Professional Documents
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The
IN THIS ISSUE
(Contd on p. 7)
(Contd on p. 4)
By Jane Mangano
Introduction
In the introduction to his book The Gift
of Learning, Ron Davis states you
have purchased this book because you
have refused to accept that the child is
incapable of overcoming his or her
disabilities. (Davis, 2003, p xix) I
believe this statement is very relevant to
the many parents, teachers and therapists
who continue to search for alternate
ways of teaching the children and adults
in their care to read and write. The
reason they continue to search for new
strategies and understandings is that
these students have demonstrated
sophisticated intelligence in other areas.
The reason my husband and I developed
ReadOn software was because we
refused to accept that our bright
daughter Hannah was unable to read.
It is Thomas Wests (1997, p 20)
belief that dyslexics can be identified
when very youngnot by early
indication of problems but rather early
indication of unusual talents and gifts.
Our daughter Hannah certainly fits
with this theory. At the age of three,
Hannah learnt to communicate in sign
language with her profoundly hearing
impaired friend. The ease with which
News & Feature Articles
ReadOn - Positive Outcomes for Students
with Reading Difficulties . . . . . . . . . .1
Errors: The Invisible 800-Pound Gorilla
Blocking the Road to Learning . . . .1
New Zealand Cookie Icon Help
Dyslexics Discover Their Gifts . . . .3
The Gift . . . . . . . . . . . . . . . . . . . . . . . .9
Tys Visit to Americas County . . . .12
A Picture is Worth a Thousand Words 13
Mirror, Mirror, in My Head . . . . . . . .14
Famous Dyslexics Remember . . . . . . .17
Small Events Can Lead to
Big Changes . . . . . . . . . . . . . . . . .20
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2
Book Reviews . . . . . . . . . . . . . . . .10-11
Q&A . . . . . . . . . . . . . . . . . . . . . . .18-19
New Davis Licensees . . . . . . . . . .23-25
Davis Workshops . . . . . . . . . . . . . 26-28
ReadOnPositive Outcomes for
Students with Reading Difficulties
By Marion Blank, Ph.D.
Some teenagers were discussing the
ways they handle questions in class that
they cannot answer. With a smile, one
boy said, You know what I do? I raise
my hand. Seeing the surprise that his
comment evoked, he elaborated, It
works. If the teacher doesnt call on
me, she thinks I know the answer. And
if she does call on me, I say, Excuse
me. I didnt hear the question. Of
course, she repeats the question. But
she never stays with the same student
for two turns. So she calls on some
other student and never realizes that I
didnt know the answer.
This student, like most students,
is attuned to one of the most harmful
forces that exists in the teaching/learning
setting. Ironically, it is a force that goes
unrecognized by almost all teachers and
parents. If teaching is to be successful,
it is vital for adults to become aware of
Errors: The Invisible
800-Pound Gorilla Blocking
the Road to Learning
Jane Mangano, ReadOns developer,
with her daughter Hannah and
husband Phil.
PAGE 2 THE DYSLEXIC READER
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 peoples 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
Orientation Counseling
are trademarks of Ronald D. Davis. Copyright 2006 by DDAI, unless otherwise noted.
All rights reserved.
Happy Results
Casey Linwick-Rouzer, Davis
Facilitator in Sugar Land, Texas, heard
from a very pleased mom recently:
Hi Casey:
Matthew had a spelling test today. He
had 10 words all beginning with re
(rewrite, retry, etc.) He had to spell
them all correctly and he had to know
the meaning of each word. When we
sat down last night to review, Matthew
was only sure about a couple of the
words. So he decided that he would
Copyright 2001 Randy Glasbergen. www.glasbergen.com
In the Mail:
was finished, he could spell each word
forwards and backwards and had a
visual meaning for each.
He took the test today and made
a 102%. For perfect spelling, all correct
definitions, and bonus points for
knowing the definition of re. It
was amazing.
Matthews grades are good: As
and high Bs. His math grades were all
As until this week when he made 59%
on a multiplication test. Were going to
work on that, though. Anyway, I am
really proud of Matthew and I am
grateful to you for giving him a tool
that he can really use.
We saw another of your clients at
a football game. Matthew went up to
him, introduced himself and asked him
if hed enjoyed your program. He said
he had and thought it was cool that
Matthew is dyslexic too! Its all so
interesting!
We are going to be jumping into
multiplication with clay as soon as
possible - I am sure I will need some
guidance!
