Dys•lex´•ic Read´•er

The
~
Vol. 39 Davis Dyslexia Association International Issue 2 • 2005

Brain Function, Spell-Reading

and Sweep-Sweep-Spell
by Abigail Marshall
word–and then continues.
“phonetic Spell-Reading and Sweep-Sweep-
This is not phonics or a

Spell are important because they build

process; it is simply

a vital center for reading in the brain.

letter and word recognition.
”
Beginning readers often rely exclusively
– Ronald D. Davis

Two of the most important Davis tools on phonetic decoding strategies for all
for building reading fluency and word words, a process usually centered in the
recognition skills are Spell-Reading mid-temporal lobe of the left hemisphere,
and Sweep-Sweep-Spell.1 During these where letter sounds are connected to
reading exercises, the student reads a words. This is a workable means of
passage out loud in the company of decoding words, but it is slow–and it is
his support person. When he hesitates particularly difficult for most dyslexics. the “Visual Word Form Area”
on a word or encounters an unfamiliar The Importance of Visual (VWFA).2 Essentially, this part of the
word, he spells it out letter by letter. brain is a storage bin for all of the
After saying the name of the last letter, familiar, known words–what teachers
Word Form Recognition
Fluent readers use a different part of
if he recognizes the word, he says the
their brain to recognize familiar words– call “sight words.” It is located in the
word, and then moves on. If he does not visual cortex–the part of the brain that
an area in the rear left-hemisphere
recognize the word, his helper supplies responds to all visual stimuli–and for
occipital lobe, dubbed by scientists
it for him, and the student repeats the (Cont’d on p. 4)

In This Issue A Very Special Birthday

News & Feature Articles
Brain Function, Spell-Reading
and Sweep-Sweep-Spell . . . . . . . . . . .1
A Very Special Birthday . . . . . . . . . . . .1
by Sue Hall, Davis Facilitator in W. Vancouver, Canada
Recently, I received one of my most about the bus, about not having a car,
treasured invitations. One of my about her business, about her life,
clients, who took a program about her so-called friends, about
last October (2004) was her childhood, and most of all

celebrating 17 years sober, about her newly discovered

A Look at BrightStar Learning . . . . . . .3

and invited me to the dyslexia. A mutual friend,

First DLS Model School in US . . . . . . .8

‘birthday’ celebration who is a counselor, had just

My Point of View . . . . . . . . . . . . . . .10
The Way I see It . . . . . . . . . . . . . . . . .10
Highlights of Davis Australia Tour . . .11
Art is the Greatest Gift . . . . . . . . . . .17
Famous Dyslexics Remember . . . . . . .17
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . .2
Book Reviews . . . . . . . . . . . . . . .14-15
Q&A . . . . . . . . . . . . . . . . . . . . . . .12-13
New Facilitators . . . . . . . . . . . . . .18-21
Workshops . . . . . . . . . . . . . . . . . 22-23
at an open meeting of
the local Alcoholics
Anonymous in
January.
I met Tammy in
September, for an interview/
assessment. It was about 40 minutes
before I was able to say anything, and
for those of you who know me, that
was no mean task! But Tammy was SO
angry, I had to keep telling myself to
allow the unloading! She was angry
suggested to her that she
might be dyslexic. So now
she had something else to
contend with. She was not a
happy camper!
When I arrived at the AA meeting,
the first I’d ever been to, I was given a
very warm welcome. Everything was
plentiful–the friendship, the laughter,
the openness and the ‘birthday’ cakes!!
Having led a fairly sheltered life, I
(Cont’d on p. 7)
PAGE 2 THE DYSLEXIC READER

In the Mail
me choose between DDAT and Davis and another teacher who did her MA in
when I was looking for a programme Dyslexia was taking copious notes!
for my daughter some years ago. Anyway, I’m now reading the book! It
Dear Ron & Alice: A 13-year-old boy I worked with was an amazing feat to talk for nearly
and who attends my monthly trigger 3 hours without any visual aids and to
Thank you Alice, for suggesting Ron word mastery group sessions, came to keep your audience captivated.”
was available to give a talk in the UK your talk. I asked him on Saturday, “Thank you very much for making
and to you Ron, for giving it. You what he thought of your talk. His the Davis talk happen. I have rarely
touched the hearts of many people. I reply: “It was good, he talked about met men with such insight and
came to your talk in May and was so things which happen to me that I’ve compassion as Mr. Davis.”
moved by your insight that I wanted never shared with anyone in my life.” A lady of a dyspraxic boy cried in
to share you with Reading. I never He now helps me out when some of the car on the way home. At last she
dreamt it would become a reality. the other students are stuck with their had some hope.
One of the main things that has trigger words, including myself! So thank you, to both of you.
appealed to me about your work is the Here are some more comments
wholehearted desire you have to help and emails I received since your talk. With love,
those with the learning difficulties. “We were all really impressed by Angela James, Davis Facilitator
Who else would reveal to the general the talk last week. Our special needs in Reading, Berkshire, UK
public all their methods and for such a teacher said she couldn’t sleep for
modest price! It was this that helped thinking about all the stuff she’d heard
Copyright 2001 Randy Glasbergen. www.glasbergen.com

“ The lights of
stars that were
extinguished ages
ago still reach us. So it is
with great men who died
centuries ago, but still
reach us with the radiation
of their personalities.

-Kahlil Gibran, poet and

artist (1883-1931)
”
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: editor@dyslexia.com INTERNET: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis
Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 2004 by DDAI, unless otherwise noted.
All rights reserved.
THE DYSLEXIC READER
A Look at BrightStar Learning
By Abigail Marshall
The newest arrival to the dyslexia
scene is called BrightStar, which bills
itself as “The Solution to Dyslexia,”
and heavily promotes its services
through an aggressive advertising
campaign. The program is a computer
based, patented product developed
by the US-based corporation Epoch
Innovations. Epoch is the primary
investor in the London-based
BrightStar Learning Ltd., which
markets the program in the UK.
BrightStar clients watch a series
of flashing lights and shapes on a
computer monitor; a heart monitor
coordinates the timing of the screen
images with the individual’s heart rate.
The program consists of two weekly
45-minute sessions conducted over
six weeks. BrightStar promotional
materials claim impressive results–but
the claims are inconsistent. On their
US web site they claim, “BrightStar
moves your child immediately ahead
2.1 grade levels in reading ability.” A
bar graph on the same page shows
only a 14-month level improvement
on “word attack” skills and lesser
improvements in subsidiary skill areas.
On the UK site, they claim average
results of 7 to 19 months improvement
in various skill areas.
There have been no long-term
follow-up studies of BrightStar, and the
post-testing that supports the company’s
claimed results appears to have been
done immediately at the conclusion of
the series of computer sessions. Nor is
there any prescribed program of follow-
up and practice, either with reading
exercises or with the visual/neurological
skills that purportedly are enhanced by
this computerized regimen.
Although BrightStar claims to be
scientifically based, it is supported by
a single study of 35 dyslexic adults,
including some assigned to a placebo
group. An article published in the Jan.
2005 issue of the British journal
Dyslexia, reported that the program
yielded “small but significant
improvements” in timed tests of single
word reading and picture naming
accuracy among the treatment group.
No significant improvements were
found in untimed reading measures.
The treatment group fared worse than
controls in a test measuring visual
perception of objects presented in
left-to-right sequence, a skill previously
correlated to some types of reading
errors in dyslexics. The placebo group
had been exposed to the same visual
stimuli, without the heart rate
synchronization.
The solution
to dyslexia?
From a Davis perspective, it
appears that BrightStar may
achieve results similar to
Davis Orientation Counseling.
But the problem is that
orientation isn’t permanent,
and BrightStar provides no
prescribed program of follow-
up and practice to recapture
and re-establish results.
In other words, the research
indicated that the BrightStar system
seems to prime the brain to find words
faster. One of the authors of the study,
Professor Stephen Jackson of the
University of Nottingham, told the
press that more research is needed to
determine whether the improvements
were a direct result of the computer
training. Jackson noted that the results
could be explained simply by the
program’s effect of lowering heart rate
and slowing breathing, counteracting
the stress reaction that dyslexics may
experience with any reading task.
From a Davis perspective, it
appears that the BrightStar system
may achieve similar results to Davis
Orientation Counseling. The “reading
improvement” results reported by the
BrightStar promoters are far less
remarkable than results commonly
seen by Facilitators during initial
Orientation Counseling or Alignment
sessions, and significantly less than
PAGE 3
the 3-5 grade level improvements
often measured at the end of the Davis
Dyslexia Correction week.
When Ron Davis first stumbled
on the profound effects of finding his
own orientation point, he thought he
had cured his dyslexia. Ten years ago,
after spending only 20 minutes leading
my son through the Orientation exercise
in The Gift of Dyslexia, I also thought
that we had found a miracle cure. But
Davis later told me, “the problem with
Orientation is that it works too well.”
By that he meant that it was easy to
be mislead by the rapid improvement
that accompanied the perceptual
improvement attained with orientation.
The problem is that orientation is not
permanent. Inevitably the disorientation
with reading would recur–and the
“dyslexia” would come back–if steps
were not taken to address the underlying
problems that triggered disorientation.
If Jackson is correct that the
BrightStar effects are merely an artifact
of a lowered heart and respiration rate,
then the same results could be achieved
by any stress-reduction technique–
such as the Davis “Release” and dial-
setting procedures–or with meditation
or yoga classes. But Jackson’s
comments probably are selling the
computer program short: it is likely
that the viewing of the visual stimuli
coordinated to heart rate leads to a
more focused mental state, akin to
Orientation. If so, it is easy to
understand the measured results–
they are to be expected. Any form of
training that leads to a state of relaxed
mental attentiveness approximating the
effect of Orientation would probably
produce similar results. Without
corresponding evidence that results
are sustained over time–or that the
individual has even learned how to
recapture and re-establish results when
away from the machine–the reading
test scores are meaningless.
Davis providers know that even
the most remarkable improvements
during the one-week program are likely
to be lost if the student does not use
the techniques in life and focus on
addressing the underlying sources of
(Cont’d on p. 7)
PAGE 4
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
www.dyslexia.com/
providers.htm
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THE DYSLEXIC READER
Brain Function . . . (cont’d from p. 1)
typical readers, it is the first part of the brain techniques are not intended to entirely
to activate when the eyes perceive a word. supplant other strategies; ideally, the student
Thus, known words are recognized and will only practice Spell-Reading and Sweep-
understood in subliminal time, even before Sweep-Spell for 10 minutes at a time–just
the reader is aware of having seen the word enough time to exercise and reinforce the
or capable of speaking it. Generally, the important neural pathways that they build.
VWFA activates and completes its work of Many students are tempted to use
matching the letter string to a known letter their sound-it-out phonics skills at this time.
pattern within the first quarter-second of However, the use of phonics at this time
exposure to a letter string. defeats the purpose of the exercises. As
From there, the whole word can be explained in The Gift of Dyslexia, if the
sent to parts of the brain where meaning student starts using phonetic strategies, the
is ascertained. For typical readers, this is helper should say:
probably the same left-hemisphere temporal “You don’t need to sound out the word.
region as where sounding out occurs; but Only say the name of the letters one at a
with development of the VWFA the process time. All we want is for you to name the
becomes one of matching the sounds of whole alphabet letters in the order they are written.
words to their meaning, Then you say the word
rather than sounding out after I say it.”
letters or small word The problem with
segments. adding phonics to the
while the typical reader
In typical readers, mix is that it sends the
the VWFA is developed brain down the wrong
relies on an instant word-
and begins to activate path. We are training
recognition system, the
regularly in response to the brain to use the vital
dyslexic reader must use
exposure to letter strings
time-consuming, analytical short-cut that is the
at around the age of eight hallmark of all good
–the time most children readers–the ability to
thought processes . . . a
are transitioning from exercise in puzzle-solving. recognize a string of
constant and exhausting
early decoding skills to letters and match them
fluent and meaningful almost instantaneously
reading. But unfortunately, to a known word, a skill
this is the part of the brain sometimes referred to as
that doesn’t seem to work for uncorrected “orthographic knowledge.”
dyslexic readers. Research shows that this Every time the brain takes a detour to
area is largely bypassed, with higher activity another path, we reinforce the pre-existing
occurring in right brain and frontal regions, mental habits, and fail to build the short cut
important for discerning patterns and solving for visual word form recognition. This is why
puzzles.3 These areas don’t even begin to dyslexic children schooled heavily in phon-
activate until after the VWFA has already ics have such difficulty transitioning to fluent
done its job for more skilled readers. reading: their phonic knowledge is strength-
So the brain picture shows us that ened and reinforced again and again, under-
while the typical reader relies on an instant mining the opportunity to develop the neural
word-recognition system, the dyslexic reader shortcut that ordinary readers have access to
must use time-consuming, analytical thought at age eight.
processes. Where for others reading is a matter The Importance of Timing
of recognizing the familiar, for dyslexics it It is not enough for the brain to merely “see”
is a constant and exhausting exercise in the series of letters that form a word–the brain
puzzle-solving. must have a means of sorting and recording
Training the Brain the order of the letters. FORM is not the same
Davis Spell Reading and Sweep-Sweep-Spell as FROM; TEA is not the same as EAT.
are exercises for the eyes and brain. They When we look at brain scans taken with
are designed to train the brain to develop the an fMRI, we are looking at images taken at
instantaneous, visual word recognition system one second intervals; whereas much of the
that non-dyslexics acquire naturally. These (Cont’d on p. 5)
THE DYSLEXIC READER PAGE 5
Brain Function . . . (cont’d from p. 4)
v Belgium
work of the brain occurs in a time frames
fMRI, a powerful tool
Ann Devloo-Delva
measured in tiny fractions of a second. To for studying the brain Veurne +32 (058) 31 63 52
understand the process of word recognition, Peggy Poppe
we need to do more than look at a picture Borgerhout (Antwerpen)
+32 (03) 236 54 24
of the brain; we also need to correlate the
Edith Rotenberg
activity with the passage of time. This can Houtain-St. Siméon/Liège
be seen with the use of an EEG; ordinarily + 32 (04) 374-27-87
when a person is awake and alert, the brain Viki Vandevenne
Bonheiden, Belgium
produces beta waves with a frequency of +32 (0473) 30 41 51
about 13-30 Hz. When attention is engaged v Bolivia
for learning or retaining new information, Maria Ormachea
brain activity increases to the gamma range, La Paz +591 (02) 792 945
producing brain waves of about 40 Hz. Functional magnetic resonance v Brazil
When the eyes fixate on an object, imaging, is a relatively new technique Ana Lima
information is transmitted to the visual that measures the quick, tiny metabolic Rio De Janeiro
+55 (021) 2295-1505
cortex of the brain, where different types changes that occur in an active part of
v Canada
of information are registered and evoke a
the brain. Scientists know the general
Wayne Aadelstone-Hassel
response from different specialized sets of North Vancouver
areas of the brain where speech, touch,

