Dys•lex´•ic Read´•er

The
~
VOL. 43 Davis Dyslexia Association International ISSUE 4 • 2006

The Seven Causes of Handwriting

Problems, Part 2
Excerpted from The Gift of Learning by
Ronald D. Davis and Eldon Braun
In Part 1 we looked in depth at three
possible causes for handwriting
problems: inadequate instruction–
or none at all, disorientation, and the
presence of multiple mental images.
In Part 2, we learn how dyspraxia
affects handwriting.
Inadequate Natural (Photo courtesy of Cyndi Deneson)

The clay alphabet below the alphabet

Orientation (dyspraxia)
Finally, we have the handwriting
problem that accompanies the condition
known as dyspraxia. Dyspraxia is
most commonly associated with an
IN THIS ISSUE
News & Feature Articles
The Seven Causes of Handwriting . . . .
“auditory deficit disorder,” but we also
see it as “clumsy child syndrome.” It
affects between two to four percent of
the population, and is generally
considered a neurological deficit that
delays or prevents the development of
motor skills and
coordination. Poor
handwriting is only
one of many
strip shows evidence of dyspraxia.
• Researchers have noted that this
condition is often accompanied by
dyslexia, ADD, dysgraphia or math
problems. Simply put, it is the “clumsy
form of dyslexia.”
Dyspraxia
occurs when a
person’s natural

possible symptoms: orientation is in a

Problems, Part 2 . . . . . . . . . . . . . . . .1

• Overall poor very unfavorable

Musical Expectations . . . . . . . . . . . . . .3

coordination. The place. Their habitual

Unwrapping the Gift of Dyslexia . . . .4
Congratulations to Walsh Elementary: person is clumsy, orientation is
Second DLS Model School in USA . . .6 and may have a somewhere in front
Lazy Readers Club: How to Keep Up hard time walking of the body and
evenly, tying shoes, below the line of
or performing any sight. This
with Your Recreational Reading . . .10

task that requires orientation will

Play Time: Fun Must be a Big Part

fine motor skills. produce the classic

of the School Day . . . . . . . . . . . .14

• Lack of symptoms of
Famous Dyslexics Remember . . . . . . .18
OnPoint with Davis Dyslexia
lateralization (right- mixed hemispheric
left sense). The person has difficulty dominance of the brain, such as
Correction Methods . . . . . . . . . . .20
distinguishing right from left and with right-left confusion.
crossing the midline of the body with It can also create the effect of a
Regular Features

either hand or foot. midline barrier, where the individual

In the Mail . . . . . . . . . . . . . . . . . . . . . .2
Q&A . . . . . . . . . . . . . . . . . . . . . . .16-17
New Davis Licensees . . . . . . . . . .23-25
Davis Workshops . . . . . . . . . . . . . 26-28
• Perceptual and speech difficulties. cannot move a hand or foot across
The person may have problems the midline of his body. The midline
understanding what was said, or may barrier also prevents the eyes from
have a speech impairment. (Cont’d on p. 5)
PAGE 2 THE DYSLEXIC READER

In the Mail:
Dear DDAI:
I’d like to share something nice
with you. One of my clients, Grace
Eracleous, gave a wonderful answer
to a question in program results
assessment. I call her “Amazing
Grace” because she is really great
and we had a beautiful week together.
The question was, “Why is it
important to master symbols and
words?”
Her answer: “Because if you
do not master words and symbols
you can not go forward. It’s a blurred
picture. It’s like you cannot see in the
Copyright 2001 Randy Glasbergen. www.glasbergen.com
Dear DDAI:
I just finished reading The Gift of
Dyslexia and have started the
procedures with my 12-year-old son.
I cannot thank you enough for sharing
the information and your experiences.
My son has struggled for years and I
have always been told it was ADHD
that was causing his problems. He had
too many side effects from medication.
fog. But when the fog rises from the While reading one of Henry
sea and the town you can have a clear Winkler’s books about two years ago
picture of everything that surrounds you.” my son told me that sometimes when
–Alexis Mouzouris he tries to read it looks like a word
The Speech & Learning Correction Centre search puzzle. That was when I
Email:dyslexia.cyp@cytanet.com realized his problem was dyslexia.
Internet:www.dyslexia-cyprus.com I have fought with the school
system since then to do more testing.
His test scores fall in the average range

but now I understand why his visual

motor integration is so high. I have
tried to get as much information on
dyslexia as I can. Your book is the
only one I have read that completely
explains dyslexia.
It is a blessing to have a better
understanding and really be able to
help my son. For the first time he
wants to be involved in ways to correct
the problem. He is very gifted. I have
always known that, but I love to see
him realizing it now. Thanks again for
sharing your gift with others.

–Jane Hendricks

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:
Laura Zink de Diaz, Alice Davis, Abigail Marshall & Maria Fagioli. 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 trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.
All rights reserved.
THE DYSLEXIC READER
Musical Expectations
By Geoffrey Keith
Parents take their children to music
lessons placing a great deal of trust in
their children’s music teacher. They
want the teacher to instruct their
children in music, but often do not
know what that really means. We will
talk about the different areas of music
that students study, and then realistic
expectations for students with dyslexia
and ADHD, touching on the strategies
that are needed to help visual-spatial
students to excel in music.
First let’s take a look at what is
studied in music lessons. As most of
you probably already know, dyslexic
students are picture thinkers. Visual
thinking is the fount of both their
giftedness and learning issues. Visual-
spatial learners can include students
who have dyslexia and/or ADD, or
may also include students who do not
have obvious dyslexic tendencies.
Most lesson materials teachers
will use are notation based, meaning
that the student learns to read music
first; then, he learns all of his music
pieces and music knowledge through
the notation. The advantage to this
approach is that music notation can
help convey concepts of pitch and
rhythm critical to learning more
advanced material later on. The
disadvantage is that if the student
struggles with the notation, he is
blocked from learning music at all.
The good news is that there are
ways around this.
Many instructors teach by ear
and rote memorization. The advantage
to this approach is that a student with
a good ear can begin playing right
away. The disadvantage is that a
student with a good ear can often play
a piece after only one listening and
will skip the entire process of reading.
Here is an anecdote from the book
Music and Dyslexia.
“It was decided that I should
have music. As I had a good ear, I
made progress and got through the
whole of Book One of the exercises
and simple tunes simply by copying
PAGE 3
the notes the teacher played
on the piano. She had not
enquired whether I could
read music; she had just
assumed I could, and I was
far too inhibited to tell her I
could not. One lesson into
Book Two I played my first
wrong note. ‘What note is
become frustrated when she does
that?’ She said. I made a wild guess–
begin to learn to read and plays at a
‘B.’ ‘No, of course not you stupid
lower level of difficulty.
girl.’ There ended my violin lessons”
Musical instrument lessons, by
(Wood, p. 51).
definition, teach instrumental technique.
It is an irony that some of our
Music notation is often fairly general.
most gifted students can be the most
The basic notation applies equally
difficult to get to read. The teacher
well to most instruments. Technique,
has to be careful about how much and
though, is usually instrument specific.
In other words, notation tells you when
to play a particular note, whereas
technique shows you what finger(s)
to use, how to hold the pick or bow,
how to lip a note, or how to sing with
a supported tone. It is connected to
teaching music notation, but not
synonymous with it.
Music theory is sometimes
taught in instrumental lessons and
sometimes not. Music theory teaches
the underlying concepts of how music
is organized. In my experience, it is
important to include elements of
music theory in instrumental lessons,
because it gives the student the larger
structure, which helps him make
sense of music (remember that visual-
spatial learners are big-picture people).
The theory of intervals, scales, chords,
when to play for the
and phrases can also be helpful for
student. It is generally a good
reading music by way of a psychological
idea to have the student make the first
concept called chunking. It is also
two or three attempts on her own,
helpful when visual-spatial students
because this forces her to read the
start to learn to improvise and
music. If she still struggles, the
compose, which is an area where
teacher can play for her, having her
dyslexic students can shine.
focus on how it looks or sounds when
Interpretation and performance
she plays the phrase versus how it
are also important elements of the
looks or sounds when the teacher
lessons. Interpretation is the point
plays it. It is also important to teach
where music stops being an exercise
reading in conjunction with “ear
–notes strung together–and starts to
learning,” because if a student’s
have emotional impact. These are also
technique progresses too far beyond
areas where the visual-spatial thinker
her reading ability, the student can
can shine. (Cont’d on p. 8)
PAGE 4
Unwrapping the
Gift of Dyslexia
By Ruth Guckenberger
A mom traces her son’s path
back to the great person he was
when he began school, and
how his work with the Davis
Dyslexia Correction Program
and Learning Options changed
his perspective about himself.
I would not wish on any child
the path that led my son, Johnathon,
to the Davis Dyslexia Correction
Program and Learning Options.
He was an attentive and bright
kindergartener whose schooling
experiences landed him in special
education from first until the end of
seventh grade, when homeschooling
brought him to a Davis Dyslexia
Correction Facilitator.
Johnathon began pre-school
spelling his name and knowing his
numbers. When he started kindergarten,
things changed almost instantly. He
started having trouble spelling his
name. I found out that his teacher was
spelling it differently for his desk, his
label where his coat belonged, on the
bulletin board, on his papers… and
she kept trying to shorten it to Jon. By
the end of first grade Johnathon was
on an IEP and was being passed on to
second grade because if he was held
back he would be too old to graduate
down the road. And because his
teacher didn’t know how to help him.
We switched to a one-room
school house in our rural state where
the teacher looked forward to the
challenge of trying to help Johnathon.
He began having nightmares in which
there were so many papers in his new
desk that he couldn’t shut it! The Special
Education Director recommended this
sensitive and kindhearted boy go to a
doctor and get medication for ADD
or ADHD. Thank God his teacher did
a research paper on Ritalin and insisted
that was not what he needed!
By the seventh grade some of
his teachers didn’t realize that he was
still not reading. In a meeting with
Johnathon’s keyboarding teacher, I
learned that the teacher was convinced
he was lazy, not using his time wisely,ognizing positive as well as negative
when in fact Johnathon was simply
unable to proofread his typing because exercises and symbol mastery.
he couldn’t read it. His geography
teacher nearly fell out of his chair when
he finally attended an IEP meeting and ready to go to a new high school. He
found out just how poor Johnathon’s
reading skills were.
Finally, we left the school and Not only is he a ‘regular’ student, but
began homeschooling. I attended a
homeschooling convention hoping to
see a wider variety of curriculum
Carrying this weight kept Johnathon
on the ground.
materials. While at the convention, I
saw a sign that read “Dyslexia…A
Curse or Gift?” I stopped in at
Learning Options, to find out how
Facilitator, Elsie Johnson might be
able to help. I could hardly believe
that there was someone with a great
attitude, smart, and sane, and who was
not trying to put one over on me!
Six months later Johnathon went
through a Davis Dyslexia Correction
program. The program and Elsie lifted
a weight from Johnathon’s shoulders
and his attitude about himself
changed completely. We finished our
homeschool year using the tools, rec- Kalispell, Montana
THE DYSLEXIC READER
Johnathon and Elsie. The smiles that
follow unwrapping The Gift.
disorientation, while doing the reading
Johnathon got better over time.
By the end of the school year, he was
couldn’t wait to enter his new school
where he would be a regular student!
because he knows how he learns he is
now his own best advocate.
Johnathon was sick for nine days
during his first semester back at
school, but it didn’t matter. His lowest
grade was a C+! When Elsie and
Johnathon first met, he shared with her
his dream of going to ground school
to learn to fly. This young man, so
weighted down by difficulties, created
a model of himself now reaching for
the sky. And he’s now taking ground
school courses along with his high
school classes. No doubt about it,
Johnathon will reach the stars!
Elsie’s comment on the model:
Making a model of self brings an
awareness of your knowledge,
experience, and understanding
represented at a point in time. When
Johnathon made his “self” model, he
put his feelings in three dimensions
knowing the model would only work
if he made the boulder hollow; he
used his gift of dyslexia from the
inside out! He dreamed of becoming a
pilot, but how could he reach for the
sky when that heavy weight held him
down? Eight months later, he was
succeeding in school AND taking
flying lessons!! v
–Elsie Johnson, Davis Facilitator in
THE DYSLEXIC READER
Handwriting . . . (cont’d from p. 1)
scanning across the midline, so it can
be a barrier to perception. For such a
person, half of the world is cut off.
For them, the half of the world on
the other side of the midline barrier
simply does not exist. This anomaly
doesn’t affect only visual perception;
it also severely distorts auditory
perception so that the person may
hear sounds as garbled, too loud or
soft, or coming from the wrong place.
This explains why the problem is
often seen as an auditory deficit.
In students who have reached the
age where motor skills would normally
be developed, the symptoms of the
midline barrier are easy to see. When
they talk, they usually don’t look
directly at a person. If they do, one
eye will often close or veer off in a
different direction. They are almost
always heavy on their feet and
extremely clumsy. When they read,
they hold the book off to one side,
sometimes at a 90-degree angle. When
they try to write, the paper is also
placed off to one side. Often they angle
the paper so their writing is vertical
instead of going from left to right.
The handwriting problem that
accompanies the midline barrier
occurs primarily when the person
must draw a letter that would cross
the midline, but the problem goes way
beyond that. When one looks straight
at a block print capital letter A, one
sees the symmetry of the letter. The
diagonal lines are straight and meet in
the center at the top. The horizontal
line is straight, and links the two
diagonal lines at their centers. A person
with a midline barrier can’t look
straight at the letter; he would only be
able to see half of it. To see the entire
PAGE 5
bigger problem. The child will have
extreme difficulty with letters that
contain intersecting diagonal lines, like
the letters A, M, V, and W, because the
lack of symmetry distorts the perception
of the intersecting points. The A and V
are difficult enough with only one
intersection. The M and W, having
three, are unbelievably difficult.
Identifying this category of
problem is easy, because one will see
many of the obvious characteristics
character, he needs to shift the point described above.
of focus so the entire letter is on one To narrow it down further, one
side of the midline. In doing this, he could simply ask the person to draw
loses the symmetry of the letter. The the block print upper case letters A and
diagonal lines appear to be curved, W, following a model. Better yet, to
and don’t appear to meet at the center
of the character. The handwriting
problem is caused by the perception
problem. When attempting to draw
the letters, the very best that can be
done is to duplicate the perceptual
distortions.
Taking an overview of this
situation, one can conclude that the
brain of this individual has never seen
straight vertical or diagonal lines. The
inability to look straight at them has
caused a perceptual distortion. If the
brain has never seen them, it cannot
instruct the hand to draw them.
Even with years of practice,
someone with dyspraxia won’t be able avoid confusion with the multiple
to draw a straight vertical or diagonal mental image category, ask the person
line until they learn orientation. to fashion the letters A and W using
Turning the paper 90 degrees to write clay “ropes” by copying a model
up and down helps a little, but still made on the table. If the problem is
doesn’t eliminate the need to the draw dyspraxia, there won’t be any
vertical and diagonal lines. symmetry in the letters. The lines will
A dyspraxic child who is being not be straight, and the intersecting
taught penmanship has a handicap points will be incorrect.
that the teacher doesn’t see or It might look something like this:
understand. Because the child cannot
see the symmetry of any of the letters,
no amount of traditional instruction in
writing will ever make a difference. It
doesn’t matter how many models of
what the writing should look like are
shown. His brain cannot accurately
perceive the model images, so he Over the years, corrective
will never get it right. strategies for the correctable causes
This writing problem is not of handwriting problems have been
limited to the inability to draw developed, all of which relate directly
straight vertical or diagonal lines. or indirectly to disorientation and
Intersecting lines present an even picture thinking. v
PAGE 6 THE DYSLEXIC READER

