Dys•lex´ ic Read´ er • •
Vol. 36


Davis Dyslexia Association International

Issue 3 • 2004

The Abilities of Those with Reading Disabilities: Focusing on the Talents of People with Dyslexia, Part 2
By Thomas G. West

Hidden Talents In the first of this three-part series, we provided a preliminary rationale for a program of systematic scientific study focusing on the various strengths and talents believed to be closely associated with developmental reading disability. As we look for hidden talents instead of obvious weaknesses, it seems worth looking first at some very highly successful dyslexic individuals to try to see patterns–to try to understand

what may be in store for the larger population. When we look at such examples, it would appear that they have many strengths that are often not recognized in school or university– but come to be recognized in work and in life. Seeing the longer-term implications, in spite of tradition, we become aware that we need to find ways of seeing and developing the gifts and talents hidden under the difficulties.
Continued on page 4

Jack Horner, paleontologist “In spite of his persistent academic failures, Jack Horner came to be acknowledged as one who has transformed some of the fundamental thinking in his field. His story forces us to reconsider in a deep fashion what is really important in one's work and what is not.”

In This Issue
News & Feature Articles
The Abilities of Those with Reading Disabilities, Part 2 . . . . . . .1 What would Dr. Orton Think Today? . .1 Mom Praises Daughter’s Achievements with Davis Program . . . . . . . . . . . .3 Thoughts From a Tutor . . . . . . . . . . . . .9 37 Characteristics of Dyslexia . . . . . .11 The Gift of Dyslexia Published in Two More Languages . . . . . . . .15

What Would Dr. Orton Think Today?
By Abigail Marshall

Regular Features
In The Mail . . . . . . . . . . . . . . . . . . . . .2 Book Reviews . . . . . . . . . . . . . . .13-14 New Facilitators . . . . . . . . . . . . . . . .16 Workshops . . . . . . . . . . . . . . . . . 18-19

kinesthetic (movement-based) and Psychiatrist and neurologist Samuel Torrey Orton was a pioneer in the field tactile (sensory-based) learning of dyslexia research. In the years since strategies with teaching of visual and auditory concepts. his death in 1948, his name Dr. Orton saw a core deficit has come to be associated of dyslexia as being the with the Orton-Gillingham tendency to reverse or approach, which in turn transpose letters, and coined is associated with the the word “strephosymbolia” systematic and sequential (twisted symbols) to teaching of alphabetic describe the condition. This phonics as the primary term replaced the concept of mode of teaching dyslexic Samuel Torrey “word blindness,” which had students to read. Orton, 1879-1948 characterized early research, However, Dr. Orton’s work was not focused on phonetics or and stemmed from Orton’s finding the children he worked with had a tendency phonics teaching. Rather, Dr. Orton’s to reverse letters and transpose their key contribution was the concept of “multisensory” teaching–integrating
Continued on page 7


THE DYSLEXIC READER International Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is now available from more than 300 Facilitators around the world. For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit providers.htm O Australia Brenda Gayle Baird Brisbane +61 (07) 3341 3471 Sally Beulke Melbourne +61 (03) 5727 3517 Jan Gorman Eastwood/Sydney +61 (02) 9874 7498 Penny Hardcastle Mosman/Sydney +61 (02) 9968 3317 Linda Houben Sydney +61 (02) 9948 4307 John Reilly Berala/Sydney +61 (02) 9649 4299

Picture Thinkers Love Davis
I am the mother of two brilliant and dyslexic boys, ages 9 and 6. My 9-year-old started with “problems” in school since pre-K. In Broward County, Florida schools, they do not diagnose dyslexia. They say that such a name does not tell them what to do with the child. And they are right, because there are as many types of dyslexia as there are individual children. My child had all sort of psychological tests done by the public school system. Finally, after six months of testing, they concluded that he needed help. They recommended Ritalin and designed a curriculum that would take him out of the classroom for one hour a day to drill him in phonemics (my son speaks three languages). Meanwhile, I heard by chance of the Davis Program, got on the web site, talked to the incredible Facilitator, Alice J. Pratt, and got my breath and my child’s happiness back.
Copyright 2003 Randy Glasbergen.

My son learned the ABCs in one week with the Davis Program. We had been trying for three years with the traditional methods. In summary, I pulled him out of school and started home schooling applying the Davis methods. Two years later, deja vu, my younger son goes through a horrible kindergarten year. Again the same thing, But, this time I was ready. I talked to Alice and got him evaluated for picture-thinking. Yes, it runs in the family. I am one, too. I pulled him out of school and continued the Davis program, a little modified for his age. They are very happy kids, lots of friends, great self-esteem, great fun, and learning a lot. I avoided fighting with the school system. In the aftermath, the only ones losing would be my kids. Nobody says it is easy but the rewards are incredible. My advice: get a Davis Facilitator that can help you go through the ups and downs, and DO the Davis Program. Alicia Villamarin

To the complaint, ‘There are no people in these photographs,’ I respond, ‘There are always two people: the photographer and the viewer.’

Heidi Rose Pennington/Adelaide +61 (08) 8240 1834 O Austria Annette Dietrich Wien +43 (01) 888 90 25

Marika Kaufmann Lochau +43 (05574) 446 98

Ansel Adams,
photographer (1902-1984)
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245, Burlingame, CA 94010 USA. Tel. +1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Maria Fagioli & Dee White. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1(650) 692-7075 VIA E-MAIL: INTERNET: 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 © 2004 by DDAI, unless otherwise noted. All rights reserved.

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Proud Mom Praises Daughter, Melissa Blasek’s Achievements
Below is a letter from Jill Domosh (Melissa’s Mom) to Lexie White Strain, Melissa’s Facilitator at Reading Research Council—Davis Dyslexia Correction Center in Burlingame, California, describing the changes Melissa has experienced since she completed the Davis Dyslexia Correction Program seven years ago in February 1997.

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revolutionize a field. As Horner tells the story, his difficult beginnings helped him to be a risk taker. “Back in the days when When we look at highly successful I was growing up, nobody knew what dyslexics, we see that they succeeded by dyslexia was. . . . So everybody thought you following their substantial gifts, not by were lazy or stupid or both. And I didn’t focusing on their difficulties. Accordingly, think I was, but I wasn’t sure. I had a lot of it is clear that we need to find ways of drive, and if somebody told me I was stupid, bringing traditional education more in line that usually helped–it really helped me take with the changing requirements of work a lot more risks. For someone that everybody and life. The more we are able to do this, thinks is going to grow up to pump gas, you the more likely we will, in the long run, can take all the risks you want. Because if really help dyslexics and others more or you fail, it doesn’t matter.” less like them. We may also find ways to But the risks paid off. According to the help non-dyslexic individuals in the larger curator of the museum of vertebrate paleonsociety as well. tology at the University of California at Seeing What Others Berkeley: “A lot of people have tended to Don’t See–Jack Horner underestimate Jack because he hasn’t come An example of a highly talented and through the traditional academic route. But innovative dyslexic working in science he is, without question, one of the two or instead of business is John R. (Jack) Horner. three most important people in the world Well known to young today studying dinosaurs.” enthusiasts of dinosaur Horner is able to see things films and to professional differently and he observes A lot of people have tended things others do not see. paleontologists, Jack to underestimate Horner Horner was written up in For example, he believes because he hasn’t come the “Scholarship” section that it is really of little through the traditional of the Chronicle of Higher interest to find the fossil academic route. But he is, Education, the trade tabloid bones of a very large without question, one of newspaper for university adult dinosaur. What he is the two or three most professors. The article interested in finding are important people in the seems an odd, perhaps fossils of many dinosaurs world today studying self-spoofing choice for of many sizes, in their dinosaurs. the Chronicle, since Jack environment, in order to Horner is about as far understand the life of the from the traditional scholar animals and the way they as anyone can imagine. interacted with other animals It is true that he has an honorary doctorate in that environment. Horner is known not only and now supervises 12 Ph.D. candidates. But for his markedly different way of looking at Horner never completed an undergraduate things, but also his unusual ability to see, in the degree nor, indeed, any graduate work–having field, the tiny fossil bones of baby dinosaurs flunked out of the University of Montana that other experts cannot find. According to six times. Yet, in spite of this, as the Chronicle another researcher: “He has a gift. . . . He can article explains, after he had established see things the rest of us don’t see.” himself, “his brilliant synthesis of evidence Horner proved to have extraordinary . . . forced paleontologists to revise their difficulties with things that are largely ideas about dinosaur behavior, physiology, peripheral to his discipline–reading, and evolution.” composition, test taking. However, he also Horner never earned an undergraduate proved to be unusually gifted in those things degree because he failed “just about all his that lie at the heart of his discipline–being science courses, and never [completed] his unusually observant while searching for undergraduate work.” Although he had great fossil bones in the field, being able to difficulty with his college work, it is clear interpret the surprising patterns that emerge that at a deeper level he was continuously from the evidence, thinking his way beyond absorbing the knowledge needed to Continued on page 5
Continued from page 1

