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Dyslex ic Read er
Vol. 27
Issue 2 2002
by Alice E. Davis
Once upon a time, before Ron Davis wrote a book called The Gift of Dyslexia, we only knew how to provide dyslexia correction with English-speakers. Today, with the book available in twelve languages and Davis Facilitators on every continent except Antarctica, this is no longer the case. It is remarkable to know that the principles of Davis Symbol Mastery can be applied in any language to help dyslexic learners. Over the last five years, we have accumulated various tips from our colleagues around the world who have done Davis programs with clients who must learn to read two or more languages. Language acquisition is a fascinating field. It touches on many areas of our lives including cognitive development, cultural identity, and education.
Recently I consulted with two wonderful women who have studied Second Language Acquisition extensively. They are Maria Seranno who teaches Second Language Acquisition at the University of Arizona, and Helen Brittle Matsuki who teaches English as a second language in Tokyo, Japan. Both women are world travelers and speak two or more languages. Both feel that Davis Symbol Mastery is a very useful tool for not only addressing dyslexia but also mastering a second language. Here is some of what we have learned from them and the many Davis Facilitators world wide who provide Davis Programs in multiple languages. In some countries such as Germany and Switzerland, children must learn High German in school to pass their exams, while speaking a German dialect at home and in their community. Anyone who has studied
In This Issue
News & Feature Articles:
Symbol Mastery for Multi-Lingual Students . . . . . . . . . . . . . . . . . . . . . . .1 Dreams Really Do Come True . . . . . . . .3 Davis Symbol Mastery Procedure for Words . . . . . . . . . . . . . . . . . . . . . .4 Symbol Master Q&A . . . . . . . . . . . . . . . .5
Regular Features:
Viewpoints on Motivation . . . . . . . . . . . .2 Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Book & Product Reviews . . . . . . . . . . .7 Workshops . . . . . . . . . . . . . . . . . . . 10, 11 New Facilitators & Specialists . . . . .12-13 Davis Providers (U.S. & Canada) . .14-15
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1. Help me to focus - Please teach me through my sense of touch. I need "hands on" and body movement. 2. I need to know what comes next Please give me a structured environment where there is a dependable routine. 3. Wait for me, Im still thinking Please allow me to go at my own pace. If I am rushed, I get confused and upset. 4. Im stuck, I cant do it! - Please offer me options for problem solving. If the road is blocked, I need to know the detours. 5. Is it right? I need to know now Please give me rich and immediate feedback on how I am doing. 6. I didnt forget, I didnt hear it in the firt place! - Please give me directions one step at a time, and ask me to say back what I think you said.
7. I didnt know I wasnt in my seat! - Please remind me to stop, think, and act. 8. Am I almost done? - Please give me short work periods with short term goals. 9. What? - Please don't say, "I already told you that." Tell me again, in different words. Give me a signal. Draw me a symbol. 10. I know its all wrong isnt it? Please give me praise for partial success. Reward me for selfimprovement, not just for perfection. 11. But why do I always get yelled at? - Please catch me doing something right and praise me for the specific positive behavior. Remind me about my good points when I am having a bad day. submitted by Judy Cohen, www.pleasetutorme.com
Restoring Motivation
by Alice. J. Pratt, Facilitator, Jacksonville, Florida
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the Davis Program at Reading Research Council in California.
Because the Davis methods are based on utilizing the imagination and creating word concepts with clay, it encourages dyslexics to value their natural picture learning style. At the core of motivation is a persons will or intention. When a persons will is engaged in a creative endeavor, the heart is involved and motivation is free flowing. We have all seen this in ourselves when we do something we love. We see this in children when they are playing earnestly. The Davis Orientation procedures use a persons imagination and perceptual talent to take control of perceptions when dealing with symbolic language. The Symbol Mastery procedure is a rich language process utilizing the hands and critical thinking to create models for the meanings of words. This creative process connects and taps the emotional and motivational systems of the dyslexic learner. As a parent and/or support person, it is important to realize that motivation is restored gradually and needs time to emerge. The dyslexic person may need to stop trying to meet the developmental time table of word thinking people. They need time, respect, and freedom to practice and control using their newly acquired skills, and thus restore their belief in the validity of their natural learning style.
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. 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: Alice Davis, Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND 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: http://www.dyslexia.com/ The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction, Davis Symbol Mastery, Davis Orientation Counseling, and Davis Learning Strategies are registered trademarks of Ronald D. Davis. Copyright 1999 by DDAI, unless otherwise noted. All rights reserved.
