Professional Documents
Culture Documents
ISSUE 1 2012
By Kelly Attebery
went through her Davis Program with amazing results. At that time we realized how difficult it was for most parents in the state of Wyoming to get their children screened for dyslexia. We did all of our
IN THIS ISSUE
News & Feature Articles A Committed Mom and Her Daughters ...... 1, 3 Journey Out of the Fog .........................1, 4-5 The Dyslexic Brain ......................................3 Every Child, Every Day .............................5-7 Sleeping in Pellucidar ...........................11, 12 Sleeping on Earth ................................ 12, 13 Book Review: The 13 Clocks .........................14 In The News ........................................ 18-20 Regular Features In the Mail ..................................................2 Q&A ......................................................8-10 Lazy Reader Book Club.........................15-17 Famous Dyslexics Remember .....................21 New Davis Licensees ........................... 22, 23 Davis Workshops .................................26, 27
own research before finding The Gift of Dyslexia and seeking out Crystal Punch. Crystal, a Davis Facilitator and Davis Learning Strategies (DLS) Mentor in Centennial, Colorado, became Alice's Facilitator. At that time before a child could be tested for dyslexia in our state, she would have to test three years behind in reading and get placed in Special Education. For obvious reasons this seemed a bit harsh and not conducive to Alice becoming a happy student.
We wanted him to understand that given the right tools these children can succeed.
by to talk to us about his campaign for reelection. As it turned out, he was on the education committee and had no idea that there was no early screening for dyslexia in our state. We shared our story about the school system, gave him a copy of Alice's children's book, The Story of Evee's Sister,
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Journey Out Of The Fog Davis Attention Mastery For One Adult
By Donna Northcutt, Davis Facilitator in Grapevine, Texas, United States
attended school in the sixties and seventies. Back then, I felt as if I was living in a thick fog. I struggled with dyslexia and symptoms of attention deficit. In the second grade, reading challenges put me behind my school mates. The Catholic school I attended didnt have resources to help me, so I transferred to a public school. In junior high and high school, I attended remedial classes. I also had tutors and phonics instruction, and my mother used to spend hours helping me with my homework. She knew I could learn, that I just learned in a different way. And my mother also knew the amount of effort I put in (even though my grades didnt reflect it) and was always supportive. No matter what we tried nothing seemed to help.
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In The Mail
The following letter was sent to Ina Hallermann, Davis Facilitator in Thalheim/Fraunber, Germany. The English translation follows this lovely letter from a very grateful father. Liebe Ina, Ich wollte dir schon lnger mal schreiben und dir von Josua berichten. Letztes Jahr hat er als 2.Bester seine Mittlere Reife abgelegt und war und ist sehr stolz darauf und glcklich. Herzlichsten Dank fr deine Begleitung und Untersttzung. Ich bin wirklich dankbar fr diese wunderbare Arbeit nach Davis und sehe wie sehr sie Josua untersttzt hat und es immer noch tut. Danke fr deine Hingabe dafr und fr ihn und fr jeden, der zu dir kommt. Liebe Gre Robert Dear Ina, Let me show you my deep appreciation about the excellent program you have given to my son Josua. Last year he had finished his school career as second best of his grade. You can imagine his pride and happiness after all the years he had such a hard time learning in school. This basic enthusiasm is still with him and has changed the young man such that he looks forward to a better future.
Thanks so much, with all my heart, for your empathy and support. I certainly appreciate your wonderful professional work with the Davis Program. Every day I can see Josua`s psychological growth and improvement in many ways. This makes me happy and grateful. Best personal regards, Robert
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI) 1601 Bayshore Hwy., Suite 260, 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 Daz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. 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, Davis Dyslexia Correction, Davis Symbol Mastery, Davis Orientation Counseling, Davis Math Mastery, Davis Autism Approach, Seed of Genius, and Davis Learning Strategies are trademarks of Ronald D. Davis. Copyright 2012 by DDAI, unless otherwise noted. All rights reserved.
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about dyslexia and her success through Davis. We wanted him to understand that given the right tools these children can succeed. Then we put his sign in our yard and he promised to look into the problem. Through social networking with parents of dyslexics around the globe we shared with the senator many stories, studies, videos, articles and bills proposed in other states. In August of 2011, we convinced director, Harvey Hubbell V., to do a screening and discussion of his film, Dislecksia, the Movie in Laramie, at the University of Wyoming. Senator Rothfuss was invited, attended, and got involved in the discussion after the film. This past legislative session Senator Rothfuss introduced a bill. It includes screening for dyslexia in Kindergarten through Grade 3, as well as intervention for dyslexia. It is a huge step for the children of Wyoming and a blessing for both parents and children in our state! We were lucky enough to be present for the final passing and debate of the bill on the house floor where so many people shared stories about their family members who would have benefited from early intervention. It was encouraging for Alice to hear and see this process and an honor for all of us to be at the signing of this bill into law by our Governor, Matt Mead. This article was previously published as Attebery, K. (2012) A New Dyslexia Law in Wyoming. Davis Dyslexia Association International, Dyslexia the Gift Web site: http://www.dyslexia.com/library/dyslexialaw.htm Read more: http://www.dyslexia.com/ library/dyslexia-law.htm#ixzz1qS021mH0 Link to the Wyoming bill: http://legisweb. state.wy.us/2012/Bills/SF0052.pdf The book, The Story of Evees Sister: Playmaginating Dyslexia is available at Amazon.com You can also visit the Facebook page featuring the book at: http://www. facebook.com/pages/The-Storyof-Evees-Sister-PlaymaginatingDyslexia/148526455170064 v
But many still make the mistake of Scientists can now capture images of assuming that the gift is also tied to the internal wiring of the brain, using a tool called diffusion tensor imaging (DTI). a permanent disability. They assume, Research can now confirm what was once mistakenly, that the different brain wiring means that reading will be a only a hypothesis: the dyslexic brain is wired differently, in a way that is far more lifelong struggle. Research science tells a different elegant than a mere localized glitch or story. Children who struggle with reading disruption. often grow up to be excellent readers Ron Davis is known for his early and compelling writers. Studies over the recognition that the signature mental past decade show strengths of dyslexia that the dyslexic are closely tied teenagers and to difficulties in adults who do learning to read. His We saw the gift, but best are those who theory was drawn others still saw dyslexia have developed from experience, as the product of some the most robust both personal and sort of brain defect. Now right-brain from working with science has caught up. pathways. For a hundreds of children dyslexic learner, and adults. But reading is a without the brain whole-brained process. In the words science to back up his ideas, many of Ron Davis, the true gift of dyslexia academic researchers ignored his work is the gift of mastery. and continued to look at dyslexia as a discrete dysfunction of the brain. But things have changed. In the 1990's You can find out more here: Studies of Strong Dyslexic Readers: scientists tended to look at parts of the dyslexia.com/science/different_pathways.htm brain in isolation. They assumed reading The Visual-Spatial Learner: was only a left-brain function, tied dyslexia.com/library/silver1.htm closely to areas known to be involved in Davis Research Bibliography: processing oral language. But with 21st dyslexia.com/science/researchlist.htm v century technology, the focus has shifted to looking at the whole brain, and the wiring that connects different parts and different functions within the brain. Our web site Dyslexia, the Gift went live in 1995, but for many years we were a lonely voice on the internet. We saw the gift, but others still saw dyslexia as the product of some sort of brain defect. Now science has caught up. These days it seems as if just about everyone writers, educators, research scientists is talking about the dyslexic gift.
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Journey Out of the Fog (continued from page 1)
The one thing I had going for me was a great work ethic. I enjoyed working and was good at hands-on jobs. In California and Wyoming I worked successfully at horse stables, cattle and dude ranches, ski resorts, golf courses and restaurants. Later I spent eleven years working as an American Airlines fight attendant. I thoroughly enjoyed all of these jobs. After I married and had two children I discovered the Davis Dyslexia Correction Program through my sister, who has a dyslexic son. Always supportive, one day my mother said, I always wanted to do something to help you with your challenges, but at the time there just wasn't anything available. If youre interested in doing a Davis Program, Id like to pay for it.