International Congratulations to Walsh

Davis Dyslexia
Correction
Providers
®
Elementary School! The
The Davis Dyslexia
Correction program is
Second DLS Model School
now available from more
than 440 Facilitators
in the United States
teacher per grade level.
around the world.

Walsh is proud of its

For updates, call: Walsh Elementary School in Walsh,
(888) 805-7216 [Toll Free]
supplemental programs
or (650) 692-7141 or visit Colorado, has been recognized to have
as well, such as: Title I program
www.dyslexia.com/ met the qualifications and standards
for reading and math; an Exceptional
providers.htm
of a Davis Learning Strategies Model
v Argentina School for the 2006-07 academic year. Education program; Power-Half-Hour after
Silvana Ines Rossi Kristi Thompson, DLS Mentor and school tutoring program; Gifted and Talented
Workshop Presenter and owner of Turning program; Kinder-music program; Parents as
Buenos Aires
+54 (114) 865 3898
Point Learning Center in Walsh, nominated Teachers (PAT); and our Preschool Program,
v Australia
Walsh elementary for this award. The award as well as the Preschool Advisory Council.
Brenda Baird
Brisbane criteria are: We also offer art, music/band, and physical
+61 (07) 3299 3994
• Administration should be knowledgeable education classes.
Sally Beulke
and supportive of DLS. In March of 2003, our school was
Melbourne
trained in the Davis Learning Strategies.
+61 (03) 5727 3517 • All primary teachers must have attended a
There were over 20 people who participated
Anne Cupitt DLS Workshop.
Scarness, Queensland including: Principal/ Superintendent, two
• Staff received two years of mentoring
+61 (074) 128-2470
school board members, Pre-K through 6th
from a DLS Mentor.
Mary Davie
grade staff and support
Sydney, NSW
+61 (02) 9526 1505
• The school community staff, including aides. As
is enthusiastic about DLS,
“DLS helps me focus
Jan Gorman a DLS School Mentor, I
Eastwood/Sydney clearly understanding on my work!”
was encouraged by our
+61 (02) 9804 1184 that Davis Learning staff to bring the training
Gail Hallinan
DLS Workshop Presenter
Strategies are lifelong to Walsh as soon as I
Naremburn/Sydney strategies for ALL could. Our staff was
+61 (02) 9405 2800 students. extremely supportive and
Barbara Hoi
Mosman/Sydney • The Staff is willing to enthusiastic about my
+61 (02) 9968 1093 allow other (outside) work as a DLS School
Eileen McCarthy school personnel to visit. Mentor. They wanted to
Manly/Sydney
+61 (02) 9977 2061 • The school can be knowledgeable about
Marianne Mullally demonstrate positive DLS too, so they would
Crows Nest, Sydney results through test have the ability to meet
+61 (02) 9436 3766
scores and/or teacher/ A Walsh School student the needs of children in
John Reilly
Berala/Sydney
principal observation of models how DLS has their classrooms. I have
+61 (02) 9649 4299 incorporating DLS in the to commend our school
curriculum and school
helped him in school.
Michelle Roach board, administration,
Sydney +61 (02) 9680 1610
environment. staff, and parents as they are always willing
Heidi Rose
Pennington/Adelaide Following is Kristi’s description of to go the extra distance in order to make a
+61 (08) 8240 1834 Walsh Elementary, how the staff has difference in children’s lives.
v Austria implemented DLS over the last three Davis Learning Strategies is used
Annette Dietrich
years, met the above criteria and obtained throughout our elementary school. Teachers
Wien +43 (01) 888 90 25 outstanding results: introduce the strategies PreK-3. Our support
Jacinta Fennessy “We are so excited to be a Davis staff supplements with the strategies and our
Wien +43 (01) 774 98 22 Learning Strategies Model School! Walsh 4th-6th grade teachers reinforce DLS at a
Ina Barbara Hallermann
Riezlern +43 5517 20012
Elementary is a small, rural school serving higher level. As a DLS school mentor, I am
Marika Kaufmann
preschool through 6th grades. Our staff is able to work with students who need extra
Lochau +43 (05574) 446 98 extremely proud of our school and our one-on-one, utilizing the strategies to support
Christa Salcher commitment to meeting the needs of all academic and social performance. Our school
Wien +43 (01) 888 61 44 children. The average class size varies from and community have been very supportive of
10 to 15 students. We have one class and Davis Learning Strategies. Often, I have
THE DYSLEXIC READER
parents approach me and express a deep
gratitude that our school is providing DLS
to their children, giving them an opportunity learners. We have found that DLS can be
PAGE 7
and learn. DLS works so well, it’s like a
silent workhorse that is always there, making v Bahrain
a difference for students. Our school recently Sameera Sadiq Al Baharna
Manama
was awarded a national Title I award for +973 555 201
overall high achieving school in Colorado.
v Belgium
Only 29 schools nationwide were recipients
Ann Devloo-Delva
of this award. Teachers have reported to me Veurne +32 (058) 31 63 52
that classroom behavior is much easier to Inge Lanneau
address. Through DLS, our children are Beernem
+32 (050) 33 29 92
encouraged to be responsible for managing Peggy Poppe
their own behavior, so they can be life-long Borgerhout (Antwerpen)
+32 (03) 236 54 24

for a lifetime of learning. incorporated into just about anything we do Edith Rotenberg
Houtain-St. Siméon/Liège
DLS has been very effective for our in school. We’re very proud to be accepted as + 32 (04) 374-27-87
students. I believe the knowledge gained by a DLS model school and wish to thank the Viki Vandevenne
our teachers from the workshop has enabled Davis Association for making this incredibly Bonheiden
+32 (0473) 30 41 51
us to better understand how children think valuable program available to schools!” v
v Brazil
Ana Lima
Rio De Janeiro
+55 (021) 2295-1505