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Top Photo: Ribbon Cutting with Mayor Gene Winstead of Bloomington, Minnesota. Bottom Photo: Left to right: Darlene Bishop, Linda Johannes, Paul Deneson, Cyndi Deneson, Margie Hayes, Ron Davis, Alice Davis, Pam Kretz.
you realize that she believes if youre going to dream, then dream big and go for it! On Saturday, September 29, 2001, New Hope Learning Centers continued their outreach to the community with a Fall Family Fun Festival. The Festival began under a glorious white tent with a ribbon cutting ceremony by Mayor Gene Winstead of Bloomington, Minnesota and representatives from the Bloomington-Minneapolis Chamber of Commerce. The sun was shining, and the smiles were welcoming. New Hope Learning Centers Wisconsin Facilitators Darlene Bishop, Pam Kretz, Margie Hayes, and Administrative Assistant Linda Johannes were present, along with Minnesota Facilitators Ginny Bushman of New Visions Integrated Learning Systems and Cindy Bauer of Partners in Learning, and Iowa Facilitator Mary Kay Frasier of Innovative Learning Professionals, truly making the event a Midwest celebration. Once again, Ron was able to share his story and message of hope. Cyndi considered it an honor to host such
an event and publicly introduce Ron to the Twin Cities and Midwest area. As usual, his presentations were informative and encouraging to all who attended. During the Festival, a local radio station was broadcasting the event live, and children were jumping in a big inflated castle, getting their faces painted, or eating cookies. Twentyone local businesses gave their support to the festivities by donating food, beverages and prizes. Many spoke about their own struggles and experiences and became encouraged with the potential the Davis Program holds for the dyslexic learner. Cyndi wanted to let people in the area know that she cares about them and their families and she did just that. Her hope for the future is that she will be able to increase the awareness of what dyslexia really is and how the Davis Program can bring new hope to the dyslexic learner. For Cyndi Deneson, this event represented a dream come true. For those she and her staff are reaching in the community, it is a dream beginning to come true. t
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Symbol Mastery . . .
continued from page 1
Such examples are endless. Because of such diversity, we are often asked for recommendations about how best to apply Davis Symbol Mastery when working with students and clients who speak more than one language or must learn another language. There is no one pat formula because of the individual variations in situation, needs, and background. Some people want to learn a second language for personal enrichment. Some need to pass exams to graduate or to better their employment prospects. Some children speak one language at home but are being educated in another language at school. Dyslexics want to master reading, writing and spelling no matter the language. Some people first experience severe dyslexia symptoms only when trying to learn a second language. Others find learning a second language enriches their skills in their native language.
Fig. 1 Three Parts of a Symbol What it means What it looks like What it sounds like* Letters pronunciation or speech sound shape, case, position on a line name of the letter
Davis Symbol Mastery can be a useful tool for both enrichment and remedial purposes. Whatever is done should be based on the clients goals, age, and educational needs. Bear in mind that the objective of Symbol Mastery is mastery of the three elements of any symbol as shown in the chart [see Fig. 1]. For the dyslexic learner, the objective is to make sure all three elements are mastered and no longer cause confusion or trigger disorientation. General Guidelines When working with children ages 8-9 or less, it is best to start Symbol Mastery on the letters, alphabet and punctuation marks in the childs mother language. At early ages, cognitive development and language development go hand in hand. Thus, for the young child first learning to read, the language that is most fluent will be the easiest for opening the door to emphasizing the basic
Punctuation Marks function Trigger Words & Vocabulary mental picture of the concept or definition
structure of written language. For an age 10 or older bilingual person, assess strengths in Speaking, Reading & Writing in each language. Start Symbol Mastery with the strongest language for reading and writing. For someone just starting to learn a second language, begin with mastering the basics symbols and trigger words of the language that is already spoken, before starting this process with the second language. If the Davis Orientation Counseling procedures are needed, do them in the language that is most easily comprehended or with the help of a good interpreter. Be sensitive to the fact that many of the words on our Trigger Word list are used to describe our temporal (having to do with time) and spatial relationship to the world, and that these relationships can vary from language to language. Letters, Alphabets, Punctuation, and Words 1. Do the alphabet and punctuation marks together, one language at time, in distinctly separate time frames for each language. For Roman alphabets that contain more letters than the English, when possible, do the longer alphabet first (reduction is better than increasing the number of letters to learn). The reason to do them completely separately is to avoid referencing, e.g., It is the same in French as in English except for .
continued on page 5
shape and placement letters in a specific order/spelling name of the mark pronunciation
* For deaf students, what it sounds like could be replaced with what the sign is.
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Symbol Mastery . . .