help. I decided I needed another program: the Davis Attention Mastery Program. My Facilitator was flexible with my schedule. I came in a couple of times a week, mastering one, or sometimes two concepts in a three-hour period. This gave me time to digest, reflect, and think about the concepts in my life without running them all together. Now, looking back, this schedule worked well for me. During my Davis Attention Mastery Program, I knew it was very important for me not only to create my model of self but also to explore beyond that exercise. I knew Back then, I had a poor image of myself intellectually. I felt as if I was living I took my time with the rest of the concept in a thick fog. words as well. I remember struggling with consequence, cause, and effect, feeling I was 40 years old by then, and still felt really confused. I used my clay self in all the models. It was moving, powerful, frustrated and embarrassed when it came and emotional. The concept of time was to spelling, reading comprehension, and magical. I'm sure everyone experiences writing. So I eagerly took her up on the something a little different during a offer. When I started my program I was breakthrough, but I remember that it felt SO ready to start using my mind! I saw like the room had cleared and change had the Davis Program as the beginning of a taken place. Perhaps a neural pathway new chapter in my life. made a connection that simply hadnt I loved the program; it was amazing, existed before. but at the same time difficult. Returning After I completed all the concepts, home, I was excited to get started with the reading exercises and trigger words. But it I was amazed at how easy the trigger wasnt easy to go from a safe, quiet office words became. I began to understand with my Davis Facilitator, fine tuning three many things for the first time. One of my ah-ha! moments came the day I started times a day, to real life on my own with my tools. A ring I wore helped remind me noticing and understanding time within trigger words. It was like a light bulb to use my tools, but at that time I really switched on. That old feeling of being had no idea how much confusion I was surrounded by fog was gone. dealing with. I thought that, as an adult, I should be able to do the follow-up program Using My Tools And Concepts without a support person. Wrong!!! The trigger words were very difficult. I To Conquer Attention Decit felt lost. I felt a heavy cloud of uncertainty and Hyperactivity For me, overcoming my symptoms hanging over me. I found myself getting of attention deficit and hyperactivity is lost in the art of the clay, forgetting the purpose of working on whatever word Id a commitment and a process that takes intensity and discipline. Keep in mind, Id selected for the session. I feared I wasnt lived 40 years with old habits and coping completely understanding the dictionary mechanisms; it would take effort for meanings of words. At that point I could me to replace those with more effective easily have given up, but I knew in my behaviors. Sometimes my mind gets heart that this program was special. overly busy. Pictures, ideas, things that I So I followed my gut and sought more
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Donna Northcutt offers Davis Dyslexia Correction services at her office, Dyslexia Breakthrough Correction Center, in Grapevine, Texas. You can find out more about her services at her website, www.dyslexiabreakthrough.com
two factors in instructional design most likely to improve reading motivation and comprehension were student access to Every Child, Every Day by Richard L. lots of books and personal choice of what to read. Allington and Rachael E. Gabriel, is an Although this doesnt mean that excellent article, suggesting that many students should never read selections of the instructional decisions educators chosen by their teachers, it is well known make compromise or supplant the kinds that children are motivated when theyre of experiences children need in order to allowed to select their own books. Over become successful readers. The article time they learn to choose books at their discusses six elements of instruction, reading level that is, books that arent too easy or too hard and this successful type of reading increases the chances that I hope that many teachers, theyll choose to read outside of school. Few schools provide teachers with principals, superintendents the funds necessary to set up a large and politicians read Every classroom library of books at various Child, Every Day, and take reading levels. They do find money for its lessons to heart. workbooks, photocopying, computer tutorials, test prep materials, and a myriad well researched and shown to be effective of assessments. They manage this, in spite of the fact that there is no evidence even with struggling readers, that all to indicate that those materials improve teachers can and should implement in their classrooms. I recognize ALL of them reading performance. There is plenty of as successful strategies that I, and many of my teaching colleagues used for years before the current reforms began to push the typical 4th grade them out of our professional practice. classroom has students I hope that many teachers, principals, superintendents and politicians read Every reading anywhere from Child, Every Day, and take its lessons the 2nd to the 9th grade to heart. As parents become aware of reading levels. this research, and of how their children are taught, if elements and strategies are evidence that allowing kids to choose absent from the curriculum, they can books theyre interested in does. begin to press for them in our schools. Allington and Gabriel also make the Here are the six elements Allington and point that the typical 4th grade classroom Gabriel discuss. has students reading anywhere from the 2nd to the 9th grade reading levels. Its Every day, all children should have unreasonable to assume that the needs of to opportunity to read something such a wide variety of readers could be they choose. met by the same workbook or textbook. A 2004 meta-analysis of the research on student-selected reading found that the
Reviewed by Laura Zink de Diaz
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Every Child, Every Day (continued from page 5)
In addition, research has never produced any evidence that skills developed through isolated, worksheetbased skills practice and fill-in-the-blank vocabulary quizzes will transfer to real reading. Yet our schools continue to spend money on such materials, instead of budgeting an appropriate amount of funding for the purchase of elementary classroom libraries.
Reading to the class is a high-impact strategy that doesnt require special materials or training.
Fifty years of research into successful reading interventions support these findings. Allington and Gabriel state that regardless of focus, target population, or publisher, interventions that accelerate reading development routinely devote at Interventions that least two-thirds of their time to reading Every day, all children should read accelerate reading and rereading rather than to isolated or something they understand. development routinely contrived skill practice. yet the typical The goal of reading is to understand devote at least two-thirds whats on the page. Allington and Gabriel reading intervention used in schools of their time to reading and today has struggling readers spending maintain that, too often, struggling rereading rather than to the bulk of their time on tasks other than readers get interventions that focus on reading and rereading actual texts. This isolated or contrived basic skills in isolation, rather than on skill practice. reading connected text for meaning. This misplaced focus wastes the time of both common misuse of intervention time often students and teachers, and leads to loss of public confidence in schools. arises from a grave misinterpretation of what we know about reading difficulties. Every day, all children should read Research has often suggested that the Every day, all children should accurately. write about something personally brains of struggling readers are wired For the last sixty years, research has meaningful. differently. Often educators conclude consistently indicated that its important Allington and Gabriel have observed that whats needed is isolated skills for students to read texts that they can in many states that its rare to see students read well, with comprehension. Reading practice. But the same brain research writing anything more than fill-in-thespeed will improve, if a child reads texts shows that remediation that emphasizes blank or short-answer responses during comprehension can change the structure with 98% accuracy or higher. Anything their reading block. And those who are of struggling students' brains increasing less slows the rate of improvement and given time to write more, are usually white matter, which consistently predicts anything below 90% accuracy doesnt required to respond to a prompt selected improve reading ability at all. In essence, increases in reading ability. by the teacher, or must follow a strict Numerous studies have shown that this means that its counter-productive to formula or rubric. its not drilling in basic skills that insist that children read books or stories Adults hardly ever write in response allows students to read better: what it that are too hard for them. to a prompt, and we usually choose to takes is lots of reading and rereading However, many schools, believing that write about what we know, what weve of text that students find engaging and to become good readers students must experienced or investigated. Writing comprehensible. read more, have increased the amount of is composing. To compose is to create reading time allocated in each school day. something unique and meaningful. Writing But these schools have not ensured that continuous text about something meaningful their students can actually read the texts is not just something nice to [do] when provided with a high degree of accuracy and there's free time after a test Writing comprehension. As the authors state, When provides a different modality within which to students read accurately, they solidify their practice the skills and strategies of reading word-recognition, decoding, and wordfor an authentic purpose. analysis skills. Perhaps more important, When students write about something they are likely to understand what they read personally important to them, they watch and, as a result, to enjoy reading. their spelling, grammar, vocabulary In any given block of time dedicated choice and punctuation, and how they to reading, those who read well will organize their ideas, because they care read more, while struggling readers, whether the reader can understand their will naturally get through less. It takes story. And this process is especially longer to read when youre faced with important for struggling readers because many words you cant immediately it produces a comprehensible text that the student can read, reread, and analyze.
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Allington and Gabriel end their article with a few simple suggestions: First, eliminate almost all worksheets and workbooks. Use the money saved to purchase books for classroom libraries; use the time saved for self-selected reading, self-selected writing, literary conversations, and read-alouds. Second, ban test-preparation activities and materials from the school day. Although sales of test preparation materials provide almost two-thirds of the profit that testing companies earn (Glovin & Evans, 2006), there are no Every day, all children should listen studies demonstrating that engaging to a fluent adult read aloud. students in test prep ever improved The authors point out that research has their reading proficiency or even their shown that listening to an adult model test performance. As with eliminating [fluently] reading increases students' workbook completion, eliminating test own fluency and comprehension skills, preparation provides time and money to as well as expanding their vocabulary, spend on the things that really matter in background knowledge, sense of story, developing readers. awareness of genre and text structure, and comprehension of the texts read. You can read the full article at the However, few teachers beyond first grade Educational Leadership website at: read aloud to their students every day. http://www.ascd.org/publications/ Reading to the class is a high-impact educational-leadership/mar12/vol69/ strategy that doesnt require special num06/Every-Child,-Every-Day.aspx materials or training. All it really takes You will find a bibliography of articles is for the teacher to decide to do it, and and books on reading and research into the school administration to support reading at the end of their article. v that decision. Listening to a read-aloud benefits all students, while having the whole class read a text thats appropriate for only a few, does not. of switching between writing, speaking, reading, and listening helps students make connections between and solidify the skills they use in each.
Quotable Quotes
Have no fear of perfection you'll never reach it. Salvador Dali, Spanish surrealist painter (1904 1989) If they give you lined paper, write the other way. William Carlos Williams, American modernist and imagist poet, pediatrician and general practitioner of medicine (1883 1963) The river flows at its own sweet will, but the flood is bound in the two banks. If it were not thus bound, its freedom would be wasted. Vinoba Bhave, Indian advocate of nonviolence and human rights, considered National Teacher of India and spiritual successor of Mahatma Gandhi (1895 1982)
The noblest pleasure is the joy of understanding. Leonardo da Vinci, Italian Renaissance polymath: painter, sculptor, architect, musician, scientist, mathematician, engineer, inventor, anatomist, geologist, cartographer, botanist, and writer (1452 1519)
by Abigail Marshall
Permutation is Vexation!
Q: I am a 15 year old high school student and have been trying to explain my dyslexia to my friends, but they dont seem to understand. In The Gift of Dyslexia, there is a page that shows all the ways a dyslexic can see the word cat... Is there a formula that can be used to figure out the many ways a dyslexic can see a word?
A: The Davis Learning Strategies curriculum is not the same as an individualized Davis Dyslexia Correction Program, and therefore the same concerns about medication do not apply. The goal of the individualized program is to correct dyslexia in older children, teenagers and adults. This means overcoming longA: If you think about it, there are at least 4 ingrained habits (old solutions) and triggers for different ways each letter can be seen -- reversed, disorientation. Some medications, particularly upside down, and flipped entirely (both reversed those typically prescribed for ADHD, tend to & upside down), as well as the correct way. So interfere with that process. Given the commitment mathematically, it is the same as asking, how of time and money that a childs parents or an many different combinations of 3 letters can you adult client will be making for the one-on-one have? Davis Program, Facilitators need to be fully If there were only 2 letters in a word, the informed about all medications, so that they can number of possible combinations would be 16, give their prospective clients an honest opinion that is, 4 x 4. You can try modeling this yourself. of the likelihood of success. This is especially Make a two-word letter in clay, and count the true as the typical Davis client will only spend combinations you can come up with switching the about 5 days or 30 hours working directly with orientation of the letters. the Facilitator after that, they are on their own. Since cat has 3 letters, the formula would be More information about the reasons that such 4 x 4 x 4 or 64. So you can see that's more than medications can stand in the way of a successful 40. But the letter t is symmetrical: it looks the Davis Program is here: same whether flipped left or right. So the formula should really be 4 x 4 x 2 or 32, which is less A Drug Free Approach to ADHD than 40. http://www.dyslexia.com/library/drugfree.htm However, dyslexics can not only see the individual letters changing orientation, they can However, the Davis Learning Strategies (DLS) also mix up the sequence of the letters. There are approach is not intended to correct dyslexia or 6 different arrangements for the letters in the word ADHD at an individual level. Instead, the goal cat (3+2+1). You can try that as well to verify. is to give the basic foundational tools of Davis So now, to get to the total number of ways to young children in early years, at a time when dyslexics might perceive cat, wed multiply 32 they can use them to achieve school success (the number of different orientations) by 6 (the and before they start to struggle, fall behind, or number of sequences). That gives us 192 different manifest other signs of a learning disability. No ways to see the word cat. parent of a child in your classroom would be This kind of problem is called a permutation. paying extra specifically for those tools. Nor is Here's a web site with more information on a classroom teacher expected to do sustained permutations: http://www.mathsisfun.com/ individualized work with any particular child. combinatorics/combinations-permutations.html If you do have a child who clearly needs extra If all these numbers make your head spin, you support, you are likely to refer that child for can also work it out by using little balls of clay to further services DLS is intended only for represent the quantities. Using physical objects to classroom use for students who do not yet meet represent the problem should help a lot. criteria for special education.