Milky Way
Canada
Wayne Aadelstone-Hassel
North Vancouver
By Amanda Yatckoske +1 (604) 988-7680
Raylene Barnhill
I once had a horse who could jump very high. Fredericton, New Brunswick
He jumped so high that he thought he could fly. +1 (506) 458-0494
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Calgary
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Paddy Carson
Edmonton/Alberta
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Sandy Farrell
Hudson, Quebec
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Terri Fedorchuk
Dryden, Ontario
+1 (807) 937-2253
Renée Figlarz
Montreal, Quebec
+1 (514) 815-7827
Sher Goerzen
Maple Ridge/Vancouver
Amanda completed the Davis Dyslexia +1 (604) 290-5063
Gerry Grant
Supervisor-Specialist
Correction® Program in March, 2005 at
the age of eight with Cyndi Deneson Workshop Presenter
Waterloo/Toronto
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Toronto
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PAGE 8 THE DYSLEXIC READER
So here we have the two sides of the
v Canada (cont’d)
issue. The visual-spatial thinker can learn
Musical Expectations . . . (cont’d from p. 3)

Sue Jutson
Vancouver, B.C.
Having said this, does this mean that things incredibly quickly if she accurately
+1 (604) 732-1516 visual-spatial students will be better at the perceives the subject she is learning, but if
Mary Ann Kettlewell emotional/intuitive aspects of music than at she does not perceive accurately, if she
London, Ontario the detail oriented elements such as we find disorients when looking at music symbols
+1 (519) 652-0252
in music notation? Though this can be true, or at the instrument itself, confusion can set
Carol Livermore
Ottawa, Ontario it would be simplistic to give a blanket yes. in. It is not general intelligence that is the
+1 (800) 394-1535 [Toll Free] Just as there are many different aspects issue with dyslexics, but rather perception,
Julie Locke of music that can be studied, there are many particularly disorientation. You never know
Truro, Nova Scotia
+1 (902) 895-9015 different “talents” that students can excel in. what the student will have a problem with
Yuko Kimura McCulloch, Ph.D. Some are great sight- until the lessons actually
Vancouver, B.C. readers, and others start, but there are definite
+1 (604) 222-2258
improvise well, or have signs to watch for.
Helen McGilivray
Oakville/Toronto a flair for composition, Betty W. Atterbury,
+1 (905) 464-4798 or theory. Others will in her book
Susan Nikolic-Vicentic develop a beautiful tone Mainstreaming
and light touch, or a
Newmarket/Toronto
+1 (905) 953-0033 Exceptional Learners
Tina Panaritis really fast ear. Visual- In Music, had this to
Montreal, Quebec spatial students may do say about some music
+ 1 (514) 690-9164
well in any of these teacher’s expectations
Judy Parley
Taber, Alberta areas. concerning their students
+1 (403) 330-9873 The task that your with dyslexia, “One
Sharon Roberts child struggles with, if researcher (Ansuini,
Waterloo/Toronto
+1 (519) 746-8422 any, will depend on what 1979) surveyed teachers
Kendra Rodych disorients him. Ronald who had taught these
Saskatoon/Saskatchewan Davis, in The Gift of exceptional students and
+1 (306) 955-2972
or (306) 230-8961
Dyslexia, describes reported that the most
Sharon Schachter
disorientation: “It common competencies
Thornhill, Ontario occurs when we are were patience, knowledge
+1 (905) 764-6774 overwhelmed by stimuli of the individual and the
Catherine Smith
Oakville/Toronto
or thought. It also occurs learning disorder, ability to
+1 (905) 844-4144 when the brain receives accept little or no student
1-888-569-1113 toll-free conflicting information from progress, willingness to
Edwina Stone
Whitehorse, Yukon
the different senses and provide additional time, and the
+1 (867) 393-4489 attempts to correlate the information” (p. 15). ability to form personal relationships with
Kim J. Willson-Rymer Disorientation is the result of problems in students” (p. 46).
Oakville/Toronto
+1 (905) 825-3153
perception. Dennis Coon defines perception I read this statement and immediately
as, “... the process of assembling sensations agreed with the need for patience, knowledge
v China (‘data’ from the senses) into usable mental of the student, and building relationships, but
Livia Wong
Hong Kong
representations of the world... Perceptual little or no student progress is not acceptable.
+852-2810-0282 organization may be thought of as a hypothesis It is one thing to proceed at the student’s pace
v Colombia held until evidence contradicts it. Perceptual and be patient. It is another entirely to expect
Laura Zink de Díaz organization shifts for ambiguous stimuli. the student will not progress. That is almost
Bogotá +57 (1) 638-6342 Impossible figures resist stable organization like saying that the music teacher should
v Costa Rica altogether” (p. 129). All minds seek out shapes expect the student to fail. If that is the case,
Maria Elena Guth Blanco
San Jose
and patterns; the visually oriented mind even then we music teachers are failing our
+506 296-4078 more so. The pattern recognition abilities of students. So the question is: how can your
Marcela Rodriguez the picture thinker can make him prone to music teacher lead your dyslexic child
Alajuela make errors in perception, i.e. disorientation, toward success in music?
+506 442-8090
but can also allow him to see subtle patterns The first step is to eliminate
v Cyprus in data, in his surroundings, or in art–whether disorientation. As most of you are probably
Alexis Mouzouris
Limassol visual or aural–that a traditional learner aware, Davis has two simple visualization
+357 25 382 090 might miss. Disorientation is similar to our procedures, called Orientation Counseling
v Finland experience of an optical illusion, in that the and Alignment, which allow the visual
Elisabeth Helenelund mind misperceives the data flowing in from thinker with dyslexic tendencies to quickly
Borga +358 400 79 54 97
the senses. and easily stop disorientation. When oriented
THE DYSLEXIC READER PAGE 9
It is critical to always name a symbol,
v France
define what it does (as concretely and visually
Christine Bleus
as possible), and describe how it looks. Saint Jean de Gonville/
Multisensory strategies can help. Genève +33 450 56 40 48
I have been working with these concepts Corinne Couelle
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has dyslexic tendencies and ADD, started Voisins le Bretonneux/Paris
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Françoise Magarian
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them the tools to succeed, and they can amaze Theresia Adler
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Ute Breithaupt
Langenselbold
References
Atterbury, Betty W. Mainstreaming Exceptional +49 (06184) 93 84 88
Learners in Music. Old Tappen: Prentice Hall- Gabriele Doetsch
(or aligned), the visual thinker is able to Allyn & Bacon, 1990. Bad Windsheim / Würzburg
perceive his surroundings accurately–possibly +49 (09841) 1637 or 1644
Coon, Dennis. Introduction to Psychology:
for the first time in his life. My experience Ellen Ebert
Exploration and Application. 4th ed. St. Paul:
with Alignment has been extremely positive.
Ammern
West, 1986. +49 (03601) 813-660
It can bring about a dramatic reduction in the Cornelia Garbe
student’s confusion. It can also cut in half the Davis, Ronald D., and Eldon M. Braun. The Gift Berlin +49 (030) 61 65 91 25
time required to gain proficiency in reading of Dyslexia. New York: Perigee, 1997. Astrid Grosse-Mönch
music. You or your music teacher can lead Davis, Ronald D., and Eldon M. Braun. The Gift Buxtehude
+49 (04161) 702 90 70
the student through Orientation Counseling of Learning. New York: Perigee, 2003.
Das Legasthenie Institut
or the Alignment Procedure by following the Wood, Siw. “My Experience with the Problem of Ioannis Tzivanakis
scripts in chapters 8–12 of The Gift of Reading Music.” Music and Dyslexia: Opening Specialist Trainer
Workshop Presenter
Learning by Ronald Davis. New Doors. Ed. T.R. Miles and John Westcombe. DDA-Deutschland Director
The second step is to use multisensory London: Whurr, 2004. P. 51 and 52. Wilfried Bähr
Hamburg
techniques to help make the notation and the © 2006 Geoffrey Keith +49 (040) 25 17 86 23
music concrete. Multisensory is just what it Christine Heinrich
sounds like – teaching the material through Geoffrey Keith received his music degree Heubach / Ulm

the various senses: from U-Mass Lowell in 1993 +49 (07173) 716 793

and has recently started his own Sonja Heinrich

• color to create visual symbols for the notes Supervisor-Specialist
music lesson studio, Success
• clay to give it texture and depth DLS Workshop Presenter
Music Studio, specializing in DDA-Deutschland Director
• kinesthetic body movement to teach rhythm Garbsen/Hannover
multisensory strategies for
and the steady beat +49 (040) 25 17 86 23
teaching music to young
• touch to convey note distance and pitch Kirsten Hohage

direction on the page or instrument or in students, students with dyslexia, Nürnberg

+49 (0911) 54 85 234
pointing to rhythms while counting or AD/HD, and visual-spatial learning styles Ingrid Huth
tracing the form of a piece (successmusicstudio.com). He has taught music Berlin +49 (0179) 896 8007

