is because they are competent and capable. They just need to be given the opportunity to learn the way they think. Our training is to get out of the way and watch in wonder as they take off! If you bring your child to the program with trust that she/he will do what is needed to be successful, you have just given yourself a gift. Your child will then have the freedom to choose. Once they begin the work based on their own free choice, they
will soar like eagles on the wind. Once when working with a child who had been forced and threatened and given few choices in life, I encountered much resistance on the first day of the program. The next morning she arrived frowning, avoiding getting started in our work. I went to the work area and sat quietly working on forms as she played in the waiting area. Fifteen minutes later she came in the office and began to play with clay. I continued to do my work. She would look up and smile periodically. After five minutes, she looked up and said, with feeling, "What are we doing next?" The whole rest of the program she embraced our work with an open heart. Having arrived on Monday reading three levels below her grade,
she left on Friday one grade level ahead. Here is what I believe happened. I could have chosen one of several approaches when I encountered her resistance: forcing, threatening, convincing, promising rewards. What I did instead was to release the need to control the situation. I knew for the program to be truly effective, she needed to freely choose to do it. Rather than just tell her it was her choice, I had to feel inside myself that it was. I showed that I trusted her. I knew that if she had the freedom to choose the program on her own that she would. That kind of total acceptance and trust in the child allowed her the freedom and opportunity to make the choice to take responsibility for her own learning. Though beginning the program as a dependent, anxious child, she completed it as a changed, competent learner.
"In years to come a child may forget what you taught them, but will always remember how you made them feel." -Unknown
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the 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 peoples 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.
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Editors Note: Many homeschooling parents have found the Orientation Counseling and Symbol Mastery procedures in The Gift of Dyslexia helpful for their children. Following is a letter written from one home schooling mother to another, sharing her experiences and some excellent suggestions. Im also a home schooling Mom with two dyslexic kids, a boy age 10 and a girl, age 13. My son has more problems with reading (not to mention spelling), but my daughter is a relatively good reader but nowhere near her older sisters ability (age 14). Her most difficult subjects are spelling and reading music, with math running a close second. (We use Math-U-See for math which I love. It teaches everything manipulatively and I feel it has saved both of these kids in the math area.) We began the Davis program in February, 2001. The Orientation Counseling is wonderful. Both kids loved it. It has especially helped my son to have that tool to help him when he gets confused. Weve been doing the Symbol Mastery and Im finally beginning to see some progress in his reading. Some words weve done still seem to trigger him so Im going to try doing additional definitions on those words. When we first began, it seemed to take a lot of my time. But I was determined to do it with them. We ended up doing just one word a day. It seemed that doing more became confusing not to mention overwhelming. It was fun to do the clay for my daughtershe is very creativebut for my son it still seemed to be work. He seemed willing but I sensed some reluctance. That may be why some of the clay words may not have stuck. Starting fresh after the summer break has been helpful. I talked things through with him making sure he understood that this was like a golden key to unlock the door to easier reading. His desire to want to read has increased, probably also because his
Definition of on. Above and supported by. The hat is on her head.
younger brother has now passed him up and he sees how much enjoyment it brings to him to read. At first I did the clay words with them. I feel this was essentialfor me to be right there with them doing it, too. But now Ill write the next word on our white board in the kitchen with the definition (so I can remember it!) and we discuss it and make up sentences during lunch. Then after lunch we have a quiet time for individual reading and during that time, they work on their clay picture without me. This saves lots of time and still accomplishes a word a day. I take a digital picture of their words and they also draw the picture on a 3x5 card and keep it in a file binder. This works well now that they have the hang of it. By the way, my oldest daughter does the words too, even though she seems to be a good reader. I think she could be a much better reader with this program. Her comprehension is not what it should be depending on the level of difficulty. Ive also worked with her with music using the clay to build the staff and note heads, etc. So far, it has really helped. Anyway, I hope you have success.