Focusing on Talents

THE DYSLEXIC READER Focusing on Talents
Continued from page 4


and around his associates, developing innovative and persuasive arguments based on looking at the raw data in a very different way. Horner is especially worth noting because, in spite of his persistent academic failures, he came eventually to be acknowledged as one who has transformed some of the fundamental thinking in his field. His story forces us to reconsider in a deep fashion what is really important in one’s work and what is not. Achieving the Impossible– Richard Branson In the United Kingdom and much of Europe Richard Branson is among the best known and most popular of media figures. He is best known in the business world as one who operates over 150 Richard Branson businesses–as diverse as airlines, recording companies, railroads, soft drinks and investment services, an accomplishment that for many strains credulity. In order to do this, it is no surprise that he has developed a distinctive management style. While other companies seek “shareholder value,” Branson seeks happy and “cheery” employees–reasoning that if the employees are happy and having fun, then the customers will be pleased as well–and they will come back. Branson has just recently begun to talk publicly about his own dyslexia–and the connections it may have to his remarkably successful and varied career. When asked to define himself, he makes reference to traits and attitudes often observed among dyslexics. He explains: “‘ I always loved the play Peter Pan, and I’ve never wanted to grow up. I’m a bit of a maverick. I love people, I love challenge, I love taking on the establishment. I love turning things upside down and having fun while doing it . . .” True to patterns familiar among dyslexics, “Branson never made it beyond boarding school. He couldn’t get past his entrance exams for university. He attributes this largely to his sense that education was less than essential, but his lousy math and Latin

skills–and a mild form of dyslexia–played a part as well. ‘I’m not dramatically dyslexic, but I come out with some strange words sometimes,’ he says. ‘I have a little trouble telling left from right.’” Dyslexic Visionary–Craig McCaw Another notable example of business reporting putting a positive light on dyslexia is the May 1996 cover article for Fortune magazine in which cellular telephone entrepreneur Craig McCaw is described with the phrase “dyslexic visionary.” For some, this Craig McCaw cover article can be seen as a major event in the evolution of attitudes about dyslexia in the business world. It is significant that such a phrase should be used by a major business publication, especially one focusing on the interests of senior corporation executives–those who presumably have little interest in apparent weaknesses that have no clear advantages in

O France

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Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56 O Germany/Deutschland Liesbeth Berger-Laming Stuttgart-Vaihingen +49 (0711) 782 3115 Ute Breithaupt Langenselbold +49 (06184) 93 84 88 Andrea Fleckenstein Witzenhausen +49 (05542) 91 16 07

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He [McCaw] has difficulty absorbing lengthy written documents and usually avoids them. That leaves time for him to do what he prefers anyway, which is to think and to stand back and take in the big picture.

the competitive world of business. It is also significant that the cover text links McCaw’s dyslexia quite specifically to his business interests: “Craig McCaw’s Cosmic Ambition– The Dyslexic Visionary who Fathered Cellular Looks to Launch an Even Bigger Industry.” Although the article deals mostly with McCaw’s new innovative ideas about a global communications network, it does discuss McCaw’s remarkable ability to anticipate trends. The writer points out that Bill Gates was persuaded to invest over $10 million of his own money in McCaw’s new venture because Gates said that “Craig . . . thinks ahead of the pack and understands the communications business and where its going better than anyone I know.” The article
Continued on page 6

Das Legasthenie Institut Sonja Heinrich Supervisor-Specialist DLS Workshop Presenter DDA-Deutschland Director Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-Deutschland Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Ina Hallermann Riezlern +49 (05517) 200 12

Kirsten Hohage Nürnberg +49 (0911) 54 25 18 Christine Jacob Lörrach +49 (07621) 134 60 Doris Karl-Akova Bremen +49 (0421) 713 30

Rainer Knobloch Röthenbach/Nürnberg +49 (09120) 18 14 84 Inge Koch-Gassmann Buggingen +49 (07631) 23 29

O Germany/Deutschland (con’t) Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26

THE DYSLEXIC READER Focusing on Talents
Continued from page 5

Ancient Stigma Removed– Lee Kuan Yew Cross-cultural comparisons can be valuable tests of the broad applicability of certain observations. Accordingly, some researchers had felt the need to identify examples of Lee Kuan Yew highly respected individuals from non-Western cultures who would fit the larger patterns of high ability with some form of dyslexia or other related learning problems. It is difficult enough to discuss things that are perceived as possible defects in Western cultures–especially among men who learn early the possible cost of showing any sign of a weakness that might be exploited by others. As difficult as these discussions are in Western groups, they are often much more difficult in Asian and Middle Eastern groups. Foreign students who are tested for dyslexia and learning disabilities in American universities, for example, seem to have an unusually difficult time getting past their own personal denial. Apparently, they perceive a social stigma that seems to be much greater than that experienced by many Westerners. Accordingly, it is some import that a series of newspaper articles in Hong Kong and Singapore had announced early in 1996 that Lee Kuan Yew, the 72-year-old former Singaporean premier and Cambridge-educated lawyer, an intellectual heavyweight in world political circles and perhaps the most respected senior statesman throughout all of Asia, had “mild dyslexia.” These revelations were made as part of an announcement that royalties for a new CD-ROM of Lee Kuan Yew’s life would be donated to the Dyslexia Association of Singapore. The association chairman noted that “now that Senior Minister Lee has admitted to having dyslexia, the stigma is removed and parents will no longer think that it is something to be ashamed about.” Lee Kuan Yew’s personal revelation may also make us wonder at possible connections between his dyslexia and his visionary and long-standing political leadership. O
This article is excerpted from a longer article of the same title, which appeared as Chapter 11 of Reading and Attention Disorders– Neurobiological Correlates edited by Drake D. Duane, M.D., published in 1999 by York Press, Inc. Reprinted with permission.

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portrays McCaw’s dyslexia as a clear advantage in his entrepreneurial business environment: “His thoughts often seem to progress in a nonlinear fashion, which McCaw says stems from [his own] dyslexia. . . . He has difficulty absorbing lengthy written documents and usually avoids them. That leaves time for him to do what he prefers anyway, which is to think and to stand back and take in the big picture. . . . McCaw [says] that he is good at seeing circumstances from the other person’s point of view, or at least in a different way from most. That helps him do what great entrepreneurs do, which is not to invent but to see the hidden value of an idea already in plain sight, a value that seems obvious as soon as it is given voice. McCaw didn’t discover wireless communications– he was merely the first to truly understand what it was worth.” Envisioning Solutions– Charles Schwab Another example of a highly talented dyslexic in the business world is Charles Schwab, the founder of the highly successful stock brokerage company of Charles Schwab the same name. Schwab often refers to his own dyslexia in press interviews, with respect to the links between high talent and various learning problems, especially in the business community. Although Schwab had real difficulties in school and university with reading and spelling, he has made the point of asserting that he attributes his business success in part to the special perspectives that seem to be associated with his dyslexia. He explains, “I’ve always felt that I have more of an ability to envision, to be able to anticipate where things are going, to conceive a solution to a business problem than people who are more sequential thinkers.” Like Craig McCaw and Richard Branson, Schwab is described by his associates as a big-picture thinker who can anticipate what will be wanted but leaves the detailed implementation to others– a combination that seems to work well in keeping his company at the forefront.