continued from page 4
as this can prevent true mastery. However, when such comparison/ referencing occurs naturally and is discovered by the client (as opposed to being taught or hinted at), it can aid mastery. 2. To avoid confusion and referencing, it can be helpful to have the client say aloud to the clay letters, This is the French alphabet! or You are the letter A in French! in the respective language. 3. When mastering words, it may also be helpful to have the client say aloud to the model, You are (word) meaning (definition) in Spanish! in the appropriate language and in a
commanding tone of voice. This allows all the mental pictures to stay separate and distinct in their respective languages. 4. Trigger words should be done separately in each language in their own time frames to ensure mastery. Especially the prepositions which can vary from language to language depending on context. (example: for in English meaning with the intent to present to as in I got a gift for Ann, would be para in Spanish. However, for with the meaning to get as in I went for the groceries, would be por in Spanish.) The model of the concept may remain the same but the sound and form of the word changes in Spanish but not in English. terms of expense. You would end up having to buy new clay all the time; the reason that we use a nonhardening clay with a single neutral color is that the same clay can be reused again and again, with no need for special storage arrangements to keep it fresh. Try a local art supply store to find the clay you want; the brand we use is called Klean Klay. You might consider purchasing the Davis Symbol Mastery Kit from us; this has all the materials you need, including clay. Of course it has much more than clay, including a manual and video that will provide you a lot more information about the process. Q3. I see that you form lower case and upper case printed letter. Do you do the same with script letters? A3. With the initial clay modeling, we use only printed letters. The first objective is to find and eliminate confusions associated with recognizing individual letters, not with writing letters. Later on, if you are working on mastering handwriting, you could do some modeling of script letters, but I would not advise it when you are just starting out. I worked with my own son, and I realized that I did not have the knowledge or training to do everything that might be done in a formal Davis program, such as
5. Models of the meaning of nouns and adjectives usually remain consistent. But with some languages the concept of feminine, masculine or neuter becomes involved in learning them. So it is best to master all words separately in their own time frame. 6. Doing Symbol Mastery on the irregular and auxiliary (helping) verbs can also be a good opportunity to increase fluency and to master conjugation and tense in any language. However, these should be mastered slowly and thoroughly, in short sessions, to avoid confusion. The basic procedures for Davis Symbol Mastery are outlined in detail in The Gift of Dyslexia, and in the Symbol Mastery Kit and Teacher Kits available from DDAI. t helping my son with handwriting. Instead, I just decided to focus on the biggest problem for himreading and nothing else. We just asked his teacher at school to excuse him from any assignments requiring handwriting, so that he could print or type instead. Later on, when my son felt ready, he started working on handwriting on his own, using a workbook he borrowed from his younger sister. He was about 12 at the time and did not need extra support. This was about a full year after we had completed the Davis Orientation, clay alphabet, and Symbol Mastery on trigger words. Q4. Ive seen some posts on the dyslexiatalk discussion board that indicate the letters should be formed within a certain amount of time. Is this true? If so, how quickly should he be forming them before we move on? A4. You should simply be working at a pace that is comfortable for your son. It should not be dragged out for too long, but if he cant finish in one day and he comes back to the task the following day, that is OK. It just should be done very close in timethat is, he shouldnt do half the alphabet, and then wait a week before finishing. If you can manage it, its a good idea to find some large blocks of time that you can devote to this. t
I have The Gift of Dyslexia book and have read it to my 13-year-old son. We are both eager to start the process. He is definitely a candidate for the program per the Perceptual Ability Assessment we did on Friday. There are some things that I dont quite get from the book about the clay: Q1. When doing Symbol Mastery from day to day, do you keep the letters previously done or smoosh them and reform them again? A1. Ordinarily, you would just put the clay away and start fresh during the next session. Some kids like to save letters or even frequently modeled items (such as a model of a person). Theres no harm in doing it that way, as long as the model itself is new, even though it incorporates previously-modeled figures. The main issue is the expense involved if you keep running out of clay, and the space to store all the old models. Taking photos of the models is another way to save the creations. Q2. The only clay we could find here is self-hardening clay - is this a problem? A2. That would be a problem in
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Phoneme Awareness Is direct instruction in phoneme awareness or symbol-sound correspondences necessary to correct dyslexia? It is important that dyslexics be able to perceive phonetic components of language accurately - for example, to be able to hear the difference between the short e in then and the short i in thin. It is also important that dyslexics understand that letters generally represent specific sounds, and to make sure that they can accurately perceive the letters - for example, to see the difference between the letter b and letter d, and to tell the difference in order and sequence of letters in the words from and form. Davis methods address all of these factors. However, once these basic concepts are mastered, our reading program is geared to developing whole word recognition and comprehension skills, relating words to their meanings rather than merely to their sounds. Our primary physical tools are a dictionary and clay. We do not find it necessary to do extensive tutoring in phoneme awareness or symbol-sound correspondence. However, it should
be noted that the Davis Dyslexia Correction program is geared to individuals ages 7 and above. Most of our clients have already had basic instruction in phonetic principles, and their problems arise generally from the fact that they cannot apply what they have been taught. Some possible problems are: 1. They cannot hear the difference between similar-sounding phonemes. 2. They understand phonetic principles, but cannot apply them because they have inconsistent perceptions of the sequence, direction, and order of letters, or of the sounds of words, due to disorientations or poor sequencing skills. 3. They understand phonetic principles, but are confused by words that are not spelled exactly the way they sound, and are impeded by their over-reliance on phonetic strategies. 4. They simply do not think with the sound of words, and cannot gain meaning from what they read until they learn to relate the letters of the words they see to a mental picture of what the words mean. Each of these problems can be solved by providing the student with tools geared to mastering the underlying concepts, rather than through tutoring, drill or memorization. Picture-at-Punctuation Where can I access some research that tells about the Pictureat-Punctuation method? Theres an excellent article called Mental Imagery in Reading which summarizes the many studies that have been done in this area. It is at: www.readingonline.org/ research/Sadoski.html
What is a phoneme?
