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THE DYSLEXIC READER PAGE 1
Dyslexia:
Learning
Challenge
and Gift
By Molly Carraway
In The Mail
Doing Awesome!
I want to thank you for the invitation to
the Ron Davis talk. My son, Jeff loved
having the chance to talk to others. He
really enjoyed the evening. I know a few
of the mothers would have talked with
me all night if I had let them!
Jeff is doing awesome in school this future. This year has been such a complete As you can tell, we are delighted with
year. I want to share with you how his turn around from last year. Fifth grade was the results of the Davis Program. We can
first quarter grades were: he made the just a nightmare for him and us. see the result of his facilitator’s efforts,
honor roll! We were so impressed and Needless to say, the Davis Program and Joaquín’s hard work. Most of all we
so was he! He is getting homework done has really been helping Jeff. We have appreciate how much the Davis Program
and keeping up with classroom work. He been claying every weekend and doing has helped with Joaquín’s self esteem,
has even been taking most of his tests on our best to plan ahead for the weekends his self acceptance. It has removed a
his own without going to the resource when we are not home. If we miss a great weight from him. He can see his
room to have them read to him. There few days of kooshing, he always says own progress, and he can value every
have been a few times when he said he something and gets concerned. When achievement, no matter how big or small.
probably should have asked for help, but he doesn’t have a good day in class he The Davis Program has also been
he’s learning. He has already read one usually mentions that he knows he was wonderful for us as parents. We no
book and is nearly finished with another. “off.” He says he can feel it and that longer feel guilty, wondering whether
We’ve always read books, but now he is sometimes he takes a moment to balance Joaquín’s challenges were our fault,
reading 80% of each one himself ! in the hallway. WOW!! asking ourselves where we went wrong
Besides honor roll, Jeff was also A very proud mom in Illinois as parents. Instead we understand that
selected by the teachers to receive the Joaquín’s dyslexia is something natural,
Student Character Award for the first I’m Becoming a Better Reader something he can benefit from and get
quarter. This is an award given to only past. Here’s what Joaquín writes:
two 6th grade students each quarter and I’m writing to tell you about my son “I haven’t really used the kit much,
only the teachers nominate and vote. This Joaquín’s progress after his Davis because I haven’t felt I’ve needed it. But
was a BIG surprise for him. Jeff had no Program in Bogotá, Colombia. Joaquín I’m keeping it, just in case I need it one
idea he was winning the school character used to be in Special Ed. at his school but of these days. Thanks for bringing the
award for RESPONSIBILITY. They said this year he’s received no help from that Davis Program to Colombia “in a time
a lot of nice things about him in front program and he’s been able to do all the of war” to help children. Today I took an
of the whole school, mentioning that he work his teachers have assigned. He’s Accelerated Reader quiz and I did very
knows he needs to work hard and takes very proud of the fact that now he can well on it. I didn’t need any help. Every
the responsibility to get the work done. He read a whole book on his own. Joaquín is day I’m becoming a better reader. Take
has been doing a great job this year and really happy and self confident. He can care, Joaquín.”
with his dedication to working hard, they now do his homework without any help, Again, thank you for being here for us.
can see great things coming for Jeff in the and his grades in school have been great. We love you!
No problems in any subject area.
Gertrudis Pardo and Joaquín Escobar
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 people’s abilities
and talents should be recognized and valued, and that learning problems can be corrected.
EDITORIAL BOARD: Laura Zink de Díaz, 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 © 2010 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER PAGE 3
Learning Challenge and Gift (continued from page 1)
“
sequential learners, Visual-spatial
who mainly think thinking is by
with the sounds nature complex
Picture thinking
of words, and and creative, and
is evolutionary –
”
visual-spatial can include colors,
learners, who the picture changes as abstract plans,
mainly think with concepts are added… and diagrams.
mental pictures of Picture thinking
concepts and ideas. is evolutionary
All dyslexics are – the picture
visual-spatial learners, but not all visual- changes as concepts are added – and,
spatial learners are dyslexic. Students according to Davis, it occurs at almost
who are very strong visual-spatial 32 thoughts per second. Due to the
thinkers and are also weak in auditory speed and evolutionary nature of picture This means they often understand
processing tend to be dyslexic. thinking, a dyslexic person is often complex material like algebra more
Those who are dyslexic have the unaware of the process of his thinking. quickly than they learn simple facts,
ability to not only create mental images, Thus, he sometimes may not be able to such as the times tables. They do not
but to shift their point of perception tell you, for instance, how he arrived at learn well through drill and repetition,
“
to view the image from any angle. an answer to an but experience
They can also see, hear, and feel what equation; he just all-at-once
they are imagining as though it were “knows.” Although understanding
real. Their ability to think in pictures, this may earn him Visual-spatial when concepts
shift perception of those pictures, and a reputation as an learners grasp the are presented
”
experience thought as reality make them intuitive person, within a context.
big picture more quickly
highly intuitive, creative, and intelligent. you would be hard These “Aha!”
It should be noted that not all dyslexics pressed to find an
than the details
moments enable
demonstrate the same level of ability algebra teacher who them to create a
in each area; they all, however, share is satisfied with that mental picture of
these mental functions to some degree. response! a concept, and that
According to Ron Davis’ book, The Dr. Silverman’s research shows that picture is permanent. Picture thinkers also
Gift of Dyslexia, these mental abilities visual-spatial learners grasp the big tend to find creative solutions rather than
contribute both to their giftedness and picture more quickly than the details. focusing on finding the “right” answer.
their disabilities. (continued on page 4)
“
I put post-it notes on objects around
his house. I would ask him what the
The teachers who object was and then print its name so
he could see what the word looked like.
helped me the most
He had trouble with K and H. He mixed
were the ones who them up. His mother told me how excited
recognized my
”
he got when they drove by the local
weakness, but focused Kmart and he shouted, “It’s the big K!”
on my strengths After that he referred to K as “the big K”
and stopped confusing it with H.