• drawing pictures to convey the meaning of for the last eighteen years, nine of which he has Christine Jacob

symbols or tempo and expression marks been working with multisensory strategies, and Lörrach
+49 (07621) 134 60
• playing for the student so he can hear and he is also a visual thinker. This is the first in a Rainer Knobloch
see the different touches and dynamic series of articles on teaching music to students Röthenbach/Nürnberg
shadings, and who are visual/spatial learners. +49 (09120) 18 14 84
Inge Koch-Gassmann
• using visual imagination to enhance Buggingen
interpretation +49 (07631) 23 29
PAGE 10
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(cont’d)
Angelika Kohn
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Susanne Wild
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Zoe Deliakidou
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Irma Vierstra-Vourvachakis
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or 69766 40292
v Iceland
Áslaug Ásgeirsdóttir
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THE DYSLEXIC READER
Cool Short Books
The Lazy Readers Club: How to Keep
Up with Your Recreational Reading
By Danny Brassel, PhD The Creation of the
dbrassell@csudh.edu, www.lazyreaders.com
Lazy Readers’ Club
About four years ago, I began giving my
It all began in a class I teach for beginning
students (primarily student teachers,
teachers.
beginning teachers and parent volunteers)
“So, what good books are you reading
recommendations of short literary works
right now?” I queried.
that anyone could read while waiting in a
Nobody raised a hand. Confused, I
grocery line or sitting at a boring staff
asked the class of 43 adults, ranging from
meeting. My goal was to stimulate people’s
kindergarten teachers to high school special
interest in reading so that they might make
education instructors, to tell me what bad
it a life-long passion.
books they were reading. A flurry of
It started as an e-mail distribution list and
complaints ensued.
evolved into a website: www.lazyreaders.com.
“All I’ve got time to read are lesson
Each month I provide book recommendations
planning books and all of the textbooks
for quick, easy reading for personal pleasure.
we’re required to read in our credentialing
I try not to include any books over 200
programs,” one woman proclaimed. “By the
pages, and I always include
end of the day we don’t
books written for a variety of
have time to read any
ages. See, adults should not
books for pleasure.”
be shy about reading kids’
For weeks I pondered
books. They are my favorites
ways to encourage my
because they generally have
teachers to read books
shorter chapters, bigger print
for fun. It concerned me
and colorful pictures. People
that so many people hired
who turn off the nightly news
to motivate students to
in favor of a good children’s
develop a passion for
book probably live longer.
books lacked that passion
The website includes an
themselves. After all, as
updated monthly list of my
author Jim Trelease (2001)
picks, as well as archives
points out, reading interest is like a head
of past selections by month,
cold: you can’t catch it if nobody around
level and page count.
you is infected. How could I encourage
Also, books and other
teachers to read more frequently?
items purchased from
Teddy Roosevelt provided the answer.
Amazon.com through links
Before reading The Rise of Theodore Roosevelt,
from the lazyreaders.com website directly
a captivating Pulitzer Prize-winning biography
benefit BookEnds (www.bookends.org), a
by Edmund Morris, I knew two things about
nonprofit organization devoted to increasing
the former President: (1) Teddy bears were
children’s access to books and community
named after him, and (2) his face is on Mount
service awareness.
Rushmore. Morris provides a page-turner that
The different books are classified as
chronicles Roosevelt’s triumphs and travails,
follows: AD, adult; YA, young adult; CH,
but what struck me most about Roosevelt
children’s book. I always list a page count
was that he was an avid reader who read
and some brief comments. I usually give a
nearly 20,000 books by the time he was 30.
total of 10 recommendations a month (3-4
Clearly, even I could read more frequently,
adult; 3-4 young adult; 3-4 children’s). Here
so I resolved to start reading at least a book a
is a sampling of some past recommendations:
day. How? I would read a lot of short books.
THE DYSLEXIC READER PAGE 11
4. The Tao of Pooh v Iceland (cont’d)
(Benjamin Hoff), 158
Adult (AD)
Gudrún Benediktsdóttir
1. Silent Night: A Christmas pages. This is an old Hafnarfirdi
Suspense Story (Mary Higgins favorite of mine, as
+354 545 0103 or
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Clark), 192 pages. This book the author offers Gudbjörg Emilsdóttir
could just as easily make a spiritual awakening Kópavogur
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Young Adult reading list, as by combining the
Hólmfridur Gudmundsdóttir
I have recommended it to teachings of the Gardabae
plenty of high schools and great philosophers, +354 895-0252
heard raves (especially from Confucius and Svava Hlin Hákonard
Eskifjordur
girls). I have to confess that I A.A. Milne. A treat for all ages. +354 862 1518
love Mary Higgins Clark; her books 5. Molvania (Santo Cilauro, Tom Sigurborg Svala
always entertain and Gleisner & Rob Sitch), 176 pages. I am
Gudmundsdóttir
Mosfellsbaer
force you to read them a sucker for humorous travel books, and this +354 566-8657
straight through to the clever “travel guide” Stefanía Halldórsdóttir Wade
end. Teachers at the first
Kopavogur
reveals everything one +354 564 2890
elementary school I needs to know when Nora Kornblueh
worked at used to swap traveling to the fictional Reykjavik
+354-562-1295
her books like trading country of Molvania. Ingibjörg Ingolfsdóttir
cards. I read her books Yes, it is a one-joke Mosfellsbaer
out of sure pleasure. book, but anyone who
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Sigrún Jensdóttir
2. Rosencrantz and has ever trotted abroad Mosfellsbaer
Guildenstern Are Dead with a copy of The +354 897 4437

(Tom Stoppard), 126 Lonely Planet, Fodors or Valgerdur Jónsdóttir

DLS Workshop Presenter
pages. If you have never Let’s Go is sure to enjoy Kópavogur
read anything by Tom this satire. I would be interested to know +354 863 2005

Stoppard, you are in for how many tourists purchase it thinking that Sturla Kristjansson
DLS Workshop Presenter
a treat. I rate him as one there is such a country (I wish geography Hafnarfjordur
of the most important found greater importance in American +354 845 6956

playwrights of our time. classrooms). Ásta Olafsdóttir

Vopnafjordur
You may have seen his +354 473-1164
screenplay Shakespeare Erla Olgeirsdóttir
Akranes +354 694 3339
Young Adult (YA)
in Love. This tale is also
set in Elizabethan times 1. A Long Way from Hugrún Svavarsdóttir
Mosfellsbær
and focuses on the Chicago (Richard Peck), +354 698-6465

mundane daily rituals of two minor characters 148 pages. I consider this Thorbjörg Sigurdardóttir

from Shakespeare’s Hamlet. Hilarious and a “must” read. This funny Reykjavík +354 698 7213

original, like all of Stoppard’s works. tale of summers spent Kolbeinn Sigurjónsson
Mosfellsbær
with grandma rivals +354 566 6664 / 661-8654
3. Cool Dead People: Obituaries of Real Mark Twain and Tom Margret Thorarinsdottir
Folks We Wish We’d Met a Little Sooner Bodett. Sweet simplicity.
Selfoss +354-486-1188
(Jane O’Boyle), 143 pages. You can read this book v India
I confess, when I don’t in under three hours, so grab a coffee and
Carol Ann Rodrigues
link to Amazon via the spend a delightful afternoon at Border’s.
Mumbai
+91 (22) 2667 3649 or
Lazy Readers’ website, I This book is a treasure!
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buy most of my books v Ireland
from a great discount book 2. A Hero Ain’t Nothin’ Anne Marie Beggs
broker called Edward G. But a Sandwich (Alice Old Portmarnock/Dublin

Hamilton (they send me a Childress),126 pages. +353 (86) 239-1545

monthly catalog of books One of the more popular Paula Horan

Mullingar
that all cost under $3). I bought this book for books I have introduced +353 44 934 1613

a buck and read it in three hours. I loved it! It to middleschoolers, this Sister Antoinette Keelan

is filled with fascinating two-page obituaries tale of a 13-year-old Dublin +353 (01) 884 4996

of people I truly wish I had known. heroin addict is sure to Maggie O’Meara
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discussions. A very
PAGE 12
v Israel
Luba Alibash
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Judith Schwarcz
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Supervisor-Specialist
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Elisa De Felice
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Piera Angiola Maglioli
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Silvia Walter
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Diana Smit-Jurgens
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v Lebanon
Samar Riad Saab
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THE DYSLEXIC READER
honest and vivid look at the harshness of 7. Speak (Laurie Halse
drug addiction. Anderson), 197 pages.
3. No More Dead Dogs (Gordon Korman), Wow! If this book does
196 pages. I confess that not make you cry or at
I picked up this book least reconsider how you
because I liked the title. treat people, I don’t
It is not at all what I know what will. I cannot
thought it was about, but believe this is Anderson’s
it is still very funny. Let’s first book. I loved this
just say that a teacher gets touching tale of a high
what he deserves when school girl’s sudden case
he punishes a student for of laryngitis, brought on by her outcast status.
turning in an honest book This should be required reading in every
report (something I always wished I had middle school. It’s that good.
done in school).
4. Just Annoying! (Andy Griffiths), 144 pages.
Children’s (CH)
No, this author has an “s” 1. Leo the Late Bloomer (Robert Kraus), 32
on the end of his name, pages. Perfect for frantic
and his series of books parents (e.g. my wife and
bear little resemblance to me) who worry about the
anything you’d ever see pace of their child’s
in Mayberry. I find that development. Like my
this author has a way of teaching mentor used to
making teenage boys say, “Each and every one
want to read, and I will of us is gifted; it just
always recommend an takes some of us a little
author who motivates reluctant readers. longer to unwrap the presents.”
Parents beware, as his silly tales can 2. Giraffes? Giraffes! (Doris Haggis-on-Whey
sometimes be a bit “raunchy.” & Mr. Haggis-on-Whey),
5. Sideways Stories from 64 pages. This is now
Wayside School (Louis one of my favorite ideas.
Sachar), 128 pages. Ever Dave Eggers writes
since I read Holes (one under a pen name and
of the best books in creates the most horrific
years), I have been idea man could have ever
devouring stories from dreamed of: the first in a
Louis Sachar. He is my series of reference books
kind of writer, as his written by people who want to mess with
stories always make me
future generations by providing erroneous
laugh, and I always enjoy information (e.g. giraffes did not evolve but
his subtle messages. rather came here from Neptune via the
6. The Toothpaste Millionaire (Jean Merrill), largest escalator in the galaxy). I think this
89 pages. What I enjoy concept has been adopted by major political
the best about this book parties. Kids of all ages (from 3 to 83) get a
is its entrepreneurial kick out of this book.
spirit. If I taught an MBA 3. The Greedy Triangle
course, this is one of the (Marilyn Burns), 40
fun books I’d put on my pages. Too often kids
reading list (along with who are good at math are
Jeffrey Archer’s Kane and turned off from reading,
Abel). A good book for kids so here is a funny way to
who need to understand entice mathematicians to
what it takes to succeed in business: that read. A great introduction
nasty four-letter word known as “work.” to geometry.
THE DYSLEXIC READER PAGE 13
4. Shrinking Violet (Cari
v Mexico (cont’d)
Best), 40 pages. Have you THE LAZY READERS WEBSITE
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PAGE 14 THE DYSLEXIC READER