Phonemes are the smallest unit of meaningful sound in a word. When we talk about phonemic awareness, it refers to the ability to hear these individual speech sounds. For example- the word "for" has 2 sounds- two phonemes: /f/ and /the r-controlled o/ The word "example" has 8 sounds 8 phonemes: /e/ /g/ /z/ /ae/ /m/ /p/ /schwa(uh)/ /l/ Submitted by Jen on the DyslexiaTalk Discussion Board.
As this article makes clear, the concept of incorporating visualization into reading has been around long enough to generate fertile ground for studies. Basically, it has been repeatedly shown that readers who have strong mental imagery have better recall and comprehension, and that the visualizing skill can be taught to students to improve comprehension. Davis isnt the only method that teaches imagery as part of an overall approach to improving comprehension skills. Picture-at-Punctuation is described in the book, The Gift of Dyslexia, in the section called Three Steps to Easier Reading. The main distinction of Picture-at-Punctuation is that we have included it within a three-step process that connects to building visual tracking, accurate spelling, reading sequencing, and word recognition skills. Our approach probably encourages more frequent image association, as opposed to reading methods that instruct students to form an image after a paragraph or passage. We also focus on punctuation because our experience has been that many dyslexic students often dont see, understand, or respond to punctuation. Our particular approach reinforces the habit of recognizing and responding to certain punctuation marks that signal a pause or stop in speech when the text is spoken. These include commas, periods, semicolons, and quotation marks. Our goal is for Picture-atPunctuation to become ingrained as a habit, so that the dyslexic reader naturally pauses at frequent and appropriate intervals in the reading process to visualize the meaning of the preceding clause or sentence. This encourages and utilizes the strong visual-spatial thinking skills which usually go hand in hand with dyslexia, and ensures excellent comprehension.
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was amazed at how easy it was to retain the meaning of the word. I dont know whether the results would actually carry through to increased scores on the SAT, but I am pretty certain that if a student plans to study vocabulary for the SAT, this probably is a fun and effective way for most students to learn the words. I would highly recommend this product to students, home schooling parents, and to middle school and high school teachers.
Humor Corner
One day, the phone rang, and a little boy answered. May I speak to your parents? Theyre busy. Oh. Is anybody else there? The police. Can I speak to them? Theyre busy. Oh. Is anybody else there? The firemen. Can I speak to them? Theyre busy. So let me get this straight your parents, the police, and the firemen are there, but theyre all busy. What are they doing? Looking for me.
Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability
by Joyanne Cobb CWLA Press (Child Welfare League of America) ISBN 0878687769 $14.95 118 pages, softcover
others to follow, and gives an empowering message to high school and college students with learning differences: You can! (Note: this book is geared to U.S. students. The information concerning typical accommodations and legal rights may not apply in other countries.)
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ORDER FORM Qty Item Price in US Dollars Davis Learning Strategies Teacher Kit __ K-1 __ Grades 2-3 (Check one) $119.95 Davis Learning Strategies Teacher Kit with both Manuals $149.90 Davis Learning Strategies K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Davis Learning Strategies Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 Alphabet Strip $7.95 Punctuation & Styles Booklet $9.95 Letter Recognition Cards $9.95 Pronunciation Key Cards $12.95 Symbol Mastery Procedure Chart $1.95 Stop Signs for Reading Chart $1.95 Koosh Balls (2) $11.00 Clay - 2 pounds $8.00 Websters Childrens Dictionary (Hardcover) $16.95 Checking Your Grammar (Softcover) $6.95 DDAI Membership $50/year US$60/year non-US (not including shipping charges)
Discount Schedule
Quantity Non-Member 0-5 0% 6-10 10% 11-20 15% 21-40 20% More than 40 25% DDAI Member 10% 15% 20% 25% 30%
TO ORDER: By phone: Call 1-888-999-3324 toll-free in the USA or Canada. Fax this order form with your name, shipping address, credit card authorization to +1 (650) 692-7075. We will add shipping and handling charges. E-mail your order to DDAorders@aol.com
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On November 1, 2001, Larry was awarded the Alberta Literacy Award of Merit. This award recognizes and highlights individuals for their exceptional performance, accomplishments, and dedication; and significant achievements in service of professional activities in literacy in Alberta, Canada. During the presentation it was stated, The nominations we received My middle name has a sharp edge to for Larry Smith were full of letters from former clients, parents, teachers it. and doctors who have seen lives When I say it, it feels sharp dramatically impacted by the help Like my tongue is a knife, they received at Rocky Point And I can slice through any word. Academy. Even so, it is quiet and secretive Some quotes from nominations that And no one can guess it when I ask, were mentioned during the Whats my middle name? presentation: The program works wonders. -Camille Meyers My son who has dyslexia and ADD, spent a week with Larry which has This is a poem my daughter, Camille, wrote in response to a classroom made a very positive change in his assignment. It has been four years since personality and the way he looks at she went through her Davis Dyslexia learning. Correction Program and it has made such He has a willingness to work and a difference in her life. Words used to read now after 7 years of tears. confuse her and control her. Now as you I am so glad I took the program, it can see, she is the one in control. I found has changed me and my familys it particularly interesting and meaningful that she alluded to words several times. life.