When he was in junior high, he and Laura at the
I went to college and majored in his family came to our house for Des Moines Public Library
with members of her Writers Workshop, which
Elementary Education because I liked Thanksgiving dinner. As they were
has been meeting monthly since late 2008.
all subjects and couldn’t decide which leaving he looked at me and said,
one to focus on. But I didn’t really learn “I remember you – you were the one something I was very interested in
how to teach until much later in life, after who taught me how to read.” Since learning. One day he called me into his
I was no longer working as a teacher. I then his mother has told me he reads office to tell me he didn’t understand
tutored a third grader who did not know the newspaper and is now attending a how I could get the highest test score in
his alphabet. His mother had been told community college. I didn’t teach him class when according to my Scholastic
he would probably never learn to read. I how to read, I taught him to get excited Achievement Test (SAT) scores I
took on the challenge, not so much to get about learning to read. shouldn’t even be in college. He said
him to read, but rather, to get him excited In college my psychology professor my scores were equivalent to those of
about learning to read. was also my advisor. Psychology was
(continued on page 5)
PAGE 4 THE DYSLEXIC READER
Learning Challenge and Gift (continued from page 1) traveled beside a beam of light. His vision
lasted only seconds”, yet entire texts have
been written to try to explain it. Leonardo
da Vinci conceived a submarine 300 years
before the invention of a device that could
pump the water out of it, and he envisioned
a helicopter 400 years before the invention
of an engine that could power one. “He
was able to experience these thoughts as
reality and drew the results for everyone
else to see.” This ability also helps those
with dyslexia in artistic pursuits, such
as cartooning or painting, because they
can “see” what they want to draw – with
lauraleegulledge@gmail.com
shadow and depth – before they put it on
Thinking in pictures causes two major automatically use their ability to create a paper, and their ability to create imaginary
problems for dyslexic people: reading mental image and shift their perception worlds they fully experience can lead to an
comprehension and trying to translate to view it from all angles. This ability is unexpected ability to write fictional stories.
the complex images of their thoughts an advantage when reading a blueprint, As adults, dyslexics are drawn to
for other people. When reading, visual- constructing a model, or solving creative professions such as art, design
spatial learners, or VSLs, project picture geometry problems. It is a disadvantage and graphics, architecture, computer
images of the story on the movie screen when dealing with written language, programming, animation and physics.
of their minds. The moving picture however. Shifting perception of a Davis wrote, “Creativity is part of what
evolves while the text is read. Each time mentally created image of a word can sets mankind above other life-forms. It
a word is encountered for which there is lead to word and letter reversals, which is believed that God, the creator, made
no picture – a preposition, for instance – change the meaning of what one is man in his image. If this is so, man in
the development of the overall picture of trying to read. the image of God must also be creative.”
the sentence is stopped. So the dyslexic The ability to experience thought as For the dyslexic person, the creative urge
person ends up with a series of unrelated reality may seem to indicate only an is profoundly strong because picture
pictures with blank spots in between. active imagination. This ability, however, thinking, intuitive thought, and the ability
To understand the difficulties VSLs has much more value to dyslexics than to experience thought as reality, greatly
often have expressing their thoughts as a method of entertaining themselves enhance creative abilities. Therefore, one
can see that Albert Einstein, Walt Disney,
“
to other people, during leisure
consider this time. It can and Leonardo da Vinci were successful in
scenario. also lead to their fields not in spite of being dyslexic,
Remember a time certain learning but because they were dyslexic.
If you have ever had an
when you viewed a challenges.
ear infection that caused Molly has said, “Many of the people who
beautiful painting. Using shifting
You were able to you to feel as if the room of perception have had a chance to hear the speech (in
process all that the was moving around you, to interpret class, at practice, and in the tournaments)
you have experienced
”
picture contained at unfamiliar words didn’t know much about dyslexia. I was very
once. You noticed that same feeling of leads to mental glad that a lot of the students in my class
the colors, the disorientation confusion. Since were interested in learning about it, and so
details, even the dyslexic persons were several of the judges. I hope I will be
brush strokes. Now experience thought able to give the speech to more people, and I
consider describing as reality, this am glad for the opportunity to both educate
that painting in words aloud to another mental confusion makes them feel and learn at the same time.”
person who has never seen it. How do physical disorientation as well. Their Works Cited
you decide where to begin? How long sense of balance is especially affected.
should it take? Do you think the person If you have ever had an ear infection Davis, Ronald D., with Eldon M. Braun,
listening to your description will have an that caused you to feel as if the room The Gift of Dyslexia: Why Some of the
accurate mental picture of the painting? was moving around you, you have Smartest People Can’t Read, and How
Would you give up before you were experienced that same feeling of They Can Learn. New York: Perigee, 1997.
finished? This is the process a dyslexic disorientation. Print.
person will experience every time he On the positive side, this ability enables Silverman, Linda Kreger. Visual-Spatial
tries to explain what he is thinking. He is them to try things in their minds without Resource. 2004. Web. 2 November 2009.
further challenged by his weak auditory- doing them in real life. Ron Davis’s book
sequential abilities. includes a few examples of this ability. Sword, Lesley K. Gifted Services Australia.
