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Vol. 38
Davis Dyslexia Association International
Issue 1 • 2005
Dys lex icRead er
´´
The
Continued on p. 4
 
News & Feature Articles
Phonics vs.Whole Language . . . . . . . .1Duststorm of Deception . . . . . . . . . . . .1Friends and Family . . . . . . . . . . . . . . . .3 One Teacher’s Search for Answers to the Riddle of Dyslexia . . . . . . . .6Help for College Students . . . . . . . . . .8IDEA 2004 Update . . . . . . . . . . . . . . . .9Int’l Davis Facilitator Symposium . . .10New Ron Davis Book Releases . . . . .11
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . .2Book/Software Reviews . . . . . . . .13-15Q&A . . . . . . . . . . . . . . . . . . . . . . .16-17New Facilitators . . . . . . . . . . . . . .18-21Workshops . . . . . . . . . . . . . . . . .22-23
 By Abigail Marshall  By Ronald D. Davis
In This Issue
Continued on p. 4
The Duststorm of Deception
The debates and controversies over the proper way to teach children to readwould seem to be something new andtherefore worthy of our attention. Itwould appear that someone cares, andmaybe something can be done aboutthe situation. The hard line reality isthat this assumption is wrong on bothcounts.This controversy isn’t just anAustralian or American dilemma, itexists everywhere that English istaught in schools. Up until about 25years ago, the primary method of teaching reading in English was sounding out words (phonics). I  personally experienced phonics trainingforty-four years ago and it didn’t work.It wasn’t just me, the system has aninherent flaw and wasn’t working verywell anywhere; so a solution was needed.As a result we see whole word or whole language recognition replacingthe old phonics system.The illogic of the debates andcontroversies is centered around thequestion, “Do we continue using asystemthat isn’t working very well, or do we revert back to a system thatalso doesn’t work very well?” The real question is, do the educationalauthorities really care, and will something actually be done that canremedy the situation?The hard line“probable” answer is “No!!!”
Phonics vs. Whole Language
 Reprinted with permission from
TheEverything Parent’s Guide to Childrenwith Dyslexia
©
2004; F+W Publications, Inc., by Abigail Marshall, Adams Media,$14.95 trade paperback.
Over the past two decades, there has been a cultural war over two ideologically distinct methods of teaching reading—phonics and wholelanguage. Aphonics-based approachfocuses instruction on learning toconnect letters and letter combinationswith their corresponding sound, and provides students with specific strategiesfor decoding by sounding out familiar words. The teacher relies on directinstruction, using a well-developedand highly structured curriculum withcarefully planned, sequential lessons. Whole language instructionfocuses on providing a literature-richenvironment and emphasizing comprehension skills. Reading andwriting is incorporated throughout the day in the context of lessons inother subjects. There is emphasis on both oral and silent reading andreading authentic literature. Lessonsmay be fluid and theme-based, rather than tied to a set curriculum.
Pros and Cons
Dr. Maria Carbo, founder of the National Reading Styles Institute, points out that neither phonics nor whole language will reach all children.She points out that phonics programs
The Everything Parent’s Guide toChildren with Dyslexia
 , available in our catalog or at:www.dyslexia.com/bookstore.
 
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The Dyslexic Reader 
is published quarterly by Davis Dyslexia Association International (DDAI),1601 Bayshore Hwy.,Suite 245,Burlingame,CA 94010 USA.Tel.+1(650) 692-7141.
OUR GOALS
are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;and to present methods for improving literacy,education and academic success.We believe that all people’s abilitiesand talents should be recognized and valued,and that learning problems can be corrected.
 EDITORIAL BOARD:
AliceDavis,Abigail Marshall,Maria Fagioli & Dee White.
 DESIGN:
Gideon Kramer.
 SUBSCRIPTIONS:
one year $25 in US,add $5 in Canada;add $10 elsewhere.
 BACK ISSUES:
send $8.00 to DDAI.
 SUBMISSIONS & LETTERS:
We welcome letters,comments and articles.Mail to DDAI at the above address.
 VIA FAX:
+1(650) 692-7075
VIA E-MAIL:
editor@dyslexia.com
INTERNET:
www.dyslexia.comThe opinions and views expressed in articles and letters are not necessarily those of DDAI.Davis Dyslexia Correction
®
,Davis Symbol Mastery
®
,DavisOrientation Counseling
®
,and Davis Learning Strategies
®
are registered trademarks of Ronald D.Davis.Copyright © 2004 by DDAI,unless otherwise noted.All rights reserved.
I am writing to you because I am a  bit like you. When I was a little boy I used to go in my garden and make little marbles out of clay, and also bunchesof grapes and little men. Last year my teacher made mecopy things out of Cinderella andBarbie (because I had no ideas for astory). She told the whole class andthey all laughed at me. Your method taught me to read  better. And the KOOSH balls havetaught me to be attentive. The pointhelps me to listen much better than before and the modelling clay helps me to know the words and spell them backwards; it helped me mostly toknow the alphabet. It’s easier to findthings in the dictionary. When I sigh, it helps to calm me down. The gift of dyslexia helps me todesign plans in my head. I can see awooden boat that I can make for my little cousin, or I can see my vegetablegarden and how I can arrange it for next year. The gift helps me to haveideas to set up my fishing-line andimagine how the fish might bite! Thank you for your book Mr. Davis.
 —Raphaël Christophe. Age 12
Copyright 2003 Randy Glasbergen. www.glasbergen.com
Dear Mr.Davis:
In the Mail
I do not think there is any thrillthat can gothrough the human heartlike that felt by theinventor as he sees somecreation of the brain  unfolding to success...Such emotions make aman forget food,sleep,friends,love,everything.
Nikola Tesla,electrical engineer,inventor and humanitarian
(1856-1943)
 