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O Ireland Sister Antoinette Keelan Dublin +353 (01) 884 4996 O Israel Etya Chesler Kfar-Saba/Tel Aviv +972 (09) 768 0267 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185

teaching the form of the whole word, beginning with the child tracing over a word written by the teacher, and saying the name order. Orton also reported that some of his (not sound) of each letter he traces. This research subjects could read more easily if they held pages up to a mirror, and a few were exercise was repeated until the child could write the whole word on his own. As the rapid mirror writers. Working in the 1920’s, Orton did not have child gained proficiency, the focus on individual letter formation would be access to modern brain scanning equipment, abandoned, with the child learning new but he knew from his work with brainwords by saying the whole word as he wrote it. damaged adults that injuries to the left Orton adopted Fernald’s kinesthetic hemisphere produced symptoms similar to techniques to teach children to write those he observed in children, and he had individual letters, with the idea that by focused his studies on children who were also ambidextrous or had mixed handedness. focusing on the feeling of writing each letter, the problem of reversals would be addressed He theorized that the perceptual confusion and overcome. Children would be taught to underlying reading problems was a result of use consistent, different strokes in forming the failure of the left hemisphere to become each letter. For example, a student would be dominant over the right. Orton's theories would later be confirmed taught to make a vertical line before drawing by modern brain researchers. In the late 1970s, the circle in forming the letter “b,” but to form the circle before neurologist Albert Galaburda examined Dr. Orton was looking for a drawing the line when fashioning a “d.” The the brains of deceased way to teach reading that child’s haptic (touchdyslexic adults, and would integrate right and based) memory of the found that dyslexic left brain functions. sequence of strokes brains were more would theoretically symmetrical, with right prevent future confusion over the appearance and left hemisphere being about the same of each letter. size, rather than having the characteristic larger left hemisphere seen in the brains The Introduction of Phonics of non-dyslexic individuals. As brain scan It was Orton’s colleague, psychologist Anna equipment became available and safe for use Gillingham, who introduced a systematic in children in the late 1990's, researchers phonics approach into the mix. Gillingham, continued to observe reduced levels of left a talented educator with all the attributes of brain activity and higher right brain activity in a logical, left-brained thinker, took on the dyslexic children, as compared to non-dyslexics. task of organizing the whole alphabetic
Dr. Orton
Continued from page 1

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Dr. Grace Fernald When it came to the question of teaching dyslexic children to read, Orton did not share the conceit of modern researchers in hoping to change the basic structure of the brain. Rather, he was looking for a way to teach reading that would integrate right and left brain functions. He found part of his answer in the work of fellow psychiatrist Grace Fernald, who had developed a kinesthetic approach involving writing in the air and tracing words in large written or scripted format. Dr. Fernald was not a fan of phonics. Rather, Fernald believed that while a child recognizes the sound of each word and knows its meaning, the child does not know the word's form. Her approach focuses on

structure of the English language. She developed a sequential teaching method by which consonants, vowels, and two-letter blends and digraphs would be taught to children in a step-by-step fashion. Gillingham developed a list of 70 phonograms–single letters and letter pairs representing the 44 discrete sounds (or phonemes) found in English–and a recommended order in which to teach them. The Orton/Fernald kinesthetic approach to letter writing was combined with teaching of the corresponding letter sounds, so that children could begin to assemble words by combining the symbols representing the component sounds. Working in conjunction with teacher Bessie Stillman, Gillingham published a manual in 1936
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Jan Gubbels Maastricht +31 (043) 36 39 999 Sue Hillier-Smith Breukelen +31 (0346) 265 059 Judith Holzapfel Deventer +31 (0570) 619 553

Will Huntjens Horn +31 (0475) 589 238 Helen Kaptein Middleburg +31 (0118) 64 37 73 Marie Koopman Bilthoven +31 (030) 228 4014

phonological deficit idea offers no explanation whatsoever as to why children would reverse which combined Orton’s kinesthetic elements or transpose letters. Rather than address the visual perceptual issue, the modern trend has with her own strongly phonetic approach to been for educators to ignore it, characterizing teaching the structure of written English. the issue of reversals as a “myth” that must Gillingham’s methods also introduced a be dispelled. new element into the teaching of dyslexic Of course, this new view of dyslexia children: the importance of repetition and drill. While the Fernald method was premised leaves many baffled dyslexic children behind, on the child developing a growing repertoire suffering the unfortunate consequences of the fact that Orton’s strephosymbolia has simply of known words, and ultimately gaining the been deemed out of existence. ability to recognize new words through contextual reading and familiarity with words What Would Dr. Orton Think Today? with similar appearance, the Gillingham We can only speculate what Dr. Orton’s view approach required understanding of the of dyslexia would be if he were alive today. sub-particles of words. While the logic of We think that Dr. Orton would have been the Gillingham approach was compelling, happy to see the widespread acceptance of the reality was that it clashed with the the multisensory techniques he pioneered whole-to-part and pattern-based learning through the ongoing work of his colleagues. style of right-brained thinkers, who need to However, we think he would have been know what the end product will be before dismayed by the emphasis on drill and they can make use of the pieces. Hence, repetition in contexts which fail to address learning the Gillingham phonograms required symptoms of symbol confusion. Surely he a great deal of practice and reinforcement. would not have forgotten the plight of the Additionally, the Gillingham approach children, including his own daughter, whose and its progeny led to a new discovery: twisted letters had intrigued him when he dyslexic children had a very hard time first began exploring the neurological basis learning phonics. In other words, the more of dyslexia. dyslexic the child, the more difficult the As a scientist interested in hemispheric process of learning to read with a phonetic specialization, Dr. Orton probably would have approach. This in turn gave rise to the been an avid follower of Roger Sperry’s late phonological deficit theory of dyslexia, 1950’s experiments with “split-brain” patients. which began to supplant the earlier emphasis Sperry established that a patient whose brain on visual-perceptual confusion in the early hemispheres had been disconnected by surgical 1970’s, and continues to dominate dyslexia means could point to a corresponding picture research to this day. or write out a word that had been exposed only to their right hemispheric field of vision, Do Current Theories Explain but could not say the word. His work also “Twisted Letters”? showed that the right brain was superior at The phonological deficit theory, in essence, posits that dyslexic children have impairment spatial tasks such as drawing 3-dimensional objects. Drawing upon these findings, Orton in the way they hear and process the small might have looked for ways to incorporate units of sound that make up language. That 3-dimensional learning or pictorial meaning is, the problem is not with the way they see into his teaching strategies, as an added way the phonogram, but rather with the way they to strengthen the right-brain connection to hear it. This “deficit” could clearly be observed and measured in dyslexic children, reading and writing. Dr. Orton would probably also have been so there is little doubt that it exists. The fascinated with Davis’ Orientation and Symbol problem is that, except for reading and Mastery techniques, and eager to put them to writing, it is never necessary for human the test with his own research experiments. beings to learn to distinguish sound units Most likely, the inquisitive Dr. Orton would smaller than whole words or syllables, so there is no particular reason to expect children have continued to explore new ideas, working on his own to develop a more integrated to develop proficiency in this area except approach to dyslexia and learning. O through exposure to words in print. And the
Dr. Orton
Continued from page 7