When dyslexic people encounter He states, “Einstein’s theory of relativity Visual-Spatial Thinking. 2007. Web.
something they want to understand, they came to him in a daydream in which he 2 November 2009. v
THE DYSLEXIC READER PAGE 5
Your Greatest Gift (continued from page 3)
“
a “moron.” The I could handle As a reference librarian I consider
reason my scores graduate school. myself a problem solver, and to me, that
on the SAT were I didn’t teach him Luckily I didn’t has become one of my greatest strengths.
so low was that I how to read, have to take the I figure out how to answer a question to
couldn’t stand to I taught him to get Graduate Record the point where the person who asked
”
leave a question excited about Exam, so I was says, “I never would have thought of
unanswered. I admitted. But that.” My ongoing project is to write a
learning to read
kept going back they put me on book for those who are trying to discover
to them, trying to probation. Once their passion in life, but don’t like to read.
figure them out. On I received my I want to write the book for readers, and
a timed test they tell you not to do that first A in a class, I decided I could get all record it for non-readers.
but that’s what I did and as a result I did A’s. By the time I completed my degree, I’ve been a reference librarian in a
poorly. I walked out of that professor’s I’d earned only two Bs. As a nearly “all public library for over 20 years now.
office feeling like a genius, but believing A” student, I graduated with honors and I love my job. Once I stopped being
I was a moron. realized why. I was a better writer than ashamed of not being a reader I was
So, be careful what you say to your test taker. The majority of my classes able to help a lot of others who have the
students, and how you say it. We all required term papers instead of final same problem I had. What I discovered
learn in our own way and at our own exams. In the two courses in which was that my greatest weakness became
rate. That’s what makes teaching so I’d earned a B, we’d taken multiple my greatest strength. Ultimately, it
challenging. Not all students learn by choice tests. wasn’t being a reader, but my passion
reading. Some learn from listening, I wrote my own papers, did all the for learning that helped me become
others may learn from experience or research, but asked someone else to successful in my career as a librarian.
visually. I was more of an auditory correct my grammar and spelling. Seeing
learner. Eventually I became a librarian. all those red marks on my term papers Laura Walth currently works at the Des
Unlike most librarians, I was not kind and having to retype them on a typewriter Moines Public Library in Des Moines,
that loves to read. I learn from books by helped me improve my grammar and Iowa. She has set up a number of programs
listening to them. spelling. Perhaps if teachers used red there for reluctant and non-readers
I happened to be working at a college marks in a positive way, rather than the including Literacy a Different Way, which
in New York that offered Library Science. traditional, negative way, the red color brings readers and non-readers together,
“
Because I worked might actually and she has been leading a very active
there full time I help some Writers’ Workshop since 2008 v
was able to get a students learn
Be careful what you
”
masters degree in more. When I was
Library Science for say to your students, a child, red marks
free. When I started and how you say it always meant a
graduate school I bad grade. But as
worked full time, an adult they were
went to school part time, and had a two- a way for me to learn how to improve.
year-old child. My husband and mother I wasn’t graded on my grammar and
were a lot of help during that period. spelling, but on my ability to research
Once again the issue of my SAT scores and write a paper about a specific topic.
was raised. When I applied to Library
School I was told that it was unlikely
Quotable Quotes
“Education consists mainly “Education is the ability to
of what we have unlearned.” listen to almost anything
Mark Twain without losing your temper
(born Samuel Langhorne Clemens) or your self-confidence.”
1831 – 1910 Robert Frost
American author and humorist. 1874 – 1963
American poet, four time winner
of the Pulitzer Prize for Poetry
PAGE 6 THE DYSLEXIC READER
“
Written from the Heart Before my first lesson with my new
student, I did have some concerns about
By Jynette Brumpton
how we were going to make models for Not only have his
trigger words like until, each, their and confidence and reading
many others. Believe me, there was much improved, but his parents
meal time chatting with my poor husband feel they have at last
”
about that topic! But my apprehension
found something
was short-lived. My student had already
worked with Brenda and his mum and he that works for him
knew exactly what to do. It seemed he
was helping me, a situation I considered
trigger words we had completed. This
a real positive. He had embraced the
is an enjoyable way to reinforce and
program as his own and gently put me
consolidate those words.
in my place if I ventured to interfere.
Finding that my student loved tacos,
I secretly smiled as he scolded, “Brenda
we prepared some after first reading a
said it must be my work” or “No, I can
recipe step by step. We did the same with
do better than that.” About all I was
cup cakes. Read and then eat – what fun!
permitted to do was roll clay into ‘snakes’
I can see from working with this little
Until about 6 months ago, I hadn’t he used to fashion the written words.
“
boy on his Davis follow-up program, that
heard of the Davis Dyslexia Correction not only have his confidence and reading
Program, and I must confess that I knew
improved, but his parents feel they have
little about dyslexia.
He had embraced at last found something that works for
I was aware that dyslexic folks him. He still has a long way to go, but
encounter difficulties with literacy the program as his own
sometimes it’s only the first step that’s the
because they process letters and words and gently put me
”
hardest. Now, there’s a light on at the end
differently. As a fan of British actress in my place if I of that long journey.
Susan Hampshire, I recall years ago ventured to interfere For me, the rewards have been
hearing her explain during an interview wonderful. I’ve had the pleasure of
that learning her scripts was challenging working with a little boy who is very
because of her dyslexia. Over time I Not each session was successful. As creative. He has taught me lots about
heard other prominent dyslexics explain I began working with my new student, bikes and has shown me how a little
the strategies they employed to cope with I realized that Mondays are not the best success makes us feel so much more
reading and writing. But I never fully day to attempt anything too challenging. confident.
grasped what it meant to be dyslexic, Better to leave that work for mid-week. How can you not feel rewarded
and although I found the topic thought- Our time together is about an hour and when you receive a late phone call
provoking, I didn’t delve into it. a half per session. I find it goes by very from a mother telling you with so much
Initially when a young mother quickly. Modeling the words, I soon excitement in her voice that her little boy
approached me to ask if I would work learned not to attempt to make a motor has actually selected and read a book to
several days a week with her 10-year-old bike – it takes far too long to add all his young brother all of his own volition?
son, I was most reluctant to do so. I was the bits that motor bikes must have! It’s My one lingering regret will always
enjoying the freedom of retirement after better to keep things simple! be that my student and I did not begin
35 years of teaching. This was my time To add variety, during breaks, we working together much sooner. But
– time to embark on all those pursuits I’d played games like Bingo, Hangman and we’ve made a start, and... Brenda
never previously had time for. a version of Snakes and Ladders using is just a phone call away. v
However, when she showed me a copy
of her son’s year 5 literacy test, I realized
the anguish she was experiencing. And I
decided I was being selfish.