neurons. Information about shape, color, or +1 (604) 988-7680

memory, and other functions occur. fMRI

position of an object is processed in different Winifred Bauer

is useful in determining what the brain
Nelson +1 (250) 359-0195
parts of the visual cortex. The process by
is doing when subjects perform specific
Rocky Point Academy
which the brain reassembles the information
tasks or are exposed to specific stimuli.
Ashley Benjamin
is called binding. Scientists think that binding Stacey Borger-Smith
The photos above show clearly how
Lawrence Smith, Jr.
occurs when all neurons associated with the
differing areas of the brain react when
Calgary
perceived object begin firing simultaneously,
a subject is performing different tasks.
+1 (866) 685-0067 (Toll-Free)
+1 (403) 685-0067
in a synchronized gamma wave pattern.
(Brain mapping photo © Columbia fMRI, 2003)

Darlene Brown
Thus, when looking at a word, the is registered within successive subcycles of Smithers/Prince Rupert
separate neurons associated with recognizing about 25 milliseconds for each letter, within +1 (250) 847-3463
each individual letter will fire simultaneously, an oscillatory period of 200 msec. This is Paddy Carson
Edmonton/Alberta
in a uniform, synchronous wave pattern. In long enough for the brain to process about +1 (780) 489-6225
order for the letters in the string to be seen seven or eight letters within a string, and will Sandy Farrell
and remembered as a word, the brain must allow a person to read at a rate of about five Hudson, Quebec
+1 (450) 458-4777
also have an efficient means of retaining words per second, or 300 words per minute, Terri Fedorchuk
information about letter order. Dr. Carol which is about average for skilled readers. Dryden, Ontario
Whitney of the University of Maryland has Because timing is so important, the +1 (807) 223-7769
proposed a specific scheme for encoding of ability to recognize letter order is impaired Renée Figlarz
Montreal, Quebec
letter order that she calls SERIOL: “sequential if perception of individual letters is delayed. +1 (514) 815-7827
encoding regulated by inputs to oscillations For example, experiments have shown that Sher Goerzen
within letter units.”4 as time intervals between display of letters are Maple Ridge/Vancouver
+1 (604) 290-5063
Dr. Whitney suggests the letter-order, extended, the subject’s ability to remember Gerry Grant
word recognition skill is a matter of the timing letter order diminishes. These experiments Supervisor-Specialist
of neural firing within short brain wave are usually done with skilled adult readers; Advanced Workshop
Presenter
cycles, combined with an invocation of a when the timing is off, the test subjects start Waterloo/Toronto
mental grid which assigns a priority value making the same kind of mistakes that are +1 (800) 981-6433 (Toll-Free)
+1 (519) 221-8484
to each letter based on its relative position. typical for dyslexia: letters are perceived Sue Hall
The grid is established through the ingrained out of order, and the subjects are unable to West Vancouver
habit of reading words from left-to-right, or form a mental picture of the whole word. +1 (604) 921-1084
from right-to-left in languages like Hebrew D’vorah Hoffman
Toronto
and Arabic. Although the neurons for
Davis Tools and the SERIOL Model
It is very possible that the Davis tools of +1 (416) 398-6779
recognizing each letter are all firing, the
Orientation, Alphabet Mastery, Punctuation Sue Jutson
brain’s internal prioritizing system will Vancouver, B.C.
Mastery, Spell-Reading, and Sweep-Sweep- +1 (604) 732-1516
register the first letter in any series slightly
Spell, work by their combined effect on the
before the second letter, the second slightly Mary Ann Kettlewell
brain’s timing system and through training London, Ontario
before the third, and so on. This process +1 (519) 652-0252
of the visual system to apply the priority
takes place very rapidly; each letter position
Continued on p. 6
PAGE 6 THE DYSLEXIC READER

v Canada (cont’d)
Brain Function . . . (cont’d from p. 5)

Helen McGilivray
Oakville/Toronto
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Saskatoon/Saskatchewan
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or (306) 230-8961
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Thornhill, Ontario
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Oakville/Toronto
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1-888-569-1113 toll-free
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gradient proposed by the SERIOL model. process and causes students to stumble over
With Alphabet Mastery and Punctuation the small words, with frequent transpositions
Mastery we insure that the brain is able to and reversals of letter order. Sounding-out
accurately recognize each letter and strategies also lead to the same confusion:
punctuation mark. With Davis Orientation, the slowing of the input of individual letters
we probably reset the brain’s internal clock causes the mind to lose track of letter order.
so as to enable the simultaneous gamma That is why the dyslexic student may be able
wave pattern that is required for the binding to successfully sound out a word repeatedly,
process. This primes the neurons associated but be unable to recognize the same word
with letter recognition to fire in synch. when seen only a short time later, or may
With Spell-Reading and Sweep-Sweep- frequently confuse words with similar letters,
Spell, we are exercising the letter-recognition such as confusing on/no, form/from, etc. The
neurons together with developing a habit of word simply has not been processed in the
registering the letters in their appropriate brain in a way that can possibly be encoded
sequential order, creating the internalized for retention of information about letter order.
grid needed to assign Because Spell-
a priority tag to each Reading and Sweep-
individual letter. Sweep-Spell are
Given this goal, It is not enough for the brain primarily strategies for
it is imperative for to merely ‘see’ the series of training the brain and
Sweep-Sweep-Spell building the capacity
to be done quickly, for visual word form
letters that form a word–it
because the brain must recognition, we do
must have a means of sorting
be trained to be able to not use it for study
and recording their order . . .
recognize a short letter Because timing is so important, of word lists or as a
string within the 200 the ability to recognize letter vehicle for learning
msec. cycle required sight words beyond
for accurate encoding. of individual letters is delayed. those encountered in
order is impaired if perception
However, the exercise the course of practice.
should not be done Rather, we use Davis
so fast as to rush or Symbol Mastery for
pressure the reader; this would be its benefits in linking the way a word sounds
counterproductive. Frustration would cause and what it means to the way the word looks.
disorientation, which would probably This makes sense, as the mental processes for
disrupt the synchronization of neural firing relating words to their sounds and meanings
needed for binding. takes place in the brain after the VWFA has
The oral spelling that is part of Spell- done its work. v
Reading would not be fast enough to match
the speed required for mental recognition in
References
the SERIOL model, but it helps build the 1 Davis, Ronald D. The Gift of Dyslexia.

Liesbeth Berger-Laming
Stuttgart-Vaihingen
+49 (0711) 782 3115
Ute Breithaupt
Langenselbold
+49 (06184) 93 84 88
Cornelia Garbe
Berlin
+49 (030) 61 65 91 25
Jutta Gorschlüter
Muenster
+49 (0251) 39 99 53 05
Astrid Grosse-Mönch
Buxtehude
+49 (04161) 702 90 70
Wibke Hachmann
Freiburg
+49 (0761) 13 78 288
habit. The speed of mental letter encoding
is increased when the student moves on to
Sweep-Sweep-Spell, where he is instructed
to let his eyes sweep through the word, and
then say the word, repeating the sweep a
second time and spelling out loud only if
the word is not immediately recognized.
It can readily be seen why this process
is so important for recognition of the small
trigger words such as the, for, and its. Dr.
Whitney points out that the time frame for
recognition of a three-letter word is the
same as for a six-letter word–both occur
within a single oscillatory subcycle. It is
easy to see how disorientation disrupts this
Perigee, 1997 (213-219).
2 McCandliss B, Cohen L, Dehaene S.
The visual word form area: Expertise for
reading in the fusiform gyrus. Trends in
Cognitive Science, 13:155-161, 2003.
3 Shaywitz B, Shaywitz S, Pugh K, Disruption
of Posterior Brain Systems in Children with
Developmental Dyslexia. Biological
Psychiatry, 52:101-110, 2002.
4 Whitney, Carol. “How the brain encodes
the order of letters in a printed word: The
SERIOL model and selective literature
review.” Psychonomic Bulletin & Review.
Jun; 8(2):221-43, 2001.
THE DYSLEXIC READER PAGE 7

v Germany/Deutschland
A Special Birthday (cont’d from p. 1)

didn’t anticipate such a wide age range, and thinking, ”Yeah, right.” Her program week (cont’d)
such a wide range of economic situation. It was magical. I have never seen such a Das Legasthenie Institut
was obvious to me, as the speakers shared, difference in such a short space of time. She Supervisor-Specialist
DLS Workshop Presenter
that whether you are one day sober, or 17 was more than ready, and through the anger DDA-Deutschland Director
years sober, you still take one day at a time. and the tears, and the clay, she transformed Ioannis Tzivanakis
Specialist Trainer
It was Tammy’s turn to be introduced. herself and I was privileged to guide and Workshop Presenter
Her sponsor described the first time she’d watch. When she became oriented her face DDA-Deutschland Director
Wilfried Bähr
met this wild child, age 14, in a tight plaid changed. You could just tell by looking at Hamburg
shirt, with a cigarette in one hand, a beer in the shape of her face and the sparkle in her +49 (040) 25 17 86 23

the other, and one hell of an attitude. Tammy eyes whether she was ‘at home’ or out to Sonja Heinrich
Supervisor-Specialist
was tearful as she started to relate her story. lunch. Best of all, she could feel it, and DLS Workshop Presenter
She described how AA had saved her life others were noticing it. DDA-Deutschland Director
Garbsen/Hannover
at the age of 22, and how she’s been to This remark stayed with me, and insti- +49 (040) 25 17 86 23
their meetings regularly ever since. As she gated this article. Tammy said, “It feels now, Kirsten Hohage
listened to other AA members over the years, as if I’m just 4 months sober.” She’s cleaned Nürnberg
+49 (0911) 54 85 234
she kept wondering why she still wasn’t her apartment from floor to ceiling, she told Ingrid Huth
making it, whatever it is. She got herself me she’s “getting her home how she’s always Berlin +49 (0179) 896 8007
through cooking school and then massage wanted it.” It reminded me of my son, who Christine Jacob
school, she’d run her own business, and at the age of 10, came home from his program Lörrach +49 (07621) 134 60

still the elusive it was not hers. Last year on the Friday afternoon, and completely Doris Karl-Akova
Bremen
everything seemed to fall apart, just as it blitzed his bedroom. He’d got rid of so much +49 (0421) 713 30
does when a change is needed. If anyone clutter in his mind, that it had to be reflected Rainer Knobloch
had offered her a drink, she’d have replied, in his home too. Now, Tammy is determined Röthenbach/Nürnberg
+49 (09120) 18 14 84
“One wouldn’t be enough.” to become a Davis Facilitator, so she can Inge Koch-Gassmann
She described how she’d started her work with others who’ve fallen through the Buggingen
Davis program, determined to get to grips cracks big time. And who better!! +49 (07631) 23 29

with the learning challenge, and yet at the Thank you Tammy, thank you Ron,
Angelika Kohn
Steinheim-Kleinbottwar
same time, as she sat rolling clay, she was and here’s to an abundance of it!! v +49 (07148) 66 08
Marianne Kranzer
Königsfeld
+49 (07725) 72 26
BrightStar Learning (cont’d from p. 3)