Talk to you soon,
Lisa Plummer
make a clay model for each of the
words using the definitions that the
teacher had given him, and do
Symbol Mastery on them. It took him
only an hour to do them all. When he
PAGE 3 THE DYSLEXIC READER
the cause of dyslexia correction. This
will result in the distribution of a
further 200,000 brochures. As $1.00
of the price of each bucket sold is
donated to the Charitable Trust, they
expect to raise $200,000.
In April, Cookie Munchers will
launch another fundraiser, in the form
of a Dyslexia Cookie. Starting April
23, 2007 the Dyslexia Cookie will be
available at a large number of food
and non-food retail businesses. This
New Zealand Cookie Icon
Helps Dyslexics Discover
Their Gifts
Guy and Suzanne Pope-Mayell,
with their son Shey. Founders of
Cookie Time, the Pope-Mayells
are the driving force behind the
Cookie Munchers Charitable Trust.
movie, Lord of the Rings).
Already, the Dyslexia
Foundation of New Zealand (DFNZ)
has been established (www.dyslexia
foundation.org.nz). The mission of the
DFNZ, as expressed at its website is
to encourage the acceptance of dyslexia
as an alternate way of thinking. DFNZ
will also pressure our Ministry of
Education to accept visual-spatial
learning as a normal learning style and
address the needs of visual-spatial
thinkers in schools.
These are exciting times for New
Zealand and Davis Dyslexia
Correction. I really do feel that this
model of support and sponsorship
from a Trust is a world first. It may
well set the standard for other bodies
seeking to become involved on a deep
level. The Cookie Muncher Charitable
Trust has enabled us to disseminate
information about dyslexia and the
Davis method across the country on an
extremely cost effective basis. And it
has lifted DDAIs profile enormously,
moving us from a niche provider to a
mainstream dyslexia solution.
For updates and more information,
visit www.cmct.org.nz and
www.dyslexiafoundation.org.nz. At
the CMCT website you can also listen
to Ron Davis speaking about dyslexia
and his personal history, in a substantial
interview with Kim Hill, of New
Zealand National Radio.
by Catherine Churton
Co-Director, DDA-Pacific
Something good is in the oven in
Auckland, New Zealand, home of
DDA-Pacific which covers Australia,
New Zealand and the South Pacific.
Through its unique association with a
leading cookie company, DDAPacific
has been able to lift the profile, not
only of dyslexia, but of Davis Dyslexia
Correction.
Cookie Time for serious cookie
munchers! is a New Zealand icon.
Its founders, Suzanne and Guy Pope-
Mayell, are the parents of two dyslexic
children who received wonderful,
meaningful programs from Lorna
Timms, licensed Davis Facilitator and
Workshop Presenter in Christchurch.
Motivated by their childrens experience,
they established the Cookie Munchers
Charitable Trust (CMCT) to support
innovations in the field of education.
The Pope-Mayell childrens Davis
experience was so positive that the
Cookie Munchers Charitable Trust has
initiated a scholarship program to
provide Davis Correction Programs to
youngsters between the ages of 8 and
18 whose families could not otherwise
afford it.
Working closely with DDA-Pacific,
CMCT subsequently began to build
community awareness of dyslexia and
provide a wide array of support for Davis
programs. To date seventy youngsters
for whomthe programwould have been
out of reach have received scholarships
for the Davis Dyslexia Correction
Program. CMCT and DDA-Pacific are
involved in a number of other efforts
to spread the word about dyslexia and
the Davis method.
So far, 300,000 brochures about
dyslexia and the Davis method have
been sent to New Zealand schools,
libraries, medical professionals and
others. Since November, seventy-five
Christmas Cookie sellers have been
selling buckets of cookies and promoting
effort wont
just raise funds
for scholarshipsit will also spread
awareness.
In late April, 2007 the Dyslexia
Discovery Experience will be launched.
This outdoor gallery will allow the
public to explore and experience
dyslexia through the stories and
real-life experiences of Ron Davis,
Mackenzie Thorpe (respected British
artist), John Britten (New Zealand icon
and designer of world-class motor-bike
designs) and Richard Taylor (winner
of the Oscar for Special Effects in the
PAGE 4 THE DYSLEXIC READER
Three Steps to Easier Reading, are
included with ReadOn. The purposes of
spell-reading are to train the student in
left to right eye movement in reading
and to enable the student to recognize
letter groups as words. The purpose
of sweep-sweep-spell is to continue
training in left-right eye movement
and word recognition. (Davis, 2003)
As well as being useful for people
with dyslexia, these exercises can also
assist people who constantly misread
words, because they have not taken
in the whole word. If this habit is
not addressed, plurals and tenses in
particular tend to be confused, making
comprehension inaccurate. Most
teachers will be aware of children in
their classes who perform poorly in
comprehension activities, even though
they appear to be able to read. These
students will also benefit fromthe visual
tracking exercises included in ReadOn.