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Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32 Bethisabea Rossitto Bruxelles +32 (474) 68 56 06 Chantal Wyseur Waterloo +32 (486) 11 65 82 v Bolivia Veronica Kaune La Paz +591 (2) 278 9031 v Brazil Luciana Borelli Noronha Batalha Brasilia, D.F. +55 (61) 8185-6442 Ana Lima Rio De Janeiro +55 (021) 2295-1505
The Davis Learning Strategies (DLS) approach is not intended to correct dyslexia or ADHD at an individual level. Instead, the goal is to give the basic foundational tools of Davis to young children in early years, at a time when they can use them to achieve school success.
Learning to use Davis Focusing will not hurt a child who is taking a medication such as Ritalin. It may simply be that that child will get little or no benefit from the tool. Such a child may still receive the benefits of the other DLS strategies, such as the stress-reducing effects of Release and Dial Setting during reading and writing, and are likely to enjoy and benefit from the work with clay. However, Davis Focusing is the simplest of the many strategies we have to approach learning the skill of self-orientation, and as a classroom teacher you will have the opportunity to reinforce the use of the tool throughout the school year. The young child who has difficulty learning that skill in September may catch on a few months later, especially after daily reinforcement of skills like Release and practice with the Koosh balls. It is also possible that some of the students who are taking medications at the beginning of the school year may not be receiving medications consistently throughout the year, for a variety of different reasons. If you do have a child who doesnt benefit fully from one or more of the individual Davis tools, it is no different than the situation you already face: some of the children in your classroom will have a harder time learning than others. But a DLS classroom will benefit many children with attention-focusing issues in
v Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06 v Canada Wayne Aadelstone-Hassel Halfmoon Bay +1 (604) 741-0605 Rocky Point Academy Stacey Borger-Smith Autism Training Supervisor Autism Facilitator/Coach Supervisor Specialist Lawrence Smith, Jr. Autism Training Supervisor Autism Facilitator/Coach Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Paddy Carson Edmonton/Alberta +1 (780) 489-6225 Marcia Code Kanata, Ontario +1 (613) 284-6315 Dyslexia Resources Canada Shelley Cotton Sharon Roberts Brantford, Ontario +1 (519) 304-0535 +1 (800) 981-6433 (Toll-Free) Janet Currie Richards Boutiliers Point Nova Scotia +1 (902) 826-1512 Elizabeth Currie Shier Autism Facilitator/Coach Oakville (Near Toronto) +1 (905) 829-4084 Brenda Davies Rosedale Station Alberta +1 (403) 823-6680 Cathy Dodge Smith Autism Facilitator/Coach Oakville/Toronto +1 (905) 844-4144 +1 (888) 569-1113 toll-free Sandy Farrell Hudson, Quebec +1 (450) 458-4777 Rene Figlarz Montreal, Quebec +1 (514) 815-7827 Carole Ford Ladysmith, BC +1 (250) 245-8412 Sher Goerzen Maple Ridge BC +1 (604) 290-5063 Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Sue Hall West Vancouver +1 (604) 921-1084 Dvorah Hoffman Toronto +1 (416) 398-6779
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v Canada (continued) Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Colleen Malone Newmarket Ontario + 1 (905) 252-7426 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Carl Nigi Kanata, Ontario +1 (613) 558-7797 Maureen OSullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec +1 (514) 690-9164 Joanna Pellegrino Thunder Bay Ontario +1 (807) 708-4754 Sharon Permack Thornhill Ontario +1 (416) 726-4441 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001 Rebecca Wight Chilliwack, BC +1 (604) 615-6452 Kim J. Willson-Rymer Autism Facilitator/Coach Mississauga, Ontario +1 (905) 825-3153 v Chile Ximena Hidalgo Pirotte Santiago +56 (02) 243 0860 v China Twiggy Chan Hong Kong +852-6175-8439 Yvonne Wong Ho Hing Autism Facilitator-Coach Hong Kong +852-6302-5630 Livia Wong Autism Facilitator/Coach Hong Kong +852-2756-6603 v Colombia Laura Zink de Daz Bogot +57 (1) 704-4399 v Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 v Cyprus Alexis Mouzouris Limassol +357 25 382 090 v Denmark Moniek Geven DLS Mentor Bryrup +45 7575 7105 v Ecuador Gina Liliana Alvarez Altamirano Ambato +593 (3) 242 4723 Ana Magdalena Espin Vargas Ambato +593 (2) 854 281 Santiago Fernandez Ambato +593 (2) 845 739 Nora Cristina Garza Daz Ambato +593 (3) 282 5998 Germania Jissela Ramos Ramos Ambato +593 (3) 242 4723 Ins Gimena Paredes Ros Ambato +593 (08) 418 5779 Q&A (continued from page 9)
but his early childhood experiences influence whether or not he actually develops dyslexic symptoms. For example, there are a good number of Davis Facilitators who are dyslexic. They have learned to control their own symptoms and help others learn to do the same. Its possible
The inherited factor is a tendency towards a condition like dyslexia or ADHD, but not the condition itself.
that there are now children and grandchildren of Davis Facilitators who are potential dyslexics but who will never be labeled dyslexic because their Facilitator caretakers will introduce them to concepts and activities that will help these children avoid the cycle of frustration that leads to dyslexia, long before those children begin school. I believe that part of the problem is the labels we use. If we decide that a child has ADHD because he is energetic, easily distractible, and hasn't seemed to integrate the life lessons that are expected at his age, we can then worry about the cause. But if we just accept that some children simply need to be guided to learn the skills and life lessons that others seem to acquire naturally, we can have a different viewpoint. Perhaps, from a Davis perspective, the question isn't whether a little potential dyslexic is dyslexic or ADHD, but whether he knows how to orient himself, how to self-regulate with his Dial, and whether he understands the concepts of self or change or time. If we can recognize the importance of these abilities and help children from the outset, before attaching a label, then it is very likely that many children will grow up knowing only the gifts and talents that are part of dyslexia and ADHD, with none of the disadvantages. Such a child is particularly blessed to also have a parent with dyslexia or ADHD, because then as a parent you will be able to understand and guide your child as he grows, and far less likely to miss or overlook signs of any difficulty. v
I am the cool boy Who likes creating things, I wonder what I can make next? I hear the paper Rustling, I see the shape of the car I want to be the best Maker in the world! I am the cool boy Who loves creating things. I feel the folds of the car I touch the paper. I worry I might Have to do writing on it, I worry if I might cry When I cant do it. I am the cool boy who loves Creating things.
Davis Facilitator Janet Pirie-Hunter of Wellington, New Zealand, worked with Fraser while she was studying for her Davis certification. Many thanks to Shelley McMeeken, Director DDA Pacific, for submitting this touching poem!
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v Estonia Olga Knut Tallinn +372-56-509-840 v Finland Elisabeth Helenelund Borga +358 400 79 54 97 v France Christine Bleus Saint Jean de Gonville/Genve +33 450 56 40 48 Claudine Clergeat Brunoy + 33 (06) 78 69 79 56 Jayne Cooke Barr +33 (0) 3 88 74 06 01 Corinne Couelle Lyon +33 (04) 78 88 65 52 Patrick Courtois Juvignac +33 (6) 37 40 49 67
Sleeping in Pellucidar
By Laura Zink de Daz Davis Facilitator, Bogot, Colombia
Ive developed a habit of reading in bed for a while before I turn out the light and dedicate myself to sleep. Lately Ive been re-reading the many works of fiction written by Edgar Rice Burroughs during the first half of the twentieth century. Most people know Mr. Burroughs as the writer of the Tarzan books, which were later turned into movies and comics. Those werent the books I read as a child, although I think Ive seen every Tarzan movie ever made! I read Burroughs Mars adventures. (Hollywood recently made a movie of one of the John Carter Mars adventures. I understand it was a financial flop.) After I tore through all the Mars books, I started on Burroughs stories about Pellucidar. Pellucidar is the name Burroughs gave to a world deep inside the earth. If youve ever watched a movie about journeying to the center of the earth, youre familiar with at least some aspects of Burroughs creation. In the first book of the series, At The Earths Core, the characters travel to the center of the earth in a capsule that drills its way through the earths crust, and discover that the molten core of our planet functions as the sun of a world without time. I found the theme of time in Pellucidar fascinating. When I work on the fundamental concepts with my clients, we of course look at time. We talk about and eventually model the definition: the measurement of change in relation to a standard. We examine the two standards.
axis. For those of us living well above or below the equator, our trip around the sun, combined with this tilt alters our seasons and the length of day and night at different times of the year.
Jennifer Delrieu Auffargis +33 (01) 34 84 88 30 Claudine Garderes Fontenay-Le-Fleury (near Paris) +33 (642) 15 99 27 Emmanuelle Leibovitz-Schurdevin Tours +33 (613) 02 48 85 Tours Franoise Magarian Legny/Lyon +33 (0474) 72 43 13 Chantal Marot-Vannini Arfeuilles +33 (06) 14 24 26 33 Carol Nelson Boulogne-Billancourt/Paris +33 (09) 52 63 02 05 Odile Puget Segny/Geneve +33 (0) 450 418 267 v Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224
As I read the adventures of surface dwellers in Pellucidar I suddenly realized Id been doing a terrible job of discussing time with my clients!