O Netherlands (con’t) Carry Kuling Heemstede +31 (0235) 287 782

Thoughts From A Tutor
The following interview took place at a delicious Italian restaurant in Chicago, Illinois between Kim Ainis and Denise Andresen. Kim is a licensed Davis Facilitator in Chicago, Illinois. Denise is a private tutor who has referred several clients to Kim and is doing the follow-up exercises with several Davis clients. Prior to tutoring, Denise taught gifted children in an elementary school. Her students range in age from 8 to 16. Kim: How did you first find out about the Davis program? Denise: Annette and I already knew her daughter Kayla was dyslexic. We split up a list of books to read about dyslexia to try to figure out how to best help her. Annette read The Gift of Dyslexia. I’ll never forget the first time I was exposed to her reaction to Ron’s book. When I walked in that day for tutoring, (At this point Denise became choked up and said she can’t believe how emotional she still gets thinking about this) Annette stood there with Ron Davis’ book in her hand and said, “We found the answer! We found the answer. We have to do this. This is Kayla! Everything in here is my daughter!” I knew, standing there, that we were walking through a door that would change this girl’s life forever. Kim: How moving! What are some changes you have seen with clients after they have done the Davis reading and math programs? of words and understanding of individual words literally fall into place in their minds. As a result of this, their level of understanding of the material read is significantly increased. Since there’s no more guessing of words, there’s no more guessing of content meaning. I’ve actually seen a relaxation take place in their faces as they read. In regards to the math program, it has been my experience with the children I have worked with that number sense has always been a part of them. After the Davis program, the numbers now have physical meaning in their minds. There are so many changes. One teen, Sean, said that once you finish the program your brain says, “Oh, that’s how you do it! And it only takes one week!” He also said, “The tools become automatic and the dyslexic symptoms fade away.” He’s more relaxed reading and much more confident. Working on motion triggers was helpful in his writing. The pronunciation key in the dictionary was a big breakthrough as well. Kayla said, “When I’d see a book I’d feel stress and shut down and blow up and get nervous.” She explained that she meant she would blow up inside. “Now, it’s no big deal.” Kayla’s self-confidence and enjoyment of school has shot through the ceiling. Kim: What changes have you seen with clients after they’ve done additional follow-up exercises with you and their parents?

Drs. Marianne Kuster Alkmaar +31 (072) 51 24 301

Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309

ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DLS Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Karin Meij Amsterdam +31 (020) 679 9152

Sjan Melsen Arnhem +31 (026) 442 69 98 Petra Moolhuizen Middelaar +31 (024) 696 3530

Marianne Oosterbaan Zeist +31 (030) 691 7309 Ineke Pijp Groningen +31 (050) 542 0817

Petra Pouw-Legêne Beek +31 (046) 437 4907 Lydia Rogowski Helmond +31 (0492) 513 169

Denise: With both programs I’ve witnessed Denise: As students complete Symbol an incredible increase in clients’ self-esteem Mastery of trigger words, I’ve seen a better and confidence. I’ve seen clients’ pronunciation

Continued on page 10

Hanneke Schoemaker Wageningen +31 (0317) 412 437 Tonny Stor Heerhugowaard +31 (072) 57 22 771

Is it Dyslexia? On-Line Self-Assessment
Go to:
Based on the 37 Common Characteristics of Dyslexia (see page 11), this free and confidential on-line assessment gives a person the opportunity to help determine if disorientation is a factor in any learning problems. No personal contact information is asked or required. Results can be printed out and gone over with a Davis Program Provider during an initial consultation. Sample questions 1. Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level. K Absolutely K Somewhat K Rarely or never 2. Labeled lazy, dumb, careless, immature, “not trying hard enough,” or “a behavior problem.” K Absolutely K Somewhat K Rarely or never 3. High in IQ, yet may not test well academically; tests well orally, but not written. K Absolutely K Somewhat K Rarely or never 4. Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies. K Absolutely K Somewhat K Rarely or never

Karima P.A. Turkatte Amsterdam +31 (020) 696 4379

Annette van der Baan Amsterdam +31 (020) 420-5501 Rieja van der Valk Almelo +31 (0546) 867 537

Annemarie van Hof Utrecht +31 (030) 65 86 700 Drs. Marian J.A. van Leeuwen Woudenberg +31 (033) 286 3506

O Netherlands (cont.) Sjakkelien Van Lier Deventer +31 (0570) 600 008 Willem Van Ulsen Groningen +31 (050) 542 3941 Christa Wiersma Den Haag +31 (070) 355 3388 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163


Juchke van Roozendaal Oss +31 (0412) 690 312

Karin Van Wulfen Breda +31( 076) 514 4889

Astrid Zanen-vander Blij Aerdenhout +31 (023) 524 3485 O New Zealand Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 4941

Denise: As Winston Churchill once said, “Never, EVER, give up.” As I always say, overall understanding of the English language. “follow-through is the key.” Establish a routine As each word is mastered by the student, other with working the Symbol Mastery for the “common” words, which are “trigger” words for trigger words and complete the list of words. dyslexics, make sense in their minds. They now Attend the training session with your Davis have mental pictures of these words that link facilitator and don’t be afraid. I reflect with amusement that I thought I had the power to and give meaning to content material. It’s as if the puzzle pieces have found their place in undo the benefits of the program if I did one thing off a bit. what was the puzzle of the English language It is important to respect each individual’s for the dyslexic. They develop word sense. manner of learning. Avoid re-teaching or The students themselves know exactly what to do to get on point and to focus. They over-teaching a concept/word meaning. I’ve learned that once my students establish correct don’t want to cheat themselves. They know meaning through their models, they absolutely when they’re disoriented. Their performance know it. So never attempt to change that picture. is better.
Continued from page 9

Thoughts from a Tutor

Raewyn Matheson Inglewood +64 (027) 411 8350 Shelley McMeeken Dunedin +64 3 456 5058 Lorna Timms Christchurch +64 3 359 8556 O Oman

Patricia Lynne Hodge Muscat +968 698 596 Phaik Sue Chin Singapore +65 6773 4070 Ann Chua Singapore +65 9843 1726

O Republic of Singapore

Constance Chua Singapore +65 6873 3873 O South Africa Sara Louise Kramer Capetown +27 (021) 794 5778

Carine van Vuuren Benoni/Johannesburg +27 (011) 849 9492 O Spain María Campo Martínez Murguía, Álava +34 (0945) 46 25 85

Kim: Any advice for parents to help them integrate the follow-up exercises more easily Denise: I was surprised at how I, as a nondyslexic, take for granted that my understanding in their family’s life? of language doesn’t necessarily need a mental Denise: First of all, don’t cheat yourself picture to take place, whereas with dyslexics, and don’t cheat your child. The follow-up is picturing words is the key. I’m also amazed at necessary. One week won’t solve the problem. how these gifted learners can “see” things I am Put it into your weekly schedule. It’s like unable to “see” regarding almost anything that brushing your teeth or letting the dog out. is learned in language and especially in math. Just do it. I feel real strongly about that. This is also a good time for bonding with It’s almost as though there’s a 3-dimensional view taking place – as best as I can understand your child. It’s just your time with them. I have one family with three children and the mother’s from my students’ descriptions. running them all over the place, but she still Kim: What changes most impressed you? makes regular time to work with her son on Denise: My students’ increased self-esteem this. If nothing changes, then nothing changes. and self-confidence. If someone feels “less than” and their only experience is “less than” Kim: Any other advice for tutors? Denise: First and foremost, be open minded. they’re going to live down to “less than.” So when this door opens, they have an opportunity I’m an educator. I certainly don’t know everything. I barely know much of anything for freedom, the confidence to learn. Kim: What tips do you have for other tutors (said with a grin). So I need to use the other people that are specialists in the field and or teachers about signs that a student might respect what they’re offering and respect the benefit from the Davis program? fact that this works. Why not just give it a Denise: First and foremost, read Ron try? If it works, great! Davis’ book The Gift of Dyslexia. This gave several parents the “aha” moment. Also, look Kim: Thank you for your thoughts and especially for the loving, creative work you’re at the 37 Characteristics of Dyslexia on the doing. It’s clear that the children you tutor Davis web site (and page 11). If someone appears to be unusually bright but has difficulty learn a great deal with you, adore you, and know that you value them and the special with “the basics,” that could be a sign. An individual’s aversion to reading is definitely a way they think. Denise: It’s a mutual respect. I look forward sign. Knowing or obtaining answers to math to introducing many more families to this problems in a “non-typical” way was a sign truly wonderful avenue of hope for bright, for some clients. Zoning out or looking struggling learners. It has opened countless overwhelmed when looking at a busy doors of opportunity and freedom for my worksheet was a sign for one student. students. O Kim: What tips do you have for clients’ Kim: What changes surprised you? tutors of families to help the Davis Program follow-up be most successful?

