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by Ronald D. Davis
Over the years, many people haveasked about Ron’s early research. Following is a description of anexperiment he conducted in 1982 to prove to himself that disoriente perceptions are a natural function of thebrain. This understanding of how the useof a natural brain function not only produces the symptoms of dyslexia, but also the many talents dyslexic thinkerscan exhibit, serves as one of the foundations of Davis DyslexiaCorrection®. It explains the tools whichallow dyslexic thinkers to intentionallycontrol the distorted perceptions that area product of disorientation—to botheliminate a learning disability and toenhance their talents.
In 1982, after my colleagues and I hadarrived at a basic, rudimentaryunderstanding of what had to be done tocorrect dyslexia, we offered a programfor doing so to the public. The programwas producing spectacular results, andwe gathered a great deal of empirical
Vol. 26
Davis Dyslexia Association International
Issue 1 • 2002
Dys lex icRead er
´´
The
 
Davis DyslexiaAssociationInternational isvery proud andhonored toannounce that anarticle aboutDavis LearningStrategies was published inVolume 38Summer 2001 of 
 Reading Improvement 
:
 A Journal  Devoted to the Teaching of Reading 
.The title is “
The Effect of the Davis Learning Strategies on First GradeWord Recognition and Subsequent Special Education Referrals
.” The authors are:
Sharon Pfeiffer
Davis Dyslexia AssociationInternational, Burlingame, CA
Ronald D. Davis
Reading Research Council,Burlingame, CA
Ethel Kellogg, M.Ed.
Davis Facilitator, Spokane, WA
Carol Hern, M.Ed.
Davis Facilitator, Spokane, WA
T. F. McLaughlin, Ph. D.
Gonzaga University, Spokane, WA
Gerry Curry
Consultant, Hayward, CA
Abstract
The purpose of this study was todetermine the beneficial effects of integrating various Davis LearningStrategies, primarily Davis SymbolMastery, on sight word skills. The participants were 86 primary studentsfrom two San Francisco Bay areaschools enrolled in the standard K-1 program. The dependent measures werethe percentage of children who are ableto meet sight word recognition on a listof 100 basic core words. For the firstgrade students, the outcomes indicatedthat the children [who received Davisintervention] scored significantly higher than the control group for the mastery of 100 basic sight words. In addition,follow-up data indicated that no specialeducation referrals had been made twoyears after initial Davis intervention for any of the three pilot classrooms.However, gifted referrals from thesesame classrooms were higher than thetypical school population. Discussionincludes the effect of early readingsuccess on future school and social performance. Suggestions are given for further assessment of the Davis methodand ways to coordinate the Davismethod with other support services infuture research.
t
Davis Learning Strategies Research News
Disorientation and Dyslexic Perception
continued on page 4
News & Feature Articles:
Disorientation andDyslexicPerception . . . . . . . . . . . . . . . . . . . . .1Davis Learning Strategies ResearchNews . . . . . . . . . . . . . . . . . . . . . . . . .1What Happens to a Family When aNon-Reader Becomes a Reader . . . .3Davis Learning StrategiesLaunched in Canada . . . . . . . . . . . . .3
Regular Features:
In the Mail . . . . . . . . . . . . . . . . . . . . . . . .2Veiwpoint on Motivation . . . . . . . . . . . . .2Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Davis Workshops . . . . . . . . . . . .8, 10, 11Book Reviews . . . . . . . . . . . . . . . . . . . . .7New Facilitators & Specialists . . . . .12-13Davis Providers (U.S. & Canada) . .14-15
In This Issue
 Reprints are available at a nominal fee from DDAI (+1 650 692-7141) or The Dyslexia Mastery Center, 703 W. 7th Ave. Suite L10, Spokane, WA 99204. Ron Davis with the original spirals he used inhis 1982 experiment.
 