First we talk about our twenty-four hour day with its seconds, minutes and hours, based on the time it takes the earth to complete one rotation on its axis. In the physical world, what we experience to allow us to perceive that rotation is the passage from day to night to day again. The standard for this measurement of change is the earths rotation. The second standard, on which we base our measurement of change that takes place over a much longer period than 24 hours, is the earths orbit around the sun and the tilt in our planets
Essentially, our perception of time hinges on our physical experience of the alternation of light and dark, the length of day and night, and changes in weather, documented through milenia of increasingly precise scientific observation. Burroughs characters arrive in Pellucidar and suddenly realize that it is always day there. The earths molden core, their sun, provides light, but they dont perceive their world as rotating on an axis, nor does it appear to travel around their sun. Since their world surrounds the sun, there is no night. Nor are there any seasons. Since Pellucidar exists inside our planet its inhabitants have never seen the stars or our sun, and are entirely unaware that they dont live on the surface of their world, but inside the surface of a closed ball. There is no measurement of time in Pellucidar. Dinosaurs still roam the land (as well as many other scary beasts), and humans akin to Neanderthal man still exist as well as homo sapiens. Many humans live in caves, others have learned to use the materials around them to build shelter, still others have learned to sail the sea. Theres a mishmash of stages of development in Pellucidar, but the notion of progress, of civilization advancing through time, is unknown. Perhaps its impossible to conceive of advancement or progress if you have no sense of time passing.
(continued on the next page)
Ellen Ebert Ammern +49 (03601) 813-660 Gabriele Doetsch Bad Windsheim +49 (098 41) 688 18 18 Cornelia Garbe Autism Facilitator/Coach Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mnch Buxtehude +49 (04161) 702 90 70 Anne Guignard Trier +352 (691) 245 252 Ina Hallermann Thalheim/Fraunberg +49 (0)8762 7382069 Christine Heinrich Remseck +49 (0)7146 284 65 60 Sonja Heinrich Supervisor-Specialist DDA-DACH Director Autism Facilitator/Coach Hamburg +49 (40) 25 17 86 23 Kirsten Hohage Nrnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (030) 28 38 78 71 Mechtild Hylla Kassel +49 (0561) 602 78 20 Rita Jarrar Mnchen +49 (089) 821 20 30 Randolph Keitel Bhlertal +49 (0) 7556-928845 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Marianne Kranzer Knigsfeld +49 (07725) 72 26 Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 (711) 479 1000
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v Germany (continued) Anne Moeller Grbenzell BRD +49 (081) 4251955 Angela Przemus Shnebeck +49 (3928) 845 159 Markus Rauch Freiburg +49 (761) 290 8146 Colette Reimann Landshut +49 (0871) 770 994 Brigitte Reinhardt Offenberg +49 (78109) 919 268 Ursula Rittler Stuttgart +49 (0711) 47 18 50 Christiane Rosendahl Dortmund +49 0(231) 75 81 53 02 Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Autism Facilitator-Coach Autism Training Supervisor Stuttgart +49 (0711) 578 28 33 Sylvia Schurak Garlipp +49 (0) 39 32 44 82 Carmen Stappenbacher Gundelsheim +49 (0951) 917 19 10 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89 Andrea Toloczyki Havixbeck/Mnster +49 (02507) 57 04 84 Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Berlin +49 (030) 66 30 63 17 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Gabriele Wirtz Autism Facilitator-Coach Stuttgart +49 (711) 55 17 18 Elvira Woelki Mindelheim +33 (082) 61 76 36 38 v Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 (231) 054 0008 or +30 6934 662438 Theano Panagiotopoulou Athens +30 (21) 111 953 50 Traute Lutz Marausi +30 (210) 804 3889 Irma Vierstra-Vourvachakis Rethymnon/Crete +30 283105 8201 or 69766 40292 v Iceland slaug sgeirsdttir Mosfellsbaer +354 861-2537 Gigja Baldursdottir Reykjavik +354 562 2840 Sigrn Jnina Baldursdttir Snaefellsbae +354 586 8180 Gudrn Benediktsdttir Hafnarrdi +354 545 0103 or +354 822 0910 Gudbjrg Emilsdttir DLS Mentor Kpavogur +354 554 3452 Hlmfridur Gudmundsdttir Gardabae +354 895-0252 Pellucidar (continued from page 9)
If you were to ask a Pellucidarian how far a particular place is from your current location, how long the journey would be, their only measure would be in terms of periods of sleep: Oh, that lies many sleeps from here, or Lets go, so we can be there before we must sleep. When one of the characters returns to the surface of the world, he asks the first person he meets what the date is because he has no idea whether hes been gone for a month, six, a year, or ten years. In Pellucidar you can only keep track of just so many sleeps before you lose all sense of time. Burroughs doesnt specify how long his characters sleep. The characters from the earths surface discover that their watches stop working after a time, so they have no way of knowing how long they sleep either. Occasionally theyll awake and ask someone how long they were asleep. If they slept a long time the answer might be, I slept three times before you woke up. They do occasionally find that they must sleep again after what seems to them to have been a very short time awake. But they never know whether thats the result of not sleeping enough, or because their waking activities were particularly tiring. Pellucidarians have no idea how long they sleep either, or how long theyre awake. Since its always light when they wake up, they assume theyve slept enough, rise and go about their daily tasks. With no way to measure time, they cannot know what their sleep patterns are. They can only assume that if they feel sleepy, they must be tired, so they lie down and go to sleep. As I read the adventures of surface dwellers in Pellucidar I suddenly realized Id been doing a terrible job of discussing time with my clients! I thought I understood time. I did, but I only understood it academically and intellectually, not in terms of what the absence of the standards would mean for my perception of time. Only when I took Burroughs imaginative journey to Pellucidar and thought about the absence of those standards, did I fully realize what how essential our perception and understanding of time really is for our understanding of just about every aspect of our lives! I think Ive got it now, and next time a client and I work on the concept time, I know how Ill change the conversation! You can find Edgar Rice Burroughs novels at most public libraries and bookstores or at the Gutenburg Project, on line at: www. gutenberg.org v
Sleeping on Earth
Laura Zink de Daz Davis Facilitator in Bogot, Colombia
Im not a good sleeper. I developed sleep apnea about fifteen years ago, and since that time Ive slept with a face mask over my nose connected to a longish hose, attached to a machine called a CPAP, which stands for continuous positive airway pressure. The CPAP sucks air in through a filter and forces it under a specific pressure through the hose and facemask into my respiratory system. Simply put, the pressure of the air I breath through the mask keeps my airways open. Without a CPAP my airways would shut and Id wake approximately 90 times per hour, usually with a gasp, and without knowing I was doing it. Since Ive had a CPAP my sleep has been uninterrupted by these unconscious episodes of suffocation. But lately, I find that I often sleep for two or three hours, only to wake, unable for an hour or two to fall back to sleep. This doesnt seem to have anything to do with sleep apnea, so its a bit disturbing when it happens. While Im awake in the wee hours, Im uncomfortably aware of time passing. After all, everybody knows were supposed to get eight hours of sleep every night,
Everybody knows were supposed to get eight hours of sleep every night, right?
right? The longer Im up, the more likely it is that Ill end up slow and tired the whole next day. So I worry, which probably makes it even harder to fall back to sleep. I use Release and Dial to help me relax. I visualize a clay alphabet and recite it backwards mentally. But sometimes theres nothing for it but to give in and just get out of bed. Then one day, at the BBC website I saw an article: The Myth of the Eight Hour Sleep. Myth? Yes, myth! In the early 1990s, a psychiatrist by the name of Thomas Wehr, ran a study in which he subjected participants to 14 hours of darkness per day. He discovered that after about a month, they changed their sleep pattern to four hours of sleep, about two hours awake, and then another four hours of sleep. At the time, scientists considered this an interesting challenge to the notion that we need
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v Iceland (continued) Sigurborg Svala Gudmundsdttir Mosfellsbaer +(354) 867-1928 Ingibjrg Ingolfsdttir Mosfellsbaer +354 899-2747 Sigrn Jensdttir Mosfellsbaer +354 897 4437 Valgerdur Jnsdttir Kpavogur +354 863 2005 Sturla Kristjansson Hafnarfjordur +354 862 0872 Jon Einar Haraldsson Lambi Akureyri +354 867 1875 sta Olafsdttir Vopnafjordur +354 473-1164 Thorbjrg Sigurdardttir Reykjavk +354 698 7213 Kolbeinn Sigurjonsson Mosfellsbaer +354 566 6664 Hugrn Svavarsdttir Mosfellsbr +354 698-6465 v India Veera Gupta New Delhi +91 (11) 986 828 0240 Kalpita Patel Rajkot, Gujarat +91 (281) 244 2071 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 v Ireland Veronica Bayly Dublin +353 (86) 226 354 Anne Marie Beggs Old Portmarnock +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 v Israel Angela Frenkel Beer Sheva +972 (52) 655 8485 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Judith Schwarcz Raanana/Tel Aviv +972 (09) 772 9888 v Italy Stefania Bruno Nuoro, Sardinia +39 (388) 933 2486 Elisa De Felice Roma +39 (06) 507 3570 Antonella Deriu Nuoro, Sardinia +32 059 32 96 Piera Angiola Maglioli Occhieppo Inferiore/Biella +39 (015) 259 3080
eight hours of continuous sun, but I certainly dont sleep nightly. But the results go to bed with the sun! It turns out that werent widely disseminated, A friend drops by and we humans used to sleep so this discovery made no chat; I answer emails or in two distinct chunks impact on the general public. work on my blog; I read In 2005, Virginia Tech or watch a TV program of time. historian, Roger Ekirch, who It has never occurred to had been studying the history me to extend my available of sleep for about twenty years, published At sleeping time to the twelve hours of darkness we Day's Close: Night in Times Past. It turns out that live with in Bogot! Yet if I did, I might feel a lot humans used to sleep in two distinct chunks of less stressed on those occasions when I wake in time. He found over 500 historical references from the middle of the night for a couple of hours! all over the world, to support precisely what Dr. Im not the only person who, finding herself Wehr had discovered in his study. Sleep began unable to sleep during the wee hours, worries about two hours after dusk and lasted for about about how well Ill be able to function the next four hours. It was followed by a waking period of morning. According to Russell Foster, a professor about two hours, and another period of sleep. of Circadian Neuroscience at Oxford University, The article states that, During this waking about 30 percent of the medical problems period people were quite active. They often got up, reported to doctors stem directly or indirectly went to the toilet or smoked tobacco and from sleep issues. He suggests that the waking some even visited neighbors. period between sleeps, Most people stayed in bed, when people were forced read, wrote and often prayed. into periods of rest and About 30 percent of Countless prayer manuals relaxation, could have the medical problems from the late 15th Century played an important part reported to doctors stem offered special prayers for in the human capacity to directly or indirectly the hours in between sleeps. regulate stress naturally. from sleep issues. Ekirch found that by the The BBC article ends late 17th Century references suggesting that when we to this sleep pattern began wake up in the middle to disappear. By the 1920s, people appeared to of the night, we should stop worrying about have completely forgotten it was ever the norm. time passing sleeplessly and just relax it might He attributes the change to the invention of street actually be good for us. My plan for next time it lights and lighting in the home. Once people could happens to me is to turn on the light but stay in create light for work and other activities after dusk, bed, relaxing under my warm covers, and read they used that time, and time for sleep dwindled until I discover Im dozing with the book on my correspondingly. Over time lying in bed got a bad rap: chest instead of reading. Then Ill turn off my People were becoming increasingly timelight, slip back on my CPAP mask, and let myself conscious and sensitive to efficiency, certainly drift until the sun wakes me up at 6 AM. before the 19th Century, says Roger Ekirch. But the industrial revolution intensified that attitude by You can read the entire BBC article leaps and bounds. The Myth of the Eight Hour Sleep Here in Bogot, so close to the equator, the sun at: http://www.bbc.co.uk/news/ rises at about six in the morning, and sets by six in magazine-16964783 v the afternoon, with only a few minutes variation year round. I wake up every day at six with the