I’d received a copy of The Gift of Quotable Quote
Dyslexia, a book I found most interesting
and quite compelling. Then the mum
arranged a visit from Brenda Baird, a “Broadly speaking, the short words are
Davis Facilitator. Any apprehension I the best, and the old words best of all.”
might have felt before meeting Brenda Sir Winston Churchill
soon faded. I found her to be a warm, 1874 – 1965
encouraging and most professional lady, British politician and Prime Minister,
a person who puts you right at ease
from the very beginning. No question
known chiefly for his leadership of the
I asked went unanswered, nor did I United Kingdom during World War II
feel silly for asking.
PAGE 8 THE DYSLEXIC READER
International
Why ‘Tyrannosaurus’, “I Don’t Understand It –
He Can Read ‘Tyrannosaurus’
Davis Dyslexia
Correction®
But Not ‘If’? But He Gets Stuck On ‘If’!”
Have you noticed in your running records that
Providers By Richard Whitehead, DDA Director, Great some of your students may tend to make mistakes
Malvern, Worcestershire, UK on the small, common words that you’ve been
teaching them since they first started school,
The Davis Dyslexia while successfully reading some longer, more
Correction program is advanced words?
now available from more
than 450 Facilitators Have you ever wondered what it is about those
around the world. little words, some of which may be made up of
For updates, call:
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or (650) 692-7141 or visit experiment.
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THE DYSLEXIC READER PAGE 9
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+1 (905) 829-4084
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Autism Facilitator/Coach
But because most of their thinking is non-
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+1 (905) 844-4144
to memorise things just because they’re told to, See if any patterns emerge +1 (888) 569-1113 toll-free
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Dundalk, Ontario
read, they have mental pictures or feelings for academically successful and +1 (519) 923-5420
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Hudson, Quebec
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they often don’t respond to phonics-based reading Renée Figlarz
Montreal, Quebec
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“is”, “there”, and many others. Spatial Reader”?
Maple Ridge/Vancouver
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As a result of their difficulties with reading, “Low phonemic awareness” is a term Gerry Grant
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Waterloo/Toronto
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abstract words and don’t respond to phonics-
(continued on the next page)
PAGE 10 THE DYSLEXIC READER
based reading instruction. Verbal thinkers The Missing Principle that
v Canada (continued)
D’vorah Hoffman
process “if” phonically, and because “if” has Liberates Struggling Learners
Toronto +1 (416) 398-6779 only two phonemes, they find it easy to master. Imagine trying to type a document on a
Sue Jutson “Tyrannosaurus” may be a little more difficult computer that isn’t switched on. Or talking to
Vancouver, B.C.
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Mary Ann Kettlewell Visual-spatial thinkers look for meaning in up. Or holding a conversation with someone
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every word they read. It is the mental image who’s in the other room and can’t hear you.
Helen McGilivray of the word’s meaning – or to use a marketing There’s no point, is there?
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Carl Nigi
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+1 (905) 953-1716 What is the traditional approach to learners education. Yet there is one key skill not featured in
Maureen O’Sullivan who do not respond to phonics instruction? More most national curricula. And it’s one that children
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for the meaning of “is” that they could visualize relax and focus. You might
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Tracy Trudell What would happen next time that person met deep breaths. Or ask them to
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Kim J. Willson-Rymer
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Setting Struggling Readers Free by Have your class use the
Cheryl Wood Bringing Little Words To Life technique:
Huntsville, Ontario Davis Symbol Mastery is a creative approach • when you need to explain new
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to exploring and mastering words. It has a concepts or skills to them
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Yvonne Wong Ho Hing
particular focus on the small, abstract words and • when they are doing written work
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Let’s look at the word “a.” Grammatically, it is
Livia Wong an indefinite article. But how does that translate Over time, see if you notice
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have a simple definition for “a” such as, “one, but performance.
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v Costa Rica sentences containing the word “a” and see if they yourself at the beginning of
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Marcela Rodriguez glasses in the cupboard and we ask someone to mentally relaxed, alert and
Alajuela +506 442-8090 “pass me a glass.” We want one glass, but it is generally great before you start
v Cyprus not the only one. If it were the only one, we’d to teach.
Alexis Mouzouris
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probably say, “Pass me the glass.” Note: Some children may need a more
+357 25 382 090 Sooner or later, our learner will hit on an idea sophisticated focussing tool, such as
v Denmark of how to build a clay model showing the concept those taught during Davis Dyslexia
Moniek Geven of “one, but not the only one.” Once the model is Correction Programs.
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+45 7575 7105 complete, “a” has meaning to the learner: it has
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THE DYSLEXIC READER PAGE 11
When we try to teach a student whose mind
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might as well be talking to someone who cannot Tallinn +372-56-509-840
hear us. Because that’s the reality of what’s Use your simple relaxation and v Finland
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Elisabeth Helenelund
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always tell. Some people have such an effective before and during lessons. v France
“screensaver” mode, that they look as if they’re Christine Bleus
paying attention when they’re not. See if it improves, among other Saint Jean de Gonville/Genève
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By teaching students to direct their focus, we things, your ability to notice Corinne Couelle
empower them to be receptive to what’s going on when a student is Lyon +33 (628) 38 84 41
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We regularly see students who, equipped with • tired +33 (01) 30 44 19 91
this skill, move up several reading levels as we • anxious Françoise Magarian
watch, transforming their reading comprehension • upset
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skills, or simply finding it much, much easier to • bored Carol Nelson
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to pass on. Whenever you notice these
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Odile Puget
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Cornelia Garbe
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Astrid Grosse-Mönch
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workshops. +49 (0717) 118 29 74
Sonja Heinrich
Reach Before You Teach – awkward; their body becomes fidgety or speech Supervisor-Specialist
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Further reading
confusion, or other states detrimental to learning. Margit Pleger
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+49 (02335) 84 87 60
can’t learn – it’s just that they need to be in the for students to learn. Visit: http://www.dyslexia.