Before the program I was trying to adapt to a world that did not fit. It was like putting the wrong puzzle piece in the wrong space. Now I know how I learn and I know that I can do anything that I want to do. I have seen dramatic changes in his ADD and would no longer consider prescribing Ritalin. Hes beat it himself! Larry is a licensed Davis Facilitator, and travels to many schools and communities sharing the positive side of dyslexia and ADD. He is a credit to us all. Congratulations again Larry! t
Growing knowing from a seed showing beauty fighting weeds. Velvet petals on the trees. So softly buzzing com the bees. Juicy peaches clinging on, warmed and ripened in the sun, slightly swaying in the wind. Peach pie for many families. Jams and Jellies that we made. Years of writing diaries in the shade. Axes cut all the memories.
Elena Bronisz, age 10 (4th grade) Bellingham, WA
Space isn't remote at all. It's only an hour's drive away if your car could go straight upwards. -Fred Hoyle, Astronomer, mathematician, writer (1915- )
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Call 1-888-805-7216 for U.S. Registration Call +1 (604) 921-1084 for Canada Registration
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Newly Licensed Davis Facilitators and Specialists and Davis Learning Strategies School Mentors & Workshop Presenters
Congratulations and welcome to our growing international family of Davis providers!
Margarete (Margie) Hayes became interested in the Davis Dyslexia Correction Program when her granddaughter, Heather, went through the program in January 2000. The positive changes in Heather began that week and continues. Margie wanted to be part of this exciting program. She holds a BS in Education. Margie works at New Hope Learning Centers, 2525 N. Mayfair Road, Suite 107, Wauwatosa, WI 53226. USA. (888) 890-5380 or (414) 774-5380. Newhope4dyslexia@aol.com Georgina Dunlop has a B.Ed. in Physics. She has also worked in primary schools providing reading and literacy support. She became interested in the Davis Methods having seen a close friend (also a Davis Facilitator) use the Davis Methods to help children and adults improve their literacy skills. Georgina has traveled widely and worked in Hungary. She has lived in the US for four years and as a result understands the differences in the British and American education systems. She has two sons who are currently working their way through GCSEs and A Levels. Her interests include literature and opera. Dyslexia Correction Centre, Holtwood, Brockenhurst Road, Ascot, SL5 9HA, United Kingdom. +44 (1344) 62 21 15. Gerogina.dunlop@btinternet.co.uk Catherine Warner became interested in dyslexia through her volunteer work with refugee children in Geneva, Switzerland. She is looking forward to using her bilingual skills to work with clients, both French and English, in this very international city. 25 Av. Du Mail, CH-1205, Geneva, Switzerland. +41 (0223) 21 70 42. Dyslexie@romandie.com Crystal Punch is a mother of two and has been teaching for ten years at experiential schools. I was puzzled because many students were brilliant, out-of-thebox thinkers, but could not write down their thoughts, or follow through with and complete a project. My journey to understand this dilemma lead me to Ron Davis. After the Fundamentals Workshop, I discovered my brilliant father was also dyslexic, and it appears my son as well. How lucky! I am very honored to be part of each persons discovery of talents. Alternative Learning Solutions, 8142 East Briarwood Blvd., Englewood, CO 80112. USA. (303) 850-0581. Pukooi@aol.com Susanne Wild. St. Johannes Strasse 5, D86316 Paar, Germany. +49 (08205) 95 90 828. BeratungSWild@aol.com Gerri Cox, BSN, RN My life and my sons life were affected in many special ways as a result of a very positive, inspiring and successful Davis program with our, Facilitator, Bill Allen, in Atlanta, Georgia. My son received confidence and tools which enabled him to improve his reading skills and he is now willing to tackle high school honors level English courses! For me, a journey began to become a certified Davis Facilitator. After receiving a Bachelor of Nursing degree from the University of North Carolina at Chapel Hill in 1982, I worked in a neonatal intensive care unit and went on to teach nursing at a local college. In more recent years, I have served as the office manager of The Cox Law Firm. This job allowed me the time to volunteer in the school systems as a tutor as well as see the needs of many special bright children who display the signs of dyslexia. I am excited to be opening the Coastal Carolinas Dyslexia Correction Center, located at the beach! P.O. Box 2439, Shallotte, NC 