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v Italy (continued) Sabina Mansutti Tricesimo Udine +39 (349) 272 0307 Eugenie Schares Autism Facilitator/Coach Liberta Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Firenze +39 (055) 22 86 481 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 v Jamaica Leslie Dahl St. Ann +876 457-1350 v Kenya Manisha Shah Nairobi +254 (721) 492-217 v Lebanon Samar Riad Saab Beirut +961 (3) 700 206 Carol Taljeh-Ariss Beirut +961 (3) 588 752 v Luxembourg Nadine Roeder Autism Facilitator/Coach Luxembourg +352 691 30 0296 v Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95 v Mexico Magarita Saucedo Alvarez Icaza San Jos Insurgentes DF +52 (55) 35 38 52 40 Silvia B. Arana Garca Mexico, D.F. +52 (55) 5540-7205 Cathy Caldern de la Barca Davis Workshop Presenter Mxico D.F. +52 (55) 5540-7205 Mara Silvia Flores Salinas DDA Director Supervisor Specialist Garza Garca Monterrey NL +52 (81) 8378 61 75 Alejandra Garcia Medina Mexico DF +52 (55) 17 18 01 34 Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Maria Cristina Lopez-Araiza Gonzalez Mxico, D.F. +52 (55) 5536 5889 Ana Menndez Porrero Puebla +52 (222) 750 76 42 Lucero Palafox de Martin Autism Facilitator/Coach Veracruz +52 (229) 935 1302 Lydia Gloria Vargas Garza Garca Monterrey NL +52 (81) 8242 0666 Mauro Salvador Villagomez Santana Celaya Guanajuato +52 (461) 614 9892 Lourdes Zepeda Solorzano Cancun, Quintana Roo +988 (99) 8577 3090
The 13 Clocks
By James Thurber
Reviewed by Laura Zink de Daz Davis Facilitator in Bogot, Colombia
Once upon a time, in a gloomy castle on a lonely hill, where there were thirteen clocks that wouldnt go, there lived a cold, aggressive Duke, and his niece, the Princess Saralinda. She was warm in every wind and weather, but he was always cold. His hands were as cold as his smile and almost as cold as his heart. He wore gloves when he was asleep, and he wore gloves when he was awake, which made it difficult for him to pick up pins and coins or the kernels of nuts, or to tear the wings from nightingales. Thus begins The 13 Clocks, a strange and delightful tale by James Thurber. If you have never read this book, run, dont walk, to the nearest library or bookstore! I guarantee youll thoroughly enjoy it! James Thurber (1894 1961), was an American author, cartoonist and celebrated humorist. Although he wrote a good number of books, many of which are popular and available even today, he is perhaps still best known for cartoons and short stories about life in the United States, published in The New Yorker from the 1920s to the 1950s. One of his most popular short stories, The Secret Life of Walter Mitty, was made into a movie in 1947, starring Danny Kaye. That was a long time ago, and you might think that someone who died as the 1960s were beginning has very little to interest us in 2012. But you would be wrong. The 13 Clocks seems part fairy tale, part mystery, part poem, even partly a joke. Its told in a dead pan, tongue-in-cheek style that might remind you of William Goldmans The Princess Bride. But Thurbers story precedes that one by over two decades, and I sometimes wonder if Goldman read it before writing his entertaining book! The 13 Clocks is a fantastic book to read aloud to children. After a few readings theyll be chanting along with you as you read The brambles and the thorns grew thick and thicker in a ticking thicket of bickering crickets... The essentials of the plot: An evil Duke lives in a castle where time has stopped, with his niece, Princess Saralinda. She is as beautiful and warm as he is cold and evil. Many suitors have attempted to win her hand, but the Duke requires each one to prove his worthiness by performing an impossible feat, such as turning rain into silver, or slaying the thorny Boar of Borythorn a difficult task since there is no such beast. It is said that only a prince whose name begins with X and doesnt can win her hand. Until an apparently ragged minstrel named Xingu comes to town.
The book is short, about 125 pages. The print is large enough and spaced well enough for even my cataract-ridden eyes to read easily. The illustrations by Marc Simont are ingenious and appealing. And Thurbers writing, lets just say its a rare pleasure. It simply makes the reader feel happy. Its full of delightful words, many of them made up: Even if you were the mighty Zorn of Zorna, said the man, you could not escape the fury of the Duke. Hell slit you from your guggle to your zatch, from here, to here. He touched the minstrels stomach and his throat. Now I know what to guard, the minstrel sighed. Then theres the Todal, a gleeping blob of glup who punishes evildoers when theyre insufficiently evil; and a creature with no head, that might be purple if enough light entered the dungeon to allow us to see it. Thurber slips in and out of poetry in a way you hardly notice, until you suddenly do. Never trust a spy you cannot see. The Duke is lamer than I am old, and I am shorter than he is cold, but it comes to you with some surprise that I am wiser than he is wise. The princes courage began to return. I think you are the most remarkable man in the world, he said. Who thought not so a moment since, knows not the apple from the quince, the Golux said. And Thurber paints pictures and sounds with his words. The Dukes voice sounds like iron dropped on velvet. The hero visits Haga, a woman who at one time cried jewels instead of tears and who lives on a high hill, fresh with furrows where the dragging points of stars had plowed the fields. When I first read this book, at about ten years of age, I wondered for weeks just exactly what iron dropping on velvet might sound like. And even today I enjoy the image of those plowed fields, still smoking slightly, an assuredly fertile place for sowing seeds. But the best thing in The 13 Clocks is the enigmatic Golux, the only Golux in the world, and not a mere device. Hes a little man with an indescribable hat, who claims to always be on hand when people are in peril. Golux is sometimes invisible, occasionally has an idea, and sometimes has none whatsoever. But somehow he always knows how to get you out of trouble. The Golux befriends Xingu and together they outwit the Duke, solve the riddle of the stopped clocks, and rescue the princess. There is, after all, nothing better than a happy ending, and on the way to it, theres nothing better than Thurbers genius for making you smile as you read every page. v
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DAVIS DYSLEXIA MATERIALS Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00 Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00 Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00 Symbol Mastery & Reading Exercises DVD . . . . . . $85.00 I Can Do ItThe Confidence to Learn DVD . . . . . . .$9.00 The Gift of Dyslexia 2010 Edition . . .. . . . . . . . . . . $15.95 The Gift of Learning . . . . . . . . . . . . . . . . . . . . . . . $13.95 Dyslexia-the Gift DVD . . . . . . . . . . . . . . . . . . . . . . $39.95 Gift of Dyslexia Audio CD Set . . . . . . . . . . . . . . . . $29.95 Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95 Symbol Mastery Deluxe Kit . . . . . . . . . . . . . . . . .$219.95 Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95 OTHER BOOKS FOR REFERENCE & LEARNING ADD: A Different Perception . . . . . . . . . . . . . . . . . .$9.95 $4.99 Barrons Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99 $9.10 Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$12.95 Born on a Blue Day . . . . . . . . . . . . . . . . . $9.80 . . . . . .$14.00 Bumperly Bumper Bee . . . . . . . . . . . . . . $12.75 . . . . . . .$15.95 Charlies Challenge . . . . . . . . . . . . . . . . . $13.45 . . . . . . .$14.95 Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99 Colleges That Change Lives . . . . . . . . . . . $4.99 . . . . . .$14.00 Everything Parents Guide To Autism . . . . $13.45 . . . . . . .$14.95 Everything Parents Guide To Dyslexia . . . $13.45 . . . . . . .$14.95 Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95 $9.95 Homework Without Tears . . . . . . . . . . . . . . . . . . .$13.95 Math Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . .$14.95 $4.99 Myth of the ADD Child . . . . . . . . . . . . . . . . . . . . .$15.00 Parents Guide to Asperger Autism . . . . . $13.25 . . . . . . .$18.95 Ten Things Every Child With Autism Wishes .$10.50 . . . . . .$14.95 The Right Mind . . . . . . . . . . . . . . . . . . . . . $4.99 . . . . . .$12.00 The Secret Life of The Dyslexic Child . . . . . . $10.50 . . . . . . .$14.95 Smart But Stuck . . . . . . . . . . . . . . . . . . . . $4.99 . . . . . .$19.95 Strong-Willed Child or Dreamer? . . . . . . . $4.99 . . . . . .$12.99 Understanding Controversial Therapies . . . .$17.95 . . . . . . .$19.95 Websters New World Childrens Dictionary . . . . . .$19.95 Yes You Can! Help Your Kid Succeed in Math . . . .$18.00 You Dont Have to Be Dyslexic . . . . . . . . $15.95 . . . . . . .$19.95
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v Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Lloyd Christopher Blake Rotterdam +31 (10) 262 1664 Manja Bloemendal Den Haag +31 (70) 345 5252 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005 Trudy Borst Best (Near Eindhoven) +31 (0499) 471 198 Gerda Bosma-Kooistra Ens +31 (6) 1334 6196 Doreth Broenink Nieuw-Vennep +31 (252) 680 667 Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Anja Derksen-Merken Heel +31 (06) 17 38 34 45 Aline de Bruijn Sliedrecht +31 (18) 441 5341 Judith de Haan Heiloo (Near Alkmaar) +31 (63) 078 6483 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316 Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jola Geldermans Beverwijk +31 (0251) 210 607 Perola Goncalves Mara Hoop +31 (06) 33 79 63 44 Jan Gubbels Maastricht +31 (043) 36 39 999 Maril Heijen Landgraaf +31 (6) 4965 1754 Judith Holzapfel Deventer +31 (0570) 619 553 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Geertruida Kornman Beverwk +31 (62) 000 6857 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Gldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 (continued on the next page) Sjan Melsen Arnhem +31 (026) 442 69 98
Yo! Joey! by Joseph P. Batory Adult, 112 pages Publisher: R&L Education; First Edition (June 2002) ISBN-10: 081084267X ISBN-13: 978-0810842670 If you really want to know what is happening in our schools, please do not turn to the newspaper or TV news. Grab a copy of this hilarious and heartbreaking work of staggering genius. Batory served for years in the teaching and administrative trenches of education, and this gem provides great insights that a lot of politicians and so-called reformers should heed instead of the nonsense perpetuated in the corridors of power. Baltimore: The Plague Ships by Mike Mignola, Christopher Golden and Ben Stenbeck Young Adult, 136 pages Publisher: Dark Horse (January 3, 2012) ISBN-10: 1595826777 ISBN-13: 978-1595826770 When I saw a group of boys reading this series of graphic novels like a bunch of crazed cultists, I decided to grab a copy and was impressed with the artwork and fast-paced historical-horrorfiction storyline (say that five times fast).