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by Abigail Marshall
Convinced that son is dyslexic
Q. My 11-year-old son was tested for dyslexia
this summer and we got his results yesterday.
They came back negative, but I’m still
convinced that he is dyslexic. Out of the 37
basic dyslexia symptoms published on the
internet, my son has 33 definite symptoms,
and two possibles. I asked the tester,“So
you’re telling me that he has all the
characteristics of dyslexia, but because he’s
not a bad enough reader, he doesn’t have it?”
And she said “yes.” This doesn’t sound
right to me.
A. I think you are getting confused by the
concept of “diagnosis.” Dyslexia is not
something that one either has or doesn’t have,
such as a physical disease. Rather, it is a word
used to describe a constellation of symptoms
and learning characteristics that can range from
very mild to very severe. Because schools are
concerned with presenting a set curriculum
to children at a certain age, they will define
“dyslexia” in terms of how far behind the
child is. If the child is able to perform at or
near grade level in school, even if the child is
struggling, they will be reluctant to describe
the child as dyslexic or learning disabled
–instead, they want to focus their resources
on the children who are very far behind. A
tester who works mostly for the schools will
keep those standards in mind.
But at an individual level, it is very
possible that a bright child will have severe
dyslexia, and still be able to keep up in school
work, and thus not test badly enough at
reading or other skills to fit the school’s
definition. A child like this has the potential
to perform much better–perhaps the child
reads only a year behind “grade level” –with
help, the same child may soon be reading
two years ahead of grade level.
Because of this very common situation,
Davis providers have a different view. If, as
in your son’s case, the child has many common
symptoms of dyslexia, we would consider the
child to be dyslexic. We would then ask our
prospective client two questions:
THE DYSLEXIC READER
• Do you think you have a problem?
• Do you want help with the problem?
This is because in the end, only the individual
can know whether the dyslexia symptoms
are severe enough to warrant help. It isn’t
what other people think or a matter of test
scores–it is how the dyslexic person feels.
Usually, our clients feel very frustrated and
upset–and often very relieved to have
someone who is ready to help them without
making them take a lot more tests first.
Sometimes we have worked with children
who came to us already reading above
grade level, but they wanted help with their
comprehension or reading speed, or wanted
help with writing or math instead.
Obviously your son fits in the same
category as other bright and talented kids
who are able to function at what the school
considers an acceptable level in spite of the
dyslexia. I think it is just as obvious that,
with help, he could do much better. The
school only is concerned with making sure
he achieves grade level learning–as a parent,
I am sure you want your son to achieve his
full potential.
Post-Program Support
Q. My son did the Davis program last year.
We have been slowly working through it and
I must admit keeping our enthusiasm up has
at times been hard lately. I am feeling quite
isolated and alone doing this programme.
What level of support am I entitled to after
the programme? Should I have some regular
contact from my facilitator, or is it up to me
to make that contact?
A. Davis providers generally offer six hours
of post-program support, to be scheduled by
the client as needed. It would be up to you to
THE DYSLEXIC READER PAGE 17
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to balk at doing the post-program work. strong; teenagers are more likely to dig in Hilary Rhodes
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PAGE 18 THE DYSLEXIC READER

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Dubai +9714 348 1687 (Daily Business Review, Feb. 17, 2005), don’t know that I have dyslexia. I don’t
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trained myself to listen well. That’s a very judge a book by its cover, but that's
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 THE DYSLEXIC READER PAGE 19

I S
D Y S L
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Angela James
X
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Young Learner Kit Reading, Berkshire

A
+44 (0118) 947 6545
D

• •

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L
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Fareham, Hants
for Home-Use
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Lisa Klooss
C

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London +44 (0208) 960 9406

T A
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Based on the Davis Dyslexia Redhill, +44 (0173) 776-9049
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Correction methods, this Kit
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(Shipping and Handling will be added) Anna Stephens
Rothley, Leics
To purchase a kit, use our secure on-line +44 (0116) 230-3283
ordering at: Barbara Timmins
Solihull
+44 (015) 6477 2657
www.dyslexia.com/bookstore

Drs. Renée van der Vloodt

or call our toll-free number:
1-888-999-3324 Supervisor-Specialist
Reigate, Surrey
The Young Learner Kit
Note: For older children (ages 8 and up), we +44 (01737) 240 116
Evelyn White
Walton-on-Thames, Surrey
recommend the Davis Symbol Mastery Kit.
+44 (01932) 230 624
PAGE 20
v United Kingdom (cont’d)
Rachel Williamson
Hassocks, West Sussex
+44 (01444) 245 260
Francis Wright
Exeter, Devon
+44 (077) 9684 0762
v United States
Alabama
Paula Morehead
Birmingham
+1 (205) 408-4420
Lisa Spratt
Huntsville
+1 (256) 426-4066
Arkansas
Rebecca Landes
Mulberry / Fort Smith
+1 (479) 997-1996
Arizona
Dr. Edith Fritz
Phoenix
+1 (602) 274-7738
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
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
David Hirst
Riverside
+1 (951) 653-9251 or
(909) 241-6079
Angela Dean Educators
Nicole Melton
Karen Thorworth-Pongs
Diamond Bar
+1 (909) 229-5251
Michelle Palin
Santa Cruz
+1 (831) 419-8338
Cheryl Rodrigues
Sunnyvale / San Jose
+1 (408) 983-0968
Dwight Underhill
El Cerrito/Berkeley
+1 (510) 559-7869
OnPoint
with Davis Dyslexia
Correction Methods
By Cathy Cook, M.Ed.
Davis Facilitator in Columbia, Missouri
Over the years, working with learning
disabled elementary students, I became
increasingly aware that my students needed
more than I was offering them. I’d learned
the methods for teaching subjects like reading,
writing and math in the school district, at
the university, and from respected experts in
the educational community. Despite all the
credentials and documentation garnered by
those espousing these methods, they simply
did not work effectively for the children in
my classes. How did I know?
• Students were reading years below their
actual grade placement.
• Students liked school less and less as years
passed.
• Even after being retained, children still
didn’t make satisfactory progress.
• And, as the years went by, their self-esteem
continually suffered.
I always felt that I
developed a great rapport
with my students; yet the
one thing that I truly wanted
to give them – the ability
to master academics –
eluded me. The final straw
came when I realized that
several of my students
qualified for the district’s
gifted program for LD
learners. Being placed in
the gifted program was a
wonderful step for them, but how could it be
that kids with such high IQ’s struggled so
with reading?
Late one evening, at the beginning of a
brand new school year, I sat in my classroom
bleakly aware that my students were not
getting the help they truly needed. For years
I’d searched through the internet, read
books, attended seminars on everything from
autism to outdoor classrooms, even created
my own curriculum; yet, here I sat still
looking for the right answer. My next
decision would affect the rest of my life.
THE DYSLEXIC READER
I knew I could no
longer be a special
education teacher
if I was not able to
provide my students
with what they
REALLY needed. Cathy Cook
But could I find
something that would truly help them?
At that moment, sitting in the child-
sized chair at the small, round table in my
classroom, I looked up at my bookcase.
The Gift of Dyslexia by Ronald D. Davis
practically jumped off the shelf and danced
before my eyes! I’d read it a few years
before. Why I hadn’t taken up the ideas I’d
found in it I’m not sure. What matters is that
I picked up the book again that night. I
quickly read the beginning. WOW! Ideas
spun through my brain! Despite the late hour
I was energized and drove home with a new
resolve to learn more about this dyslexia
thing. My plan: to practice the strategies
from The Gift of Dyslexia
on my husband, Chris.
At home Chris
readily agreed to be my
“guinea pig.” I wanted to
practice with him before I
attempted any of the
methods with my students.
Well, not only did he get
each step, it seemed he got
them almost before the
words came out of my
mouth! Funny, as I led him
through Orientation Counseling I thought
he was surely pretending to understand just
because he’s such a great guy. But he
assured me that it actually made sense.
Months later, with Chris’ blessing,
I was on my way to San Francisco for the
Fundamentals of Davis Dyslexia Correction
Workshop. As the year of facilitator training
progressed I gradually incorporated the
Davis methods into every type of learning
situation I possibly could. My original
estimate that maybe four or five of my
twenty-some students were dyslexic was way
THE DYSLEXIC READER PAGE 21

off. I quickly discovered that almost every
student had many dyslexic characteristics.
Using the Davis methods with my
students produced amazing results! Once
assessment he easily read through a selection
Colorado
for his classroom teacher. He continued the Valarie Abney
assessment until he read at the appropriate Denver
reading level for his grade, for that time of
+1 (303) 433-9077

oriented and working in clay they began to year! In other words, one day he was reading Terry DeMeo
Littleton/Denver
understand what words and symbols looked at a developmental reading level of three, +1 (303) 696-6807
like, sounded like, and meant. One student, and the next day at level 15! Once again the Annie Garcia
whose teachers had said she wasn’t far teacher came to me wanting to know what Wheat Ridge / Denver
+1 (303) 423-3397
enough behind to receive help outside of had happened!
Crystal Punch
her regular classroom, After I became Centennial/Denver
began seeking any a licensed Davis +1 (303) 850-0581
kind of help I could Facilitator I had the Janet Slavenski
Denver +1 (303) 431-0027
give her. We worked opportunity to work
Kristi Thompson
about 30 minutes one one-on-one with DLS Workshop Presenter
day using clay and the students who had Walsh +1 (719) 324-9256
steps for Symbol previously been on Florida
Random (Randee)
Mastery on the words my school case-load. Garretson
from her spelling list. One such client was Lutz/Tampa/St. Petersburg
+1 (813) 956-0502
Later, when her class Dakota. Before his
Angela Keifer
took their weekly program he was very Tampa +1 (727) 480-1093
spelling test, she only emotional about Alice J. Pratt
missed one spelling almost everything Jacksonville
+1 (904) 389-9251
word! Her teacher in life. Reading, in
stopped me inquiring particular, produced Rita & Eugene Von Bon
Navarre +1 (850) 939-2313
how we’d worked on her spelling list. I tremendously negative emotions in him. Georgia
wondered, was something wrong? It seemed But even his achievement in extra-curricular Lesa Hall
that this 5th grader consistently scored poorly activities like Tae-Kwan-Do suffered Pooler/Savannah
+1 (912) 330-8577
in spelling. But after working with the words because of his feelings. Although he loved Martha Payne
in Symbol Mastery, this week was very Tae-Kwan-Do, Dakota eventually dropped Suwanee
different. The teacher was quite enthusiastic! out because of excessive confusion and poor +1 (404) 886-2720