One thing I did to prepare myself to do the Orientation Counseling was to write it all out in a notebook in such a way that I could glance at it if I needed guidance and it helped me learn it better. I also purchased the Symbol Mastery Kit which I found helpful. Good luck! t
Of all natures gifts to the human race, what is sweeter to a man than his children?
-- Marcus Tullius Cicero, statesman, orator, writer (106-43 BC)
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Thoughts . . .
continued from page 1
any word in the dictionary. I am sure this skill was much added to by the morning bible studies my family would have. You try being a dyslexic and reading the King James Version of the Bible. Whew, phonics did wonders teaching me phonetic skills; but failed to teach me comprehension. I remember sitting in first grade and hearing all the other kids read their sentences and hearing them read the word this and the word is and looking at the word as I heard it come from their lips. The question that would rumble around in my brain was, WHY!?! Tell me why that word is this; and tell me what it means. When it was my turn to read my sentence I would remember what the last few children had read and I would remember that these words were just these words and they were
the same every time they were read; so I had better say them the same way. Most often I did. I was a decent reader, but never read for pleasure. What pleasure is there in reading when there were too many missing pieces? Reading with the learning disability that comes with Dyslexia is like putting together a puzzle that has half of the pieces missing. Not only is it extremely difficult to put the correct pieces in the correct place (because all the pieces around them are missing); but its not much fun to look at when youre done either. When half the picture is missing, tell me; where is the pleasure? When I was in third grade I asked my mother, What does the word the mean? Being an English major in college and having no learning disability, she helpfully answered that it is an indicator. Meaning that it indicates there is a noun coming. Okay, that worked for me for a while. Until I got into adjectives. Read this
This book makes confusing words that sound alike very clear by using a picture with the meaning. A homophone is a word that sounds the same as another word but has a different meaning and is spelled differently (bare & bear). These are the words that fool and elude our spellcheckers. Homophones are also called homonyms. But homonyms include words called homographs which have different definitions and are spelled the same, for example bass meaning a fish or a low male voice. There are 387 sets of true
homophones with some of them having more than one meaning. Definitions are illustrated with a colorful picture and organized alphabetically. There are separate sections without pictures for some contractions (hed and heed) and near misses (accept and except). This is a useful book for associating pictures with these pesky words and for checking spelling. It also encourages you to play with words as follows: With pride they pried a bare bear from its lair.
sentence and tell me where the noun comes in: The very frustrated little girl is sitting in her chair trying to read a book. BINGO! So if the word the indicates that a noun is coming, it doesnt necessarily indicate how far off the noun is. It confused me again. It was like someone saying, GET DOWN! THERE IS A SNOWBALL COMING! I would duck and no snowball would come. As soon as I thought the danger had passed, I would stand up and SPLAT a snowball would hit me right in the face. So I came to the conclusion that the word the was an indicator, something like an arrow. It meant that a noun was coming SOMEWHERE in the sentence. Okay, I could live with that. There were a number of strange rules in this language I was trying to learn, and the new rule for the was just another one. Add it to the list. In High School I joined the Speech and Drama team. I could read and reread the scripts and eventually learn my lines. It didnt matter if I said the exact right words as they appeared on the page, as long as I said something that meant the same thing. Hey, this was for me. Then I got interested in the Speech side. My younger sister was doing Serious Oral Interpretation of Literature. I could prove that I was capable of doing it, too. I started doing Humorous Oral Interpretation of Literature (selected readings such as poetry and/or short stories tied together with a main theme throughout). I challenged myself at this and I succeeded. I placed in the top rankings at every meet. Often even placing first. I never stumbled over the words. I never didnt know what I was saying because I had read and reread my piece so many times that all the words were just sounds coming out of my mouth anyhow. As long as they all sounded like they were supposed sound, everyone thought I was awesome. I never had a picture come into my mind the entire time I was standing
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Thoughts . . .