Comprehension Support. People with
reading difficulties use up much of
their mental energy struggling to
decode text. As a result, there is little
energy left to comprehend what is
read, which is, after all, why we read
in the first place (Westwood, 2001).
Without comprehension, students are
likely to be discouraged from reading
as there is little satisfaction, but
instead, frustration. ReadOns auditory
feedback relieves the student of this
constant decoding struggle, allowing
comprehension to take place, and with
it the motivation to continue reading.
ReadOn can be customised to read
words, phrases or paragraphs out loud.
Hannah learnt to communicate with her
little friend amazed us all. I remember
thinking at this time that Hannah would
have no problems when she started
school. Unfortunately nothing could
have been further from the truth.
Once Hannah started formal
education, our bright, bubbly little
girl started to change. She became
withdrawn, sad and disliked school.
By the time we got a formal diagnosis
of dyslexia from an educational
psychologist, Hannah had very well
developed task avoidance strategies.
Hannah needed more toilet breaks,
drinks of water and tissues than
anyone else in her class. There were
few weeks in the year when I would
not get a phone call to say that
Hannah was unwell. We now know
that all of this task avoidance and
these unwell episodes were Hannahs
only way of dealing with something
that she didnt understand.
It is Ron Davis belief that most
people with dyslexia are primarily
picture thinkers. They naturally think
through mental or sensory imagery,
rather than using words, sentence,
or internal dialogue in their minds.
Because this method of thinking is
subliminal faster than the person can
be aware of most dyslexics are not
aware of what their minds are doing.
(Davis, 2003, p 12) Unfortunately,
most of our classrooms rely on auditory,
Reading Difficulties . . . (contd from p. 1)
The visual tracking
exercisesspelling the
word and reading, and
sweeping the word and
readingdetailed in
Ron Davis Three Steps
to Easier Reading, are
included with ReadOn.
gaining access to
the curriculum
especially where
time constraints are
to the fore. Text can
be entered into ReadOn
by either typing, scanning
or copying from other files
(internet, word files etc) and
then saved ready for the student
to access during class. Rather than
having to wait for assistance to access
texts, students with reading difficulties
can independently read, and risks can be
taken and mistakes made without fear
of judgment from a critical audience.
Students with reading difficulties are
then better able to demonstrate their
thinking and learning.
Writing Tool. ReadOn can also be used
as an assistive writing tool. Students
can type their work into ReadOn using
Write Mode and then listen back to
their work in Read Mode. By listening
back to their work students will more
easily identify word substitutions, clarity
issues and missing punctuation. This
editing support allows students to take
control of their learning and also engage
more fully in the writing process.
The Learning Vortex
The ReadOn Learning Vortex illustrates
one way of using ReadOn in a students
literacy program. The Learning Vortex
is a cyclical process in which student
learning strategies are developed and
reading skills are refined over time.
The first step of the process
involves the teacher, parent, tutor or
student sourcing appropriate reading
material, and entering this text into
ReadOn. Texts can be typed directly
into ReadOn, copied from electronic
documents (including the internet) or
scanned using the OCR function.
Once the text has been entered,
the student can use visual tracking
options to read the text. Text can
be highlighted paragraph,
phrase, word or letter at a
time, depending on the
purpose for reading. Students
can then use ReadOn to read
texts independently. Instead of
asking a third party for assistance
on tricky words, ReadOns auditory
word assistance can be utilised. The
words for which the student has sought
word assistance are automatically
recorded in an individual word bank.
Visual images for these words can then
be recorded within ReadOn and used
for future decoding and processing.
As the student continues to work
through this cycle, self-confidence and
reading competence should continue to
improve. As time goes on, the student
should require less and less external
assistance.
ReadOn allows the student to
PAGE 6 THE DYSLEXIC READER
Argentina
Silvana Ines Rossi
Buenos Aires
+54 (114) 865 3898
Australia
Brenda Baird
Brisbane
+61 (07) 3299 3994
Sally Beulke
Melbourne
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Anne Cupitt
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+61 (074) 128-2470
Mary Davie
Sydney, NSW
+61 (02) 9526 1505
Jan Gorman
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Gail Hallinan
DLS Workshop Presenter
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Barbara Hoi
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Eileen McCarthy
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+61 (342) 030 54 05
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+61 (02) 9649 4299
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Lochau +43 (05574) 446 98
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+43 (6991) 180 20 16
Christa Salcher
Wien +43 (01) 888 61 44
International
Davis Dyslexia
Correction
Providers
The Davis Dyslexia
Correction program is
now available from more
than 450 Facilitators
around the world.