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Friends and Family
Liz and friend, Chloe
situations has increasedgreatly.Her secondresponse was being  better with her numbersand math. In just the past few weeks, shecame home with an “A” on a math test and finished her timedworksheet in the timegiven. Both took center stage on our refrigerator door. Her math computation score onthe Iowa Basic SkillsAchievement Test wentfrom the 1st percentileto the 46th percentileafter the completion of the program. I’venoticed a big improvement in her concept of time and her ability to work with money.Being able to fall asleep easier was her third answer. Liz has alwayshad a hard time falling asleep. She’lllie quietly for hours but “just can’t fallasleep.” I noticed an instant change inthis as she began using her dial andrelease tools after she completed her first Program. Getting a good night’ssleep is so important to her overallhealth. I have also noticed that she isnot as restless in her sleep and she hashad fewer nightmares.I am also thankful for all of theabove. I love seeing the confidencethat Liz shows. There have been multiple challenges and there will continue to be. Learning does notalways come easy. She still strugglesat times, especially with writing. It is areal effort to continuously educate her teachers about how she learns best andhow they can help in facilitating that. I am so thankful for all of the support New Hope has provided to me as a parent of a dyslexic child. They have
The following narrative was submitted to New Hope Learning Centers, Inc. by Janet  Adcox, mother of Liz who completed the Davis Dyslexia Correction
®
 Program in March of 2002 and the Davis Math Mastery
®
 Program in August of 2003 with facilitator Darlene Bishop.
When I first took my daughter,Liz, to New Hope Learning Centers,Inc. in Milwaukee, Wisconsin, I waslooking for answers for the learningdifficulties she was showing. As a first grader, she was having troubleidentifying the letters. She was alsoreversing her letters and numberswhen she wrote them, and learning thesight words was next to impossible for her. As an occupational therapist, I had recognized all the signs of sometype of processing disorder, but thetechniques I knew and had been trying were not giving me the results I wanted. I had found the DavisDyslexia website and went from there.I was impressed when the staff at NewHope talked about sensory input andneurological pathways. We went for our evaluation and just after her seventh birthday went back for her to complete the Davis DyslexiaCorrection
®
Program. Approximatelytwo years later, she completed theDavis Math Mastery
®
Program.I recently asked Liz what shewas most thankful for from New HopeLearning Centers. Her first response,which didn’t surprise me, was for her friend Chloe. Chloe was completingthe Davis Dyslexia Correction
®
Program when Liz was doing the MathProgram. They became friends. Theystill keep in contact with each other and get together whenever possible,even though we live three hours awayfrom each other. The energy and creativity they have seems to beunending when they’re together. Ithink having Chloe as a friend hasshown her that she is not alone—thatthere are others who think and learn asshe does. Her confidence in social  been such a valuable resource. I viewthe entire staff there as “family” in alot of ways. I have shared Liz’s manysuccesses with them. I have calledlooking for additional ways to help her when what we’re doing is just not working. We visit when we are in their area. Looking back, I realizehow much more both Liz and I havereceived than just answers for her learning difficulties. Thank you New Hope LearningCenters.P.S. Just as this article was going to press, the following email came in:“Hi all-had to share with you! Guesswho made the HONOR ROLL?? Lizwas so excited and I was so proud.Wouldn’t have done it if it weren’t for the tools she learned up there! You areall so awesome and certainly make differences in the lives of those youwork with. Keep up the good work!God Bless you all.” Janet

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