continued from page 4
up in front of the judges. Words came out of my mouth in a smooth stream. Judges were awed by my ability to read and to use my voice to get across the drama of the piece. My script was highlighted with pinks and greens and yellows. The words were memorized and the colors meant change your voice to show a new feeling or character. Speak softer, speak louder, become a child, be the adult. My gift of Dyslexia at its finest. I graduated from high school with a B average. I got married and settled into the job of being a wife and a mother. I read stories to my children at bedtime. They didnt know if I missed a word. They were too young to read. They loved my voices and the drama with which I would read from Peter Pan or The Velveteen Rabbit. I loved it too. Then the day came when my oldest daughter brought home her third grade homework and I couldnt help her with it. I sat at the table and got more and more frustrated. I never saw myself as having a learning disability and my family had never seen me that way either. I was the creative one. I was the one who could pick up any instrument in the band and learn to play it within a few hours. I was the one who was good at sports. I was the one who loved to draw and paint and sew. I didnt have a learning disability. My mother had called a few weeks before and talked to me about a program for learning disabilities in California that she was interested in attending. She asked if I would attend with her. She didnt want to go alone. I was a divorced mother of three little girls and had just been through a car accident. I had lost my job and was unable to work at the time and decided to take her up on her offer. I have never regretted that decision. I began the training and continued on into the facilitator workshops. I was nearly done when my Specialist, Dorothy Owen (bless her heart), asked me if I would be willing to go through a week as a client with a licensed facilitator. She
had seen what I had hidden from the rest of the world. Several people at DDAI had seen it. I was only fooling myself. I agreed. I completed my client week at Reading Research Council, in Burlingame, California. It was that week that I realized that is it okay to be wrong. When you do something wrong you find something you can fix. If you bluff your way through itas we talented dyslexics so often doyou begin to create your own personal learning disability and I had created a good one. Over the past two years I have seen my ability to read and comprehend rise tremendously. I no longer shut out the pictures in order to control the phonemes (speech sounds) that come out of my mouth. I
have found the missing pieces to this picture puzzle called reading and I am enjoying putting it together, piece by little piece. I am no longer that frustrated little girl sitting in her chair trying to read a book. Skills and ability are two different things. Skill is the knowledge that comes from training and practice. Ability gives you the power to do something. Motivation is what gets you there. So what do I say when someone says to me that phonics will dramatically improve reading and spelling skills? I say they are right. Phonics gives you the knowledge of what the English language sounds like. The Davis Dyslexia Correction Program gives you the power to do something about it. t
Humor Corner
How (not) to Write English Properly
1. Verbs HAS to agree with their subjects. 2. Prepositions are not words to end sentences with. 3. And dont start a sentence with a conjunction. 4. It is wrong to ever split an infinitive. 5. Avoid cliches like the plague. (Theyre old hat.) 6. Also, always avoid annoying alliteration. 7. Be more or less specific. 8. Parenthetical remarks (however relevant) are (usually) unnecessary. 9. Also too, never, ever use repetitive redundancies. 10. No sentence fragments. 11. Contractions arent necessary and shouldnt be used. 12. Foreign words and phrases are not apropos. 13. Do not be redundant; do not use more words than necessary; its highly superfluous. 14. One should NEVER generalize. 15. Comparisons are as bad as cliches. 16. Eschew ampersands & abbreviations, etc. 17. One-word sentences? Eliminate. 18. Analogies in writing are like feathers on a snake. 19. The passive voice is to be ignored. 20. Eliminate commas, that are, not necessary. Parenthetical words however should be enclosed in commas. 21. Never use a big word when a diminutive one would suffice. 22. Use words correctly, irregardless of how others use them. 23. Understatement is always the absolute best way to put forth earthshaking ideas. 24. Eliminate quotations. As Ralph Waldo Emerson said, I hate quotations. Tell me what you know. 25. If youve heard it once, youve heard it a thousand times: Resist hyperbole; not one writer in a million can use it correctly. 26. Puns are for children, not groan readers. 27. Go around the barn at high noon to avoid colloquialisms. 28. Even IF a mixed metaphor sings, it should be derailed. 29. Who needs rhetorical questions? 30. Exaggeration is a billion times worse than understatement. And the last one... 31. Proofread carefully to see if you any words out. From good clean funnies www.gcfl.net