disorientation. Relaxation and stress-reduction treatment, such as education, medicine, Anneliese Kunz-Danhauser
are important: clients learn to use Release psychology or neuroscience. His conclusions Rosenheim
+49 (08031) 632 29
when they feel frustrated or catch themselves are based not on his own research or working
Sabine La Due
“concentrating.” Perceptual accuracy is also with dyslexic clients, but on a statistical audit Stuttgart
vital, and clients must learn to self-monitor for conducted by Price Waterhouse–an accounting +49 (0711) 479 1000

symptoms of disorientation, reminding them- firm which analyzed BrightStar’s self-reported Gundula Patzlaff
Stuttgart
selves to check their point or “get focused.” testing data. The “science” appears to be +49 (0711) 23 64 86 0
But these tools merely lay the foundation for mostly that of business and marketing. Margit Pleger
a successful program; the keys to success are BrightStar has two centers in London Wetter/Dortmund
+49 (02335) 84 87 60
the reading exercises and word mastery. and two in California, with plans to open 20 Barbel Preuss
BrightStar calls its procedures more. CEO, Michael Fox, told the local news München
“scientific,” but its explanation of the that “we’ve been able to come up with a +49 (089) 69 38 03 92

underlying “science” is vague. The UK web technology that produces results quickly” Ursula Rackur-Bastian
Idstein/Rheingau-Taunus-
site explains that the technology is based on a and that their $2700 price “has been set by Kreis/Wiesbaden
“theoretical interpretation” of other research the market.” He explained, “The better we do +49 (06126) 565 01

showing a connection between visual tracking, financially, the quicker we can get out there.”v Colette Reimann
Landshut
processing and learning. The US web site +49 (0871) 770 994
provides the “expert” opinion of Stanford Ursula Rittler
References
Professor Sam Savage, that the “program An evaluation of a visual biofeedback Stuttgart

appears to conclusively and substantially intervention in dyslexic adults, Dyslexia, +49 (0711) 47 18 50

improve reading skills.” But Dr. Savage is Vol. 11, No. 1. (Feb. 2005), 61.by Liddle E, Petra Saeger
Storkow
a computer software developer who teaches Jackson G, Jackson S. +49 (03987) 52106

management science and gives seminars US website: www.getbrightstar.com Phoebe Schafschetzy

Hamburg
on investment risk, with no experience or UK website: www.brightstarlearning.com +49 (040) 392 589
qualifications in any field related to dyslexia Corporate site: www.epochinv.com
PAGE 8 THE DYSLEXIC READER

v Germany/Deutschland Congratulations to Northwestern School!

(cont’d)
Gabriela Scholter
First Davis Learning Strategies Model
Supervisor-Specialist
Stuttgart School in the United States
+49 (0711) 578 28 33
Inge Starck Northwestern Elementary School in Mellette,
Battenberg/Eder
+49 (06452) 93 28 88 South Dakota, has been recognized to have
Beate Tiletzek met the qualifications and standards of a
Waldkraiburg
+49 (08638) 88 17 89
Davis Learning Strategies Model School for
Magdalena Vogel-Eichert
the 2004-05 academic year.
Bonn +49 (0228) 689 69 70 Kim Carson, DLS Mentor and
Ulrike von Kutzleben-Hausen Workshop Presenter and owner of Smart
Deisslingen
+49 (07420) 33 46 Start Dyslexia Correction Center in
Dr. Angelika Weidemann Brookings, South Dakota nominated
Ulm +49 (0731) 931 46 46 Northwestern for this award.
Susanne Wild
Paar +49 (08205) 959 08 28
The award criteria are:
• Administration should be knowledgeable
v Iceland
and supportive of DLS. certified teachers (K–4, Resource Room, &
Áslaug Ásgeirsdóttir
Mosfellsbaer • All primary teachers must have attended Title I), three classroom aides, one elementary
Tel: +354 566-7514 a DLS Workshop. principal, and myself as DLS Mentor.
Gudrún Benediktsdóttir • Staff has received two years of mentoring As a DLS Mentor-in-training these past
Hafnarfirdi
+354 822 0910 from a DLS Mentor. two years, I played a significant role in leading
or 555 0862 • The school community is enthusiastic about this district toward the DLS training and
Gudbjörg Emilsdóttir
Kópavogur
DLS, clearly understanding that Davis implementation. Administrators and school
+354 554 3452 Learning Strategies are lifelong strategies board members were witness to the positive
Asta Valdis Gudmundsdóttir for ALL students. gains made by students with whom I worked
Stykkisholmur
+354 863-8268
• The Staff is willing to allow other (outside) through the Davis Correction Program. This
Hólmfridur Gudmundsdóttir
school personnel to visit. led to seeking information about how the
Gardabae +354 895-0252 • The school can demonstrate positive results district could reach all students, not just those
Svava Hlin Hákonard through test scores and/or teacher/principal in need of a Davis Correction Program. I
Eskifjordur
+354 862 1518 observation of incorporating DLS in the recommended the DLS program. We started
Sigrun Hauksdóttir curriculum and school environment. with a core group of certified staff. Since then,
Mosfellsbaer
The following is Kim’s description of Northwestern has trained new and support
+ 354 895 6148
Sigurborg Svala how Northwestern School has implemented staff to be at 100%.
Gudmundsdóttir Davis Learning Strategies over the last three The DLS strategies are used regularly
Mosfellsbaer
+354 566-8657 years and met these criteria. (daily) in the K–4 classrooms, Resource
Stefanía Halldórsdóttir Wade Northwestern School is a consolidated Room, and Title I classroom. The Focusing
Kopavogur +354 564 2890
school in a rural setting, encompassing K–12 strategies are used most consistently and
Nora Kornblueh
under one roof with an enrollment of 305 for significantly throughout the grade school.
Reykjavik
+354-562-1295 the 2004-05 school year. This district meets They are used to manage the classroom, class
Ingibjörg Ingolfsdóttir the No Child Left Behind criterion of work, recess, extra-curricular activities, and
Mosfellsbaer
employing 100% highly qualified staff members. discipline. All areas implement the Reading
+354 586-8180 or
896-7472 Administrative leadership is provided by Mr. Strategies, as well, with Sweep-Sweep-Spell
Sigrún Jensdóttir Ray Sauerwein, Superintendent/High School being the one most widely used in most all
Mosfellsbaer
+354 586-8180 or 566-7737 Principal and Miss Kathy Graves, Elementary discipline areas. Although all classrooms
Valgerdur Jónsdóttir Principal. Economic base for this district is implement Davis Symbol Mastery, the Title
Kópavogur +354 863 2005
primarily agricultural. In the elementary, class I classroom is the one that uses it the most. |
Sturla Kristjansson
size ranges from 10 to 33, kindergarten It is used in that classroom on a daily basis.
Hafnarfjordur
+354 845 6956 through fifth grade. Resource Room and Title I Each child averages two words per week.
Ásta Olafsdóttir programs are also part of the elementary grades. Administrators and teachers alike
Vopnafjordur
Currently, 100% of the staff encompassing embrace the DLS strategies. It started as a
+354 473-1164
Erla Olgeirsdóttir grades K–4 are trained in Davis Learning one-year pilot program with an evaluation
Akranes +354 694 3339 Strategies. This has occurred over each of at the year’s end to determine its destiny.
the past three summers. This includes: six (Cont’d on p. 9)
THE DYSLEXIC READER PAGE 9
would have had to
v Iceland (cont’d)
select a control group
First DLS Model School (cont’d from p. 8)

Teachers expressed an overwhelming support

that did not receive the
Thor Elis Pálsson
for the program and dictated its continuation. Reykjavík
DLS strategies. All +354 533-2772
Through administrative observation, Principal
other parts would have Hugrún Svavarsdóttir
Kathy Graves agreed with the teachers. The Mosfellsbær
needed to be carefully
program is now beginning its third year of +354 698-6465
monitored to insure the
implementation. Students also respond posi- Thorbjörg Sigurdardóttir
comparison groups were Hafnarfirdi
tively to the strategies as it helps them +354 862 2021
the same throughout,
improve in their academic tasks and learn to Kolbeinn Sigurjónsson
with, of course, the Mosfellsbær
control their behaviors. Parents respond posi-
difference of DLS +354 586 8180
tively to this, as well.
between the groups. v India
I observe the DLS strategies to positively
Northwestern School Carol Ann Rodrigues
impact all students. The above average students Mumbai
did not want to select +91 (22) 2667 3649 or
generally are willing to use the strategies, but
Kim Carson

a group of children who were not allowed +91 (22) 2665 0174
because they are often very naturally oriented,
to receive DLS. v Ireland
they may not see the same significant gains that
They do, although, have numerous Sister Antoinette Keelan
the below average students may experience. Dublin
oral testimonials from teachers and students +353 (01) 884 4996
Even so, I hear from them that the Focusing
who have seen and observed first-hand that Maggie O’Meara
the strategies improved specific academic Clonmel, Co. Tipperary
+353 (87) 415 70 99
performances. Examples of that are as follows:
v Israel
• Corrections made on spelling tests, Luba Alibash
independent decoding of difficult words,
Northwestern teachers
Ramat Hasharon/Tel Aviv
+972 (09) 772-9888 or
and improved fluency after using the
reiterate many times that
(052) 272-9532
Sweep-Sweep-Spell strategy;
they feel classroom
management has improved Etya Chesler
significantly with the • Improvement in decoding, fluency, and Kfar-Saba/Tel Aviv
+972 (09) 768 0267
implementation of the comprehension after using Symbol Mastery;
Goldie Gilad
DLS strategies. • Ability to more efficiently complete a Kfar Saba/Tel Aviv
worksheet after implementing Focusing +972 (09) 765 1185

Strategies; Eve Resnick

Kfar Saba/Tel Aviv
• Improved understanding and usage of the +972 (09) 766 2140
helps them to be at their best. Also, I have
alphabet when using the dictionary. Judith Schwarcz
seen some of these same (above average) DDA-Israel Director
The list is almost endless.v
children take the strategies and apply them to Supervisor-Specialist
Pearl Zarsky
areas that provide more personal challenge– Ra’anana/Tel Aviv
sports or a specific skill, for example. For the +972 (09) 772 9888

average and below average student, I have Video of Davis Learning v Italy
observed numerous times when a child has Elisa De Felice
Roma
used the strategies and made corrections on
Strategies in Action
+39 (06) 507 3570
a paper or has improved the fluency of their Northwestern Elementary School’s Silvia Walter
reading. successful implementation of Davis Bagno a Ripoli Florence
+39 (055) 621 0541
Northwestern teachers reiterate many Learning Strategies is the subject of
Rafaella Zingerle
times that they feel classroom management has a video documentary filmed by Kristi Corvara In Badia
improved significantly with implementation Thompson, Davis Facilitator and +39 (0471) 836 871

of the DLS strategies. Through my leadership DLS Workshop Presenter in Walsh, v Japan
as a Mentor, they have learned to use it Colorado. This 30-minute video Helen Brittle-Matsuki
Tokyo +81 (03) 3795 5997
throughout the school. It doesn’t stop at the features interviews with Kim Carson,
classroom door; it continues to PE, recess, Principal Kathy Graves, Superintendent v Lebanon
music, art, and into the principal’s office, Ray Sauerwein, teachers, parents, and
Samar Riad Saab
Beirut +961 3 700 206
when necessary. students, and shows classrooms using
Northwestern does not have standardized v Malaysia
Davis Learning Strategies. Copies are Hilary Craig
test scores that can “prove” with numerical available for $9.00 USD. To order, Kuala Lumpur
statistics that DLS has improved academic call 1-888-805-7216.
+603 2096 1342
performance. In order to have that, they
PAGE 10 THE DYSLEXIC READER