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YSLEXIC
EADER 
I just wanted to say “thank you”for providing an understanding towhat seemed to be an “un-understandable” situation. We areonly in the very early stages of diagnosing dyslexia in our 8-year-oldson. However, one visit to your webpage and a trip to the book storehas brought me knowledge, comfortand patience. Those three things are priceless when needed for the well being of my child. I had never heard of Ron Davis.However, in a span of 48 hours, hehas gone from a stranger, to aglimmer of hope, to a hero. When Iwas struggling to get my son to readand he was struggling to please me,we were both left with frustration,disappointment and a sense of beingdefeated. It was hard enough for meas an adult. I cannot even imaginehow it has been for my son. I knowwe have some challenges ahead of us, but I am now hopeful, optimisticand determined. One day in thefuture, I will be able to explain whatmade Mommy more patient and moreunderstanding. When I do....that iswhen my son will know who RonDavis is.Thank you again ...Shirley EdwardsOctober 9, 2001
The Dyslexic Reader 
is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,Burlingame, CA 94010 USA +1(650) 692-7141.
OURGOALS
are to increase worldwide awareness about the positive aspects of dyslexiaand related learning styles; and to present methods for improving literacy, education and academic success. We believe that all people’sabilities and talents should be recognized and valued, and that learning problems can be corrected.
EDITORIALBOARD:
 Alice Davis, Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White.
DESIGN:
Julia Gaskill.
SUBSCRIPTIONS:
one year $25 in US, add $5 inCanada; add $10 elsewhere.
BACKISSUES:
send $8.00 to DDAI.
SUBMISSIONSANDLETTERS:
We welcome letters, comments andarticles. Mail to DDAI at the above address.
VIAFAX:
+1(650) 692-7075
VIAE-MAIL:
editor@dyslexia.com
INTERNET:
http://www.dyslexia.com/The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction
®
, Davis SymbolMastery
®
, Davis Orientation Counseling
®
, and Davis Learning Strategies
®
are registered trademarks of Ronald D. Davis. Copyright © 1999by DDAI, unless otherwise noted. All rights reserved.
INTHEMAIL
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the Davis Program at Reading Research Council in California.
Getting Stepped On
by A.J. Pratt, Facilitator, Jacksonville, Florida
In the children’s story,
Teneric’sTwigs
, a little animal called a tenericis happily creating geometricconstructions out of twigs. Tenericis highly motivated and his intentionis actively engaged in hisarchitectural engineering. That isuntil Old Warthog comes along andsteps on the buildings whiledeclaring that the twig structures areuseless. Hearing this judgment,Teneric loses his desire to create. Hethen focuses his time on seeking theapproval of others. Eventually, WiseOwl counsels him to pursue hisdesire to build, and so he does.As an observer and participant inthe field of education for over 20years, I perceive that what happensto Teneric is a common experiencefor us as educators, parents, andstudents. Our natural creative forcegets “stepped on.” Who does this?Oh, the Old Warthog has manyfaces. We can all name our own personal ones, whether it is anindividual or an institution. Whenour creative force gets “stepped on,”the focus then becomes externalwith a search for approval, and our creative genius can get lost.Which one are you:Teneric?Old Warthog?Wise Owl?
Your viewpoints are welcome on the subject of motivation. Send them to:editor@dyslexia.com
 
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EADER 
by Jill Stowell 
What happens to a family when anon-reader becomes a reader? Theanswer to this question seemsobvious doesn’t it? The family isoverjoyed, proud, and delighted. Of course!But when a non-reader becomes areader, the dynamics andrelationships in the family mayundergo unexpected changes. At theStowell Learning Center, we work with children and adults with avariety of learning disabilities and avarying degree of severity. Our goalfor students is always that they willleave us comfortable, independentlearners.For students with more severereading disabilities, the road from being a dependent learner to anindependent learner may bring with itsome unexpected emotions or challenges. The following is asummary of some of the emotionalissues that challenge the process of going from a non-reader to reader and some suggestions for how toovercome them. If families are awareof these, it can help make the way to becoming an independent learner smoother and more efficient.
Growing Independence
An Individual who is a non-reader (or very poor reader) may, bynecessity, become dependent on parents, siblings, or a spouse tonegotiate the world of print for him/her. As reading becomes easier,the helper sometimes feels hurt bythe new reader’s growingindependence. Being aware that thismay occur, helps the family tocelebrate the changes instead of feeling threatened by them.
Fear of Success
An issue that we sometimes seewith students either at the very beginning of their program, or asthey are becoming more capable withreading and writing, is a fear of success. Although they truly desire to become independent readers, wehave had students, both children andadults, who are fearful of the changesthat might bring.One very bright nine-year old non-reader expressed that he was afraid tolearn to read because it might changehim into somebody else. Maybe people wouldn’t like him or bewilling to help him anymore. Wetook things very slowly. We assuredhim that we would never want to takeaway his thinking style; only givehim tools that would make thingseasier. Gradually, he was able to getover that barrier and began to read.Another, more common fear of success that we have seen withchildren and adults seems to happena little later in the program when theyactually have gotten to the point thatthey have some fairly solid tools for reading and writing. These studentshave expressed the concern that if they can read or write, people won’thelp them anymore.They might be expected to dothings that seem too hard or too long.Just saying they can’t is often a morecomfortable solution than facing the possibility of being overwhelmed.When a child is a non-reader, parents often do the reading for them,or get books on tape for them, so thatthey can still continue to participatein grade level curriculum at school.As these children begin to read, theymust be encouraged to gradually takeover more and more of the readingthemselves.To help students to begin to usetheir new skills without becomingcompletely overwhelmed, it ishelpful for parents to “share” thereading with them. Parameters can beset up, such as, the child has to startreading at the top of the each page or the beginning of each section, but isallowed to stop and switch with the parent when he gets tired. In thisway, the student is using his skills, but the parent is still doing the bulk of the reading.As the child becomes morecompetent, the parameter could bechanged so that the child reads a paragraph and the parent reads two,or the child and the parent alternatereading paragraphs or pages. As they become more comfortable andreading takes less energy, children become more willing to take over more and more of the reading.
Changing Expectations
Some students are so used to beingnon-readers or dependent reader thatthey continue to view themselves thatway, even as their reading begins todevelop. Family members, also, areused to thinking of the student in thisway and may help perpetuate the lowexpectations. It is common when anindividual in a family hastraditionally not been able to read or write, that other members of thefamily take over those functions for him/her. The family members learn
What Happens to a Family When a Non-Reader Becomes a Reader?
 Although they truly desireto become independent readers, we have had  students, both children and adults, who are fearful of the changes that might bring.
continued on page 9This article was first published in the newsletter “Insights from Stowell Learning Center” in January, 1997. The Center’s goal of helping people become “comfortable, independent learners” is one that is shared by Davis Program Providers. The information in the articlecontains many useful insights and suggestions for parents and loved ones of those who havecompleted a Davis Program, and are ready to become independent learners.

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