For updates, call:
(888) 805-7216 [Toll Free]
or (650) 692-7141 or visit
www.dyslexia.com/
providers.htm
learn at his or her own pace, and progress can
be continually monitored with the support of
the individual word bank.
Conclusion
In the process of writing this paper, I read
aloud the following quote from Thomas
Wests book In the Minds Eye. It is of great
importance for dyslexics to receive confirmation
that their academic problems do in fact result
fromreal difficulties not experienced by others.
They need to know that the problems that they
experience are real and not imagined. To have
extreme difficulty with things that are easy for
ones peers is painful. (West, 2003, p 56) My
daughter Hannahs emotive response to this
quote was You should give that book to every
teacher to read; I hate the way everyone else can
read stuff so easily and I cant! It is our hope
that ReadOn might be able to alleviate some
of the difficulty that comes with learning
difficulties, while at the same time delivering
therapeutic functions that might improve the
literacy skills of many learners.
As Christine Ostler (1999, p 23) states
If children cant learn the way we teach, we
must teach themthe way that they can learn.
References
Davis, D. (2003). The Gift of Learning
Proven new methods for correcting ADD,
Math & handwriting problems. New York:
The Berkley Publishing Group.
Ostler, C. (1999). Dyslexia A Parents
Survival Guide. Surrey: Ammonite Books.
Riddick, B., Wolfe, J., Lumsdon, D. (2002).
Dyslexia A Practice Guide for Teachers
and Parents. London: Davis Fulton
Publishers Ltd.
West, T. (1997). In the Minds Eye Visual
thinkers, gifted people with dyslexia and
other learning difficulties, computer images
and the ironies of creativities. New York:
Prometheus Books.
Westwood, P. (2003). Reading and Learning
Difficulties Approaches to teaching and
assessment. Camberwell: The Australian
Council for Educational Research Ltd.
About the Author
Jane is a special needs teacher who
has worked in both primary and
secondary settings. After graduating
from University in 1987, Jane
taught mainly junior primary in
both country and city schools. Jane
developed a particular interest
in learning difficulties and so
completed a Graduate Certificate
in Special Needs Education. Following this she
spent several years as a specialist teacher supporting
students with learning difficulties. In order to further
support struggling students and their parents Jane
recently completed a Graduate Diploma in
Counseling. Prompted by her daughter Hannahs
diagnosis of dyslexia and inspired by Hannahs
success with the Davis Dyslexia Correction
Program, Jane and her husband Phil, created
ReadOn, a software package to support students
with reading difficulties including dyslexia. This
paper was accepted by the Australian Rehabilitation
&Assistive Technology Association and presented
by Jane at their 2006 Annual Conference.
PAGE 7 THE DYSLEXIC READER
Bahrain
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+ 32 (04) 374-27-87
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Canada
Wayne Aadelstone-Hassel
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Fredericton, New Brunswick
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Rocky Point Academy
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Sue Hall
West Vancouver
+1 (604) 921-1084
Errors: The Invisible . . . (contd from p. 1)
what is happening and how to mitigate its
negative effects. This force is one we will call
error dynamics.
The error dynamic involves much more
than just making mistakes. Mistakes, in limited
quantities, are a normal part of the learning
process. But when mistakes begin to dominate
that process, their meaning is different and
pernicious. Then a multi-dimensional force
takes hold that includes a sense of helplessness,
the anxiety of being exposed and the repeated
shame of making mistakes in front of others
including powerful authority figures and
ones peers.
Responsible adults, of course, are keenly
aware that something is awry. Their thinking,
however, is directed almost exclusively on
identifying skills within the child that might
be problematic. Thats why children undergo
extensive testing to determine if they have
problems in attention, language, auditory
processing, memory, spatial relations to
name only a few. Underlying all these varied
explanations, however, is a single common
factor the child is making significant numbers
of errors in meeting demands that adults have
placed on them!
Strangely, though, the difficulties are
never discussed in terms of error. Perhaps it
seems more scientific to address the issues
with clinical, somewhat esoteric, names. Or
perhaps adults do not want to see the role
they play in generating error. Or perhaps error
is so obvious that it seems unnecessary to
mention it. Regardless of the reason, error is
rarely given the attention it merits. It is the
invisible 800-pound gorilla who doggedly
blocks the path to learning.