O Spain (con’t)

Silvia María Sabatés Rodrigo Madrid +34 (091) 378 2331 O Switzerland/CH Tinka Altwegg-Scheffmacher Veronika Beeler St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Gerda Barakos-Jeger Dornach +41 (061) 701 80 60

37 Common Characteristics of Dyslexia
Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexia is its inconsistency.
General 1. Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level. 2. Labelled lazy, dumb, careless, immature, “not trying hard enough,” or “behavior problem.” mispronounces long words, or transposes phrases, words, and syllables when speaking. Writing and Motor Skills 20. Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.

3. Isn’t “behind enough” or “bad enough” to be helped in school setting. 4. 5.


7. 8. 9.

21. Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to High IQ, yet may not test well academically; motion-sickness. tests well orally, but not written. 22. Can be ambidextrous and often confuses Feels dumb; has poor self-esteem; hides or left/right. covers up weaknesses with ingenious comMath and Time Management pensatory strategies; easily frustrated and emotional about school reading or testing. 23. Has difficulty telling time, managing time, learning sequenced information or tasks, Talented in art, drama, music, sports, or being on time. mechanics, story-telling, sales, business, designing, building, or engineering. 24. Computing math shows dependence on finger counting and other tricks; knows Seems to “zone out” or daydream often; answers, but can't do it on paper. gets lost easily or loses track of time. 25. Can count, but has difficulty counting Difficulty sustaining attention; seems objects and dealing with money. “hyper” or “daydreamer.” Learns best through hands-on experience, 26. Can do arithmetic, but fails word problems; cannot grasp algebra or higher math. demonstrations, experimentation, observation, and visual aids. Memory and Cognition 27. Excellent long-term memory for experiences, locations, and faces. 28. Poor memory for sequences, facts and information that has not been experienced. 29. Thinks primarily with images and feeling, not sounds or words (little internal dialogue). Behavior, Health, Development and Personality 30. Extremely disorderly or compulsively orderly. 31. Can be class clown, trouble-maker, or too quiet. 32. Had unusually early or late developmental stages (talking, crawling, walking, tying shoes). 33. Prone to ear infections; sensitive to foods, additives, and chemical products.

Lerninstitut Basel Bonny Beuret Specialist Trainer Adv. Workshop Presenter DLS Workshop Presenter DDA-CH Director Ruth Froels +41 (061) 272 24 00 Priska Baumgartner Wettingen +41 (056) 426 28 88

Mieke Blommers-Friederichs Basel +41 (061) 378 9060 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Beatrice Conti Wolfisberg +41 (062) 636 2146

Vision, Reading, and Spelling 10. Complains of dizziness, headaches or stomach aches while reading. 11. Confused by letters, numbers, words, sequences, or verbal explanations. 12. Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words. 13. Complains of feeling or seeing nonexistent movement while reading, writing, or copying. 14. Seems to have difficulty with vision, yet eye exams don't reveal a problem. 15. Extremely keen sighted and observant, or lacks depth perception and peripheral vision.

Regula Dürr Basel +41 (061) 321 60 32 Ursula Fischbacher Orpund +41 (032) 355 23 26 Edith Forster Ettenhausen +41 (052) 365 45 54 Heidi Gander-Belz Monchaltorf +41 (01) 948 1410

Katharina Grenacher Bern +41 (031) 382 00 29

16. Reads and rereads with little comprehension. 34. Can be an extra deep or light sleeper; bedwetting beyond appropriate age. 17. Spells phonetically and inconsistently. 35. Unusually high or low tolerance for pain. Hearing and Speech 36. Strong sense of justice; emotionally 18. Has extended hearing; hears things not said or apparent to others; easily distracted by sounds. 19. Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; sensitive; strives for perfection. 37. Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

Elisabeth Gut Grut +41 (01) 932 3342 Ursula Hirzel Egler Stäfa +41 (01) 926 2895

Christa Jaeger Riehen +41 (061) 641 4667 Susanne Jeker Olten +41 (062) 296 45 30 Consuelo Lang Lumino +41 (091) 829 05 36

O Switzerland/CH (con’t) Claudia Lendi St. Gallen +41 (071) 288 41 85 Renate Löffel Basserdorf +41 (01) 836 96 59


Sandra Moschtaghi Basel +49 (0172) 81 57 351

Young Learner Kit for Home-Use
The Davis Learning Strategies Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mental focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Jürg Peter Supervisor-Specialist Dornach +41 (061) 701 39 16

Elisabeth Raberger Baden +41 (056) 209 17 76 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 25 38

The Kit includes:
• • • • • • • • • • • Instruction Manual Sturdy nylon briefcase Reusable modeling clay (2 lbs.) Clay cutter Webster’s Children’s Dictionary (hardcover) Checking Your Grammar (Softcover) Punctuation Marks & Styles Booklet Two Koosh Balls Letter Recognition Cards Laminated Alphabet Strip Stop Signs for Reading Chart

Elisabeth Rudolf von Rohr Olten +41 (062) 293 46 66

Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015

Maya Semle-Muraro Stäfa +41 (079) 704 03 07 Claudia Taverna Sent +41 (081) 864 9115

Based on the Davis Dyslexia Correction methods, this Kit enables parents and tutors of children, ages 5-8, to home-teach Davis Learning Strategies and help young learners:
• • • • • • focus attention control energy levels improve eye-hand coordination learn the alphabet learn basic punctuation develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how to learn” skills.

Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Iris Webber Bäretswil/Zürich +41 (01) 939 2633

For older children (ages 9 and up), we recommend the Davis Symbol Mastery Kit.

Margit Zahnd Ettingen +41 (079) 256 86 65 O United Kingdom Catherine E. Armstrong Thame, Oxon +44 (01844) 212 419 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Kate Blow Romsey, Hampshire +44 (01794) 515 714

The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: or call our toll-free number: 1-888-999-3324


PAGE 13 B y Nancy Cimprich, Davis Facilitator in New Jersey
O United Kingdom (con’t) Susan Duguid London +44 (020) 8878 9652

Book Review
Eats Shoots & Leaves
It has truly amazed me, and continues to, just how comprehensive the Davis Program is. Each part of the program offers the potential to be a key to opening the door of understanding for the individual on the other side of the table. Some parts of the program seem to be far more important to one individual or another. For my daughter Symbol Mastery was far more of an “aha” moment than anything else. For others that moment comes with the alphabet, orientation, fine-tuning, etc. And to my amazement, every now and again, I will have a client who has the “aha” moment with punctuation. For many, particularly the eightyear-old boys, punctuation seems boring, and they would like to move through this part of the program as fast as possible. But for some, upon completing punctuation, I have seen reading improve dramatically. They finally understand what all those marks are for and what they mean when reading them. I recently came across a book that is a British bestseller and gaining popularity in the USA called, “Eats Shoots & Leaves,” by Lynne Truss. It is humorous and fun and is about punctuation! Ms. Truss gives a good review of the rules of punctuation. She discusses thoroughly the correct use of all forms of punctuation, from the apostrophe to the hyphen, and compares the differences between British and American usage. Origin of the Title The title is taken from the following joke: A panda walks into a café,orders a sandwich, eats it, then draws a gun and fires two shots in the air. “Why?” asks the confused waiter, as the panda makes towards the exit. The panda produces a badly punctuated wildlife manual and tosses it over his shoulder. “I’m a panda,” he says. “Look it up.” The waiter turns to the relevant entry and, sure enough, finds an explanation. “Panda. Large black-and-white bear-like mammal, native to China. Eats, shoots and leaves.”

Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Workshop Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum London +44 (0208) 977 6699

Carol Forster DLS Workshop Presenter Gloucester +44 (01452) 331 573

By Lynne Truss Hardcover: 240 pages, $17.50 Publisher: Gotham Books (April 2004) ISBN: 1592400876

Jo Grainger-Allen Hitchin, Herts +44 1462 435166

Axel Gudmundsson London +44 (020) 8341-7703

Two More Examples A woman, without her man is nothing. A woman: without her, man is nothing. Dear Jack, I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy–will you let me be yours? Jill Dear Jack, I want a man who knows what love is. All about you are generous, kind, thoughtful people, who are not like you. Admit to being useless and inferior. You have ruined me. For other men I yearn! For you I have no feelings whatsoever. When we’re apart I can be forever happy. Will you let me be? Yours, Jill In Conclusion So, punctuation really does matter, even if it is only occasionally a matter of life and death, a broken heart, or a major misunderstanding! O

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 645

Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Haverfordwest, Pembrokeshire +44 (01437) 766 806 Judith Jenkinson Old Windsor, Berks +44 (01753) 853 275 Keryn Middleton Barking, Essex, +44 (0208) 507 9164

Fionna Pilgrim Keighley, West Yorkshire +44 (01535) 609 797 Elenica Nina Pitoska London +44 (020) 8451 4025

Pauline Royle Poulton-le-Fylde, Lancs +44 (01253) 899 875

Janice Scholes Liversedge, West Yorkshire +44 (01274) 874 712 Laura Shone Ilford, Essex +44 (020) 8924 5755

Lynne Smith Brighton, East Sussex +44 (07986) 546 468 Barbara Timmins Solihull +44 (015) 6477 2657

O United Kingdom (con’t) Drs. Renée van der Vloodt Davis Specialist Reigate, Surrey +44 (01737) 240 116 Beth Waterman Hampton Wick, Surrey +44 (020) 8977 8777 +44 (07958) 252 792


Book Review

By Abigail Marshall DDAI Information Services Director

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 Richard Whitehead DDA-UK Director DLS Workshop Presenter Cranbrook, Kent +44 (01580) 713 094 Rachel Williamson Hassocks, West Sussex +44 (01444) 245 260 O United States Alabama Paula Morehead Birmingham +1 (205) 408-4420 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale/Phoenix +1 (623) 203-1890

Unspeakable Acts, Unnatural Practices: Flaws and Fallacies in “Scientific” Reading Instruction
This 95-page book is an easy read and a breath of fresh air. In a direct and cogent fashion, author Frank Smith questions the basic assumptions underlying the concept of teaching reading through phonics. He argues that systematic phonics instruction makes reading more difficult for many students. Phonics, he explains, is simply too complicated a system, pointing out that even a small vocabulary of 6,000 common English words requires over 200 rules to account for all the ways that individual letters are related to individual sounds. Thus, he says, “Being required to master phonics before one can read is the wrong intervention at the wrong time.” The author also questions the notion of the concept of “phonemic awareness,” writing “Lack of phonemic awareness is a bogus construct, employed solely to explain the frequent failures of phonics instruction.” He asserts that phonemic awareness correlates to reading ability only because such awareness is gained over time from reading practice; the more the child reads, the greater the sensitivity to perceived rules and patterns about the relationship of the letters to sounds. But for the child who doesn’t read, instructions in phonics or attempts to build phonemic awareness are only bewildering. In a final chapter, author Smith looks at mathematics instruction, where he asserts

John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Jeannette Myers Sedona +1 (928) 204-1963

By Frank Smith Softcover; 112 pages $14.00 Publisher: Heinemann; (August 2003) ISBN: 0325006199

Tamera P. Richardson Mesa/Phoenix +1 (480) 649-7737 x2237

California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Alice Davis, DDAI Director, Ray Davis Ronald D. Davis, Founder Sharon Pfeiffer, Specialist Trainer DLS Workshop Presenter Dee Weldon White Lexie White Strain Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990 Janet Confer Rancho Santa Margarita/San Clemente +1 (949) 589-6394

that conceptual understanding is a necessary prerequisite of learning numerals or functions. He points out the perils of miscommunication, in that words used to express mathematical relationships have a different meaning than when the same words are used in common conversation. This book provides food for thought and a different perspective on issues that many educators take for granted. O

LUCCA Offers Fun and Educational Resources for Kids—and it’s FREE
The LUCCA Project, conceived by Danish artist and parent of daughter Lucca, Asbjorn Lonvig, features a treasure trove of free downloadable children’s resources: story books, coloring books, slide shows, mini-posters, T-shirt transfers and more. Developed to interact with the world’s children, their parents and grandparents across boundaries of language, culture,religion, and race through pictures and words of “colorful zen simplicity,” the stories are translated into many languages. Go to:

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside (909) 653-9251


O United States/ California (con’t.)

Best-Selling The Gift of Dyslexia Published in Two More Languages
Japanese Edition
Released March 2004

Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Colorado Kathy Bacon Loveland/Boulder +1 (970) 669-0170 Terry DeMeo Littleton/Denver +1 (303) 850-7668 Crystal Punch Centennial/Denver +1 (303) 850-0581

ISBN 4-7678-0221-0 Publisher: XKnowledge ( Softcover; 2520 Japanese Yen Available for sale at:

Kristi Thompson DLS Workshop Presenter Walsh +1 (719) 324-9256

Portuguese Edition
Released May 2004

Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Rita Von Bon Pensacola Beach +1 (850) 934-1389

Translated by Ana Lima, Davis Facilitator ISBN:85-325-1461-8 Páginas:268 Preço: R$ 35,90 Available for sale at:

Dyslexia Plus Alice J. Pratt DLS Workshop Presenter Gwin Pratt Jacksonville +1 (904) 389-9251 Georgia Bill Allen Marietta/Atlanta +1 (770) 594-1770

Visitors Praise Davis Dyslexia Web Sites
For adults, too This website is for adult dyslexics also. Some of us have suffered in silence for years and now there is no need to suffer. The information there is useful and easy to access. It shines a light on a subject that can affect a person from 5 to 95. -Kesley, Eastern Tennessee, USA A great help and no worries about spelling There are many parents that frequent the site who have been there and are willing to share experiences. The site also has a Key Word search which I use all the time to scan the archives for information in old posts. It has been a great help. For adults, it’s a great place to post, find friends, support and not worry about spelling. The site has been a great tool for me. I highly recommend it!! -T. C., Connecticut, USA

Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 685-1122 Scott Shedko Honolulu +1 (808) 377-3177
Very helpful advice Through all the dyslexia web sites I’ve searched, yours was the only one to give real life suggestions to parents and teachers for children with dyslexia. With clear instructions, and step-by-step directions, those of us without dyslexia can teach in the manner which dyslexics think! Thank you for this very helpful, but hard to find, advice. I will be sure to share your link with others! -Lisa Davenport, Fort Wayne, Indiana USA

Illinois Kim Ainis Chicago +1 (312) 360-0805 Indiana Jodi R. Baugh Cloverdale/Terre Haute +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280

Kansas Carole Coulter Overland Park/Kansas City +1 (913) 831-0388

O United States (con’t.) Louisiana Wendy Ware Gilley Baton Rouge +1 (225) 751-8741


Newly Licensed Davis Facilitators and DLS Workshop Presenters
Congratulations and welcome to our growing International family of Davis providers!
Annemette Hoegh Banks “After 17 years of running my own Montessori school, having experience of children correcting their dyslexia with a Davis Programme I decided to train as a Facilitator. It has been a wonderful and life enriching experience and I am very proud to join the host of Facilitators. I speak English and Danish and hope to work in both countries.” Rich Health and Learning, Fairway, Bell Lane, Northchurch, Berkhamsted, Herts, HP4 3TS, United Kingdom. +44 (0144) 287 2185. Jo Grainger-Allen 10 Witter Avenue, Ickleford, Hitchmin, Mets, SG5 3UF, United Kingdom. +44 (0146) 243 5166. Judith Jenkinson Dyslexia Works, 32 Albany Road, Old Windsor, Berkshire, SL4 2QA, United Kingdom. +44 (0175) 385 3275. Viki Vandevenne “After working as a speech therapist for a couple of years, I realized I could not help my clients with dyslexia, the way it felt good to me. I kept searching for a way to help them better. One of my students followed the Davis Program in the Netherlands. After witnessing the immediate progress of my student after the Davis Program and having read the book, I was immediately convinced. I enjoyed every moment of the education to become a Davis Facilitator, thanks to Siegerdina Mandema , Robin Temple and everyone from my training group! I hope I’ll help many children with the Davis Program!” Putsesteenweg 307, Bonheiden 2820, Belgium. +32 (0473) 30 41 51.