v Mexico My “Point” of View

Dinorah Stella García by Jackie M. Black ©2002
Galván
Tampico
Davis Facilitator in Arlington, Washington
+52 (833) 228 6694
I have a brand new “point” of view that no one else can see.
Las Palmas Counseling Ctr
Silvia Arana Garcia It helps me when I’m reading to tell a “b” from “d.”
Cathy Calderón de la Barca It never lets “was” be “saw,” the letters stay in place.
Fundamentals Presenter
México D.F. No more will “I” be “l” because it never changes case.
+52 (55) 5520 1883
or 5282 4196
And when I’m doing math now a “2” won’t be a “5.”
La Puerta de las Letras
The numbers stay in nice neat rows, the ends don’t try to dive.
María Silvia Flores Salinas It keeps the words from moving and dancing off the page.
Supervisor-Specialist
DLS Workshop Presenter
If everyone could have one—reading would be the rage.
Graciela Trevino Gonzalez It helps me when I’m writing—the lines don’t disappear.
Olga Zambrano de Carrillo
DDA-Mexico Director I used to only print you see, but now my cursive’s clear.
Garza García I can throw and catch a ball much better than before,
Monterrey
+52 (81) 8335 9435 And now my teammates need me to help improve the score.
Laura Lammoglia I play a game with Koosh Balls as I stand on one foot.
Tampico, Tamaulipas
+52 (833) 213 4126
It makes the “mind’s eye” stronger and helps the “point” stay put.
Alejandra Garcia Medina
I model words in clay to make the meaning clear,
Cuajimalpa, Mexico, D.F There’s three parts to a word, did you know that, my dear?
+52 (55) 5813 9554 I have some other “special tools” to use in any way
Maria del Pilar Peréz
Ornelas
And I must use them all the time each and every day.
San Luis Potosi For if I do not use these tools I might forget how to relax,
+52 (444) 817 0961
slow down, and see my “point” of view.
Lucero Palafox
Veracruz
+52 (022) 99 351302
Sociedad de Consultatoria
Organizacional The Way I See It
Maria Eugenia Gutierrez
Maria Lourdes Gutierrez by Dan Willemin, dyslexic engineer
Mexico D.F.
+52 (55) 5595 8442
CHROME was harder for me to read than like a hick!
v Netherlands dog, explained later. I wonder who decided that W should
Ineke Blom
Dorpstraat
ANTIQUE is not a real word, just look like double V in print, instead of like
+31 (020) 436-1484 something someone made up that we all use. double-U? And why?
Lot Blom Yet it is still easier for me to spell than I once thought there was a letter like W
Utrecht +31 (030) 271 0005
CHROME because in reality there is no h called “elemental-P;” turned out to be L-M-N-
Hester Brouwer
Groningen
in chrome; that is just the way it is spelled. O-P!
+31 (050) 52 61 146 I said the S-word several times before When offered gum, I have often said
Lieneke Charpentier I could get the spell checker to give me a “No thanks, I am walking.”
Nieuwegein
+31 (030) 60 41 539
spelling for sword. A quote of my dad’s about me: “Well he
Monique Commandeur
They added silent letters to words to may be dumb, but at least he’s clumsy!”
Uithoorn keep them from being confused with other Speaking of dumb, I think the b was
+31 (0297) 56 88 50
words, which is why they are so easily added just to make me feel that way!
Alexandra De Goede
Aerdenhout
confused with letters that were added to words DOB is not as much BOD backward as
+31 (023) 524 3263 to only change the way they’re spelled. dob is bod backward.
Mine de Ranitz Once I understood why there, their, If one could know everything there is to
Driebergen
+31 (0343) 521 348
they’re were spelled different, meant know, who could you ask to know for sure?
Christien De Smit
different things, but sounded the same, I guess you would just know.
Sluis +31 (0117) 461 963 I was still confused about there’s, and Seeing and hearing a person say one
Leonardus D’Hoore theirs, but much more so by doe, dough, word can take pages of printed words to begin
Sluis +31 (0117) 56 29 40
and as Homer Simpson would say, doah! to explain.
Saskia Dijkstra
Amsterdam
I wonder why you can’t make contrac- If nothing lasts forever, then that must
+31 (020) 463-2753 tions with was and were? “Theyw’re here be why doing nothing wastes so much time.
Marijke Eelkman Rooda-Bos yesterday” or “He’as here this morning.” Speaking of wasting your time, my
Gouda Maybe it is just because it makes you sound sincerest apologies for this …
+31 (0182) 517-316
THE DYSLEXIC READER PAGE 11

v Netherlands (cont’d)
Marianne Emmerzaal
Zwijndrecht
+31 (078) 612 3000
Johanna Fokkens
Beilen +31 (0593) 540 14
Pérola Gonçalves
Amsterdam
+31 (020) 636 3637
Jan Gubbels
Highlights from Ron Davis’ Maastricht
+31 (043) 36 39 999
Lecture Tour Down Under Sue Hillier-Smith
Breukelen
DDA-Pacific sponsored an Australian +31 (0346) 265 059
Judith Holzapfel
lecture and media tour for Ron Davis in Deventer
December 2004. Ron and Catherine +31 (0570) 619 553
Churton, director of DDA-Pacific, visited Will Huntjens
Horn +31 (0475) 589 238
Brisbane, Melbourne, Adelaide and Sydney Mia Jenniskens
to support and promote the growing group Eindhoven
of Facilitators in Australia. +31 (040) 245 9458

During Ron’s lecture at the University Trudy Joling

Laren +31 (035) 531 00 66
of Sydney, an uninvited and surprising guest Helen Kaptein
made several appearances. A friendly possum Middleburg
+31 (0118) 64 37 73
entered the back of Wallace Theatre and
Marie Koopman
tried to find a seat. Despite being caught Bilthoven
and escorted some distance from the theatre, Davis Facilitators Down Under (L to R) +31 (030) 228 4014

the possum found its way back and made Standing: Linda Houben, Sally Buelke, Carry Kuling
Heemstede
+31 (0235) 287 782
Marianne Mullally, Michele Roach, John
Reilly, Eileen McCarthy, Mark O’Brien. Edith Kweekel-Göldi
Seated: Brenda Baird, Catherine Churton, Soest +31 (035) 601 0611
Ron Davis, Jan Gorman. Mw. Drs. M.H. Labrujère
Zutphen Gelderland
+ 31 (0)575 543 211
two additional attempts to come back in!
Imelda Lamaker
Apparently, even the possums in Australia Hilversum
are interested in Davis Dyslexia Correction! +31 (035) 621 7309

DDA-Pacific also arranged a Day of Yvie Leenaars-de Rooÿ

Bavel
Inquiry with Ron for the Davis Facilitator +31 (0161) 433 449
down under on December 12, 2004. It was ZeiZei Lerninstitut
hosted by newly licensed facilitator, Drs. Siegerdina Mandema
Specialist Trainer
Marianne Mullally, at her centre, Dyslexia Advanced Workshop
Answered, in Crows Nest, Sydney. Presenter
DLS Workshop Presenter
Amongst the radio, TV, newspaper and DDA-Nederland Director
magazine interviews Robin Temple
Specialist Trainer
Ron did is this Dec. Workshop Presenter
17, 2004 article Maria Hoop
+31 (0475) 302 203
from The Adelaide Karin Meij
Advertiser featuring Amsterdam
a photo of Ron and +31 (020) 679 9152

Hannah Mangano Sjan Melsen

Arnhem
from Perth. +31 (026) 442 69 98
Three cheers for Petra Moolhuizen
Middelaar
Milt Barlow and +31 (024) 696 3530
Catherine Churton, Marianne Oosterbaan
“Apparently, even the
Directors of Zeist +31 (030) 691 7309

DDA-Pacific!!!v Ineke Pijp

possums in Australia
Groningen
+31 (050) 542 0817
are interested in Davis
Dyslexia Correction!”
PAGE 12 THE DYSLEXIC READER
generally associated with the right brain.
v Netherlands (cont’d)
You can find Jeffrey Freed’s book and
Fleur van de Polder-Paton others on this subject such as Tom West’s
Schiedam
+31 (010) 471 58 67 “In the Mind’s Eye” and Robert Ornstein’s
Petra Pouw-Legêne “The Right Mind - Making Sense of the
Beek +31 (046) 437 4907 Hemispheres” at our online bookstore:
Lydia Rogowski http://www.dyslexia.com/bookstore
Helmond
+31 (0492) 513 169
Q: What can be done for a kindergartner
Hanneke Schoemaker by Abigail Marshall, who has not been able to memorize the
Wageningen
DDAI Information Services Director
+31 (0317) 412 437 alphabet? Can your program help not only
Tonny Stor a child with reading difficulties, but a child
Heerhugowaard Q: My son is 3. He pronounces words who is completely a non-reader?
+31 (072) 57 22 771
backwards. For example, he will say “soh”
Karima P.A. Turkatte
for horse, “sme” for mess, “sog” for goes, A: The Alphabet Mastery procedure
Amsterdam
+31 (020) 696 4379 etc. Could he have dyslexia? described in the book The Gift of Dyslexia
Agnes van den Homberg- can be done with a kindergarten-age child,
Jacobs A: Your son is still very young and it is but you should proceed at a slower pace with
America Limburg normal for children to mispronounce many a child that age. We recommend the Davis
+31 (077) 464 23 22
words when they are first learning to talk. Young Learners Kit for Home Use for children
Annette van der Baan
Amsterdam At age 3, a few months can still make a big age 7 and under; the manual that comes with
+31 (020) 420-5501 difference in speech development. This is the kit is geared toward working with children
Rieja van der Valk something that your son may grow out of age 5-7.
Almelo +31 (0546) 867 537
Annemarie van Hof
with time; but it is also something to keep Davis methods can be used with children
Utrecht an eye on. If your son has difficulty with a who are nonreaders as well as those who
+31 (030) 65 86 700 lot of words or does not seem to improve have difficulty reading. The Davis tools for
Drs. Marian J.A. van over time, then you may want to have him teaching reading and word mastery can be
Leeuwen/Woudenberg
+31 (033) 286 3506 evaluated by an audiologist or a speech and used with individuals of any age.
language therapist. This could be a very However, if your question is in
Sjakkelien van Lier
Deventer early sign of dyslexia, but it also could be reference to the kindergarten-age child you
+31 (0570) 600 008 a sign of some other problems with his mentioned, we do not recommend pushing a
Gerard van Poppel speech or hearing. kindergarten-age child toward early reading;
Gouda +31 (0182) 535 265
Q: I’m interested in understanding which rather, it is important to lay a good foundation
Juchke van Roozendaal
Oss +31 (0412) 690 312 side of the brain is dominant (if either) with of underlying skills before expecting a child
dyslexia. There are some commonalities to become an independent reader.
Willem Van Ulsen
Groningen between Dyslexia and ADD that I am You can get more info about the kits we
+31 (050) 542 3941
interested in. Any suggested readings? sell here at: www.dyslexia.com/bookstore/kit
Karin Van Wulfen
Breda +31 (076) 514 4889 A: With most people, the auditory language
Tienke Veenstra-Sierhsma functions and sequential reasoning takes A Framework for
Meppel +31 (0522) 254 453 place on the left side of the brain, and most
Lucie Wauben-Cruts schools are geared to left-brain modalities.
Understanding Dyslexia
Elsloo +31 (046) 437 0329
Jeffrey Freed, coauthor of “Right The British Department for Education
Christa Wiersma
Den Haag Brained Children in a Left Brained World: and Skills has a web page that describes
+31 (070) 355 3388 Unlocking the Potential of Your ADD Child” the Davis approach to dyslexia. It’s
Gerda Witte-Kuijs believes that most kids with ADD have articulate and accurate, and includes
Heerhugowaard
+31 (072) 571 3163
predominantly right-brained learning styles. two case studies and interviews with
Studies of brain structure and function the clients, their facilitators and college
Astrid Zanen-vander Blij
Aerdenhout shows that while non-dyslexics tend to instructors. The entire report (ARDD2)
+31 (023) 524 3485 develop early specialization of the left may be ordered from:
v New Zealand hemispheres of their brain, dyslexics show a DfES Publications, Prolog
more symmetrical brain structure (right/left
Catherine Churton PO Box 5050,
DDA-Pacific Director areas about the same size) and tend to use
Sherwood Park,
Supervisor-Specialist
right brain pathways more for reading tasks.
Auckland Annesley, Nottingham NG15 ODJ
+64 (021) 448 862 Ron Davis and Thomas West both
Jennifer Churton believe that dyslexia is a result of a primarily Tel.: +44 (0845) 60 222 60
Auckland picture-thinking or visual-spatial thinking www.dyslexia.com/dfes
+64 (09) 360 4941
style; these thought processes are the ones
THE DYSLEXIC READER PAGE 13
list of 217 words and any other words that are
personal triggers.
Good Questions v New Zealand (cont’d)
and Some Answers When I was first trained by Ron Davis Raewyn Matheson
in 1987 I wanted to put the world “on-point”
Inglewood
by Charlotte Foster, Davis Specialist in +64 (027) 411 8350
Bernardsville, New Jersey (the usual term for the orientation procedure) Shelley McMeeken
because I would see these amazing miracles. Dunedin
Q: I have read The Gift of Dyslexia. It
However, if today you told me that I was +64 3 456 5058
seems to make sense considering the types
going to the Land of Dyslexia and that I could Sandra Moetra
of difficulties my daughter experiences. I Whangarei
only take one tool from Davis, I would take +64 (09) 435 6822
feel this approach could work. I don’t want
the clay and a dictionary. I would get the job
to jeopardize this opportunity by doing Lorna Timms
done without orientation; it would take longer, Christchurch
something wrong, however. I have questions
but I would get it done. Ron Davis says that +64 3 359 8556
about going through program as directed in
orientation corrects perception; Symbol v Oman
the book. What is the difference between my
Mastery corrects the dyslexia (the reading Patricia Lynne Hodge
taking her through the program and my Muscat +968 698 596
problems). I also think that the Symbol
bringing her to a facilitator? Is it necessary for
Mastery asks of the client significant, and v Philippines
her to miss a week of school for the process
even elegant, thinking skills—well beyond Imelda Casuga
to be most effective? What kind of support is Baguio City
anything that is asked in school. The Symbol +63 (744) 42 29 01
typically required after you work with them?
Mastery procedure is just plain good for
Do you know of any children for whom this v Republic of Singapore
anyone, and amazingly, it is something good
has made a difference when parents acted as Phaik Sue Chin
for us that is also fun. Singapore+65 6773 4070
facilitator? I would appreciate any light you
There are parents who have used the Ann Chua
could shed on the whole process. Singapore +65 9843 1726
book and helped their child move out of the
A: Regarding your concern about doing mist and angst of reading problems. And here
Constance Chua
Singapore +65 6873 3873
something wrong–I don’t think that you can. I think that non-teachers might have an edge, v South Africa
The Davis Facilitator just has more practice because this whole process is based on self- Sara Louise Kramer
noticing subtleties of disorientation. One of the learning and creativity (in my opinion: real Capetown
Facilitator’s tasks is to help the client realize learning). The Facilitator is not teaching the +27 (021) 794 5778
when she is disorienting so that the client can client but giving the client the tools with v Spain
know when to use the orientation tool and which the client remediates the problem. The María Campo Martínez
then identify and clear the culprit that caused role of Facilitator (the role you would be in)
Murguía, Álava
+34 (0945) 46 25 85
the disorientation. (For me this is the one is one of guide and support person. Working
thing about which I always worry–even with with your daughter from the book should be,
Silvia María Sabatés
Rodrigo
all the years I have been doing this–have I in my opinion, a process of shared discovery. Madrid
helped the client become completely sensitive If at all possible, I strongly urge you
+34 (091) 636 31 44