Another child had made little or no coordination. The combination of gifted Scott Timm
Woodstock/Atlanta
progress in reading for two solid school years intelligence and academic difficulty coupled +1 (866) 255-9028 (Toll-Free)
and was reading at a beginning kindergarten with reading skills around the beginning of Hawaii
level. One day he went back to his classroom the 1st grade was just too emotionally Vickie Kozuki-Ah You
after Orientation Counseling and Alphabet draining for this 4th grader. In fact, he was Ewa Beach/Honolulu
+1 (808) 685-1122
Mastery. Later, during a weekly reading so unhappy that he frequently cried in his
Illinois
Kim Ainis
Chicago
+1 (312) 360-0805
“K-11 in One Week!” Indiana
Jodi R. Baugh
Cloverdale/Indianapolis
+1 (765) 526-2121
“I retooled my brain with better
methods of helping myself read Myrna Burkholder
Goshen/South Bend
+1 (574) 533-7455
and write. I’m focusing better and
Carol Williams
on point now. In reading I can tell
New Albany
+1 (651) 324-9156
I’m focusing better. It’s like I’m

Iowa
learning Kindergarten through
11th grade in the matter of two Mary Kay Frasier
Des Moines
sessions a day over a week’s time. +1 (515) 270-0280
I now have help to divide being Kansas
Carole Coulter
Rodney Carr, one of Cathy Cook’s many Overland Park/Kansas City
on point and being creative – and I
+1 (913) 831-0388
enthusiastic clients, wanted to submit
know when it’s time to do both!”
Kentucky
his own comment on the results of his By Rodney Carr Rochelle Abner
program. August 3, 2006 Winchester
+1 (859) 513-2662
PAGE 22 THE DYSLEXIC READER

regular class at school. end results I excitedly anticipated what

Louisiana
Wendy Ware Gilley During his Davis Program Dakota they’d have to say. I just wasn’t prepared for
Baton Rouge learned about the Energy Dial – or, rather, the tremendous enthusiasm in their voices.
+1 (225) 751-8741
he taught me about Dial! He shared with me Heather’s exuberance simply caught me off
Massachussetts
Karen LoGiudice something he’d known for a long time. For guard – and frankly brought tears to my
Newbury example on Valentine’s Day, during the class eyes. She proudly began, “Hi, I’m Heather,
+1 (978) 337-7753
party, after eating lots of cookies and candy, I’m dyslexic and, I have ADHD. After
Carolyn Tyler
Fairhaven his Dial would be at 10. He also knew he working with Cathy and the Davis Dyslexia
+1 (508) 994-4577 had at least one more Dial just for facial Program at OnPoint Learning, well I used
Michigan expressions which didn’t change very often. to read at 4th grade, now I read at 9th; and
Nicki Cates
Saint Clair Shores/Detroit
It was usually at a 3 or 4. At the end of his I’m only in the 6th grade!” Heather went
+1 (586) 801-0772 Davis Dyslexia Correction Program week on after her Program to test significantly
Sandra McPhall Dakota went to visit his grandmother. She above grade level on several district-wide
Grandville/Grand Rapids
+1 (616) 534-1345
was not aware that Dakota had attended the assessments in both reading and writing. No
Ann Minkel
Program, but she didn’t have to be told: the longer does she worry about being placed in
Six Lakes/Grand Rapids results spoke for themselves. What the special classes where she felt out of place;
+1 (989) 365-3925 grandmother saw was a happy child! nor does she fret over classmates phoning
Dean Schalow
Manistee
Oriented, Dakota could go to school and her at home to ask for (special) “Ed.”
+1 (800) 794-3060 (Toll-Free) happily take on daily activities. Oriented These are a sampling of the wonderful
Michele Wellman and on point, Dakota could positively shake things I’ve been privileged to experience on
Alma/Lansing/Grand Rapids
+1 (989) 463-5276
off the cares of the day and replace crying my journey to becoming and being a Davis
with calm, both during school and after. Facilitator. These examples point out a few
Minnesota
Cindy Bauer One final story – about Heather. A few of the changes some of my clients have
Plymouth/Minneapolis of my clients were recording their thoughts experienced. And for me, the rewards are
for OnPoint Learning at a local radio station
+1 (612) 483-3460
personal, as I, too, have learned about my

Humor Corner
Cyndi Deneson
Supervisor-Specialist one day. When the station called with the own “gift” of dyslexia. v
Workshop Presenter
Edina/Minneapolis
+1 (888) 890-5380 (Toll-Free)
+1 (952) 820-4673
Bernadette Peterson
Maple Grove
+1 (763) 229-4550
Missouri
Cathy Cook
Columbia
+1 (573) 819-6010 Wrong answer, or right?
or 886-8917
Patricia Henry
Kansas City
+1 (816) 361 6563
Montana
brought the argument to a close.
Ashley Benjamin “They use the dogs,” she said firmly,
Fort Benton
+1 (406) 734-5420
“to find the fire hydrant.”
or (406) 781-4642 v
Kimberly Bezanson
Missoula +1 (406) 541-3076 When my grandson asked me how old
or 499-0220
Elsie Johnson
I was, I teasingly replied, “I’m not
Kalispel +(406) 257-8556 sure.” “Look in your underwear,
Linda Jo Price Grandma,” he advised. “Mine says I’m
Bozeman +1 (406) 586-8218 four to six.”
Robin Zeal
A child’s logic
v
Whitefish +1 (406) 862-6210 A nursery school teacher was delivering
Nebraska a station wagon full of kids home one A Sunday school class was studying the
Shawn Carlson day when a fire truck zoomed past.
Lincoln +1 (402) 420-1025
Ten Commandments. They were ready
Sitting in the front seat of the fire truck
Nevada
to discuss the last one. The teacher
Barbara Clark
was a Dalmatian dog. The children asked if anyone could tell her what it
Gardnerville/Carson City started discussing the dog’s duties. was. Susie raised her hand, stood tall,
+1 (775) 265-1188 They use him to keep crowds back,” and quoted, “Thou shall not take the
New Hampshire said one youngster. “No,” said another,
Glenna Giveans
covers off thy neighbor’s wife.”
Lebanon v
“he’s just for good luck.” A third child
+ 1 (603) 863-7877
THE DYSLEXIC READER PAGE 23