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diagnostic category, but instead reports on characteristics and traits that can be measured through psychometric testing instruments. There is also some work being done at the Center for Cognitive Brain Imaging at Carnegie Mellon University by some researchers who have compared visualspatial thought processes with verbal thought processes. You can find abstracts of some of their work here: http://www.ccbi.cmu.edu/ projects_forum.html In one study, they found that there were separate neural networks within the brain to support visual-spatial processing and language processing. What they found was that their subjects tended to use a preferred strategy to solve problems, and that this was a matter of brain efficiency - i.e., it required less effort overall to think with whichever modality was stronger for the individual. This in turn tends to reinforce the pattern of brain use. This work is summarized in this article: http://www.scienceagogo.com/news/ 20000520165209data_trunc_sys.shtml This work directly validates the concepts expressed by Thomas West in In the Minds Eye and Ron Davis in The Gift of Dyslexia as to the dichotomy between visual-spatial vs. verbal thinking, although it doesnt connect the visual-spatial thinking to dyslexia. The basic answer to your question is that there is a great deal of research, but you need to look beyond the narrow field of dyslexia research to find much of it. The problem is that most scientific researchers looking into dyslexia are focusing on measuring what is wrong or deficient in the brain, so they arent really exploring the issue of gifted thought processes or visual-spatial thought. However, researchers who are exploring issues of giftedness or visual spatial thinking do seem to consistently find evidence supporting the theory that picture and word thinking are two distinct modes of thought, and that most individuals seem to do best when using their preferred mode.
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Top - types of buoys; bottom left - Boat safety equipment; bottom right - types of flares.
Next shipping channels appeared on the table, and we took turns to mark out a route or follow one. It became very obvious, very quickly, that while he was totally sure of who gave way to who and why, as a duck takes to water, I was the one struggling to master the images quickly enough, before they got whisked away into an ever enlarging seascape! So then came the day of the test, questions appeared, and so did the clay model images! Out came the white buoy with the swimmer underneath, the yellow danger buoy with the shark infested water
around it, the red and white flag on a buoy with the scuba diver underneath. The governing bodies for life jackets brought back the lorry (Department of Transportation), the fish (Department of Fishing) and the cliffs (Coastguards). It was all there. So thank you Ron Davis, for your part in proving without a doubt, that learning really can be fun, and family entertainment, and whats even betterit stays! I hope one day when we buy the boat that we can take you out, and youll feel clay safe! t
BOOK REVIEW
by Jean Kudrna*
A Guide For Parents And Teachers
Emotion:
The On/Off Switch for Learning
by Priscilla L. Vail
Emotion:
The On Off Switch For Learning
Priscilla L. Vail
This is a wonderful book on the connection between learning and emotion. Pricilla Vail is a teacher and learning specialist who is well-known throughout the world and the author of several books on language. In this book, she describes how language is used and what teachers can do to understand the ins and outs of language. She gives six specific activities for teachers. Vail also provides ten useful tips for parents, nannies, grandparents, and other concerned adults. Pricilla Vail also addresses the emotional problems that kids face. Some of her other books are: About Dyslexia, Clear & Lively Writing, Common
Ground: Whole Language and Phonics Working Together, Gift, Precocious or Just Plain Smart, Learning Styles: Food for Thought and 130 Practical Tips for Teachers K-4, and Smart Kids with School Problems: Things to Know and Ways to Help. For more information, contact Modern Learning Press, P. O. Box 167, Rosemont, NJ 08556 or call 1-800-6275867. *Jeanne Kudrna, and two of her six children have each completed a Davis Dyslexia Correction Program and are enthusiastic supporters.