to her own symptom/signal for disorientation; and your daughter to come for a consultation
v Switzerland/CH
I cannot tell the client what that signal is since before deciding anything. For one thing, your Tinka Altwegg-Scheffmacher
it is different for everyone.) It is essential that daughter needs to be involved in the decision;
Veronika Beeler
St. Gallen
the alphabet triggers be cleared before moving she needs to be able to tell you honestly +41 (071) 222 07 79
on to the trigger words like the, for, to. If a AFTER the consultation whether she thinks Monika Amrein
letter is not cleared, then all words containing she could spend a week working with a
Zurich
+41 (01) 341 8264
that letter become triggers. It is during the work Facilitator, and her feelings about this need Gerda Barakos-Jeger
on the alphabet that the client’s sensitivity to to be honored. Dornach
disorientation is usually honed. There is probably not a single Davis
+41 (061) 701 80 60
Lerninstitut Basel
The other area in which I think the Facilitator who hasn’t tried to do this program Bonny Beuret
Facilitator has an edge over the parent is in in some way other than in the one week. I
Specialist Trainer
Adv. Workshop Presenter
the work of Symbol Mastery on the trigger have, and I won’t do it again. There can be DLS Workshop Presenter
words. I do a lot of training of Facilitators for something so special about a child coming out
DDA-CH Director
Ruth Froels
Davis Dyslexia Assoc. International, and it is of the one week with a sense of promise and +41 (061) 272 24 00
in the Symbol Mastery work where I find the possibility that the struggles will be a thing a Priska Baumgartner
facilitators-in-training need the most work to the past. Some schools are great about the
Wettingen
+41 (056) 426 28 88
become artful enough that they can then take whole thing and work to minimize make-up
future clients to an adequate level for mastery work; other schools can be horrid (there is no
Mieke Blommers-Friederichs
Basel +41 (061) 378 9060
of the trigger words. It is the responsibility of other word). In the bigger picture, one week is Michelle Bonardi
the Facilitator, during a Davis program, to get minimal if this process gets a client up and Castel S. Pietro, Ticino
the client to that adequate level so that the +41 (091) 630 23 41

client can carry on to successfully master that (Cont’d on p. 14)

PAGE 14
v Switzerland/CH
(cont’d)
Vicki Brignoli
Lumino
+41 (091) 829 05 36
Beatrice Conti
Wolfisberg
+41 (062) 636 2146
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
Elisabeth Gut
Grut +41 (044) 932 3242
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
Claudia Lendi
St. Gallen
+41 (071) 288 41 85
Renate Löffel
Basserdorf
+41 (01) 836 96 59
Erika Meier-Schmid
Bonstetten
+41 (01) 700 10 38
Sandra Moschtaghi
Basel +49 (0172) 81 57 351
Christine Noiset
Renens/Lausanne
+41 (021) 634 35 10 or
(079) 332 2775
Jürg Peter
Supervisor-Specialist
Dornach
+41 (061) 701 39 16
Véronique Pfeiffer
Zürich +41 (01) 342 22 61
Elisabeth Raberger
Baden +41 (056) 209 17 76
Hilary Rhodes
Chesieres-Villars
+41 (024) 495 38 20
Regine Roth
Mohlin/Basel
+41 (061) 851 2685
Doris Rubli-Osterwalder
St. Gallen
+41 (071) 245 56 90
Benita Ruckli
Sigigen +41 (041) 495 25 38
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
Questions & Some Answers (cont’d from p. 13)
out of the maelstrom of sinking in school
because of falling further and further behind
when no one understands. When the parent
works with the child it just takes longer to get
the process of recovery started.
On-going support: Your role in follow-up,
should your daughter go through a Davis
Program, would be to assist her with a couple
of reading exercises (this is dependent on her
reading level at the end of the program) and to
understand and share her efforts in on-going
Symbol Mastery work. In the best of all
worlds, a client knows what to do after the
program. Children need support, company,
and sharing their efforts and discoveries with
someone. The program provides time in the
afternoon of the last day to coach the parent
based on the results of the program and the
needs of the client. Additionally the phone is
always there, should a parent need to call for
guidance and answers after the program. If
a client commits to working on 3-4 trigger
words per week after the program, I am
delighted. (We create a follow-up schedule of
on-going practice to which the client commits
as a part of the ritual of closing a program.)
Some time for the Koosh ball exercise daily
is a good idea. I had one client whose parents
discovered that, on the days that they did not
Book Reviews
Two Books About
Improving Reading
Speed
Yes, that’s right; the author says that a reader
can, in just 10 days, actually learn to read
faster. The single most common thing that
exists in almost every office is stacks of
papers, documents, and other material waiting
to read. If they are not piled on the desk or
on shelves, then the paper is in drawers, or in
some instances in boxes beside the desk. The
author says that readers, by reading the book,
can teach themselves to zip through books,
magazines and newspapers and understand
and remember everything that has been read.
Marks-Beale first defines what she
means by “reading the book:” the book is
read in the order presented so that the readers
THE DYSLEXIC READER
do even 5 minutes of Koosh before the
client left for school, the client really could
not use the orientation, release, and energy
dial successfully during the day.
Success of children when the parent
has acted as Facilitator: One mother I know
used the book nine years ago and got her son
rolling. Her son did well in high school,
qualified for admission to top universities,
received a National Merit scholarship, and
was accepted at a highly selective liberal arts
college that is known for its exceptionally
strong writing program. Success of a parent
working with her child really is dependent
on the relationship of parent and child AND
realizing that this is not about teaching;
it is about facilitating learning and about
understanding that the child is in the driver’s
seat. There is a difference. Recall how your
child learned to speak a whole language with
proper grammar without anyone teaching
her how to conjugate “to be.” All you did
was praise and support and model. I believe
that real learning is as natural as breathing.
The brain does it naturally; learning is a
major part of what the brain is meant to
do throughout life. It is that “real learning”
into which, I like to think, this program taps.v
The nichecoach BOOK REVIEW
by Bill Foster (editor@nichecoach.com)
can maximize their speed reading potential.
The book has three key objectives: the first
is for the readers to realize the value of what
they are already doing as readers. They do not
always recognize that their current reading
habits are good reading strategies.
The author’s second key objective is
to introduce the readers to a broad spectrum
of ideas. The premise here is that there is
no one best way to read but there are a great
many strategies for the readers to explore
and then pick and choose those which are
important and useful.
Enhancing readers’ level of confidence
is the author’s third major objective so that
readers feel that the time spent reading is
worthwhile because they are getting what they
want from the reading. Getting what is wanted
from reading will mean reading more often.
(Cont’d on p. 15)
THE DYSLEXIC READER PAGE 15

v Switzerland/CH (con’t)
Book Reviews (cont’d frm p. 14)

10 Days to Faster Reading is designed as Maya Semle-Muraro

a workbook and the readers have to use pen Stäfa +41 (079) 704 03 07
or pencil and other assorted study equipment, Claudia Taverna
Sent +41 (081) 864 9115
to effectively navigate their way through the Andreas Villain
book and to gain the maximum from the book. Zürich +41 (076) 371 84 32
Marks-Beale uses the metaphor of racecar Catherine Warner
driving in laying out the book starting with Geneva +41 (022) 321 70 42

Day 1 (ch. 1), Putting the Key in the Ignition, Iris Webber
Bäretswil/Zürich
through to Day 10, The Final Lap. The analogy +41 (01) 939 2633
is that faster reading is comparable to the Margit Zahnd
relationship between car drivers and those who Ettingen
+41 (079) 256 86 65
want to learn to become skilled at racecar v United Arab Emirates
driving. The author uses “Time Trials” at the Linda Rademan
end of each day's session for the readers to Dubai +9714 348 1687
track their progress when they apply the skills v United Kingdom
learned that day. In addition there is a “Pit Catherine E. Armstrong
Stop: Tip of the Day,” at the end of each Thame, Oxon
chapter for adjusting and honing readers’ skills. +44 (01844) 212 419
10 Days to Faster Reading
by Abby Marks-Beale and The Princeton
The author makes the distinction that Language Institute; published by Warner Nicky Bennett-Baggs
Gt. Gaddesden, Herts
the book is designed to develop skills to Books; ISBN 0-446-67667-5 ($10.95) +44 (01442) 252 517
efficiently read anything. However most Kate Blow
of the information is focused on reading Southampton, Hants
+44 (02380) 704 734
non-fiction such as business books, periodicals Jo Broughton
or school textbooks because non-fictions Hitchin, Herts
readers are always looking for ways to read +44 (0)1462 435 166

more in less time. Fiction readers who read Sue Bullen

Ayrshire, Scotland
stories and novels have a choice as to how +44 (01292) 591 797
they use the skills learned. Susan Duguid
This book, or if you will, this manual, London
+44 (020) 8878 9652
will help all readers who read, study and use Dyslexia Correction Centre
it to set and attain their goals of becoming Georgina Dunlop
effective rapid readers. Jane E.M. Heywood
DLS Workshop Presenter
A second book titled Read More Ascot, Berkshire
Faster...On Screen, by Pam Mullan, with Abby +44 (01344) 622 115

Marks-Beale, and published by The Reading Christine East

Kingsbridge, Devon
Edge, has recently come to the market and is +44 (01548) 856 045
applicable to today’s ever-increasing use of by Pam Mullan, with Abby Marks-Beale
Read More Faster ... On Screen Hilary Farmer
the computer and e-mail. This book makes Published by The Reading Edge
Oxford, Oxon
+44 (01865) 326 464
some clear distinctions between book and ISBN 0-9745928-1-10 Nichola Farnum
on-screen reading and defines the critical London
differences between reading on paper and +44 (0208) 977 6699

on a computer screen. Maureen Florido

Harleston, Norfolk
While reading on paper and on a screen The book gives very useable tips, +44 (01379) 853 810
is similar in that one is seeing letters and techniques, and strategies so that one can Carol Forster
words, there are few other similarities. One become more at ease reading on-screen and
DLS Workshop Presenter
Gloucester
of the reasons people struggle with on screen thus increase reading speed, comprehension, +44 (01452) 331 573
reading is that screen reading looks and feels and retention. Read More Faster...On-Screen Axel Gudmundsson
completely different. One of these differences is a book to be read, studied and used by
London
+44 (020) 8341-7703
is that paper seems flexible because it is a form anyone who depends on a computer as a Tessa Halliwell
that has been used for hundreds of years. means of communication. Barrow upon Soar, Leics
Digital text has a much shorter history and
+44 (01509) 412 645
If readers want “more time” by
Annemette Hoegh-Banks
a wide variety of presentation formats. The minimizing reading time, these are two Berkhamsted, Herts
number of differences between the two is books well worth exploring. v +44 1442 872185
considerable.
PAGE 16 THE DYSLEXIC READER

v United Kingdom (cont’d)