Christina Martin Slidell/New Orleans +1 (985) 646-2201

Michigan Ann Minkel Six Lakes/Grand Rapids +1 (866) 330-3671 (Toll-Free) +1 (989) 365-3176 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Minnesota Cindy Bauer Plymouth/Minneapolis +1 (612) 483-3460 Virginia Bushman Cold Spring/St. Cloud +1 (320)-685-7977

Cyndi Deneson Supervisor-Specialist Advanced Workshop Presenter Bloomington/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550

Mississippi Mississippi Dyslexia Center M. Elizabeth Cook Vicksburg/Jackson +1 (866) 632-2900 (Toll Free) +1 (601) 636-2900 Missouri Patricia Henry Kansas City +1 (816) 361 6563 Montana Elsie Johnson Kalispel +(406) 257-8556

Linda Jo Price Bozeman +1 (406) 586-8218 Nancy Sitton Whitefish +1 (406) 863-9844 Nebraska Shawn Carlson Lincoln +1 (402) 420-1025

Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188

New Hampshire Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006

Pérola Gonçalves is an educator and has her private practice providing Davis Programs in Amsterdam and Maria Hoop, the Netherlands. Nicolette Koopman She studied Mathematics & has dealt with children and Education and wrote her Ph.D. learning for many years. “I thesis on the application of the am very happy to have found Davis Learning Strategies® in this craft of Davis Counseling, Kindergarten (a report on this research can be inviting someone to work with his very own way of perceiving found in Vol. 30, Issue 1, 2003, Dyslexic Reader.) things, and thus liberating his “It is always a great joy and creative challenge to own power and talents.” Atlasvlinder 6, Bilthoven me, guiding an individual with the Davis Method. I work with the person as a whole and in the 3723 TT, Netherlands. +31 (030) 228 4014. context of the system of his or her relations. The follow up has my special attention.” Oosterpark Alexandra De Goede 38, Amsterdam 1092 AL, Netherlands. “A few years ago I was part +31 20 6363637. of a team that started a school for children with learning and Anneliese Kunz-Danhauser “As a mother social difficulties. I experienced of two children, I was confronted with my son’s that these children could benefit dyslexia. In the Davis Methods, I found the possibility to work effectively and respectfully enormously by applying the Davis Methods. My motivation with dyslexic children and adults. I want to help them realize their potential.” Further training and to learn this method was the fact that I could become able to give to another insight, increased professional experience include Primary School teacher, Diploma in Theology, experience with self-esteem and a better connection with life adult education, and certification in Role-Play itself.” Pentislaan 1A, Aerdenhout 2111 AC, Therapy (ASIS). Anneliese also speaks three Netherlands. +31 (023) 524 3263. languages, German, Spanish and English. Christy Biron Learning Solutions, 3291 G Legasthenie-Beratung, Grünthalweg 22, D-83026 Street, Washougal, WA 98671, USA Rosenheim, Germany. +49 (08031) 632 29. +1 (360) 835-9627.
Continued on page 17

THE DYSLEXIC READER New Facilitators & Presenters
Continued from page 16


Davis Training Programs
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 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 5- 9 years of age. For information about training or a full directory of Davis providers, see or call 1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

O United States (con’t.) New Jersey Lynn Chigounis Montclair +1 (973) 746-5037

Jennifer Churton “I came to the Davis Method through family members and when doing a correction program discovered a way of learning that was far more suited to my learning style than any other I had undertaken. Through my training I have been constantly astounded and touched by the sharing of information and feeling that all imparted. I hope to pass on this excitement in/for learning to those whom I meet on my path as a Facilitator of the Davis Dyslexia Correction Program. 1/245 Jervois Road, Herne Bay, Auckland, New Zealand +64 (09) 360 4941. Marika Kaufmann Toni-Russ-Strasse 11, A-6911 Lochau, Austria. +43 (05574) 446 98. Elisabeth Gut Ursprünglich als Lehrerin, seit vielen Jahren als Heilpädagogische Fachlehrerin mit Schwerpunkt Legasthenietherapie tätig, freut sich Elisabeth Gut auf ihre Praxistätigkeit als DavisBeraterin. Sie ist verheiratet und Mutter zweier erwachsener Söhne. Angeregt durch das Buch „Legasthenie als Talentsignal“ kam sie zum Basiskurs nach Basel und war von Anfang an fasziniert vom ressourcenorientierten Ansatz dieser Methode. Die Lernschwierigkeiten werden ihrem Ursprung nach verstanden und angegangen. Anhand der Davis-Techniken neue Wege aufzeigen und persönliche Ziele erreichen helfen – so möchte sie mit Kindern, Jugendlichen und Erwachsenen arbeiten. Rebrainstrasse 17B, CH-8624 Grut, Switzerland. +41 (01) 932 3342.

Nancy Cimprich Elmer/Philadelphia +1 (856) 358-3102

Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399 Edwina Stone Skillman +1 (609) 333-0618

New York Carla C. Niessen Clintondale/Poughkeepsie +1 (845) 883-5766 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364

North Carolina Gerri W. Cox DLS Workshop Presenter Shallotte/Wilmington +1 (910) 754-9559 Tina Kirby Sanford/Fayetteville +1 (919) 499-0774 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Erin Pratt Asheville +1 (828) 231-2400 Elizabeth Ratliff Cary/Raleigh +1 (919) 461-3948

New DLS Workshop Presenters
Special Congratulations to our newest Davis Learning Strategies® Workshop Presenters: • Kim Carson in Brookings, South Dakota • Rhonda Clemons in Tyler, Texas • Gerri Cox in Shallotte, North Carolina • Carol Forster in Gloucestershire, England • Jane Heywood in Berkshire, England • Colleen Millslagle in Tyler, Texas • Angela Odom in Midlothian, Virginia • Kristi Thompson in Walsh, Colorado • Laura Warren in Lubbock, Texas • Richard Whitehead in Kent, England

In everyone’s life, at some time, our inner fire goes out. It is then burst into flame by an encounter with another human being. We should all be thankful for those people who rekindle the inner spirit.

North Dakota Karen Nelson Bismarck +1 (701) 527-5367

Ohio Sandra Korn Liberty Township/ Cincinnati +1 (513) 779-9118 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060 Pennsylvania Marcia Maust Berlin/Pittsburgh +1 (814) 267-6694

Albert Schweitzer philosopher, physician & musician (1875-1965)

South Dakota Kim Carson DLS Workshop Presenter Brookings/Sioux Falls +1 (605) 692-1785 Tennessee Sheri Howard Harrison +1 (423) 432-4582

O United States (con’t.) Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783


Workshops for Primary Teachers
Would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • With methods that are easy to implement and flexible? Introduction to Davis Learning Strategies® Workshop This one-day workshop provides Primary Teachers (K-3 or Keystage 1&2) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy • Video demonstrations of each Strategy in a classroom setting • Q&A and discussion about each Strategy • Classroom implementation suggestions. Included are: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each Strategy and various curriculum activities. • Video tape demonstrating each classroom strategy. • Teacher Kit briefcase which includes all the materials needed to start and proceed with confidence working with one to two students: alphabet strip, letter recognition cards, clay, clay cutter, two Koosh® balls and dictionary. • Verification of Attendance letter. Cost: $385 US Dollars (£250 in UK) Discounts: $595 for both workshops if attended on consecutive days (£390 in UK) To bring these workshops to your school or location, please contact Paula McCarthy at (650) 692-7141 or 1-888-805-7216. Academic Units or CEUs available at additional cost

Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) Success Learning Center Rhonda Clemons DLS Workshop Presenter Colleen Millslagle DLS Workshop Presenter Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Susan Dickens Leander/Austin +1 (512) 515-5591 Susan Lewis Lubbock +1 (806) 771-1385

Shannon Liverman Lampasas/Austin +1 (512) 556-6990

Dorothy Owen Supervisor - Specialist Plano/Dallas +1 (972) 447-8327

Paula Roberts Tyler +1 (903) 570-3427

Basic Davis Learning Strategies® Practice Lab This hands-on, one-day workshop provides supervised experiential practice on each Strategy. Attendees will work in pairs or small groups to practice each skill, followed by a Q&A session on each Strategy. Prerequisite: Introduction to Davis Learning Strategies Workshop. Included are: • Verification of Attendance letter • Post-workshop e-mail consultation with a Davis Learning Strategies Mentor, as needed. (US & Canada only) Cost: $295 US Dollars (£220 in UK)

Laura Warren DLS Workshop Presenter Lubbock +1 (806) 771-7292 Virginia Donna Kouri Rockville +1 (804) 749-8791

June 29 & 30 Aberdeen, South Dakota July 26 & 27 Houston, Texas July 28 & 29 Brookings, S. Dakota July 29 & 30 Tyler, Texas August 2 & 3 San Antonio, Texas August 16 & 17 Vancouver, BC August 11-13 Mossfellsbaer, Iceland Intro & Practice Lab Intro & Practice Lab Intro & Practice Lab Intro & Practice Lab Intro & Practice Lab Intro & Practice Lab Intro & Practice Lab

Angela Odom DLS Workshop Presenter Midlothian/Richmond +1 (804) 833-8858 or (804) 744-0321 Jamie Worley Newport News/Norfolk +1 (757) 283-5218 Washington Dyslexia Correction Center of Washington Marilyn Anderson Aleta Clark Kent/Tacoma +1 (253) 854-9377

Christy Biron Washougal/Vancouver +1 (360) 835-9627

Jackie Black Arlington/Everett 1-866-218-1614 (Toll-Free)

Sept. 30 & Oct. 1 Intro & Practice Lab Dewsbury, W. Yorkshire, UK
For US/Canada workshops, call: +44 (01580) 714 838 For UK workshops, call: +44 (08700) 132 945 or +44 (0870) 443 9059 For Iceland workshops, call: +354 586-8180
Visit for the most current information

Meadowbrook Educational Services Dorothy Bennett Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737


O United States/ Washington (con’t) Marlene E. Easley Bellingham +1 (360) 714-9619

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

Carol Hern DLS Workshop Presenter Spokane Mary Ethel Kellogg DLS Workshop Presenter Spokane

Fundamentals Workshop Outline
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; and establish motivation) • Demonstration and Practice Session • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling ADD symptoms)

Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Ruth Ann Youngberg Bellingham +1 (360) 671-9858

Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation

West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Pam Kretz Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 This Directory is current as of June 15, 2004. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However the Davis Providers list at is always up to date. O

Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration and Practice Session Release Procedure (method for alleviating stress and headaches) Alignment (an alternative to Orientation Counseling)

Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations, Group Exercises and Practice Sessions Implementing the Davis Procedures

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

12 - 15 July 2004 Tel: +1 (866) 520-8858 and Freiburg, Germany Presenter: Ioannis Tzivanakis +1 (817) 919-6200 Language: German 4 - 7 Nov. 2004 Münster, Germany Tel: +49 (040) 25 17 86 22 Presenter: Ioannis Tzivanakis 21 - 24 July 2004 30 Sept. - 3 Oct. 2004 Language: German Auckland, New Zealand Addington, Kent UK Presenters: Ron & Alice Davis Presenters: Robin Temple Tel: +49 (040) 25 17 86 22 Language: English & Siegerdina Mandema 25 - 28 Nov. 2004 Language: English Tel: +64 (09) 361 6115 Amersfoort, Nederland Presenters: Siegerdina Tel: +44 (08700) 132 945 2 - 5 Aug. 2004 Mandema & Robin Temple Anchorage, Alaska, USA 27 - 30 Oct. 2004 Language: Dutch Presenter: Cyndi Deneson Boston, Mass. USA Language: English Presenter: Gerry Grant Tel: +31 (0475) 301 277 Language: English Tel: +1 (866) 520-8858 toll-free Tel: +1 (866) 520-8858 and 25 - 28 Sept. 2004 10 - 13 Jan. 2005 +1 (817)919-6200 Basel, Switzerland Burlingame, Calif. USA Presenter: Bonny Beuret Presenter: Cyndi Deneson 3 - 6 Nov. 2004 Language: German Language: English Atlanta, Georgia USA Presenter: Gerry Grant Tel: +41 (061) 273 81 85 Tel: +1(888) 805-7216 toll-free Language: English Burlingame, Calif. USA Presenter: Cindy Deneson Language: English Tel: 1 (888) 805-7216

25 - 28 Sept. 2004

3 – 6 Feb. 2005
Basel, Switzerland Presenter: Bonny Beuret Language: English/French Tel: +41 (061) 273 81 85

10 - 13 Feb. 2005
Amersfoort, Nederland Presenters: Siegerdina Mandema and/or Robin Temple Language: Dutch Tel: +31 (0475) 301 277

2 - 5 March 2005
Austin, Texas USA —and—

9 - 12 March 2005
Denver, Colorado USA Presenter: Cyndi Deneson Language: English Tel: +1(866) 520-8858 toll-free

For updated workshop schedules visit:


Dys•lex´ ic Read´ er • •


1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED



Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.

2004-2005 International Schedule
12 - 15 July 2004 21 - 24 July 2004 2 - 5 Aug. 2004 25 - 28 Sept. 2004 25 - 28 Sept. 2004 30 Sept. - 3 Oct. 2004 27 - 30 Oct. 2004 3 - 6 Nov. 2004 4 - 7 Nov. 2004 25 - 28 Nov. 2004 10 - 13 Jan. 2005 Burlingame, Calif. Auckland, Anchorage, Alaska Basel Freiburg Addington, Kent Boston, Mass. Atlanta, Georgia Münster Amersfoort Burlingame, Calif. USA New Zealand USA Switzerland Germany UK USA USA Germany Nederland USA

Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 19 for more workshop details.

(see p. 19 for complete listing through March 2005)

U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30)

U.S. Fees and Discounts
• $975 per person plus $95 materials fee • $925 for DDAI members or groups of two or more plus $95 materials fee • $975 if paid in full 60 days in advance incl. materials • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA-Pacific DDA-Deutschland DDA- México DDA-UK Wandsbecker Chausee 132 8 Ring Terrace Río Volga #308 ote The Corner House Offices St. Mary’s Bay Colonia del Valle High Street D-22089 Hamburg Auckland 66220 Garza Garcia N.L Cranbrook, Kent TN17 3DF GERMANY NEW ZEALAND MEXICO Tel: +44 (08700) 132 945 or Tel: 49 (040) 25 17 86 22 Tel/Fax: +64 (09) 361 6115 Tel/Fax: 52 (81) 8335-9435 (0870) 443 9059 Fax: 49 (040) 25 17 86 24 E-mail: or 52 (81) 8356-8389 Fax: +44 (08700) 469 658 E-mail: E-mail: Email: DDA-CH DDA-Israel Freie Strasse 81 DDA-Nederland DDAI-Int’l, Canada & USA 20 Ha’shahafim St. CH 4001 Basel, Kerkweg 38a 1601 Bayshore Highway, Ste 245 Ra’anana 43724 SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 ISRAEL Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 Tel: 972 (053) 693 384 Fax: 41 (061) 272 42 41 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 e-mail: E-mail: E:mail: E-mail:

Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22 our booklet.

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