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ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies Teacher Kit with both Manuals $149.90 Davis Learning Strategies K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Websters Childrens Dictionary (Hardcover) $16.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US (not including shipping charges)
Discount Schedule
Quantity 0-5 6-10 11-20 21-40 More than 40 Non-Member 0% 10% 15% 20% 25% DDAI Member 10% 15% 20% 25% 30%
TO ORDER: By phone: Call 1-888-999-3324 toll-free in the USA or Canada. Fax this order form with your name, shipping address, credit card authorization to +1 (650) 692-7075. We will add shipping and handling charges. E-mail your order to DDAorders@aol.com
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When clients do the Davis Dyslexia Correction Program with a facilitator, they typically make a measurable leap forward in reading, writing, or spelling all in only five days of programming! However, the follow-up work they are trained to do is done in shorter sessions over an extended period of time. Thus the expression slowly but surely might best describe the process of overcoming the barriers in learning that face the corrected dyslexic. One persistent mother and daughter kept in touch with me informally through e-mail messages for two years after doing the program. They illustrate slowly but surely and the rewards for their effort. With permission, I share their story. By way of background, Kaylee Gerber did the Davis Dyslexia Correction Program in February of 2000. At that time, she was in the third grade and did well with the program. However, her mother, Vicki Cale, in her wisdom, knew that Kaylee needed to continue with program follow-up exercises which include balance and orientation exercises, the reading exercise, and Symbol Mastery with trigger words. Needless to say, Vickis messages of Kaylees progress were very encouraging. Highlights of her e-mails include the following: April 25, 2000: Kaylee wanted me to tell you that this past Thursday she got an A+ on her social studies test! She was only one of six children in her class who got them all right. On the same day, she got 100% on her 40-problem multiplication test and an A on her spelling test. She is doing so well! September 2, 2000: Kaylee is now in fourth grade, quite a jump from third grade. A lot more is expected of students, and their study material is more difficult. But Kaylees teacher said she is adjusting very well and is keeping up with her assignments. This week, I had Kaylee practice her spelling words by using her clay and then spelling the words backward and forward. Her words included: iridescent, radiance, glistening (all quite difficult words). But she got 100% on her test, so I am planning to continue having her spell them with clay each week. Kaylee also brought a reading assignment home this week which was
Kaylee and Vicki in February, 2000 from a regular fourth grade reader. I was amazed at how much easier it was for her to read this year compared to last year. She still needs to catch up with vocabulary words, but it is really great to listen to her read and not stumble over so many trigger words. We continue to work on trigger words mainly on weekends since she has homework to do most evenings during the week. October 30, 2000: Today we had a parent-teacher conference. This was the first conference for Kaylee that Ive had in which I have gotten only POSITIVE feedback! Her grades for the first nine weeks are all As and Bs, and her teacher says that she volunteers on a regular basis to read! Last week Kaylee finished reading her first American Girl book. This was quite an accomplishment for her because six months ago (as you already know) she had no interest in reading and would only look at the pictures. To date we have reached 120 trigger words. April 9, 2001: Just a quick note to update you on Kaylees progress. Kaylee has continued to do well in school this yearall As and Bs. Her lowest grade, in reading, has been a B+! Her teacher said she only receives a little extra assistance from the Resource Room teacher. Her self-confidence and independence in her school work has continued to improve. We are still plugging away at the trigger words. We only have about 55 to go. My goal is to have the words done by the end of the school year. June 28, 2001: We have only 28 trigger words to go. Kaylee ended the year on a good note. She made the Honor Roll about which she was very excited. Kaylees teacher said that Kaylee will not need to be part of the Resource Room next year, nor will she be in an inclusion setting where the Resource Room teachers comes into her classroom. Even so, her teacher next year will be aware of her dyslexia and is willing to make any modifications that might be necessary. July 18, 2001: GREAT NEWS......We are finished with all the trigger words!!! What a relief! In the fall of 2001, Kaylee began fifth grade. Her mother reported that pronunciation of words were still something of an issue for her, and her sentence-writing skills could be better. But she was in the regular classroom setting without any assistance from the Resource Room, and her teacher was not making any modifications for her classroom work. Vicki currently adds this final thought about her work with Kaylee. I would like to say that perseverance is the key to the Davis program. There were many times when Kaylee, and sometimes myself, wanted to discontinue working with trigger words. However, I knew she would not receive the total benefit of the program if we quit. The hard work has paid off by not only in her improved reading ability but her increased selfesteem and ability to work independently on homework assignments. Vickis words about her daughters improved academic achievements speak for themselves: Slowly but surely has its rewards! t
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Research Based
The workshop represents the results of six years of research and development in several K-3 elementary classrooms by an experienced teacher, Sharon Pfeiffer. In August, 2001, a research paper detailing the effects of these strategies on first grade word recognition and gifted education placement was published in Reading Improvement, a peer-reviewed journal. Davis Learning Strategies are based on methods developed by Ronald D. Davis.