D Y S L
I S E
X

Phyllida Howlett
V I

Young Learner Kit

A
Haverfordwest,

A
D
Pembrokeshire
• •

+44 (01437) 766 806

L
A S S
for Home-Use

N A
Angela James
Reading, Berkshire

O
+44 (0118) 947 6545

I
I T ®
A
T A
I O R N
Judith Jenkinson
N I N T E

Old Windsor, Berks

+44 (01753) 853 275 Based on the Davis Dyslexia
Liz Jolly
Fareham, Hants
Correction methods, this Kit
+44 (01329) 235 420 enables parents and tutors of
Keryn Middleton
Barking, Essex,
children, ages 5-8, to home-teach
+44 (0208) 507 9164 and help young learners to:
Madeleine Miles
Dereham, Norfolk
• focus attention
+44 (01362) 861 136 • control energy levels
Fionna Pilgrim • improve eye-hand coordination
Keighley, West Yorkshire
+44 (01535) 609 797
• learn the alphabet
Elenica Nina Pitoska
• learn basic punctuation
London • develop and strengthen pre-reading
+44 (020) 8451 4025 and basic reading skills
Pauline Royle
Poulton-le-Fylde, Lancs
• prevent the potential of a learning
+44 (01253) 899 875 problem
Janice Scholes • improve sight word recognition and
Liversedge, West Yorkshire The Kit includes:
+44 (01274) 874 712
comprehension
Center for Natural Health
• establish life-long “how to learn” skills.• Instruction Manual
and Learning • Sturdy nylon briefcase
Judith Shaw The Davis Methods
Richard Whitehead
• Reusable modeling clay (2 lbs.)
DDA Director
for Young Learners • Clay cutter
Margarita Whitehead
DDA Director Davis Focusing Strategies provide chil- • Webster’s Children’s Dictionary
Staplehurst, Kent
+44 (01580) 890 321 dren with the self-directed ability to be (hardcover)

Lynne Smith physically and mental focused on the • Checking Your Grammar (softcover)
Brighton, East Sussex • Punctuation Marks & Styles Booklet
+44 (07986) 546 468
learning task at hand.
• Two Koosh Balls
Barbara Timmins Davis Symbol Mastery enables children
Solihull
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+44 (015) 6477 2657
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• Laminated Alphabet Strip
Drs. Renée van der Vloodt
marks and basic sight words with a simple,
• Stop Signs for Reading Chart
Davis Specialist easy and fun alternative to pencil-paper
Reigate, Surrey
+44 (01737) 240 116
activities and drill.
Note: For older children (ages 9 and up), we
Evelyn White Davis Reading Exercises improve
Walton-on-Thames, Surrey
recommend the Davis Symbol Mastery Kit.
+44 (01932) 230 624 accuracy with word recognition and
Rachel Williamson
comprehension.
Hassocks, West Sussex
+44 (01444) 245 260 The Kit is priced at $119.95
Paul Francis Wright (Shipping and Handling will be added)
Barton Upon Humber,
North Lincs To purchase a kit, use our secure on-line
+44 (01652) 636 676
v United States
ordering at:
www.dyslexia.com/bookstore
Alabama
Paula Morehead or call our toll-free number:
Birmingham
+1 (205) 408-4420
1-888-999-3324
Arizona
Dr. Edith Fritz
Phoenix
+1 (602) 274-7738
THE DYSLEXIC READER
“Art is the Greatest Gift of the
Human Spirit.” –Aaron Hedgecock
Aaron Hedgecock is one of the many clients
who has given us a deeper glimpse into the
gifts of being dyslexic. He is insightful,
inspiring, and an extremely gifted artist. He
has a way of taking negative circumstances
and turning them into positive experiences.
At the end of his Davis Program week at
New Hope Learning Centers, Inc. in January
2004, Aaron had this to say about being
dyslexic, “My only disability was not
knowing how to use my gift.”
Famous Dyslexics Remember
“My problem was reading
very slowly. My parents
said ‘Take as long as you
need. As long as you’re
going to read, just keep
at it.’ We didn't know
about learning disabilities
back then.”
–Roger Wilkins, Head of
the Pulitzer Prize Board
“I am, myself, a very poor
visualizer and find that I
can seldom call to mind
even a single letter of the
alphabet in purely retinal
terms. I must trace the letter
by running my mental eye
over its contour.”
–William James,
psychologist/philosopher
Aaron and his Facilitator, Darlene Bishop.
As with all of our clients at New Hope
Learning Centers, it was a great privilege to
work with Aaron and see him continue to
use his gifts to bless others. We hope you
enjoy his art as much as we have. v
–Paul, Cyndi, Darlene, Margie and Linda
“Willie was sent to lessons
in spelling and grammar,
but he never learned to
spell. To the end of his
life he produced highly
idiosyncratic versions of
words.”
–Biographer A. Norman
Jeffares on William Butler
Yeats
“Since I was the stupidest
kid in my class, it never
occurred to me to try and
be perfect, so I’ve always
been happy as a writer
just to entertain myself.
That’s an easier place to
start.”
–Stephen J. Cannell,
screenwriter, producer,
director and author
PAGE 17
v United States/Arizona
(cont’d)
Nancy Kress
Glendale/Phoenix
+1 (623) 203-1890
John F. Mertz, Jr.
Tucson
+1 (877) 219-0613 (Toll Free)
+1 (520) 219-0613
Jeannette Myers
Sedona
+1 (928) 204-1963
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
Richard A. Harmel
Marina Del Rey/Los Angeles
+1 (310) 823-8900
Learning Disability
Resource Clinic
Nicole Melton
Karen Thorworth-Pongs
Diamond Bar
+1 (909) 229-5251
Dwight Underhill
El Cerrito/Berkeley
+1 (510) 559-7869
Colorado
Terry DeMeo
Littleton/Denver
+1 (303) 850-7668
David Hirst
Pagosa Springs/Durango
+1 (970) 731-1661
Erin Pratt
Boulder +1 (303) 775-6464
Crystal Punch
Centennial/Denver
+1 (303) 850-0581
Kristi Thompson
DLS Workshop Presenter
Walsh +1 (719) 324-9256
Florida
Random (Randee)
Garretson
Lutz/Tampa/St. Petersburg
+1 (813) 956-0502
Alice J. Pratt
Jacksonville
+1 (904) 389-9251
Edwina Stone
Sunrise/Ft. Lauderdale
+1 (954) 290-5395
PAGE 18
v United States/Florida
(cont’d)
Rita Von Bon
Ft. Walton
+1 (850) 934-1389
Georgia
Scott Timm
Woodstock/Atlanta
+1 (866) 255-9028 (Toll-Free)
Hawaii
Vickie Kozuki-Ah You
Ewa Beach/Honolulu
+1 (808) 685-1122
Illinois
Kim Ainis
Chicago +1 (312) 360-0805
Indiana
Jodi R. Baugh
Cloverdale/Indianapolis
+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
Kentucky
Rochelle Abner
Winchester
+1 (859) 513-2662
Louisiana
Wendy Ware Gilley
Baton Rouge
+1 (225) 751-8741
Christina Martin
Slidell/New Orleans
+1 (985) 646-2201
Michigan
Ann Minkel
Six Lakes/Grand Rapids
+1 (989) 365-3176
Dean Schalow
Manistee
+1 (800) 794-3060 (Toll-Free)
Michele Wellman
Alma/Lansing/Grand Rapids
+1 (989) 463-5276
Minnesota
Cindy Bauer
Plymouth/Minneapolis
+1 (612) 483-3460
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
Virginia Putzke
Cold Spring/St. Cloud
+1 (320)-685-7977
THE DYSLEXIC READER
Newly Licensed Davis Facilitators
and DLS Workshop Presenters
Congratulations and welcome to our growing
International family of Davis providers!
Sue Bullen “Having been Tienke Veenstra-Sierhsma “I am the
inspired and encouraged by Pat mother of six children and
Hodge’s work with dyslexic grandmother of a little boy. Our
children, I decided to train as youngest boys, twins, appeared
a facilitator. I have lived and to be dyslexic. As a teacher
traveled extensively abroad, and as a mother I became very
taught English in Germany and interested in this problem and
also in the Middle East. With 4 children I have as a mother I had to see their
experienced international, American and British
struggle. I wanted to help all
education, both fee paying and state funded. I am the other brave children with
especially keen to promote the positive aspects dyslexia. I specialized in motoric problems and
of dyslexia, and will be working in rural Scotland, followed lessons in Brain-Gym. It was obvious
south of Glasgow.” Stair House, Stair, Mauchline, that only those abilities could not solve the prob-
Ayrshire KA5 5HW, Scotland. +44 (01292) 59 17 97. lem. Then a friend who knew my search gave me
suebullen@dyslexia-scotland.com the book of Ron Davis. It was clear that way of
helping got the problem at the root. This was it!
Svava Hlín Hákonard “I
Now, after finishing the facilitator training, I work
am dyslexic myself and I have
two days a week as a teacher for 4/5 year olds
spent a considerable time trying
specializing in young “at risk” children, and at
to overcome my problems.
home I have my private practice as a Davis
When I first was introduced
Facilitator. I found a way to help my own and
to the Davis Methods I was a
many other children. That is a blessing.” Focus,
student in the University of
Maogien 21, Meppel, Drenthe 7943 JN,
Akureyri, but I knew this was something I wanted
Netherlands. +31 (0522) 25 44 53.
to do. I am looking forward to helping people
tienkeveenstra@hotmail.com
with the wonderful tools that Davis has given
us.” Bleiksarhlid 62, Eskifjordur 735, Iceland. Fleur van de Polder-Paton “I am an
+354-862-1518. Svavahlin@austurland.is elementary school music
teacher, specializing in the
Glyndene Burns “I have been involved in
plural sensory education. For
different areas of the educational system for
my business name I have
many years. I taught business education for four
chosen “The Laughing School.”
years and kindergarten for one year. I wanted
I look forward to working with
a more personal closer way to help students.
both children and adult clients.”
Thanks to Davis, I have found it!” 114 N.
“de Lachende School,” Nieuwe
Pontiac Avenue, Lubbock, Texas 79416, USA.
Haven 289 2a, Schiedam, Zuid-
+1 (806) 795-4790. glyndeneburns@aol.com
Holland 3117 AC, Netherlands. +31(0102) 73 64 45.
Sharon Schachter “Having Fleurpaton@wanadoo.nl
built a career in Special
Johanna Fokkens “I am
Education, I have witnessed
married and have two children,
the pain and frustration felt by
a son (10) and daughter (7). In
dyslexics and their families when
my previous jobs, I was active
the available programming
first as a teacher, later as a
simply failed to help them
financial co-worker. Both jobs
overcome obstacles and realize their goals. I was
could not inspire me. The last
always searching for a method or program that
ten years I kept searching for
offered real solutions. Then I heard about the
work with real fulfillment.
Davis program, and found that it truly helps
Three years ago, my son was diagnosed dyslexic.
dyslexics harness their potential and creativity.
Simultaneously I got acquainted with the Davis
As someone who has had to cope with dyslexia
Methods. All the jigsaw pieces fell together! Today,
myself, discovering the Davis program was a
I am not only able to better assist/accompany my
life-changing experience. I am thrilled to join
own children, but with them many others who
with other Facilitators across the globe as we
want to have their home on this planet too.”
help to enrich our clients’ lives.” Effective
De Vuurboorn, De Zuidmaten 4, Beilen, Drenthe
Learning Tools, 52 Joshua Court, Thornhill,
9411 PT, Holland. +31 (0593) 54 01 41.
Ontario L4J8B6, Canada. +1 (905) 764-6774.
jwfokkens@hetnet.nl
sharon.elt@rogers.com
(Cont’d on p. 19)
THE DYSLEXIC READER PAGE 19
Kim Bezanson “I have a
supportive husband, Ed and two v United States (cont’d)
New Facilitators (cont’d from p. 18)

Mia Jenniskens was an beautiful daughters, Heather and Mississippi

elementary school teacher. Her
son’s dyslexia is what brought
Mia in contact with the Davis
Dyslexia Correction Program
and made her decide to become
a Davis Facilitator herself.
Hekubastaat 14, Eindhoven
Noord-Brabant 5631 KJ, Nederland.
+31 (0402) 45 94 58. mia@werkplet.net
Brooke. My youngest daughter M. Elizabeth Cook
Brooke is dyslexic and was the Vicksburg/Jackson
reason I got involved with the +1 (866) 632-2900 (Toll Free)
+1 (601) 636-2900
Davis Methods. She is a bright
imaginative girl and it was very Missouri
Cathy Cook
confusing for us when all the issues related to Columbia
dyslexia started surfacing in her first few years +1 (573) 819-6010
of school. We put in considerable effort trying to or 886-8917
help and find solutions for our daughter. It was Patricia Henry