28459, USA. (910) 754-9559 or (910) 754-6499. Cox2@mindspring.com Janet Confer has been married to her husband Russ for twenty three years and is the mother of three children. After enrolling her son in the Davis Program and observing the academic success in Bens life, Janet began her training as a Facilitator. The Davis philosophy, that each person is uniquely created and endowed with personal gifts, meant that becoming a Facilitator would be an extension of my own heart. One of the greatest joys I have as a Facilitator is watching my clients and their families walk out the door full of hope and knowing their lives will never be the same. Uniquely Created Learning Solutions for Dyslexia, 159 Encantado Canyon, Rancho Santa Margarita, CA. 92688, USA. (949) 589-9466. conferj @aol.com Gabi Justen is both a licensed Curative Educator and a licensed Equitational Therapist. The most important thing for me in facilitating is to have respect for the other person. Then to understand my clients nature. From this understanding then develops the form of how we work with each other. A good portion of humor helps. Schumannstrasse 30, D-66111 Saarbrucken, Germany. +49-681 595 9623. g.justen@t-online.de
Yvonne Preisig. Albistrasse 11, CH-Thalwil, Sitzerland +41 720 3270. Gundula Patzlaff achieved a degree as a medical assistant and physiotherapist. As a physiotherapist, Gundula acquired experience through her work in various hospitals. Zur Uhlandschohe 12B, D-70188 Stuttgart, Germany. +49 (0711) 23 64 865. Angelika Kohn has worked as a teacher in several trade schools where she specialized in teaching German. Von Plieningenstr. 12, D71711 SteinheimKleinbottwar, Germany. +49 (071) 48 66 08. Elisabeth Raberger has worked as a goldsmith. She has made a continued education as teacher, has taught socially disadvantaged children, and has acquired a degree in German. She specialized in teaching German to foreigners. Currently she teaches refugees. Bderstr. 24, CH-5400 Baden, Switzerland. +49 (040) 82 29 35 69. Richard Whitehead has a family-run centre specializing in the correction of a variety of learning difficulties using the Davis Methods, and in the homeopathic treatment of illness. Besides English, Richards is also fluent in German and Polish. Centre for Natural Health and Learning. 75 Wheatfield Way, Cranbrook, Kent, TN17 3NB, United Kingdom. +44 (1580) 71 30 94. Dyslexia@cnhl.info
T HE DYSLEXIC READER
Jeannette Myers has a BA in Psychology with an emphasis on kinesthetics. For many years she worked as a Creative Arts Therapist in hospitals and day care centers. Jeannette used art, movement and dance as a way to connect and to help people express themselves. Currently, she has her own art studio where she paints and creates ceramic sculptures. A few years ago, I began to do volunteer work with local schools tutoring students with reading difficulties. I found the Davis program while looking for a new direction in my life. The combination of reading and using clay was a natural progression and the fit feels exactly perfect. New Perspectives, 2415 Gracey Lane, Fallbrook, CA.92028, USA. (760) 723-2989. jeannette@tfp.com Heidi Gander-Belz Himmelsbergstr. 41, CH8617 Monchaltdorf, Switzerland. +41 (01) 948 1410. hganderbelz@gmx.ch Jennifer Delrieu was born in the north of England in 1947. Jennifer married a Frenchman and had three children, one of whom is married and lives in Arizona, one is teaching English in Turkey, and the youngest is in high school. She has a Bachelor of Arts Honours degree in French and Italian and has worked in teaching for over 30 years. It was the certainty that one day she would find a method to teach those bright yet bewildered children and adults who didnt learn that led her to train as a Davis Facilitator. After traveling and living in Europe and North America, she is presently based in France in the Paris area and hopes to develop learning differences awareness in French schools as well as accompanying clients through the Davis Program. Apprendre, 44 Rue Serpentine, Voisins le Bretonneux, 78960 France. +33 (01) 30-4419-91. jenniferdelrieu@yahoo.com Tamera Richardson found the Davis method while searching for help for her 7-year-old daughter, Emily. After attending the Fundamentals workshop and observing the dramatic success of her daughter, she decided to pursue a Davis Facilitator License. There are many of Tammys family members who have the gift of dyslexia. During the course of the Facilitator training she was able to host a Davis Learning Strategies Workshop at the Charter School where she works. Having the opportunity to do Davis Correction while seeing the Davis Strategies begin to be used in the classroom