Call 1-888-805-7216 for U.S. Registration Call +1 (604) 921-1084 for Canada Registration
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Editors Note: Using Davis Symbol Mastery to help dyslexics master alphabets that use entirely different letters from those found in the English alphabet can be a very interesting challenge. Hebrew is one these languages. We are grateful to Judith Schwarcz and her Israeli colleagues for the many hours of research that led to the Hebrew translation of The Gift of Dyslexia, and providing an understanding of how to help dyslexics master the Hebrew alphabet. 1. The Hebrew alphabet reads from right to left. 2. The alphabet is learned in the first grade. In the first three months, children must learn to read block letters (book form). In the following four month period, they must simultaneously learn script form (handwriting) in order to read instructions, black board and work assignments. Additionally, there are five final letters in each alphabet which are only found at the end of words and these final letters have different written representation (symbols ) in each alphabet. These final letters change shapes when they are seen at the end of the word, although they have the same sound and meaning. For example, the 11th letter of the alphabet may be seen in the middle of the word in one written representation and then at the end of the word in a different written representation. 3. A new set of symbols must also be learned at the same time. These are the 15 vowels that Hebrew uses. Although there are 15 written representation (symbols ), there are only five sounds, as some of the written representation use the same sounds but have different meanings. Each of these vowels also has separate names. Through our endless hours of research, we have found the best way of
The Hebrew Alphabet. Top: the LOWER case used for handwriting. Bottom: the UPPER case found in printed materials.
teaching dyslexic children is not to name the vowels when they are first learning to read. Such children will learn the vowel names only in the fourth grade. The Symbol Mastery with these 15 Hebrew vowels differs in the way in which they are taught from any other Latin language. 4. There are three Hebrew letters (the 2nd, 11th, and 17th) that take on a new meaning when they are seen with a dot in the middle of each letter. Each letter is then given a new sound, a new written representation and a new meaning. 5. The 21st letter of the Hebrew alphabet can be seen with a dot on either the left or the right side. This again changes the sound, meaning and written representation of the letter. 6. When the 8th letter is seen with one of the vowels (whose name is patach) at the end of a word, the sound and meaning are changed, although the written representation remains the same. 7. There are a limited number of Hebrew fonts on a computer keyboard and, therefore, there is little confusion regarding these. 8. Children learning to read Biblical Hebrew, which is different from the two above-mentioned alphabets, are required to learn a third alphabet. This alphabet, named Rashi, is only used for commentaries of Biblical studies that are a requirement of the education system in certain schools. 9. Male children have an additional requirement as they approach Bar Mitzvah age. They are required to
learn different symbols that are used in the Torah (The Five Books of Moses). When these symbols are seen together with the letters, they change the meanings of the words and they also change their sounds. It should also be noted that in the Torah, only one punctuation mark is used (the colon) and, therefore, it is imperative for the child to understand the meaning of what they are reading. 10. As with the b d p and q letters in English, the second and eighth letters in Hebrew script also cause great confusion as they have the same shape but are written in opposite directions. 11. In Hebrew, the placing of letters according to the lines is of significance. Some parts of the letters are written on the lines, where as some are written above and others are written below the lines. 12. An additional difficulty arises for dyslexic children when they reach the third grade, as they are expected to be able to read Hebrew words without the aid of the vowels. For the dyslexic child, it is easier to read Hebrew without the vowels, which is a requirement for the third grade. However, as dyslexic children have not yet mastered the vowels, the education syllabus does not permit these children to read text without the vowels. We have found, through our research, that at the beginning of a Davis Dyslexia Correction Program, when we remove the vowels, the child is be able to read more fluently and less stressfully. t
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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. Davis Learning Strategies School Mentors and Workshop Presenters are experienced teachers and trainers who have had two-three years of specialized training and experience mentoring classroom teachers of children ages 5-9. 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.