Theresia Adler “I am a mother of 6 children. destiny that I found the Davis Program. It made Kansas City
+1 (816) 361 6563
Three of them are dyslexics. I could help them perfect sense to me and I was so overwhelmed
with the Davis Method. Therefore I like to offer by the improvement I noticed in Brooke that I Montana
Kimberly Bezanson
these experiences to others, too.” Graf von enrolled in the Facilitator training. My years in Seeley Lake
Bünau-Ring:20, 01728 Bannewitz, Germany. working with children and within the school system +1 (406)-677-3076
+49 (3514) 03 42 24. made me aware of the lack of understanding by or 499-0220
teachers, parents and even Special Ed programs. Elsie Johnson
Phoebe Schafschetzy I am very excited about the opportunity to help Kalispel +(406) 257-8556
Legasthenieberatung & clear up the confusion and unlock the gift that is Linda Jo Price
Bozeman
Alphabetisierung für dyslexia.” The Picture Thinker, Post Office Box +1 (406) 586-8218
Erwachsene (Dyslexia 888 (mailing), 2871 Highway 83 North, Seeley
Nancy Sitton
Correction and Literacy for Lake, Montana 59868, USA. +1 (406) 677-3076. Whitefish +1 (406) 863-9844
Adults) Friedensallee 42, bez@blackfoot.net Robin Zeal
Hamburg 22765, Deutschland. Whitefish
+49 (040) 39 25 89. Sandra Moetara “My interest in the Davis +1 (406) 862-6210
Program began through addressing my own son’s
Michele Wellman “I will Nebraska
dyslexia, and we had him take part in a program Shawn Carlson
be providing Davis programs in during January 2003. We were excited by the Lincoln
my home in Alma, Michigan, results he had which in turn encouraged me to +1 (402) 420-1025
which is about one hour north address my own dyslexia, and I also completed Nevada
of the Lansing area. The reason the program. I saw that I could help others, and Barbara Clark
I was first interested in the Davis lend my own personal experience to the role of a Gardnerville/Carson City
+1 (775) 265-1188
program was a very selfish reason Facilitator. I know that there is a huge need for
– I only wanted to help my son the Davis Program, and that it can help dyslexics New Hampshire
so he wouldn’t struggle so Michele Siegmann
realize the full potential of the gift they have, and Mason/Manchester/Boston
much in school. But when I saw the difference it the positive way that they can use it to enhance +1 (603) 878-6006
can make in a person and the effect it can have their lives. Thanks to the fantastic training I have
New Jersey
on the rest of their life that was all the motivation received and my extremely supportive family, I Lynn Chigounis
I needed to pursue becoming a Davis Facilitator. now look forward to making a difference for Montclair
I have only begun this new career and already I people by providing Davis Programs from my +1 (973) 746-5037
know it is perfect for me. There is nothing more home office.” Dyslexia Support, Te Paka Nancy Cimprich
awesome that the feeling you get on Friday when Crescent, Kamo, Whangarei, New Zealand. Elmer/Philadelphia
you ask your client what changes they have +64 (094) 35 68 22. dyslexiasupport@xtra.co.nz +1 (856) 358-3102
noticed and they tell you, “I feel like I’m smart Charlotte Foster
now!” Fifth Dimension Learning Center, LLC, Sandy Farrell “I have had Supervisor-Specialist
611 Pine Avenue, Alma, Michigan 48801, USA. experience in teaching, running my Bernardsville/Newark
+1 (989) 463-5276. shelwellman@hotmail.com own business, and participating +1 (908) 766-5399
in many sports. I have three New York
Eileen McCarthy “I am a Special Education wonderful, bright sons whose Wendy Ritchie
Hilton/Rochester
teacher with extensive experience working with learning styles were not addressed +1 (585) 233-4364
dyslexia and literacy development in schools and by the current educational system
North Carolina
early childhood centers. From my own love of due to their dyslexia. Through a Gerri W. Cox
books I developed a particular interest in reading very dear friend, I learned about DLS Workshop Presenter
difficulties. Introduced to Davis by a friend I was Ron Davis and “The Gift of Dyslexia” and again Shallotte/Wilmington
intrigued by the process and took a Fundamentals with her encouragement decided to become a Davis +1 (910) 754-9559
course. Seeing first hand the profound effect of Facilitator. I found the Davis training experience Tina Kirby
Sanford/Fayetteville
the procedures, I received answers to many, to be exciting, inspiring and awesome. What a +1 (919) 499-0774
long held questions and went on to complete privilege to help French and English speaking
Ruth Mills
the Facilitator training. I now look forward to individuals fulfill their potential. What a rewarding Pineville/Charlotte
delivering this wonderful program to my clients.” experience!” Dyslexia Correction Associates +1 (704) 541-1733
3/21 Eustace Street, Manly, Sydney 2095, (Quebec), 253 Main Road, Hudson, Quebec, J0P Jean Moser
Australia. +61 (0299) 77 20 61. 1H0, Canada. +1 (450) 458-4777. Winston-Salem
emccarthy@exemail.com.au sandyfarrell_2000@yahoo.com +1 (336) 765-6310

(Cont’d on p. 20)
PAGE 20
v United States (cont’d)
North Dakota
Karen Nelson
Bismarck
+1 (701) 527-5367
Ohio
Lorraine Charbonneau
Mason/Cincinnati/Dayton
+1 (513) 850-1895
Sandra Korn
Liberty Township/ Cincinnati
+1 (513) 779-9118
Lisa Thatcher
Mount Vernon/Columbus
+1 (740) 397-7060
Oregon
Gary Ives
Portland +1 (503) 238-7449
Pennsylvania
Marcia Maust
Berlin/Pittsburgh
+1 (814) 267-6694
South Dakota
Kim Carson
DLS Workshop Presenter
Brookings/Sioux Falls
+1 (605) 692-1785
Texas
Kellie Antrim-Brown
Ft. Worth
+1 (877) 230-2622 (Toll Free)
+1 (817) 989-0783
Glyndene Burns
Lubbock +1 (806) 781-4891
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
Shari Chu
San Antonio
+1 (210) 414-0116
Susan Lewis
Lubbock +1 (806) 771-1385
Shannon Liverman
Lampasas/Austin
+1 (512) 556-6990
Amanda Meyer
Burleson/Ft. Worth
+1 (817) 426-4442
Dorothy Owen
Supervisor-Specialist
Plano/Dallas
+1 (972) 447-8327
Paula Roberts
Tyler +1 (903) 570-3427
Casey Linwick-Rouzer
Sugar Land/Houston
+1 (832) 724-0492
Laura Warren
DLS Workshop Presenter
Lubbock +1 (806) 771-7292
Virginia
Donna Kouri
Mount Pelier/Richmond
+1 (804) 883-8867
New Facilitators (cont’d from p. 19)
Sigrun Hauksdóttir “When I heard about
the Davis methods two years ago I decided to
get to know this method better and I saw it had
something new to offer. I have helped dyslexic
individuals for many years and therefore I have a in Houston, TX. I made a few calls and was able
good understanding of how they think and what to get in just before the cut off. I received so much
their problems are. I believe that this experience support and help from the instructors and listened to
is good for a Davis Facilitator. I want to help
dyslexic individuals of all ages to understand
their own gift and to use it to blossom.”
Lesblind.com, Kjarna, Thverholt 2, 270,
Mosfellsbær, Iceland. +354-895-6148.
sigrunhauks@simnet.is
Robin Zeal has been teaching
children struggling with learning
problems since 1976. She is
currently a Title I teacher in
northwestern Montana and has
integrated the Davis Learning
Strategies into her kindergarten Erla S. Olgeirsdóttir “I have for a long time
and first grade classrooms. She been searching for a solution or trying to find a
is the mother of two “picture
thinkers.” “I have been trained in several different the Davis procedures, I was absolutely amazed!
methods to teach struggling learners to cope in
the academic setting. The Davis Dyslexia
Correction Program is the only comprehensive
approach that honors and develops the gifted
manner in which non-verbal learners THINK,
addressing not only academics, but life skills, as to prosper in life. Through my Davis studies and
well.” New Dimensions Learning Services, 203 the wonderful people I met during this period I
Fox Hollow Lane, Whitefish, Montana 59937.
USA. +1 (406) 862-6210.
NewLearning@centurytel.net
Jean Moser ”I first became acquainted with
Davis through my sons struggle with reading.
After doing a Davis Program he began to read
and enjoy reading. Davis affirmed his giftedness
and offered real answers to his problems. I look
forward to sharing this wonderful approach to
dyslexia with others.” Learning Tools for Dyslexia,
3750 Vest Mill Road, Suite G, Winston-Salem,
NC 27103, USA. +1 (336) 765-6310.
jmoser459@triad.rr.com
(Margaret) Maggie O’Meara “Wanting to
help my nephew I happened
upon the Davis site, bought
The Gift of Dyslexia and
worked through it with him
with great results. I went to a
workshop to find out more and
got hooked. I find the subject
of dyslexia fascinating and it
is wonderful to do something totally different.
As Facilitators are scarce in Ireland it is great to
be able to provide Davis Dyslexia Correction
Programs here, and I look forward to its becoming
more available, acceptable and raising awareness
levels.” Clonmel, Co. Tipperary, Ireland.
+353 (87) 415 70 99. nimheara@eircom.net
THE DYSLEXIC READER
Gary Ives “It is said, ‘Necessity is the mother of
invention.’ I believe it. Nate and I were looking for
support for his learning style a year and a half ago,
when somehow I stumbled upon a copy of The
Dyslexic Reader. In the back there were some dates
for a Four Day Fundamentals Workshop to be held
stories of parents like me who had found significant
help for their bright young children. I was greatly
encouraged. I signed myself up for an advanced
workshop and my son for a program. The rest is
history. I’ll be the first facilitator to be licensed in
Oregon, and I’m really looking forward to helping
people both young and old reach their goals using
the Davis learning tools. It’s a dream come true.”
Learning Strengths Institute, 205 SE Spokane
Street, Suite 300, Portland, OR 97202, USA.
+1 (503) 238-7449. gives51@gmail.com
www.learningstrength.com
way to help my dyslexic son. When I got to know
Viewing dyslexia positively–as a gift–really
changes the approach of things. As a Davis
Facilitator I hope to help dyslexic people reach
their goals, minimize the negative side of their
dyslexic condition and use their amazing abilities
have gained so much knowledge and understand-
ing, both of myself and the people around me.
This year of training has been outstanding and to
take these steps forward really feels good. I
presently work as a Yoga trainer in Akranes
College, something that I think will go very well
with my future Davis practice.” Jörundarholt 33,
300 Akranes, Iceland.
+354 564 5604. eolgeirs@mi.is
Nora Kornblueh is a
professional Cellist, who moved
to Reykjavik, Iceland from
Boston. in 1980 after completing
her musical training. She has
spent the past 25 years performing
and teaching throughout Europe
and America. Her career took a
turn as she was raising her two children. Nora
became involved in the American Embassy school
in Reykjavik. There she taught reading among
other subjects and had her first experiences with
dyslexic students. “After years of teaching
dyslexics I still had so many unanswered questions.
Now that I have completed my training as a Davis
Facilitator, I finally feel deeply satisfied.” Nora
opened an office four years ago for tutoring
dyslexics. She plans to offer Davis Programs to
people of all ages in order to share Ron Davis’
remarkable discoveries. Ennin, Reykjavikurvegur
31, Reykjavik, 101 Iceland. +354-562-1295.
norak@hn.is
(Cont’d on p. 21)
THE DYSLEXIC READER PAGE 21
Marianne Mullally “My
son has been instrumental in the v United States/Virginia
New Facilitators (cont’d from p. 20)

Lorraine Charbonneau “My development and motivation

(cont’d)
background is in Communications for me to become a Davis Angela Odom
and a year ago I was working for a Facilitator or “coach.” As life DLS Workshop Presenter
Midlothian/Richmond
psychologist promoting and providing is like a baseball game where +1 (804) 833-8858
relationship and parenting seminars. fielding, batting, throwing and Jamie Worley
One of the attendees asked me to catching are all skills needed to Newport News/Norfolk
review Ron Davis’ book, The Gift play well and enjoy the game, +1 (757) 283-5218
of Learning in light of her son’s so too are skills of reading, writing, math and Washington
ADHD, and The Gift of Dyslexia in behaviour necessary to enjoy education and Christy Biron
Washougal/Vancouver
light of his inability to read. I was so moved by Ron’s participation in society. I set up ‘Dyslexia +1 (360) 835-9627
insights that I was on my way to DDAI within 4 days Answered,’ an office suite in Sydney, as a ‘home Jackie Black
to begin my Facilitator Training. It has been an honor ground’ where kids can come and be facilitated Arlington/Everett
and a privileged to be able to provide individuals with by a Davis ‘coach’ in a professional, supportive 1-866-218-1614 (Toll-Free)