is just incredible. She now works with clients and students at Sequoia Charter School in Mesa, AZ. Dyslexia Unlocked, 1050 South McDonald Street, Mesa, AZ 85210, USA. (480) 649-7737 ext.2237. tammypr@yahoo.com Wendy Gilley is a teacher and mother who was looking for a solution to her daughter's dyslexia and discovered the Davis Methods. "After my Katie's remarkable success, my interest in dyslexia continued to grow and I realized that a Davis Facilitator was desperately needed in our area. I needed a career change and Davis was the obvious choice for me. As a science teacher with a keen interest and love for children I've taught three-year-old Head Start, middle school, high school and college, but nothing has given me the sense of fulfillment I have when helping a child discover that he or she can succeed in school. Seeing a young mind flourish and a life change is the ultimate career." Dyslexia Correction Center of Louisiana, 14174 Woodland Ridge, Baton Rouge, LA 70816. (225) 751-8741. Dg663@aol.com
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Elizabeth (Betsy) Ratliff has a Masters degree in Anthropology and spent two years in the Peace Corps. While raising three daughters, I worked in a school as a computer lab assistant. While there, I encouraged lab usage for special education students. Since my move to North Carolina, I have been a vision therapist for six years. Realizing a few clients could not consistently make forward progress without an orientation point, I trained to become a Davis Facilitator. I have a firm commitment to help a child succeed in school and have the chance to become whatever he or she wants. ZYX Learning Center, 124 Chimney Rise Drive Cary, NC 27511 USA. (919) 461-3948. beaeff@earthlink.com Stacey Smith has a degree in Elementary Education. In addition to her experience in the classroom, she has been a therapist and a coach with learning and physically challenged individuals. She, her husband, children, parents, and siblings have all participated in Davis Correction Programs. To be a Davis Facilitator is the most fulfilling career I can imagine. To work with children and adults that come in with their heads hanging on Monday, and then seeing them bounce out the door with a smile on Friday is so rewarding. Rocky Point Academy, 128 Partridge Court. Calgary, Alberta Canada T3Z 3M2 Tel: 1866-685-0067 or fax 1-403-685-0673. info@rockypointacademy.com
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T HE DYSLEXIC READER
United States
Paula Morehead, Dyslexia Center of the South (205) 822-9050 (Hoover) Edie Fritz, New Solutions Dyslexia Correction (602) 274-7738 (Phoenix) Nancy Kress, Dyslexia Corrector (602) 291-8528 (Glendale) John Mertz, Arizona Dyslexia Correction Center Toll Free: (877) 219-0613 (520) 219-0613 (Tucson) Tamera Richardson, Dyslexia Unlocked (480) 649-7737 ext.2237 (Mesa) Dr. Fatima Ali Ron Davis Alice Davis Sharon Pfeiffer Lexie White Strain Dee Weldon White Reading Research Council Dyslexia Correction Center Toll Free: (800) 729-8990 (650) 692-8990 (Burlingame) Janalee E. Beals, The Dyslexia Mentor (877) 439-7539 (Palm Springs) Janet Confer, Uniquely Created Learning Solutions for Dyslexia (949) 589-9466 (Rancho Santa Margarita) Richard A. Harmel, Solutions for Dyslexia (310) 823-8900 (Los Angeles) Jeannette Myers, New Perspectives (760) 723-2989 (Fallbrook) Dwight E. Underhill (510) 559-7869 (El Cerrito) Kathy Bacon, Creative Learning Center (970) 669-0170 (Loveland) Terry Demeo (303) 850-7668 (Littleton) Crystal Punch, Alternative Learning Solutions (303) 850-0581 (Englewood)
Alabama
Carol Stromberg, Dyslexia Correction Toll Free: (800) 290-7605 (970) 487-0228 (Collbran) Randee Garretson Dyslexia Correction (813) 956-0502 (Lutz) Alice J. Pratt & Gwin Pratt, Dyslexia Plus (904) 389-9251 (Jacksonville) Bill Allen,THE Dyslexia Coach (770) 594-1770 (Atlanta) Scott Timm, Dyslexia Masters (770) 516-7294 (Woodstock) Scott Shedko (808) 377-3177 (Honolulu) Kim Ainis, The Reading Center (312) 360-0805 (Chicago) Myrna Burkholder, Michiana Dyslexia Correction Center (574) 533-7455 (Goshen) Mary Kay Frasier, Innovative Learning Professionals (515) 270-0280 (Des Moines) Carole Coulter, Dylsexia Correction of Johnson County (913) 831-0388 (Kansas City) Wendy Gilley, Dyslexia Correction Center of Louisiana (225) 751-8741(Baton Rouge) Ann Minkel, Michigan Dyslexia Resources Tollfree: (866) 330-3671 (517) 365-3176 (Six Lakes) Dean Schalow, Tri-Point Toll Free: (800) 794-3060 (231) 899-5954 (Manistee) Cindy Bauer Partners In Learning-Minnesota (612) 483-3460 (Plymouth)