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v Netherlands Cinda Musters Amsterdam +31 (20) 330 78 08 Bert Neele Melick +31 (61) 259 8802 Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Guido Peerboom Eijsden / Maastricht +31 (62) 155 2959 Tjalliena Ponje Arnemuiden +31 06 12 888 365 Petra Pouw-Legne DLS Nederlands Director DLS Mentor-Trainer Mentor-Presenter Beek +31 (046) 437 4907 Karin Rietberg Holten +31 (548) 364 286 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437 Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema DLS Mentor Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Marja Steijger Amstel +31 (020) 496 52 53 Robin Temple Specialist Trainer Workshop Presenter DDA Director Maria Hoop +31 (0475) 302 203 Kirsten Theeuwen Eibergen +31 (545) 286 828 Romina Toroz Utrecht +31 (61) 280-1821 Mieke van Delden Leek +31 (059) 4514985 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Annemarie van Hof Utrecht +31 (030) 65 86 700 Hilde van Westrhenen Delft +31 (610) 681 605 Mieke Verhallen Mierlo +31 (492) 43 05 04 Lia Vermeulen Huizen +31 (062) 3671530 Mary Verspaget Almere +31 6 53 797 197 Christien Vos Autism Facilitator/Coach Tolbert +31 (0594) 511 607 Marlies Wannet Lopikerkapel +31 (6) 4326 1291 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 Elisabeth Weterings-Gaaikema Al Harkstede + 31 (623) 045 369
The Boy Who Would Be Shakespeare by Doug Stewart Adult, 229 pages Publisher: Da Capo Press (March 23, 2010) ISBN-10: 0306818310 ASIN: B005FOGGDQ I could not put this book down! Ever heard of William Henry Ireland? Neither had I. This book takes you through his incredible con-job in 18th century England, when he claimed to have discovered a bunch of never-before-seen documents written by Shakespeare. A fascinating tale that would make a great movie.
Tina Cocolina: Queen of the Cupcakes by Pablo Cartaya & Martin Howard Children, 48 pages Publisher: Random House Books for Young Readers (October 26, 2010) ISBN-10: 0375858911 ISBN-13: 978-0375858918 Fans of the Pinkalicious books will get a kick out of this tale of a girls search for the perfect topping. Clever, with a good anti-bullying message (man will bullies ever go away?)
Lost in the Barrens by Farley Mowat Young Adult, 208 pages Publisher: Starfire (February 1, 1985) ISBN-10: 0553275259 ISBN-13: 978-0553275254 I have a rule to include a Farley Mowat recommendation every now and then, as I have found him to be one of the best lures to teenage boys who dont like to read. His outdoor adventures, most often in the Arctic, are always fast-paced with an important eco-message. I absolutely love Farley Mowat.
The Suburb Beyond the Stars by M.T. Anderson Young Adult, 240 pages Publisher: Scholastic Press; First Edition (June 1, 2010) SBN-10: 0545138825 ASIN: B004R96U4U M.T. Anderson is simply one of my favorite authors for teens, as his books are filled with plenty of twists and turns, lots of action and humor and even a subtle message every now and then. Your middle schoolers will greatly enjoy this sequel to Andersons The Game of Sunken Places.
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v New Zealand Rochelle Booth Wanganui +64 (027) 306-6743 Kirsteen Britten Autism Facilitator/Coach Christchurch +64 (3) 348 1665 Vivienne Carson Auckland +64 (09) 520-3270 Catherine Churton Supervisor-Specialist Auckland +64 (09) 360 7377 Maria Copson Dunedin +64 (03) 479 0510
Left for Dead by Pete Nelson Young Adult, 201 pages Publisher: Delacorte Books for Young Readers (November 11, 2003) ISBN-10: 0385730918 ISBN-13: 978-0385730914 What a cool story! Anyone who ever saw Jaws knows the true, harrowing story of the survivors of the U.S.S. Indianapolis who battled sharks in the South Pacific after their ship sank. What many including me did not know was that the navy blamed the captain of the ship, despite sailors pleas that their captain was not to blame. Fifty years later, an 11-year-old boys history project becomes a crusade to restore the captains name. This book had everything, and I honestly caught myself turning pages before students were ready. The kind of book every teacher needs to read to inspire her students to write.
Yum! Yuck! A Foldout Book of People Sounds by Linda Sue Park & Julia Durango Children, 36 pages Publisher: Charlesbridge Publishing (June 2005) ISBN-10: 1570916594 ASIN: B003A02QBS This is a fun read aloud about families from around the world at a street market expressing their emotions in their languages. Sue Ramas illustrations of childrens facial reactions as they try different foods makes this a great way for kids to learn about trying different things and learning about different cultures.
Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Melanie Curry Christchurch +64 (03) 322-1726 Angi Edwards Whakatane +64 (07) 308 6882 Martine Falconer Christchurch +64 (03) 383-1988 Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Autism Facilitator/Coach Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 Sandra Hartnett Wellington +64 (4) 499 5658 Alma Holden Autism Facilitator/Coach Alexandra +64 (027) 485-6798 Glenys Knopp Dareld +64 (03) 317-9072 Leila Martin Hawera Taranaki +64 (027) 721-3273 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken DDA Director Autism Facilitator-Coach Autism Training Supervisor Dunedin +64 0274 399 020 Linda McNaughten Dannevirke +64 (6) 374 1575 Colleen Morton Gore +64 (03) 208 6308 Maria Olaisen Lovund +47 (9) 027 6251 Wendy Person Hastings +64 (06) 870 4243 Janet Pirie Raumati Beach Wellington + 64 (04) 298 1626 Alison Syme Dareld +64 (03) 318-8480 Lorna Timms Davis Autism Trainer Supervisor-Specialist Autism Facilitator/Coach, Autism Training Supervisor & Workshop Presenter Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (09) 416 1230
Dont Slam the Door! by Dori Chaconas Children, 32 pages Publisher: Candlewick (August 10, 2010) ISBN-10: 0763637092 ISBN-13: 978-0763637095 Your little ones will get a kick out of the hilarious chain reaction catastrophe that arises from this precious read aloud, featuring great illustrations by Will Hillenbrand.
The Little Rose by Sheri Fink Children, 28 pages Publisher: Sheri Fink (March 22, 2011) ISBN-10: 0983408904 ISBN-13: 978-0983408901 Lovely story about a rose that endures ridicule for being so different as it grows up in a bed of weeds. Perfect read aloud for classes in need of remembering to be nice to one another.