the tools to enhance the process of self-discovery and environment. The ‘clay club’ team meets every Meadowbrook
Educational Services
mastery of individualized learning goals. Open Door week for clay training and we have end of year Dorothy Bennett
Learning Center, 7983 Hedgewood Circle, Mason, carnivals and games for folks to meet and enjoy Renie Royce Smith
their team success. As a result of completing my Spokane & Everett
OH 45040. +1 (513) 850-1895.
Davis training, I feel adequately equipped to +1-800-371-6028 (Toll-Free)
+1 (509) 443-1737
Cathy Cook received a B.S. in coach children and adults to enjoy the game of
Aleta Clark
Agriculture (emphasis are horticulture), life and get the most out of their gift of dyslexia.” Auburn/Tacoma
from Western Illinois University and Dyslexia Answered, Suite 103/8 Clake Street, +1 (253) 854-9377
an M.Ed. in Special Education from Crows Nest, Sydney, NSW 2065, Australia. Carol Hern
the University of Missouri. Cathy has +61 (02) 9436 3766. DLS Workshop Presenter
MarianneMullally@bigpond.com Spokane
spent the majority of her education Mary Ethel Kellogg
career in the public schools. During New Fundamentals Workshop DLS Workshop Presenter
this time Cathy worked with dyslexic Presenter: Cathy Calderón de la Barca Spokane
students who were being left behind by is the Director of Palmas Counseling Center and Rebecca Luera
Fall City/Seattle
the school system. From her desire to empower these has been a Davis Facilitator since 2001. Thanks +1 (800) 818-9056 (Toll-Free)
students, as well as members of her own family, Cathy to Cathy, the Fundamentals of Davis Dyslexia +1 (425) 222-4163
discovered, “The Gift of Dyslexia.” Cathy witnessed Correction Workshops can now also be presented Ruth Ann Youngberg
what the Davis tools were able to accomplish that other entirely in Spanish. Explanada 316, Col. Lomas Bellingham
programs, medicine, frustrated teachers and parents de Chapultepec, México D.F. 11000, Mexico. +1 (360) 752-5723

were not able to do–give discouraged students the
desire to learn and confidence in themselves. The
discovery marks the beginning of a new career for
Cathy and the chance of a lifetime to passionately help
others. OnPoint Learning Center, 3610 Buttonwood
Drive, Suite 200, Columbia, MO 65201, USA.
+1 (573) 886-8917 or +1 (573) 819-6010.
cathy@onpointlearning.org
Mary Ann Kettlewell
|“The Davis Program provided my
10 year old nephew with the tools
he needed to become a successful
reader. Thank you Ron Davis! I am
looking forward to providing the
Davis Program in the London,
Ontario, Canada region at “Tools
For Successful Reading.” London,
Ontario, Canada. +1 (519) 652-0252.
kettlewell@uniserve.com
+51 (55) 5202-7913 v Laura Zink de Díaz
Mount Vernon/Everett
+1 (360) 848-9792
West Virginia
Davis Training Programs Gale Long
Elkview/Charleston
+1 (888) 517-7830 (Toll Free)
+1 (304) 965-7400
The Davis Facilitator Training Program
requires approx. 400 hours of course work.
Wisconsin
New Hope Learning
Centers, Inc.
The Davis Specialist Training Program
requires extensive experience providing Darlene Bishop
Margaret Hayes
Davis programs and an additional 260 hours
Milwaukee
of training. Specialists and Facilitators are +1 (888) 890-5380 (Toll Free)
+1 (262) 255-3900
subject to annual re-licensing based upon
case review and adherence to the DDAI
Standards of Practice.
v
Davis Learning Strategies Mentors
This Directory is current
and Workshop Presenters are
as of March 1, 2005. It is
experienced teachers and trainers with
subject to change. Between
two-three years of specialized training
newsletter issues, new
and experience mentoring classroom Facilitators are added, and
teachers of children 5- 9 years of age. occasionally, some become
inactive. However, the Davis
For information about training and a Providers list at
www.dyslexia.com
is always up to date.
full directory of Davis providers, see
www.dyslexia.com/providers.htm
or call +1 (650) 692-7141 or toll-free
in the US at 1-888-805-7216.
PAGE 22 THE DYSLEXIC READER

Basic Workshop 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 research methods that are flexible and easily fit
into and enhance any existing curriculum?
This two-day workshop provides Primary Teachers (K-3)
with unique and innovative strategies for improving
reading instruction and classroom management, and equips
young learners with proven life long skills in “how to learn.”
Instruction includes:
• Theory and Reasoning for each Strategy.
• Video demonstrations of each Strategy and classroom
implementation suggestions. To register:
• Supervised experiential practice on each Strategy. call 1-888-805-7216 (toll free)
• Q&A and discussion about each Strategy. or fax 1-650-692-7075
Included are:
• Detailed Manual with suggested year-long guides, 2005 DATES & LOCATIONS
black-line masters, and numerous tips for each Strategy
and various curriculum activities. ($45 value) United Kingdom: June 9-10
• Videotape demonstrating each classroom strategy. Staplehurst, Kent
($30 value) Email: uk@dyslexia.com, Tel: +44 (08700) 132 945
• Workshop Kit: includes
all the materials needed
United States
to start and proceed with
• June 27-28: Helena, Montana

confidence working with

• July 25-26: San Antonio, Texas

students: alphabet strip,

• July 28-29: Tyler, Texas
• Aug. 15-16: Minneapolis, Minnesota
letter recognition cards, Email: info@davislearn.com, Tel: 1-888-805-7216
clay, clay cutter, two
Koosh® balls, dictionary.
Switzerland
($90 value)
Basel, Switzerland

• Post-workshop e-mail consultation with a Davis Learning

• August 19-21

Strategies Mentor, as needed.

• November 11-13

• Verification of Attendance letter.

Language: German
Email: office@dda.ch, Tel: +41 (061) 273 81 85
• Refreshments and deli lunch.
Workshop hours: 9am-4pm with one hour lunch break.
Iceland: June 14-16
Mosfellsbaer, Iceland
Cost: $595 per person (US only)
Language: English
Contact: Kolbeinn Sigurjónsson
Academic Units or CEUs (US and Canada only) Email: ks@lesblind.com, Tel: +354 586 8180
Two Quarter Units are available through California State
University. Cost is $44 per unit, plus $35 administrative fee. Kenya: April 3-5
A written assignment, which can be completed before and
Nairobi, Kenya

during the workshop, is required.

Language: English
Sponsor: Dyslexia Africa/DDA-UK
Would you like to bring a DLS E-Mail: info@dyslexia-africa.com, Tel: +44 (08700) 132 945
workshop to your school/area?
Call 1-888-805-7216 and ask for Paula McCarthy.
Visit www.davislearn.com for
the most current information.
THE DYSLEXIC READER PAGE 23

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
FUNDAMENTALS WORKSHOP OUTLINE
DAY ONE DAY THREE
Background and Development of the Davis Dyslexia Orientation Review Procedure
Correction® Procedures (a method for checking orientation skills)
• Research and discovery. The “gifts” of dyslexia. Anatomy • Demonstration & Practice Session
and developmental stages of a learning disability. Davis Symbol Mastery® (the key to correcting dyslexia)
Overview of the steps for dyslexia correction. • What is Symbol Mastery? Why clay?
Davis Perceptual Ability Assessment Mastering Basic Language Symbols
(a screening for dyslexic learning styles) • Demonstrations and Group Exercises
• Demonstration and Practice Session Reading Improvement Exercises
Symptoms Profile Interview (used to assess symptoms, • Spell-Reading. Sweep-Sweep-Spell. Picture-at-
strengths and weaknesses; set goals; establish motivation) Punctuation
• Demonstration and Practice Session
DAY TWO DAY FOUR
Davis Orientation Counseling Procedures (methods to Fine-Tuning Procedure (checking and adjusting
control, monitor and turn off perceptual distortions) orientation using balance)
• What is Orientation? Demonstration & Practice Session Symbol Mastery Exercises for Words
Release Procedure (method to alleviate stress, headaches) • Demonstrations
Alignment (an alternative to Orientation Counseling) • Group Exercises
• What is Alignment? How is it used? Group Demonstration • Practice Sessions
Dial-Setting Procedure (a method for controlling ADD Implementing the Davis Procedures
symptoms)
To register for US workshops call 1-888-805-7216 (toll-free)
2005 FUNDAMENTALS WORKSHOP SCHEDULE

UNITED STATES UNITED KINGDOM DEUTSCHLAND SWITZERLAND

16-19 May
New York, New York
Presenter: Cyndi Deneson
Dorothy@acomprehensioncenter.com
Tel: +1 (866) 520-8858 toll-free
11-14 July
Burlingame, California
Presenter: Cyndi Deneson
training@dyslexia.com
Tel: +1(888) 805-7216 toll-free
8-11 November
Atlanta, Georgia
Presenter: Cyndi Deneson
Dorothy@acomprehensioncenter.com
Tel: +1(866) 520-8858 toll-free
15-18 November
Washington, D.C.
Presenter: Cyndi Deneson
Dorothy@acomprehensioncenter.com
Tel: +1(866) 520-8858 toll-free
10-13 May
Kent
Presenter: Robin Temple
uk@dyslexia.com
Tel: +44 (08700) 132 945
6-9 September
Addington, Kent
Presenter: Siegerdina Mandema
uk@dyslexia.com
Tel: +44 (08700) 132 945
CANADA
24-27 October
Halifax, Nova Scotia
Presenter: Gerry Grant
ggrant@dyslexia.ca
Tel: +1 800-981-6433 toll-free
• 26-29 May: Freiburg
• 1-4 October: Hamburg
Presenter: Ioannis Tzivanakis
Language: German
germany@dyslexia.com
Tel: +49 (040) 25 17 86 22
ISRAEL
2-5 May: Tel Aviv
Presenter: Ioannis Tzivanakis
israel@dyslexia.com
Tel: +972 (0523) 693 384
NOTE: All workshops
are in English unless
otherwise noted.
13-16 August: Basel
3-6 November: Basel
(August Workshop in German)
Presenter: Bonny Beuret
office@dda.ch
Tel: +41 (061) 273 81 85
NEW ZEALAND
18-21 April
Auckland
Presenter: Ronald D. Davis
pacific@dyslexia.com
Tel: + 64 (09) 361 6115
KENYA
7-10 April
Nairobi
Presenter: Siegerdina Mandema
Sponsor: Dyslexia Africa / DDA-UK
E-Mail: info@dyslexia-africa.com
Tel: +44 (08700) 132 945

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

The
Dys•lex´•ic Read´•er
~
PRESORTED

1601 Old Bayshore Highway, Suite 245

STANDARD

Burlingame, CA 94010
U.S. POSTAGE
PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book 2005 International Schedule
The Gift of Dyslexia by Ronald D. Davis 7-10 April Nairobi Kenya
18-21 April Auckland New Zealand
This 4-day workshop is an introduction to the basic theories,
2-5 May Tel Aviv Israel
principles and application of all the procedures described in 10-13 May Kent England
The Gift of Dyslexia. Training is done with a combination of 16-19 May New York, New York USA
lectures, demonstrations, group practice, and question and 26-29 May Freiburg Germany
answer sessions. Attendance is limited to ensure the highest 11-14 July Burlingame, Calif. USA
quality of training. 6-9 September Kent UK
13-16 August Basel Switzerland
Who should attend: 1-4 October Hamburg Germany
Everyone involved in helping dyslexic individuals over the 24-27 October Halifax, Nova Scotia Canada
age of eight. 3-6 November Basel Switzerland
8-11 November Atlanta, Georgia USA
Participants will learn: 15-18 November Washington, D.C. USA
• How the Davis procedures were developed.
U.S. Course Schedule
• How to assess for the “gift of dyslexia.” • 8:30 - 9:00 Registration (first day)
• How to help dyslexics eliminate mistakes and focus attention. • 9:00 - 5:00 Daily (lunch break 12:00-1:30)
• The Davis Symbol Mastery tools for mastering reading. U.S. Fees and Discounts
• How to incorporate and use proven methods for improving • $1175 per person
• $1125 for DDAI members or groups of two or more
reading, spelling, and motor coordination into a teaching,
• $1075 if paid in full 60 days in advance
home school, tutoring, or therapeutic setting. • Advance registration and $200 deposit required
• Includes manual, one-year DDAI membership,
See page 23 for more workshop details. 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
PO BOX 46023 Wandsbecker Chausee 132 Río Volga #308 ote Slaney Place
Herne Bay D-22089 Hamburg Colonia del Valle Headcorn Road
Auckland, New Zealand GERMANY 66220 Garza Garcia N.L Staplehurst, Kent TN12 0DJ.
Tel: +64 (09) 361 6115 MEXICO Tel: +44 (08700) 132 945
Fax: +64 (09) 361 6114 Tel: 49 (040) 25 17 86 22 Tel/Fax: 52 (81) 8335-9435 or (0870) 443 9059
E-mail: pacific@dyslexia.com Fax: 49 (040) 25 17 86 24 or 52 (81) 8356-8389 Fax: +44 (0870) 432 0317
E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com E-mail: uk@dyslexia.com
DDA-CH
Freie Strasse 81 DDA-Israel DDA-Nederland DDAI-Int’l, Canada & USA
CH 4001 Basel 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 245
SWITZERLAND Ra’anana 43724 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010
Tel: 41 (061) 273 81 85 ISRAEL Tel: 31 (0475) 302 203 Tel: 1-888-805-7216
Fax: 41 (061) 272 42 41 Tel: 972 (0523) 693 384 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075
E-mail: ch@dyslexia.com Fax: 972 (09) 772-9889 E-mail: holland@dyslexia.com E-mail: ddai@dyslexia.com
E-mail: Israel@dyslexia.com
Enrollment limited ❖ Classes fill Early ❖ Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm
For a full description of the Davis Facilitator Certification Program, ask forContinued
our booklet.
on page 22