Fromthe childs perspective, the situation
is quite different. Consciously or unconsciously,
they know they are on dangerous turf. Afew
feisty souls, like the teenager at the start of
this article, are emboldened to create ploys to
deal with the error dynamic. For many others,
however, the following comment summarizes
what often happens.
School had been unremitting torment for
him... The scars left by his school experiences
reached down to his very soul. No amount of
love or admiration...ever totally erased his
low self-esteem or the conviction that he was
unable to learn. (Scheil, M. An Encyclopedia
of Love, NY Picador 1999, p. 136).
It is not hard to see how children are so
dramatically affected by this error dynamic.
The potential embarrassment and shame of
your peers seeing you fail can be unbearable.
Think back to your experiences in the
classroom when you did not know the
answer and prayed the teacher would not
call on you. Remarkably, that fear lingers
onfor years after our school days are distant
memories. Its why adults avoid sitting in the
first row in a lecture hallthey want to
make sure that just in case the speaker asks
a question, they are not the ones who might
be called on to answer.
Fear is not the only problem. Children
who experience high rates of error see this as
incontrovertible proof of their stupidity. Once
that feeling takes hold, its grip is tenacious.
The childs self-esteem plummets, often
never fully recovering.
Mistakes, in limited
quantities, are a normal part
of the learning process. But
when mistakes begin to
dominate that process, their
meaning is different and
pernicious.
Virginia
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Montpelier/Richmond
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DLS Workshop Presenter
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balls. (Classroom
materials sold separately)
Workshop hours: 9am-4pm with one hour lunch break.
Cost: $595 per person (US only)
Academic Units or CEUs (US and Canada only)
Two Quarter Units are available through California State
University. Cost is $54 per unit, plus $35 administrative fee.
A written assignment, which can be completed before and
during the workshop, is required.
Would you like to bring a DLS
workshop to your school/area?
Call 1-888-805-7216, and ask for Paula McCarthy.
Basic Workshop for
Primary Teachers
In the forefront of what I liked most was how
easily the Davis strategies fit into many areas of
Kindergarten curriculum. It relieved me of a paper-
pencil approach and gave me a hands-on, kinesthetic
approach. It helped develop the little finger muscles
to move on to coordinate paper-pencil activities.
Creating the alphabet over time also accomplished the
development of ownership, responsibility, and a sense
a pride in all the children. I believe all Kindergarten
children would benefit from Davis Learning Strategies.
LB, Kindergarten Teacher, Mission San Jose Elementary
School, Fremont, California
2007 DATES & LOCATIONS
19-20 February: South Africa (Capetown)
Instructor: Richard Whitehead Language: English
Contact: Sara Kramer
Email: slkramer@mweb.co.za
Tel: 021 671 4634
27 February - March 1: South Africa (Durban)
Instructor: Richard Whitehead Language: English
Contact: Sharon Gerken
Email: gerken@iafrica.com Tel: +27 32 5254 294
24-25 March: Germany (Berlin)
Instructor: Sonja Heinrich Language: German
Contact: DDA-DACH
Email: germany@dyslexia.com Tel: +49 (040) 25 17 86 22
13 - 15 June: Iceland (Kopavogur)
Instructor: Sturla Kristjansson & Valla Jonsdottir
Contact: Gudbjorg Emilsdottir Language: Icelandic
Email: gem@ismennt.is Tel: +354 554-3452
7- 9 July: New Zealand (Auckland)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
11- 13 July: New Zealand (Auckland)
Instructor: Gail Hallinan Language: English
Contact: DDA-Pacific
Email: info@ddapacific.co.nz Tel: +64 (09) 815-8626
Visit www.davislearn.com for
additional workshop dates.
PAGE 27 THE DYSLEXIC READER
Come Learn and
EXPERIENCE the Davis
Dyslexia Correction
Procedures!
Fundamentals of Davis Dyslexia Correction
Procedures
Research and discovery. The gifts of dyslexia. Anatomy
and developmental stages of a learning disability.
Overview of the steps for dyslexia correction.
Davis Perceptual Ability Assessment
(a screening for dyslexic learning styles)
Demonstration and Practice Session
Symptoms Profile Interview (used to assess symptoms,
strengths and weaknesses; set goals; establish motivation)
Demonstration and Practice Session
DAY THREE
Orientation Review Procedure
(a method for checking orientation skills)
Demonstration & Practice Session
Davis Symbol Mastery