Newly Licensed Davis Facilitators v United States/

New Hampshire (cont’d)
Congratulations and welcome to our growing Michele Siegmann
Mason/Manchester/Boston
+1 (603) 878-6006
International family of Davis Providers! A special welcome
New Jersey
to our first Davis Facilitators in Finland and Poland!
Lynn Chigounis
Elisabeth Helenelund is a special needs Solutions, 7020 S. Yale, Suite 275, Tulsa, OK Montclair
74136, USA (918) 630-5187. +1 (973) 746-5037
teacher in Borga, and is our first Davis
Facilitator in Finland! +35 (840) 079-5497. agrice@creativemind-ok.com Nancy Cimprich
Elmer/Philadelphia
elisabeth.helenelund@pp.inet.fi
Lillian “Lee” Miles has a Bachelors degree in +1 (856) 358-3102
Agnieszka Osinska is a speed-reading and Elementary Education, and a K-12 Library Media Charlotte Foster
Supervisor-Specialist
effective learning trainer and Poland’s first Davis Endorsement. “I went into education with the idea Bernardsville/Newark
Facilitator! She works with children with dyslexia, of sharing my own love of reading and learning. +1 (908) 766-5399
ADHD and other learning difficulties. MEM As a school librarian I enjoyed working with a New York
Pracownia Rozwoju Zdolnosci Poznawczych, ul variety of age groups, and the sparkle in students’ Lisa Anderson
.Filtrowa 64/15, Warsaw 02-057, Poland. eyes told me when I succeeded in passing on the Seneca Falls
+1 (315)568-3166
+48 (022) 658-2237. agos5@o2.pl excitement of learning! My biggest challenge was or (800) 234-6922
the ever-present group of students in grades 3-6
Raylene Barnhill “Not whose reading abilities lagged far behind their
Ann Hassig
Gouverneur
unlike many others, I happened grade and interest levels. Many of these students +1 (315) 287-0531
upon the Davis Program when were bright and capable of learning – they eagerly Hadar Lily Hellman
looking for solutions for my shared with me a wealth of knowledge about their New York City
youngest child’s reading favorite topics – but for some reason reading was
+1 (212) 781-3689 or
+1 (718) 614-8240
difficulty. The unique and a tedious struggle for them. During a meeting of Wendy Ritchie
positive nature of the Davis area librarians in 1995, a seemingly contradictory Hilton/Rochester
approach was initially appealing, title – “The Gift of Dyslexia” caught my eye. I +1 (585) 233-4364
and the results my son obtained from the program read the book, fascinated and excited as so many North Carolina
solidified my desire to pursue this further. My answers fell into place! Now I’m looking forward Gerri W. Cox
training in occupational therapy has allowed me, to seeing that same excitement surface in my clients
DLS Workshop Presenter
Shallotte/Wilmington
a linear thinker, to appreciate the complexities of as they develop an awareness and appreciation of +1 (910) 754-9559
perception. I look forward to being able to help– their special talents.” The Learning Connection, Tina Kirby
one person at a time – explore their gift of dyslexia.” 4404 S. Louise Ave. #8, Sioux Falls, South Sanford/Fayetteville
Imaginative Minds Learning, 1015 Regent Street, Dakota, 57106, USA. (605) 274-2294.
+1 (919) 499-0774
Suite 410, Fredericton, New Brunswick E3B 6H5, sodaksun281@yahoo.com
Ruth Mills
Pineville/Charlotte
Canada. +1(506) 458-0494. rbarnhill@rogers.com +1 (704) 541-1733
Wendy Haddon “My
Ashley R. Grice “I first heard about the Davis introduction to the Davis
Jean Moser
Winston-Salem
Program from my uncle, whose daughter went Programme came at a school +1 (336) 765-6310
through the program. I was so inspired by their meeting where a Davis Ohio
positive testimonies that I decided to become a Facilitator was speaking to Lorraine Charbonneau
Davis Facilitator. I had previously worked in the parents and teachers. I left the
Mason/Cincinnati/Dayton
special education field and loved seeing people +1 (513) 850-1895
meeting thinking that this might Sandra Korn
meet their goals and gain confidence. When the just be the answer to the learning difficulties Liberty Township/Cincinnati
time came to explore new options, the Davis experienced by some of the children in my care. +1 (513) 779-9118
Program promised to be an exciting opportunity As a Primary school teacher I had become very Lisa Thatcher
to witness life-changing accomplishments for frustrated by the lack of useful information about
Mount Vernon/Columbus
those struggling with learning difficulties. My +1 (740) 397-7060
dyslexia and how to help those with it. I attended
heart’s desire is seeing people get excited about a Fundamentals of Dyslexia Correction Workshop
Oklahoma
Ashley Grice
doing things they never thought possible. I delight presented by Ron Davis to see if the Davis Tulsa +1 (918) 630-5187
in helping others realize they possess gifts and Programme looked as good as it sounded. It did! Rhonda Lacy
talents and that they can use them to make life So here I am, a newly licensed Facilitator. It is
Clinton +1 (580) 323-7323
and learning easier and more enjoyable. Learning wonderful to see the changes that take place
Oregon
difficulties should not rule a person’s life. They during the programme, and to hear afterwards
Rhonda Erstrom
Vale +1 (541) 881-7817
can be overcome. I offer services that can how well things are going at school and home for Melissa Slominski
dramatically change lives, inspire hope, end my clients. I have also attended a Davis Learning Tigard / Portland
learning frustrations and replace them with Strategies Workshop and would love to see these
+1 (503) 957-2998
confidence and success. People need long-term strategies implemented in all junior classes. What Pennsylvania
positive solutions for overcoming learning a fabulous start this would be for new learners.”
Marcia Maust
Berlin/Pittsburgh
challenges; solutions that make a difference in Solutions for Learning, 131A Gordon Road, PO +1 (814) 267-5765
their lives and allow them to use their gifts to Box 198, Mosgiel, New Zealand 9007. Rhode Island
excel. I am confident that the Davis methods are +64 (03) 486-1433. wendy.haddon@xtra.co.nz Linda M. Daniels
those solutions and I am excited to provide this Providence
+1 (401) 301-7604
program to all ages.” Creative Mind Learning
PAGE 24
South Dakota
Kim Carson
DLS Workshop Presenter
Brookings/Sioux Falls
+1 (605) 692-1785
Carina Little
Watertown
+1 (605) 886-8415
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)
or +1 (817) 354-2896
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
Helotes /San Antonio
+1 (210) 414-0116
Lori Johnson
Boerne / San Antonio
+1 (210) 843-8161
Susan Lewis
Lubbock +1 (806) 771-1385
Christina Martin
Keller +1 (817) 741-8539
Leslie McLean
Amarillo
+1 (806) 331-4099 or
+1 (877) 331-4099 (Toll Free)
Amanda Meyer
Burleson/Ft. Worth
+1 (817) 426-4442
Dorothy Owen
Supervisor-Specialist
Plano/Dallas
+1 (972) 447-8327 or
+1 (866) 822-2441 (Toll Free)
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
Montpelier/Richmond
+1 (804) 883-8867
Angela Odom
DLS Workshop Presenter
Midlothian/Richmond
+1 (804) 833-8858
Jamie Worley
Yorktown/Williamsburg
+1 (757) 867-1164
Washington
Jackie Black
Arlington/Everett
1-866-218-1614 (Toll-Free)
Inge Lanneau “In June of
2006 I completed the Davis
Facilitator Training. As a speech
therapist I’m used to working
with children and adolescents
and I know how they react
towards the current therapies.
The innovative procedures of the
“Davis Method” are very rewarding for me and for
clients. For both facilitator and client, the creativity
involved and the totally different approach make
dyslexia correction a challenge to GO for!”
Nieuwendorpe 51 Oedelem-Beernem, 8730 Belgium.
+32 (05) 033-2992. ingelanneau@yahoo.com
Irma Lammers “I am 44
years old. My hobbies are:
playing the piano, giving piano
lessons, reading, and raising
our two 14-year-old daughters.
In October 2004, I started my
Davis training. Now, in March
of 2006, I have my own practice.
I hope to give up my microbiological analyst job
and help many people with the Davis program.”
+31 (041) 168-5683. rilammers@hetnet.nl
Liesbeth Berg-Schagen
“Both my husband and I are
dyslexic. It shouldn’t come as a
surprise that our son is too. He
also shows signs of Dyscalculia.
When he began to have difficulty
keeping up in primary school I
started searching for ways to help him. This is
how I came into contact with the Davis Method.
Our son went through the program and it made a
huge difference both in his achievement at school
but also in his general well being. Seeing these
remarkable results for him and the positive feeling
this method gave me, I decided to become a
Davis Facilitator myself. I finished the training in
May 2006. I am looking forward to helping people
overcome difficulties with reading, writing, math
and AD(H)D.” De Letterberg, Poelruitlaan 35,
Vleuten, 3451 PB Netherlands.
+311 (030) 604-9601. info@deletterberg.nl
Jacqueline van Rijswijck
“I am 43 years old. My husband,
son, daughter and I are all picture-
thinkers. My 11-year-old son
has dyslexia. While looking for
information to help him, I
learned of the Davis Program. I
used to work as a laboratory analyst, developing
vaccines for animals. Now I realize that exploring
and analyzing problems in a research mode is a
good way to think. Curiosity also seems to be a
helpful tool. I enjoy the puzzle, figuring out what’s
behind all those learning and life problems. My
challenge is to help people start to enjoy learning,
and gain insight into themselves.” Landweertweg
14, Venray 5802 AJ, Netherlands.
+31 (047) 858-7398. frien@uwnet.nl
THE DYSLEXIC READER
Lesa Hall “During my Final
Field Assignments, I came to
truly understand what Dorothy
Owens meant when she said, “It
is an honor to share this work
with you.” With each client, as
I sat back and watched the tools
work for them and saw them
discover their own triggers, I too felt honored to
be a part of this work. It was truly amazing. I am
so in awe of this program and I look forward to
helping more children and adults discover their
gifts and talents through the Davis Program.”
Reading Quest, LLC. 138 Canal Street, Suite 101,
Pooler, GA 31322, USA. (912) 330-8577.
lesa@readingquestga.com
Anne Cupitt “After many
years working as a Support
Teacher in Queensland schools,
I have developed a good under-
standing of the nature of learning
difficulties and I have empathy
for the frustration that dyslexic
students experience. My aim is to use students’
positive gifts (intelligence, curiosity, creativity
and innovation) to remove obstacles to their
learning and allow the natural learning process to
occur more easily. I will be working from my new
“study” at home. Study On Point, 20 Wonga
Street, Scarness, Hervey Bay, Q4655 Australia.
+61 (074) 128-2470. akcupitt@hotmail.com
Anna Stephens “Being
(largely) a self-corrected dyslexic,
I identified very strongly, from
the outset, with Ronald Davis’
methodology. I read The Gift of
Dyslexia while at a career and
life crossroads and decided that
the route to take was the one
leading to the role of Facilitator. I am looking
forward to helping others achieve in months
those changes that took me years. This work fits
well with my other activities which include
assessment for recruitment development and life
coaching.” Halstead Lodge, 247 Swithland Lane,
Rothley, Leicester LE7 7SJ, United Kingdom.
+44 (0116) 230-3283 or +44 (0797) 693-3743.
unleashing_potential@yahoo.co.uk
Anne Marie Beggs
“Create a life you love.” That
is a phrase I saw in a gift shop
during my training. And that’s
what I want to do with the
Davis Method. I feel that the
Davis tools equip adults and
children alike to create a life they love. On my
Davis journey I have found a life I love and I
hope others have too. Thanks to all who have
contributed, helped and supported me on my
journey.” Mindseye Ireland, Dunkeld, Drumnigh
Road, Old Portmarnock, County Dublin, Ireland.
+35 (386) 239-1545. dunkeld@iol.ie
THE DYSLEXIC READER PAGE 25

Linda Daniels, a long time but her obviously bright, articulate son
writer and editor, tried to learn continued to struggle. After about a year of v United States/
Washington (cont’d)
everything she could about private tutoring, psycho-educational testing,
dyslexia when her gifted son and research, it was revealed that her son was Aleta Clark
Auburn/Tacoma
could not learn to read. Finding suffering from dyslexia. Karen sought help from +1 (253) 854-9377
few satisfactory answers in the a Davis Facilitator and watched her son’s self Carol Hern
expected places, she followed esteem soar! His inspirational turnaround and DLS Workshop Presenter
alternative trails. Davis was academic success prompted Karen to pursue Spokane
noteworthy for its success rate Davis Facilitator certification. Leaving a Senior Mary Ethel Kellogg
DLS Workshop Presenter
and elegance. But what most attracted mother and Management position at a leading technology Spokane
son was the Davis philosophy, which respects the company in order to pursue this new endeavor, Rebecca Luera
picture thinker and celebrates his or her gifts. “My Karen has no regrets. “Every client is unique; Fall City/Seattle
every program offers new and exciting challenges. +1 (800) 818-9056 (Toll-Free)
son blossomed after his Davis program,” she says, +1 (425) 222-4163
“and learning to read was only the half of it.” It is an honor to work with extremely gifted and Nancy Sitton
Because Linda provided the follow-up support to creative people every day!” New England Marysville
her son in his public school classroom, she soon Dyslexia Solutions, 30 Green St., Newburyport, +1 (360) 651-1241
recognized that he wasn’t alone in his struggles. MA 01950, USA. (978) 337-7753. Renie Royce Smith
“The more successful my son grew, the harder it Karen@ne-dyslexia.com v Spokane & Everett
+1-800-371-6028 (Toll-Free)
became to watch other struggling students from +1 (509) 443-1737
the sidelines.” She is grateful to Davis Specialist Ruth Ann Youngberg
Charlotte Foster for urging her to pursue Davis Bellingham
+1 (360) 752-5723
training and for so thoroughly “getting” her son. Davis Training
West Virginia
She also thanks Specialist Dorothy Owen, for Gale Long
providing the best possible model of facilitation Programs Elkview/Charleston
during the training process. Although Linda +1 (888) 517-7830 (Toll Free)
+1 (304) 965-7400
completed all her Davis fieldwork with public
Wisconsin
school students, she is looking forward to sharing The Davis Facilitator Training New Hope Learning Centers, Inc.
her knowledge with anyone seeking an effective Darlene Bishop
new approach to learning problems. Open Mind: Margaret Hayes
Program requires approximately
Milwaukee
Learning Success for All, 491 Eaton Street,
400 hours of course work.
+1 (888) 890-5380 (Toll Free)
Providence, RI 02908, USA. (401) 274-4773. +1 (262) 255-3900
ldanielshopkins@verizon.net Anne Mataczynski
The Davis Specialist Training
Wausau
Karen Hautz “A speech and
Program requires extensive
+1 (715) 551-7144
language therapist by training,
experience providing Davis programs
v Uruguay
my interest in dyslexia was and an additional 260 hours of Marcela Piffaretti
ignited by my interest in finding Montevideo
+598 (02) 604-2691
training. Specialists and Facilitators
solutions that could help my
dyslexic niece. Reading The
are subject to annual re-licensing