Australia-New Zealand . . .
continued from page 1
Write the bad things that are done to you in the sand, but write the good things that happen to you on a piece of marble.
-- Arabian wisdom
DDA-Australia will be servicing public information needs and organizing professional training in the Davis methods for the territories of Australia, New Zealand and the South Pacific Islands. Their first project is to bring Ron Davis down under for a media tour and to present lectures in Sydney and Melbourne in mid-June, 2002. Their aim is to inform parents and educators on his breakthrough methods. Ron will also conduct a day long Introductory Workshop in Sydney on June 14. Following Rons visit, a full Davis Facilitator training program will begin with a Fundamentals of Davis Dyslexia Correction Workshop on September 7-10, 2002. Contact information: Phone: +61 (02) 9968 2678. Fax: (02) 9968 2059. E-mail: australia@dyslexia.com t
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United States
Alabama
Paula Morehead, Dyslexia Center of the South (205) 822-9050 (Hoover) Carol Stromberg, 6Rs Dyslexia Correction Toll Free: (800) 290-7605 (970) 487-0228 (Collbran)
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)
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) Tamera Richardson, Dyslexia Unlocked (480) 649-7737 ext.2237 (Mesa)
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)
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)
Hawaii
Scott Shedko (808) 377-3177 (Honolulu)
California
Dr. Fatima Ali Ron Davis Alice Davis Ray 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) Janet Confer, Uniquely Created Learning Solutions for Dyslexia (949) 589-9466 (Rancho Santa Margarita) Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles) Jeannette Myers, New Perspectives (760) 723-2989 (Fallbrook) Dwight E. Underhill (510) 559-7869 (El Cerrito)
Illinios
Kim Ainis, The Reading Center (312) 360-0805 (Chicago)
Montana
Nancy Sitton, Dyslexia Deciphered (406) 863-9844 (Whitefish)
Nebraska
Shawn Carlson, Education Insights (402) 420-1025 (Lincoln)
Indiana
Jodi R. Baugh, Central Indiana Dyslexia Correction (765) 526-2121 (Cloverdale) Myrna Burkholder, Michiana Dyslexia Correction Center (574) 533-7455 (Goshen)
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)
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)
New Mexico
Annie Johnson-Goodwin, Dyslexia Resource (505) 982-9843 (Santa Fe)
Louisiana
Wendy Gilley, Dyslexia Correction Center of Louisiana (225) 751-8741(Baton Rouge)
Colorado
Kathy Bacon, Creative Learning Center (970) 669-0170 (Loveland) Terry Demeo (303) 850-7668 (Littleton) Crystal Punch, Alternative Learning Solutions (303) 850-0581 (Englewood)
New York
Carla Niessen, Dyslexia Changed (845 or 914) 883-5766 (Clintondale) Wendy Ritchie, Positive Perception Ltd. (716) 233-4364 (Hilton)
Michigan
Ann Minkel, Michigan Dyslexia Resources Tollfree: (866) 330-3671 (989) 365-3176 (Six Lakes) Dean Schalow, Tri-Point Toll Free: (800) 794-3060 (231) 899-5954 (Manistee)
North Carolina
Gerri Cox, Coastal Carolinas Dyslexia Correction Center (910) 754-9559 or (910) 754-7902 (Shallotte)