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v Norway
Maria Olaisen Lovund +47 (9) 027 6251 Ragnhild Slettevold Skjaerhalden Heida Karen Vidarsdottir Telemark +47 958 03 822
v Peru Judith Zapata Prange Lima + 51 (1) 964 382 889 v Philippines Freddie Tan San Juan, Metro Manila +63 (2) 725 7137 v Poland Agnieszka ubkowska Warsaw +48 (46) 855 77 02 v Portugal Soa Vassalo Santos Lisboa +35 (191) 911-2565 Cristina Maria Rubianes Vieira Lisboa +35 (191) 921 48 07 v Republic of Singapore Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 v Russia Mira Ashush Moscow +972 (3) 635 0973 Luba Niazov Moscow +972 (54) 476 6203 (Israel) Kalina Potyak Moscow + 972 (52) 257 2783 Maria Stulova Moscow +7 (916) 604 2140 v Scotland Paul Francis Wright Forres, Scotland +44 (077) 9684 0762 v Serbia Jelena Radosavljevic Kraljevo +381 (063) 76-28-792 v South Africa Sharon Gerken Salt Rock +27 (82) 828 5180 Axel Gudmundsson Fundamentals Workshop Presenter Western Cape +27 (021) 783 2722 v Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula Bacchetta-Bischofberger Horw/Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41
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v Switzerland (continued) Brigitta Dnki Rafz + 41 (079) 318-8300 Susi Fassler St. Gallen +41 (071) 244 5754 Ursula Fischbacher Orpund +41 (032) 355 23 26 Antoinette Fluckiger Mohlin + 41 (61) 854 4760 Heidi Gander-Belz Fehraltorf/Zurich +41 (44) 948 14 10 Katharina Grenacher Liebefeld (near Bern) +41(31) 382 00 29 Doris Rubli Huber St. Gallen +41 (071) 245 5690 Christa Jaeger Riehen +41 (061) 643 2326 Consuelo Lang Lumino +41 (091) 829 05 36 Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38 Yvonne Meili Reinach +41 (61) 422 16 06 Maya Muraro Stfa +41 (079) 704 03 07 Christine Noiset Chavannes +41 (21) 634 3510 Vronique Pfeiffer Zrich +41 (01) 342 22 61 Hilary Rhodes Antagnes Ollon + 41 (24) 495 8703 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Benita Ruckli Ruswil +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 41 70 Beatrix Vetterli Frauenfeld +41 (52) 720 1017 Andreas Villain Zrich +41 (076) 371 84 32 Margit Zahnd Gerolngen +41 (079) 256 86 65 or (032) 396 19 20 Judith Zapata Prange Basel +51 964 382 889 Claudia Ziegler-Fessler Hamikon (Near Zurich) +41 (041) 917 1315
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v United Arab Emirates Linda Rademan Dubai +9714 348 1687 v United Kingdom Joy Allan-Baker London +44 (0757) 821 8959 Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Lisa Cartwright London +44 (0773) 890-6500 Sarah Dixon Ranmore Common, Surrey +44 (01483) 283 088 Susan Duguid London +44 (020) 8878 9652 Dyslexia Correction Centre Georgina Dunlop Autism Facilitator/Coach Jane E.M. Heywood Autism Facilitator/Coach Training Supervisor DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (01548) 856 045 Nichola Farnum MA London +44 (020) 8977 6699 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (01379) 853 810 Carol Forster Gloucester +44 (1452) 331 573 Ines Graen Grote Great Yarmouth Norfolk + 44 (1493) 393 208 Achsa Grifths Sandwich, Kent +44 (01304) 611 650 Tessa Halliwell Autism Facilitator/Coach Tugby Leicestershire +44 (0116) 259 8068 Karen Hautz London +44 (0207) 228-2947 Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Phyllida Howlett Autism Facilitator/Coach Haverfordwest, Pembrokeshire +44 (01437) 766 806 Angela James Reading, Berkshire +44 (0118) 947 6545 Liz Jolly Fareham, Hants +44 (01329) 235 420 Sara Kramer London +44 (02035) 652 222 Marilyn Lane Redhill +44 (0173) 776-9049 Stuart Parsons Lowton/Warrington, Cheshire +44 (07754) 534 740 Fionna Pilgrim Keighley, West Yorkshire +44 (1535) 661 801 In The News (continued from page 19)
Many teachers, school administrators and parents are unhappy with the amount of standardized testing imposed on children and schools across the United States. The Bush administrations No Child Left Behind began the increase in testing testing testing, and the Obama administrations Race To The Top, (known by some as NCLB on steroids) has continued the trend. In March Anthony Codys blog, Living In Dialog, at Edweek.org, transcribed a speech given by John Kuhn, Superintendent of Perrin Whitt CISD in Perrin, Texas at a recent Save Texas Schools rally in Austin. Cody says Texas has become a hotbed of rebellion against standardized testing, and Kuhn has been speaking out against excessive testing and counter-productive school reform for the past year. Here are a few excerpts from Kuhns speech about school reform and testing in Texas: When a government fails to safeguard the development of its most vulnerable children and fails to ensure the advancement of their wellbeing; When the Constitution no longer guides its leaders and the people must sue the state to force it to honor its promises; When moderation is lost by those in power alongside honest dealing and the greater good, then that government must be held accountable in the court of public opinion This government has failed to establish an equitable system of education, although possessed of almost boundless resources; and more shameful yet, possessed of the wise words of our fathers who recorded that a people must be educated for liberty to survive. This government has allowed state testing to become a perversion, growing like Johnson grass through the garden of learning and choking to death all knowledge that isn't on the test, killing ancient wisdom like debate, logic, and ethics deep human learning that once provided this state a renewable crop of leaders who knew courage instead of expedience, truth instead of spin, and personal risk for the public good instead of personal enrichment and reelection at all costs This government has mandated so much remediation in tested subjects that vocational training won't fit into student schedules It has encouraged the proliferation of tax-funded for-profit schools that kick out and keep out the students who are hardest to teach, because when it's about profit, it's not about kids.
Dyslexia is Me
By Nicolette du Toit (Age 13)
It is me, I cant hide it. Some may call it a curse, and some a gift. I call it joy, hope, happiness, love, peace And me. It is who I am, and I am it. Letters and words may not make sense, but images swell in my mind and paint flows from my hand onto paper And a creation is made. A painting is not big enough to show me. Words dance in my mind and they come out of my mouth with meaning And a song is made. No poem or song is long enough to show who I am. There is only one word, only one meaning, that describes me DYSLEXIA!
Nikki is the daughter of newly licensed Davis Facilitator, Amanda du Toit and lives in Sydney, Australia. Nikki also completed a Davis Program with Davis Facilitator, Sharon Gerken in South Africa several years ago. Many thanks to Shelley McMeeken, Director DDA Pacific, for submitting Nikkis lovely poem!
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v United Kingdom (continued) Maxine Piper Carterton, Oxon +44 (01993) 840 291 Elenica Nina Pitoska London +44 (020) 8451 4025 Ian Richardson Longhope Gloucestershire +44 (01452) 830 056 Pauline Royle Poulton-le-Fylde, Lancs +44 (0125) 389 987 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Caroline Smith Moggerhanger Bedfordshire +44 (01767) 640 430 Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Drs. Rene van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Evelyn White Walton-on-Thames, Surrey +44 (01932) 243 083 The Blueberry Center Margarita Viktorovna Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter +44 (0)1684 574072 Great Malvern, Worcestershire +44 (8000) 27 26 57 (Toll Free) v United States Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Glendale +1 (480) 544-5031 John Mertz Tucson +1 (520) 797-0201 Arkansas Rebecca Landes Mulberry/Fort Smith +1 (479) 997-1996 California Cyndi Cantillon-Coleman Ladera Ranch/Irvine +1 (949) 364-5606 Reading Research Council Dyslexia Correction Center Ray Davis Autism Facilitator/Coach, Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll-Free) +1 (650) 692-8990 Anette Fuller Walnut Creek +1 (925) 639-7846 Angela Gonzales Norco +1 (951) 582-0262 Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900
Dr. Maggie Aderin-Pocock is a British space scientist. She has dyslexia and when she told one of her elementary school teachers that she wanted to be an astronaut, the teacher suggested she go into nursing instead. But Maggie managed to earn top scores in math, physics, chemistry and biology. Then she earned a BS in physics and a Doctorate in Mechanical Engineering from the Imperial College, London. So much for lowering expectations! Dr. Maggie has a personal quest: to destroy stereotypes about science. She tours inner-city schools in this quest: I go to London schools where pupils may be disillusioned and tell them to find something they have a passion for. If you enjoy the subject it's so much easier to learn. She urges youngsters to study science and insists that passion can overcome all obstacles. She tells students about her own history. She was put in remedial classes once she was diagnosed with dyslexia. When she was ten years old she suddenly discovered science and everything changed. She says, The dyslexia does not go away, but I have found ways of working around it. In space science I attend international delegations where I have to write onto a screen and everything comes up in big letters. Sometimes people say, You don't spell that word like that. But I like to be open about my dyslexia so people understand. The most important thing is to not give up because you cant spell. Recently, Dr. Aderin-Pocock won a Women in Film and TV award for her work presenting BBC2s Do We Really Need the Moon?
Pablo Picasso
Pablo Picasso was one of the most influential artists of the 20th century. Born in Mlaga, Spain in 1881, he failed his parochial school education because he was dyslexic. Fortunately for the world, Picassos father, an art teacher, encouraged him to develop his artistic talent, which was apparent from a very early age. (His first spoken word was pizpiz, his toddler pronunciation of lpiz, the Spanish word for pencil.) He studied art in Spain and France, but wasnt overly fond of formal instruction, developing his own style instead. He is considered one of the founders of Cubism, but his style changed a number of times during his long artistic career. Picasso seems to have drawn on the power of his dyslexic imagination, perception and creativity, painting things as he saw them, rather than trying to emulate the traditional. One of his most famous surrealist works is Guernica. He painted it in response to the bombing of the city of the same name, in the Basque region of Spain. Guernica was attacked by German and Italian bombers in April 1937 during the Spanish Civil War. The painting has become an iconic reminder of the tragedies caused by war, and as such an acclaimed anti-war symbol. Pablo Picasso died on April 8, 1973 in Mougins, France at the age of 92. v
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California (continued) David Hirst Riverside +1 (909) 241-6079 Suzanne Kisly-Coburn Manhattan Beach +1 (310) 947-2662 Nicole Nichols Yorba Linda +1 (714) 345-2601 Cheryl Rodrigues San Jose +1 (408) 966-7813 David Carlos Rosen San Rafael +1 (415) 479-1700 Dee Weldon White Lexie White Strain Sunnyvale +1 (650) 388-6808 Colorado Janet Confer Littleton +1 (720) 425-7585 Annie Garcia Wheat Ridge/Denver +1 (303) 423-3397 Crystal Punch - DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Karen Johnson Wehrman Elizabeth +1 (303) 243-3658 Florida Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Lesa Hall Autism Facilitator/Coach Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Autism Facilitator/Coach Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944 Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springeld +1 (217) 789-7323 Indiana Myrna Burkholder Goshen/South Bend +1 (574) 533-7455
Veronica Kaune
Twiggy Chan