Angela Przemus
right mental and emotional state to learn. com/library/confus.htm to read more about this in Shönebeck
Do you know what people look like when they Ronald Davis’ article, Dyslexia and The Threshold +49 (3928) 845 159
are tense or confused? Their eyes glaze over; for Confusion (By the way, this is not just about Markus Rauch
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they rub the back of the neck; their posture looks your dyslexic students!) v +49 (761) 476 25 81
PAGE 12 THE DYSLEXIC READER
“
+49 (07420) 33 46 is practicing Spell-Reading or Sweep-Sweep-
Dr. Angelika Weidemann Spell. Those exercises are specifically geared
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Gabriele Wirtz
Stuttgart An underlying philosophy to build reading speed and fluency. If phonics
is taught some other time, and the child is not
of the Davis Program is
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v Greece resistant or expressing frustration, there probably
to avoid frustration and
Evagelia Apostolopoulou-
is no harm. The true gift of dyslexia is the gift
Armaos use strategies that are a
”
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better fit for the dyslexic becoming as adept at phonics as at any other skill.
Thessaloniki learning style Unfortunately, it is very common that dyslexic
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or +30 6934 662438 children have negative feelings associated with
Theano Panagiotopoulou phonics instruction, acquired during months or
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An underlying philosophy of the Davis years of intensive tutoring that did not help them
Irma Vierstra-Vourvachakis
Rethymnon/Crete Program is to avoid frustration and use strategies learn to read. So if the child is not comfortable
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or 69766 40292 that are a better fit for the dyslexic learning with phonics, it is better to move on and focus
v Iceland style. Thus we use techniques that focus more on teaching activities that will continue to make
Áslaug Ásgeirsdóttir on building letter recognition, sequencing skills, reading a positive and enjoyable experience.
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Gigja Baldursdottir
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Gudbjörg Emilsdóttir
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THE DYSLEXIC READER PAGE 13
“
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Our Symbol Mastery Kit includes a chart that Jon Einar Haraldsson
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A big problem with long
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”
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to bring the wandering mind back to the text, at +354 698-6465
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full and accurate comprehension. Kalpita Patel
“
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In other words, have your son count out a +91 (281) 244 2071
random number of clay balls. Let’s say 35. Next, Carol Ann Rodrigues
have him subtract clay balls in groups of 5, by Mumbai
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Picture-at-Punctuation pulling each group away from the pile he started +91 (22) 2665 0174
is a way to bring the with. But have him keep each group he pulls out v Ireland
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”
Dublin
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the text, at regular and +353 (86) 226 354
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frequent intervals
Paula Horan
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Picture-at-Punctuation is an EXERCISE. It is groups of 4 he will end up with 8 rows and 3 balls
v Israel
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something that might be practiced in a 10-minute of “the remainder.”
÷x?
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this exercise. I also think a big problem with long division Ra’anana/Tel Aviv
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PAGE 14 THE DYSLEXIC READER
v Italy (continued) Davis Reading Program The Davis Reading Program for Young
Sabina Mansutti
Tricesimo Udine
for Young Learners Learners is NOT a program for dyslexia and
+39 (349) 272 0307 Q: Do all Davis Facilitators provide the Davis is NOT a corrective program. That is, it is not
Alessandro Taiocchi Reading Program for Young Learners, or do some the intent of the program to correct dyslexia
Settimo Milanese
+39 (333) 443 7368
specialize in work with very young children? Is or related learning barriers. Rather, it is a
Silvia Walter
the Davis Young Learners Program provided only foundational program to give children and parents
Firenze in 14 consecutive days, or can be completed with tools designed to build pre-reading and early
+39 (055) 22 86 481
a Facilitator in a less intensive time format? Does reading abilities with young children, as well
Rafaella Zingerle
Corvara In Badia the Davis Reading Program for Young Learners as to help them develop self-regulation skills
“
+39 (0471) 836 959 effectively correct the to improve attention focus
v Kenya problem, or just make the and control of their own
Manisha Shah
Nairobi lives of the children who energy level.
+254 (0) 721 492 217 complete it a bit easier If the child is able to The program is especially
v Luxembourg until they are mature successfully use and helpful for children with a
Nadine Roeder
Luxembourg
enough to do a Davis integrate the Davis dyslexic learning style, and
+352 691 30 0296 Dyslexia Correction techniques as he is learning with many children we may
v Lebanon Program? to read, it is quite possible be able to successfully reach
”
Samar Riad Saab
Beirut +961 3 700 206 that he will not need them before they develop
A: All Davis Facilitators more serious educational
v Malaysia further intervention
Hilary Craig are licensed and qualified problems related to their
Kuala Lumpur to provide the Davis dyslexia. If the child is able
+60 (36) 201 55 95
v Mexico
Reading Program for to successfully use and
Silvia B. Arana García Young Learners, but some may choose not to integrate the Davis techniques as he is learning
Mexico, D.F. provide it. We do not have a separate list of to read, it is quite possible that he will not need
+52 (55) 5540-7205
Facilitators who offer the program. It’s best to further intervention. Should future learning
Cathy Calderón de la Barca
Davis Workshop Presenter simply contact a Facilitator and ask. difficulties arise, a full correction program could
México D.F. The Program is usually done over 10 days, not still be done.