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Virginia
Angela Binns Odom, Succeed Learning Center (804) 833-8858 (Midlothian)
Canada:
Stacey Borger-Smith & Lawrence Smith, Jr., Rocky Point Academy (403) 685-0067 Toll Free: (866) 685-0067 (Calgary, Alberta) Brenda Baird (604) 984-7884 (North Vancouver, B.C.) 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, LearningAbilities Enhancement Programs (604) 988-7680 (Vancouver, B.C.) Dvorah 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) Wayman E. (Wes) Sole, Dyslexia Help (519) 472-1255 (London, Ontario)
Washington
Marilyn Anderson & Aleta Clark, Dyslexia Correction Center of WA (253) 854-9377 (Kent) Dorothy Jean Bennett, Jackie Black & Renie Smith, Meadowbrook Educational Services Toll Free: (800) 371-6028 (509) 443-1737 (Spokane) (425) 252-5184 (Everett) Marlene Easley, Dyslexia Unlearned (360) 714-9619 (Bellingham) Suzanne Hailey (253) 874-6080 or (253) 874-6077 (Federal Way) Kathy Hawley & Meliesa Hawley, Cascade Learning Solutions (509) 662-9121 (Wenatchee) 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)
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)
South Dakota
Kim Carson, Smart Start Dyslexia Correction Center (605) 472-0522 (Redfield)
Texas
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) Margot Sampayo (956) 544-6360 (Brownsville) Laura Warren, Dyslexia Correction Center (806) 771-7292 (Lubbock)
West Virginia
Gale Long, New Horizons Dyslexia Correction Center Toll Free: (888) 517-7830 (304) 965-7400 (Elkview)
Wisconsin
Darlene Bishop, Margie Hayes & Pamela Kretz, New Hope Learning Centers, Inc. Toll Free: (888) 890-5380 (414) 774-4586 (Milwaukee)
Names of other licensed Davis Program providers in Europe, Latin America, Africa, the Middle East and Asia, can be obtained from the DDA offices listed on the back cover or on the Internet at www.dyslexia.com/affil.htm
The
~ Dyslexic Read er
1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PAID
BURLINGAME, CA PERMIT NO.14
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Australia 18 Bullecourt Ave. South Mosman Sydney NSW 2088 AUSTRALIA Tel: + 61 2 9968 2678 Fax: +61 2 9968 2059 E-mail: australia@dyslexia.com DDA-CH Freie Strasse 81 CH 4001 Basel, SWITZERLAND Tel: +41 (061) 273 81 85 Fax: +41 (061) 272 42 41 e-mail: ch@dyslexia.com DDA-Deutschland Conventstrasse 14 D-22089 Hamburg GERMANY Tel: +49 (040) 25 17 86 22 Fax: +49 (040) 25 17 86 24 E-mail: germany@dyslexia.com DDA-Israel 20 Hashahafim St. Raanana 43724 ISRAEL Tel: +972 (053) 693 384 Fax: +972 (09) 772-9889 E-mail: Israel@dyslexia.com DDA- Mxico Privada Fuentes #110, esq. con Ricardo Margan Colonia Santa Engracia Garza Garca - Monterrey, 66220 Nuevo Len MXICO Tel/Fax: +52 (81) 8335-9435 or +52 (81) 8356-8389 E-mail: mexico@dyslexia.com DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: holland@dyslexia.com DDA-UK P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 Fax: +44 (01962) 820 006 E-mail: uk@dyslexia.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: ddai@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