Who would have guessed that being a picture thinker would be an asset? In all my years of struggling in school, I was never applauded for having an imaginationuntil now! Later, as a writing instructor in a public school setting I kept seeing students who were brilliant but couldnt put their thoughts on paper. Many struggled with reading and focusing. Because I recognized the genius in these kids, my classes grew larger and larger. I was someone who could relate. But there was something missing: how to help them. Then I was handed The Gift of Dyslexia and a light bulb turned on. My dyslexic son said it best recently after I did a Davis practice program with him: Mom, I dont blame you for trying all of those other approaches, but this is the way I learn best and I wish that when I was in school the teachers had taught me this way instead of the non-dyslexia way. I look forward to giving struggling individuals a fresh start with the Davis Program. Fresh Start Learning of Puget Sound. 728 79th Ave. SE, Lake Stevens, WA 98258 USA +1 (425) 231-9705 elizabethbertran@gmail.com
Liz Bertran
I was diagnosed with dyslexia when I was 14 years old. My experience as a dyslexic has enabled me to understand the thoughts and feelings of those who encounter similar difculties. And becoming a Davis Facilitator allows me to help them develop their potential through the Davis Programs. As a registered social worker and special education teacher in Hong Kong, with over ten years of experience teaching in international and local schools, I believe my background will help me further develop public awareness of the Davis Program here. Hong Kong +852-6175-8439 Twiggy.chan@boazeducation.com.hk http://twiggychan.wordpress.com
I rst discovered the Davis Program when my son successfully completed his Dyslexia Correction Program in 2009. I decided to train as a Davis Facilitator to be able to bring to others the same comfort and consideration shown to me and my son during his Program. Since there are not many of us in France, I am very motivated to do the best I can to promote Davis Dyslexia Correction in this country. 53 rue Victor Hugo, Fontenay-le-Fleury, 778330 France +33 (642) 15 99 27 Claudine.garderes@gmail.com
Geertruida Kornman
In 2006 I started a study group for child and youth therapists. This was not part of my job as a coach for emotional problems. At that moment I became interested in learning problems and how to help children take pleasure in learning. So I started to look for ways help children and somehow, miraculously, I came across the Davis Dyslexia Correction Program. Kinderpraktklichtinzicht. Wkermeerweg 2A/2B 1948 NW Beverwk, Netherlands +31 (62) 000 6857 info@kinderpraktijklichtinzicht.nl
Claudine Gardres
Anne Moeller
Alpenrosenstr. 14, 82194 Grbenzell/ Mnchen Germany +49 (081) 425 1955. www.talentinum.de info@talentinum.de
Beverly Parrish
Emmanuelle LeibovitzSchurdevin
115 Bis, rue George Sand 3700, Tours, France. +33 (6) 13 02 48 85 e.leibovitz@gmail.com
I am delighted to offer the Davis Programs to people of all ages. My son benetted greatly from the Davis Program, and I look forward to helping others achieve their unique goals. Learn Your Way. 2010 Golden Bay Lane, League City, TX 77573 +1 (281) 638-0297 www.learnyourway.biz learnyourway@yahoo.com
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Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Louisiana Kathryn Kovac Sterlington +1 (318) 789-8976
Maria Stulova
Chantal Marot-Vannini
rue Joseph Rouchon 03120 Arfeuilles, France +33 (06) 14 24 26 33 Chantal.vannini@yahoo.fr
Gerda Bosma-Kooistra
Having been a counselor for 30 years, I enjoy listening to others and learning about their particular concerns and strengths. As a Davis Dyslexia Correction Facilitator I can offer effective solutions and be with my clients as they gain self condence and tools with which to master reading, attention difculties, math and writing challenges. I have ofce space in Elizabeth, Aurora and Lakewood, Colorado. Finding Your Way. 146 North Elbert Street, Elizabeth, CO 80106 +1 (303)243-3658 kjwehrman@msn.com
Karen Wehrman
In Lebanon and more generally in the Arab world theres increased awareness of dyslexia and other learning disabilities, and those affected are seeking help. Facilitators are in high demand since more people with learning difculties, mainly children, are being identied; yet there are not enough professionals to help them resolve their difculties. My family and I suffered when a family member was diagnosed as dyslexic and ADD. Trips from one speech therapist to another from Tjalliena Ponje one psychologist to another were exhausting and far After ten years years as a primary school teacher I made from fruitful. We felt blessed when we found the Davis the switch to RPCZ, a well known school advising centre. Program on the internet and located a Davis Facilitator There I started working with gifted and talented children. in Lebanon. The program was successful: it really did I wanted to know more about these children and their deliver as promised! Our loved one is a corrected special needs, so I followed the European Council for dyslexic who is blooming now. Coming from a psychology High Abilities study. In 2008 I started as an entrepreneur and public health background, I strongly believe in the for HoogTij, with expertise in education for gifted and Davis Program and feel the need to help other people talented children. I had often met children who did not and their loved ones overcome their difculties and perform to the level of their abilities - children with appreciate, as we have, the fact that dyslexia is a talent intellectual potential, who perform poorly at school. and not a burden! Perceptual Talent. Hamra. Adonis They are very talented picture thinkers! In the future, I Street, Marbella Center, 1st oor, P.O. Box 113-6466. hope to help these children and adults make positive Beirut, Lebanon +961 (3) 588 752. changes in their lives using their gifts as picture thinkers. www.percetualtalent.com HoogTij. Singel 15, 4341 AV Arnemuiden, Netherlands. perceptualtalent@gmail.com +31 (6) 1288 8365 or +31 118 601258 info@hoogtij.org or carol@perceptualtalent.com I was looking for support for my daughters maths problems. The Davis Program gave me trust that she could recover her self-condence and manage math. As an educational consultant I believe that with the Davis Method learning problems are handled at their root, so that children and adults regain control over their own learning. Im looking forward to working as a Davis Facilitator, passing the Davis tools to many dyslexics. GrowConsult. Batuwseweg 35, 3412 KX Lopikerkapel, Netherlands. +31 (6) 4326 1291 m.wannet@growconsult.nl
Carol Taljeh-Ariss
Marlies Wannet
Betty Rossitto
Massachusetts Karen LoGiudice Fundamentals Workshop Presenter, Autism Facilitator/Coach Amesbury +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 997-4642 Michigan Molly Scoby Greenville +1 (231) 250-7260 Kathleen McNally Near Ann Arbor, Kalamazoo +1 (517) 796-5429 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Cinda Osterman, M. Ed. Charlotte +1 (517) 652-5156 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) +1 (231) 250-7260 Minnesota Cyndi Deneson Supervisor-Specialist Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Missouri Clark Brown Roach +1 (573) 552-5772 Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Montana Elsie Johnson Manhatten +1 (406) 282-7416 Nebraska Elaine Thoendel Chambers +1 (402) 482-5709 Nevada Barbara Clark Reno +1 (775) 265-1188 New Hampshire Glenna Giveans Autism Facilitator/Coach Lebanon + 1 (603) 863-7877 Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 New York Lisa Anderson Seneca Falls +1 (315) 576-3812 Wendy Niedermeier Byron +1 (585) 233-4364
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North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390 Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Oklahoma Patti Godwin Bartlesville +1 (918) 232-0462 Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Nicki Cates Portland +1 (586) 801-0772 Rhonda Erstrom Vale +1 (541) 881-7817 Melissa Slominski Tigard / Portland +1 (503) 957-2998 Janell Warkentin Christmas Valley +1 (541) 647-0841 Pennsylvania Marcia Maust Autism Facilitator/Coach Autism Training Supervisor Berlin/Pittsburgh +1 (814) 267-5765 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Texas Kellie Antrim-Brown Ft. Worth +1 (817) 989-0783 Success Learning Center Rhonda Brown DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes/San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Frances Adaleen Makin Greenville/DFW +1 (903) 268-1394 Paula Marshburn Tyler +1 (903) 570-3427
The Davis Facilitator Training Program consists of eleven training steps, and requires 450 hours of workshop attendance, practice meetings, and supervised eld work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.
The Davis Autism Approach Facilitator/Coach Training Program is available to experienced and licensed Davis Facilitators. It requires an additional 200-250 hours of specialized training and eld work to become licensed to work with autistic individuals and their families. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5-9 years of age.
For more information about training and a full directory of Davis providers, visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.
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Texas (continued) Donna Northcutt Irving +1 (214) 315-3698 Dorothy Owen Supervisor-Specialist Autism Facilitator/Coach Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Edward Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Susan Stark Owen Dallas/Ft. Worth +1 (888) 392-1134 (Toll Free) +1 (817) 919-6200 Beverly Parrish League City +1 (281) 638-0297 Laura Warren DLS Workshop Presenter-Mentor Lubbock +1 (806) 790-7292 Virginia Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Blackburg +1 (540) 552-0603 Washington Elizabeth (Liz) Bertran Lake Stevens +1 (425) 231-9705 Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Renie Royce Smith Spokane +1 (800) 371-6028 (Toll-Free) +1 (509) 443-1737 West Virginia Allison Boggess Culloden +1 (888) 517-7830 Gale Long Autism Facilitator-Coach Autism Training Supervisor Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin
New Hope Learning Centers, Inc. Darlene Bishop Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Autism Facilitator/Coach Wausau +1 (715) 551-7144 Marla Verdone Janesville +1 (800) 753-8147 (Toll Free) v Uruguay Marcela Piffaretti Montevideo +598 (2) 600-6326
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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 $78 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.
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Materials included with workshop
DAY THREE
Orientation Review Procedure (a method for checking orientation skills) Demonstration & Practice Session Davis Symbol Mastery (the key to correcting dyslexia) What is Symbol Mastery? Why clay? Mastering Basic Language Symbols Demonstrations and Group Exercises Reading Improvement Exercises Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation
DAY TWO
Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)
DAY FOUR
Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words Demonstrations Group Exercises Practice Sessions Implementing the Davis Procedures
To register for US workshops call toll free 1 (888) 805-7216, or visit www.dyslexia.com/event.htm
Netherlands
Denmark
June 15 18 Loenen aan de Vecht (Between Amsterdam and Utrecht) Presenter: Robin Temple Language: Dutch/English Telephone: +31 020 4965253 Email: info@davisdyslexie.nl September 28 October 1 Loenen aan de Vecht (Between Amsterdam and Utrecht) Presenter: Robin Temple Language: Dutch/English Telephone: +31 020 4965253 Email: info@davisdyslexie.nl
United Kingdom
July 3 6 Malvern Worcestershire Presenters: Richard Whitehead / Robin Temple Languages: English/Russian Telephone: +44 (0) 330 001 0680 Email: richard@davislearningfoundation.org.uk
September 19 22 Silkeborg Presenter: Robin Temple Language: English/Danish Telephone: +49 (040) 25 17 86 22 Email: info@davisdyslexie.de
United States
July 9 12 Burlingame/San Francisco, CA Language: English Presenter: Larry Smith, Jr. & Ron Davis Telephone: +1 (888) 805-7216 Email: training@dyslexia.com October 8 11 Burlingame/San Francisco, CA Language: English Telephone: +1 (888) 805-7216 Email: training@dyslexia.com
Germany
October 4 7 Berlin Presenter: Ioannis Tzivanakis Languages: German/English Telephone: +49 (040) 25 17 86 22 Email: info@dyslexia.de
THE
Dyslex ic Read er
PAID
BURLINGAME, CA PERMIT NO.14
USA Workshop Fees $1175 per person Academic units and CEUs available
CALL 1 (888) 805-7216 for special discounts and early bird rates!
Enrollment limited v Classes ll Early v Call 1 (888) 805-7216 or 1 (650) 692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm For a full description of the Davis Facilitator Certication Program, ask for our booklet.