+52 (55) 5540-7205
Bertha Figueroa Yllana
14, over the course of two weeks, Monday through Children who have done the Young
Juárez Friday. However, Facilitators set their own schedule Learners Program will have learned the same
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and depending on a child’s age and stamina, may basic approach to getting focused, learning
María Silvia Flores Salinas
DDA Director sometimes recommend spreading the sessions over the alphabet, mastering the small words, and
Supervisor – Specialist a longer period. But that would be entirely up to the developing reading fluency and comprehension
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+52 (81) 8378 61 75 Facilitator to determine after an initial meeting or that is given to older children with a correction
Alejandra Garcia Medina speaking with you and your child. program. But they will not have been through
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Keep in mind that the Davis Reading Program the same intensive effort to find and address
Maria Lourdes Gutiérrez for Young Learners requires parent participation, triggers for disorientation. However, in most
Mexico D.F. and our standards require that the parent be cases younger children have not yet developed
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present with the child for at least half the program such triggers.
Hilda Fabiola Herrera Cantu
Culiacan, Sinaloa time. Individual Facilitators may prefer that the For non-dyslexic children, the Young Learners
+52 81 6677 15 01 19 parent be present more than half the program Program will provide a strong foundation for
Laura Lammoglia
Tampico, Tamaulipas time, because the goal of the program is to reading fluency and comprehension, along with
+52 (833) 213 4126 simultaneously guide and coach the parent in invaluable life-long learning skills. v
Maria Cristina Lopez-Araiza how to continue working with the child at home.
Gonzalez
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Ana Menéndez Porrero
Puebla
take on that role. The point is that the work be
+52 (222) 750 76 42 continued at home after the program.)
Lucero Palafox de Martin
Veracruz
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Lydia Gloria Vargas
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Smart Koosh!
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v Netherlands
Liesbeth Berg-Schagen
Vleuten
+31 (030) 604-9601 One of Davis Facilitator Sue Hall’s
Manja Bloemendal students asked to borrow her
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Ineke Blom
glasses, and this is what happened!
Dorpstraat
+31 (020) 436-1484
Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit Davis Young Learner
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Davis Symbol Mastery: A manual in checklist Provides parents with the
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cards, dictionary, grammar book, punctuation effective and fun learning
booklet, pronunciation key cards, and clay—
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I Can Do It – The Confidence to Learn Dyslexia – The Gift
Teachers, parents, school administrators, and This documentary introduces the concepts and methods in
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using Davis Learning Strategies at Vale
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Elementary School in Oregon.
DVD: $9.00 (running time: 12 min.) Video or DVD $39.95
NEW!
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SUPPLEMENT PAGE A2 THE DYSLEXIC READER
All Cats have Asperger Ten Things Every Child With Born on a Blue Day
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clock on the floor in front of it. so! Give it a try! v
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PAGE 16 THE DYSLEXIC READER
v Netherlands (continued)
Petra Pouw-Legêne
DLS Nederlands Director
New Updated and Expanded English
DLS Mentor-Trainer
Mentor-Presenter
Beek +31 (046) 437 4907
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Karin Rietberg
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Lydia Rogowski Wijnberg
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Hanneke Schoemaker
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Ilse Schreuder techniques. Because the ability to think in
Aalzum/Dokkum
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Silvia Jolanda Sikkema first century.
DLS Mentor
Drachten
I was introduced to Ron Davis’s work
+31 (0512) 538 815 twenty-five years ago, by my dear friend and
Suzan Sintemaartensdijk colleague at the Gifted Development Center,
Akersloot
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Marja Steijger the Davis Dyslaexia Correction Program and
Amstel returned with enthusiastic stories of the unique
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Robin Temple
methods Ron used and the progress her daughter
Specialist Trainer had made in reading. Betty and I had been
Workshop Presenter
DDA Director developing the concept of the visual-spatial
Maria Hoop learner since the early 1980s. These children
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Romina Toroz
hands-on experiences to learn, and often
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reach conclusions without appearing to take
Karima P.A. Turkatte
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Marieke Uiterwijk Correction Program and our
We recognized that Ron’s approach was
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perfect for those visual-spatial children
Mieke van Delden
dyslexics learn to read and to
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Agnes van den
recommended The Gift of Dyslexia to our
Homberg-Jacobs
America Limburg
This new edition is expanded with clients who struggled with decoding words,
+31 (077) 464 23 22 more comprehensive coverage of and we have referred many of them to the
Annette van der Baan the unique Davis tools for focusing Davis Dyslexia Correction Center, as well as
attention and overcoming perceptual
Amsterdam
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with up-to-date information on achieve results. One exceptionally gifted boy
research, studies, and contacts.
Jacqueline van Rijswijck
Venray +31 (0478) 58 73 98 we sent to work with Ron and his associates
Lia Vermeulen It features a new Foreword by gained four grade levels in reading in one
Huizen +31 (062) 3671530 Dr. Linda Kreger Silverman, and week, and he retained that growth over time.
two additional chapters, which
Mary Verspaget
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Christien Vos cover Alignment, an alternative that genius does not occur in spite of learning
Autism Facilitator/Coach
Tolbert +31 (0594) 511 607
Orientation procedure for disabilities, but because of them. He is right.