Virginia Bushman, New Visions Integrated Learning Systems (320) 845-6455 (Albany) Cyndi Deneson, New Hope Learning Center Toll Free: (888) 890-5380 (952) 820-4673 (Bloomington) Nancy F. McClain & M. Elizabeth (Beth) Cook MDC Mississippi Dyslexia Center (866) 632-2900 (Vicksburg) Patricia Henry, Dyslexia Correction of KC (816) 361-6563 (Kansas City) Nancy Sitton, Dyslexia Deciphered (406) 863-9844 (Whitefish) Shawn Carlson, Education Insights (402) 420-1025 (Lincoln) Barbara Clark, New Foundations for Dyslexics (775) 265-1188 (Gardnerville) Charlotte Foster, Multivariant Learning Systems (908) 766-5399 (Basking Ridge) Nancy Cimprich, Creative Learning Systems (856) 358-3102 (Elmer) Annie Johnson-Goodwin, Dyslexia Resource (505) 982-9843 (Santa Fe) Carla Niessen, Dyslexia Changed (845 or 914) 883-5766 (Clintondale) Wendy Ritchie, Positive Perception Ltd. (716) 233-4364 (Hilton) Gerri Cox, Coastal Carolinas Dyslexia Correction Center (910) 754-9559 or (910) 754-6499 (Shallotte) Erin Pratt, Dyslexia Plus (828) 231-2400 (Asheville)
Arizona
Florida
Mississippi
Georgia
Missouri
California
Hawaii Illinios
Montana
Nebraska Nevada
Indiana
New Jersey
Iowa
Kansas
New Mexico
Louisiana
New York
Michigan
Colorado
North Carolina
Minnesota
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Rebecca Luera, Dyslexia Mastery (800) 818-9056 (Fall City) Sharon Polster, Dyslexia Tutoring Services (206) 780-8199 (Bainbridge Island) Ruth Ann Youngberg, Dyslexia Mastered (360) 671-9858 (Bellingham) Gale Long, New Horizons Dyslexia Correction Center Toll Free: (888) 517-7830 (304) 965-7400 (Elkview) Darlene Bishop, Margie Hayes & Pamela Kretz, New Hope Learning Centers, Inc. Toll Free: (888) 890-5380 (414) 774-4586 (Milwaukee)
Ohio
Virginia
Oklahoma
Washington
West Virginia
Pennsylvania
Texas
Wisconsin
Canada:
Stacey Borger-Smith & Lawrence Smith, Jr., Rocky Point Academy (403) 685-0067 Toll Free: (866) 685-0067 (Calgary, Alberta) Darlene Brown, Creative Learning Resource (250) 847-3463 (Smithers, B.C.) Gerry Grant, Dyslexia Solutions Canada, Ltd. Toll Free: (800) 981-6433 (Princeton, Ontario) Sue Hall, Positive Dyslexia (604) 921-1084 (West Vancouver, B.C.) Brian Grimes (604) 892-9117 (Squamish, B.C.) Wayne Wolfram Hassell, LearningAbilities Enhancement Programs (604) 988-7680 (Vancouver, B.C.) Dvorah Hoffman, Living Hands Learning Centre (416) 398-6779 (Toronto, Ontario) Jeri Mcleod, Dyslexia Mind Masters (403) 503-0108 (Calgary, Alberta) Catherine (Cathy) Smith, C.M. Smith & Associates (905) 844-4144 (Oakville, Ontario) Wayman E. (Wes) Sole, Dyslexia Help (519) 472-1255 (London, Ontario)
In Fond and Grateful Memory of Elizabeth (Misty) Davis of Richmond, Virginia who passed away on February 7, 2002. Misty trained in 1997 and became one of the first US Davis Facilitators. She was a good friend and mentor to many colleagues. Her ever-present wit and wisdom are revealed in the following playful sonnet. The Dyslexic's Dilemma
Is this a passage which I see before me, The meaning toward my eye? Come, let me grasp thee. I have decoded thee not, and yet I perceive thee still. Art thou not glorious passage, sensible to orientation as to sound? Or art thou but a milieu for phonic babble? To think, or not to think, that is the question: Whether `tis nobler to the mind to suffer the process of decoding, Or to use vision against a sea of sounds, And through perception end them. To read: to grasp, To grasp? perchance to understand? Ay, there's the glory; For with thy comprehension what knowledge may be unveiled, To enhance thy life, to increase thy wisdom, Must give us pause. by Elizabeth Armistead Davis, with sincere apologies to William Shakespeare
The
~ Dyslex ic Read er
1601 Old Bayshore Highway, Suite 245 Burlingame, CA 94010 RETURN SERVICE REQUESTED
PAID
BURLINGAME, CA PERMIT NO.14
8:30 - 9:00 Registration (first day) 9:00 - 5:00 Daily (Lunch break 12:00-1:30) $975 per person plus $95 materials fee $925 for DDAI members or groups of two or more plus $95 materials fee $975 if paid in full 60 days in advance incl. materials Advance registration and $200 deposit required Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit Academic units available
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Nederland Kerkweg 38a 6105 CG Maria Hoop, NEDERLAND Tel: +31 (0475) 302 203 Fax: +31 (0475) 301 381 E-mail: holland@dyslexia.com DDA-UK P.O. Box 40 Winchester S022 6ZH ENGLAND +44 (01962) 820 005 Fax: +44 (01962) 820 006 E-mail: uk@dyslexia.com DDAI-US 1601 Bayshore Highway, Ste 245 Burlingame, CA 94010 Tel: 1-888-805-7216 Fax: +1 (650) 692-7075 E:mail: ddai@dyslexia.com
For a full description of the Davis Facilitator Certification Program, ask for our booklet.
Enrollment Limitedu Classes Fill Early u Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit http://www.dyslexia.com/train.htm