Gift of Dyslexia and talking v

based upon case review and
to a number of licensed adherence to the DDAI Standards
Facilitators motivated me to
become a Davis Facilitator myself. Having
of Practice.
This Directory is current
competed the course, I am looking forward to Davis Learning Strategies as of October 1, 2006. It is
working with people of all ages, helping them subject to change. Between
newsletter issues, new
help themselves, and achieve their goals using
Mentors and Workshop
Facilitators are added, and
the Davis tools.” Dyslexia Achievement, 17
Presenters are experienced teachers
occasionally, some become
Fontarabia Road, London, SW11 5PE United and trainers with 2-3 years of inactive. However, the Davis
Kingdom. +44 (207) 228-2947. Providers list at
www.dyslexia.com
karenhautz@hotmail.co.uk
specialized training and experience
mentoring classroom teachers of is always up to date.
Karen LoGiudice Holding
a degree in Communication
children 5- 9 years of age.

from Suffolk University, Karen For information about training and

has always loved reading and
writing, and has used those
a full directory of Davis providers, go

skills throughout her career.

to: www.dyslexia.com/providers.htm
When her 9-year-old son was
struggling with reading,
or call +1 (650) 692-7141; or

spelling, and writing she

+1-888-805-7216 toll-free in the USA.
desperately wanted to find a solution so that
he, too, could master these fundamental skills. v
School system testing came up inconclusive,
PAGE 26 THE DYSLEXIC READER

Basic Workshop for

Primary Teachers
“In the forefront of what I liked most was how
Teachers, would you like to…
• Improve the reading skills of all the children in your
easily the Davis strategies fit into many areas of
class regardless of their learning style?
Kindergarten curriculum. It relieved me of a paper-
• Manage your classroom more effectively?
pencil approach and gave me a hands-on, kinesthetic
• Prevent the onset of learning disabilities?
approach. It helped develop the little finger muscles

• Use research-based methods that are flexible and easily

to move on to coordinate paper-pencil activities.

fit into and enhance any existing curriculum?

Creating the alphabet over time also accomplished the
development of ownership, responsibility, and a sense
This two-day workshop provides Primary Teachers (K-3) a pride in all the children. I believe all Kindergarten
with unique and innovative strategies for improving children would benefit from Davis Learning Strategies.”
reading instruction and classroom management, and equips –LB, Kindergarten Teacher, Mission San Jose Elementary
young learners with proven life long skills in “how to learn.” School, Fremont, California
Instruction includes:
• Theory and Reasoning for each Strategy.
• Video demonstrations of each Strategy and classroom
implementation suggestions.
• Supervised experiential practice on each Strategy.
• Q&A and discussion about each Strategy.
Materials include:
• Detailed Manual with suggested year-long guides, black-line
masters, and numerous tips for each implementing each
Strategy in various curriculum activities.
• Videotape or DVD demonstrating each classroom Strategy.
• Teacher Kit: alphabet strip, letter recognition cards, clay, 2006-2007 DATES & LOCATIONS
cutter, dictionary and two Koosh® balls. (Classroom
materials sold separately)
10- 12 November: UK (Ascot/Berkshire)
Instructor: Jane Heywood Language: English
Contact: Richard Whitehead
Email: info@davislearningfoundation.org.uk
Tel: +44 (01580) 892 928
24 - 26 November: Switzerland (Basel)
Instructor: Heidi Gander-Belz Language: German
Contact: Gabi Lichtenhahn
Email: office@dda.ch Tel: +41 (0)61 273 81 85
29- 31 January: New Zealand (Christchurch)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
2- 4 February: New Zealand (Christchurch)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
13 - 15 June Iceland (Kopavogur)
Workshop hours: 9am-4pm with one hour lunch break. Instructor: Sturla Kristjansson & Valla Jonsdottir

Cost: $595 per person (US only)

Contact: Gudbjorg Emilsdottir Language: Icelandic
Email: gem@ismennt.is Tel: +354 554-3452
Academic Units or CEUs (US and Canada only) 7- 9 July: New Zealand (Christchurch)
Two Quarter Units are available through California State
Instructor: Gail Hallinan Language: English

University. Cost is $54 per unit, plus $35 administrative fee.

Contact: DDA-Pacific

A written assignment, which can be completed before and

Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626

during the workshop, is required.

11- 13 July: New Zealand (Christchurch)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Would you like to bring a DLS Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
workshop to your school/area?
Call 1-888-805-7216 and ask for Paula McCarthy.
Visit www.davislearn.com for
additional workshop dates.
THE DYSLEXIC READER PAGE 27

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 energy Implementing the Davis Procedures
levels)
To register for US workshops call 1-888-805-7216 (toll-free)

2006-2007 FUNDAMENTALS WORKSHOP SCHEDULE

NEW ZEALAND
11- 14 Nov. 2006: Christchurch
Presenter: Lorna Timms
Email: info@ddapacific.co.nz
Tel: +64 (09) 815-8626
1- 4 Mar. 2007: Christchurch
Presenter: Lorna Timms
Email: info@ddapacific.co.nz
Tel: +64 (09) 815-8626
SWITZERLAND
9-12 Nov. 2006: Basel
Presenter: Bonny Beuret
Email: office@dda.ch
Language: German
Tel: +41 (061) 273 81 85
UNITED KINGDOM
• 6-9 Nov. 2006
• 5 - 8 May 2007
Addington, Nr. Maidstone Kent
Presenter: Richard Whitehead
Email: uk@dyslexia.com
Tel: +44 (01580) 892 928
UNITED STATES
29 Jan. - 1 Feb. 2007
San Francisco, California
Presenter: Cyndi Deneson
Email: training@dyslexia.com
Tel: 1-888-805-7216 toll-free
19 - 22 Mar. 2007
Dallas-Ft. Worth, Texas
Presenter: Gerry Grant
Email: training@dyslexia.com
Tel: 1-888-805-7216 or +1 (817) 919-6200
15 - 18 May 2007
Washington, D.C.
Presenter: Gerry Grant
Email: training@dyslexia.com
Tel: 1-888-805-7216 or +1 (817) 919-6200
9 -12 Jul. 2007
San Francisco, California
Presenter: Gerry Grant
Email: training@dyslexia.com
Tel: 1-888-805-7216 toll-free
All workshops conducted in
English unless noted otherwise.

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
The Gift of Dyslexia by Ronald D. Davis 2006-2007 International Schedule
This 4-day workshop is an introduction to the basic theories, 6- 9 Nov. 2006 Addington, Kent UK
principles and application of all the procedures described in 9-12 Nov. 2006 Basel Switzerland
The Gift of Dyslexia. Training is done with a combination of 11-14 Nov. 2006 Christchurch New Zealand
lectures, demonstrations, group practice, and question and 29 Jan.-1 Feb. 2007 San Francisco, Calif. USA
answer sessions. Attendance is limited to ensure the highest 1-4 Mar. 2007 Christchurch New Zealand
quality of training. 19 - 22 Mar. 2007 Dallas-Ft. Worth, Texas USA
Who should attend: 5 - 8 May 2007 Addington, Kent UK
Everyone involved in helping dyslexic individuals over the 15 - 18 May 2007 Washington, D.C. USA
age of eight. 9 - 12 Jul. 2007 San Francisco, Calif. USA

Participants will learn: U.S. Course Schedule

• How the Davis procedures were developed.
• How to assess for the “gift of dyslexia.”
• How to help dyslexics eliminate mistakes and focus attention.
• The Davis Symbol Mastery tools for mastering reading.
• How to incorporate and use proven methods for improving
reading, spelling, and motor coordination into a teaching,
home school, tutoring, or therapeutic setting.
See page 27 for more workshop details.
• 8:30 - 9:00 Registration (first day)
• 9:00 - 5:00 Daily (lunch break 12:00-1:30)
U.S. Fees and Discounts
• $1175 per person
• $1125 for DDAI members or groups of two or more
• $1075 if paid in full 60 days in advance
• Advance registration and $200 deposit required
• Includes manual, one-year DDAI membership,
verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Pacific DDA-Deutschland DDA- México DDA-UK
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.
Phone: +64 (09) 815-8626 MEXICO Tel: +44 (01580) 892 928
Fax: +64 (09) 815-8627 Tel: 49 (040) 25 17 86 22 Tel/Fax: 52 (81) 8335-9435 Fax: +44 (0)1580 893 429
E-mail: pacific@dyslexia.com Fax: 49 (040) 25 17 86 24 or 52 (81) 8356-8389 E-mail: uk@dyslexia.com
E-mail: germany@dyslexia.com E-mail: mexico@dyslexia.com
DDA-CH DDAI-Int’l, Canada & USA
Freie Strasse 81 DDA-Israel DDA-Nederland 1601 Bayshore Highway, Ste 245
CH 4001 Basel 20 Ha’shahafim St. Kerkweg 38a Burlingame, CA 94010
SWITZERLAND Ra’anana 43724 ISRAEL 6105 CG Maria Hoop, NEDERLAND Tel: 1-888-805-7216
Tel: 41 (061) 273 81 85 Tel: 972 (0523) 693 384 Tel: 31 (0475) 302 203 Fax: 1 (650) 692-7075
Fax: 41 (061) 272 42 41 or (0)9 774 7979 Fax: 31 (0475) 301 381 E-mail: ddai@dyslexia.com
E-mail: ch@dyslexia.com Fax: 972 (09) 772-9889 E-mail: holland@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 on page 22
our booklet.