Lucie Wauben-Cruts kinesthetic learners, and Dial- I had the good fortune of meeting Patience
Elsloo +31 (046) 437 0329 Setting for energy management. Thomson, creator of the Barrington Stoke
Gerda Witte-Kuijs
Heerhugowaard reading series for reluctant readers, when we
+31 (072) 571 3163- Excerpt from New Foreword both spoke at a conference on visual-spatial
Elisabeth Weterings-Gaaikema by Dr. Linda Kreger Silverman learners at Green College, Oxford University,
Al Harkstede
+ 31 (623) 045 369 sponsored by the Arts Dyslexia Trust. Patience
v New Zealand Why is this book important? Because is the daughter and granddaughter of Nobel
Rochelle Booth the methods described in it work. Because Prize winners in Physics. Her husband is the
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the techniques can be used to ameliorate a son and grandson of Nobel Prize winners in
Kirsteen Britten
Christchurch +64 (3) 348 1665 wide variety of symptoms besides reading Physics. A family tree of both sides of the family
Vivienne Carson difficulties—from anxiety to writing was posted during the conference. Artists and
Auckland +64 (09) 520-3270 difficulties to inability to concentrate. dyslexics are prevalent in these family lines.
Catherine Churton
Supervisor-Specialist Because it recognizes the unusual gifts and What is the relationship between dyslexics,
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Because it turns the mysteries of orientation the world in a unique manner, with greater
THE DYSLEXIC READER PAGE 17
I Hate
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I Hate Loneliness Shelley McMeeken
By Chris E. Clarkson DDA Director
Loneliness
Autism Facilitator-Coach
Autism Training Supervisor
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Dr. Ralph Shibley is an expert in autism, Gore +64 (03) 208 6308
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Dr. Shibley worked with from 1976 Alicia Trent
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PAGE 18 THE DYSLEXIC READER
v Portugal (continued)
Cristina Rocha Vieira
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THE DYSLEXIC READER PAGE 19
¿Por qué ¿Por qué sería que el primer pasaje es más difícil
de comprender que el segundo? Las palabras
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‘Tyranosauro’,
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presentes en el primer pasaje son abstractas, Lumino +41 (091) 829 05 36
pero no ‘Cual’?
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palabras que no podemos visualizar mentalmente St. Gallen +41 (071) 288 41 85
con mucha facilidad. Beatrice Leutert
Por Richard Whitehead, Director de DDA en Great Ahora, tú seguramente sabes cómo son los Stein am Rhein
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gratis en línea, diseñado para ayudar a profesores sonido de una cascada de agua. Si nos servimos +41 (01) 700 10 38
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a comprender por qué algunos estudiantes de la analogía del márketing por un momento, Riken +41 (076) 346 93 34
inteligentes luchan tanto por dominar destrezas podremos decir que cada una de esas palabras Maya Muraro
académicas básicas. Su curso proporciona a tiene una “marca” – mentalmente las asociamos Stäfa +41 (079) 704 03 07
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llegada de cada email de la serie, los profesores ¿Cuál es la sensación que asociamos con “de”? Therese Rice-Schumacher
aprenden estrategias que les ayudan a estimular ¿De qué sabor es la palabra “un”? Uster/Zurich
tanto a los estudiantes con retos como a los que no Al tratar de usar la imaginación para visualizar +41 (052) 267 5154
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tienen ninguna dificultad. Descubren técnicas que el significado de aquellas palabras, no podemos. Chesieres-Villars
ayudan a los estudiantes impulsivos a controlar su Entonces, ¿por qué será que esto afecta a algunos +41 (024) 495 38 20
Aquí tienes un pasaje en que faltan algunas de las palabras que ves? Si es así, procesas tus v United Kingdom
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fácil aprender de memoria un poema, o la teoría Kim Balaskas
_______ _______ un _________. El ______ era de Pitágoras, y otra información que “practicas” Westcliff on Sea, Essex
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idea ____ veras ____ gustaba, ___ menos ___ que con los sonidos de las palabras. Como su Georgina Dunlop
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su propia estrategia. Pide a Imagina que estás escribiendo un documento en Frank Walker
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los estudiantes que utilicen la un computador apagado. O que hablas por teléfono +44 (0151) 625 6705
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eficaz que parece que prestan atención cuando no. John Mertz
Tucson +1 (520) 797-0201
Al enseñar a los estudiantes a manejar su
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enfoque, les regalamos la oportunidad de percibir Rebecca Landes
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la Lectura, Infundiendo Vida a las Muchas veces vemos estudiantes, que al aprender +1 (479) 997-1996
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Consideremos el artículo indefinido, mucho la importancia de manejar el enfoque. Ray Davis
‘un’. ¿Qué sería la imagen que representa su Enseñan a los estudiantes de baile que deben Davis Autism Trainer
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mesa. Si hubiera solo un vaso en la mesa, la boca con un sonido “ahhhh”. En el Método +1 (310) 823-8900
probablemente diríamos “Alcánzame el vaso”. Davis enseñamos varias estrategias para enfocar David Hirst
Tarde o temprano, al estudiante le llegará la atención del estudiante. En el libro El Don de Riverside
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(continued on the next page)
PAGE 22 THE DYSLEXIC READER
California (continued) Evitemos que lo que Enseñamos Entre ¿Cuáles características poseen los profesores
Cheryl Rodrigues por un Oído y Salga por el Otro exitosos y efectivos? Una destreza clave que
San Jose +1 (408) 440-2280 Recientemente recibimos a un estudiante de 11 necesitamos mucho es la capacidad de darnos
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Lexie White Strain
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le permitía hacer la suma. En este estado no podía para hacerlo, necesitan entrar en un estado mental
Annie Garcia
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Myrna Burkholder
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únicamente a estudiantes disléxicos!) v
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Karen LoGiudice
Amesbury
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Carolyn Tyler
In Memoriam
Fairhaven On February 19, 2010 Eldon M. Braun passed away in Paris at age 66. He was a valued
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Michigan contributor to the writing and publication of The Gift of Dyslexia in 1994 and the creation
Kathleen McNally
Jackson (Near Lansing, Battle of the dyslexia.com website. Eldon’s ashes were scattered in “Jardin du souvenir” in
Creek)
+1 (304) 382-5612 the renowned Père Lachaise Cemetery in Paris, which attracts hundreds of thousands of
Sandra McPhall
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Cinda Osterman, M. Ed. culture over the past 200 years, including Sarah Bernhardt, Molière, Chopin, Bizet, Balzac,
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Dean Schalow
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+1 (800) 794-3060 (Toll-Free)
THE DYSLEXIC READER PAGE 23
Program in 2008. As he began disabled. Before I worked with the Lisa Thatcher
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esteem grew. The Davis Program school teacher. There are great similarities in these Oklahoma
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come from learning problems
PAGE 24 THE DYSLEXIC READER
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Rhonda Erstrom
more important to listen to children and work with deepen my understanding and experience in a subject
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Kathy Pozzi have.” In Beeld Kindercoaching en Counseling. misunderstood. The Davis training has helped me
Ontario
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Marcia Maust Carl Nigi “As a dyslexic of 41 I look forward to helping others understand and
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of well-intended advice, most of carlnigi@yahoo.ca
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Angela Keifer
Greenville my trainers are the only people who have been
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Kim Carson
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Lillian “Lee” Miles
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Kellie Antrim-Brown
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+1 (817) 989-0783 workshop attendance, practice Davis Facilitators. It requires an
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training and field work to become
DLS Presenter-Mentor The Davis Specialist Training licensed to work with autistic individuals
Tyler/Dallas
+1 (866) 531-2446 (Toll Free) Program requires extensive and their families.
+1 (903) 531-2446
Shari Chu
experience providing Davis programs
Helotes/San Antonio and an additional 260 hours of Davis Learning Strategies Mentors
+1 (210) 414-0116
Jodie Harber training. Specialists and Facilitators and Workshop Presenters are
Cedar Park/Austin
+1 (512) 918-9247
are subject to annual re-licensing experienced teachers and trainers
Lori Johnson based upon case review and adherence with 2-3 years of specialized training
Boerne/San Antonio
+1 (210) 843-8161 to the DDAI Standards of Practice. and experience mentoring classroom
Casey Linwick-Rouzer teachers of children 5-9 years of age.
Sugar Land/Houston
+1 (832) 724-0492
Frances Adaleen Makin For more information about training and a full directory of Davis providers,
Greenville/DFW visit: www.dyslexia.com/licensing.htm or www.dyslexia.com/providers.htm
+1 (903) 268-1394
Paula Marshburn or call +1 (650) 692-7141 or +1 (888) 805-7216 toll-free in the USA.
Tyler
+1 (903) 570-3427
Leslie McLean
Amarillo
Autism Facilitator/Coach
+1 (806) 331-4099 or
+1 (877) 331-4099 (Toll Free)
Donna Northcutt
Irving
+1 (214) 315-3698
Dorothy Owen
Supervisor-Specialist
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
THE DYSLEXIC READER PAGE 25
Texas (continued)
Materials include:
• Detailed Manual with suggested year-long guides,
black-line masters, and numerous tips for each
implementing each
Strategy in various curriculum activities.
• DVD demonstrating each classroom Strategy.
• Teacher Kit: alphabet strip, letter recognition cards, clay,
cutter, dictionary and two Koosh® balls.
(Classroom materials sold separately)
2010 DATES & LOCATIONS
United States
June 17-18 Shallotte, NC +1 (910) 754-9559
June 21-22 Richmond, VA +1 (888) 805-7216
June 23-24 Denver, CO +1 (888) 805-7216
Workshop hours: 9am-4pm with one hour lunch break.
Cost: $595 per person (US only) July15-16 San Diego, CA +1 (888) 805-7216
Academic Units or CEUs (US and Canada only) Aug 3-4 Brookings, SD +1 (605) 692-1785
Two Quarter Units are available through California State
University. Cost is $65 per unit, plus $35 administrative fee. Sept. 23-24 Springfield, MA +1 (866) 531-2446
A written assignment, which can be completed before and Oct. 7-8 Tyler, TX +1 (866) 531-2446
during the workshop, is required.
Oct. 11-12 Richmond, VA +1 (804) 833-8858
Would you like to bring a DLS
workshop to your school/area? For more details, visit www.davislearn.com
Call 1 (888) 805-7216, and ask for Paula McCarthy.
THE DYSLEXIC READER PAGE 27
Workshop
Fundamentals of Davis Dyslexia Correction®
based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis
Workshop Outline
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDAI-Int’l, Canada & USA DDA-DACH DDA-Latin America DDA-UK
1601 Bayshore Highway, Ste 260 Deutschland-Austria-Switzerland Calzada del Valle #400 Local 8 Davis Learning Foundation
Burlingame, CA 94010 Wandsbecker Chausee 132 Colonia del Valle 47-49 Church Street
Tel: 1-888-805-7216 D-22089 Hamburg Garza García, Monterrey Great Malvern
Fax: 1 (650) 692-7075 Nuevo León Worcestershire WR14 2AA
E-mail: ddai@dyslexia.com GERMANY México, CP 66220 Tel: +44 (0)1684 566300
Tel: 49 (040) 25 17 86 22 Tel: 52 (81) 8335-9435 E-mail: uk@dyslexia.com
Fax: 49 (040) 25 17 86 24 Email: spanish@dyslexia.com
E-mail: germany@dyslexia.com DDA-Pacific
DDA-Nederland 295 Rattray Street
SWITZERLAND Kerkweg 38a Dunedin, New Zealand 9016
Tel: 41 (061) 273 81 85 6105 CG Maria Hoop, Tel: 64 (0274) 399 020
E-MAIL: ch@dyslexia.com NEDERLAND Fax: 0064 3 456 2028
Tel: 31 (475) 520 433 Email: pacific@dyslexia.com
Fax: 31 (0475) 301 381
E-mail: info@davisdyslexie.nl
Enrollment limited v Classes fill 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 Certification Program, ask for our booklet.