Dys•lex´ ic Read´ er • •
VOL. 48


Davis Dyslexia Association International

ISSUE 2 • 2008

Charlotte Foster Named Outstanding Woman of the Year in Education!
n March of this year New Jersey Governor Corzine named Charlotte Foster Outstanding Woman of the Year in Education for Somerset County. In his letter informing her of the honor he stated, “New Jersey needs women like you, dedicated to the cause of education. As you blaze the trail toward true equality for our future generations, your diligent efforts help to create dynamic programs and a strategy for growth where students can anticipate success. Because of your faithful dedication to your duties and your fair-minded approach to finding solutions to conflict, I commend your efforts as you continue to move forward in your ongoing commitment to education.” Congratulations, Charlotte! Charlotte became a licensed Davis Facilitator in 1995 and is currently a Davis Supervisor-Specialist in Bernardsville, New Jersey. She founded Multivariant Learning Systems (MLS) in 1987 to offer Davis Dyslexia Correction services and training workshops for those working with learning-disabled and low-performing youth and adults. In collaboration with the Reading Edge, MLS won the contract to design and deliver a learning-to-learn program for the U.S. Department of Education. Charlotte holds a bachelor’s degree from Wells College and has trained with leading experts in the field of accelerated
(Cont’d on p. 4)

News & Feature Articles
Charlotte Foster Named Outstanding Woman of the Year in Education . . . . .1 Outstanding Teen Focuses on Dyslexia . . .1 A New Sense of Direction . . . . . . . . . . . .3 Lastest Recommendations from Lazy Readers’ Book Club . . . . . . . . . . . . . . .6 Famous Dyslexics Remember . . . . . . . . . .9 Down with Fractions . . . . . . . . . . . . . . . .10 A Mom Remembers . . . . . . . . . . . . . . . .11 Six Years Later: A Mom Looks Back . . . .12 Don’t Wait . . . . . . . . . . . . . . . . . . . . . . . .13 What Do They Have in Common? . . . . . .14 Mini-Book Review . . . . . . . . . . . . . . . . . .16 The Soul of Golf Teaching . . . . . . . . . . . .19 Back to Study with Davis in Iceland . . . .21 Zameen Wins Film Award in India . . . . .22

Outstanding Pennyslvania Teen Focuses on Dyslexia
By Marcia Maust, Facilitator in Berlin, Pennsylvania, and Haylee Baer, Miss Frostburg Dance Outstanding Teen

Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . . . .2 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . .17-18 New Davis Licensees . . . . . . . . . . . . .24-25 Davis Workshops . . . . . . . . . . . . . . . 26-28

Haylee Baer was selected Miss Frostburg Dance Outstanding Teen on April 5 from a field of six contestants. Fifteen-year-old Haylee chose “The Gift of Dyslexia” as her platform. When asked why she chose this issue, she replied that she has a personal interest in dyslexia because of the frustration she has witnessed in her younger brother, Hunter. Haylee told the interview judges that even though everyone at school had given up on her brother, she never stopped believing in him. Hunter began using the Davis techniques eight years ago under the guidance of Davis Dyslexia Correction Facilitator, Marcia

Maust, of Laurel Highlands Dyslexia Correction Center in Berlin, Pennsylvania. Hunter was supported in his post program follow-up work by his parents and Haylee. Hunter is now
(Cont’d on p. 5)



In the Mail:
“rich and famous.” Thank you! A majority of A Dream Come True! students and teachers Dear Dyslexic Reader, at Berklee are Ten years ago, February 1997, Melissa dyslexic and have was a 7-year-old second grader who allergies. Melissa learned to read with Symbol Mastery. found the perfect Previous to this she had informed us home for herself, where everyone that she was going to grow up to be a thinks a million miles a minute, where “rich and famous” musician and that everyone is driven towards their goals, she was going to attend Berklee College and where trying to stay healthy is of Music in Boston, Massachusetts. a priority–“the gift of dyslexia” at Thanks to Ron, Charlotte, Lexi, Brian its best. and everyone else associated with the Melissa started at Berklee in the Reading Research Council, Melissa is fall of 2007, finishing the semester attending Berklee, has been paid to with a 3.86 GPA. This has earned her sing, and has the chance to become a place on the Dean’s List at Berklee
Copyright 2002 Randy Glasbergen.

College for that semester! I love reading my Dyslexic Reader and hearing about all the wonderful success stories. You are the most remarkable people, who give us all hope of the future. My daughter has her future, just the way she wanted it. I thank you from my husband, from me, and from Melissa. Sincerely, Jill Domosh, Derry, New Hampshire Ten Years Later ... Dear Dyslexic Reader, More than ten years have passed since my son, Himanshu, did the basic program for dyslexia correction. My brother, Sanjay Odak, who lives in Illinois, enrolled him on my behalf. The basic course took place in Raleigh, North Carolina in June of 1997. You all were very helpful and considerate. The facilitator was very helpful to my son. From that point on progress was slow but steady. Himanshu completed 10th grade with an average of 63%. Then, the examination board granted him 30 extra minutes to complete his written papers. But today, he has reached the 6th and final semester and is about to receive a Diploma in Computer Engineering. As parents, we are proud of what he has achieved at 20 years of age. He has even learned to ride a motorbike. I’d like to thank you all for all that you have done personally, and
(Cont’d on p. 11)

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 Diaz, Alice Davis & Abigail Marshall. 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: INTERNET:
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 trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted. All rights reserved.




was taunted! It might be possible to read. One day it might be possible for Sweet words are few me to stand before a mirror, and read And fewer are my dreams this note with some even flow. Of what laid begging at my door I bought The Gift of Dyslexia and Not long ago it seems have read it once. I will go back and Yet still I ponder this and that read it again a few more times to be And sift for things of rhyme sure I understand the words. Then I will That they might help me understand see about solving my deficiencies. This This barren bit of time “All these years of trying should make for a very interesting year. I’ll not bow to emptiness to become smart enough to I just need to thank Ron Davis for Nor cry as though in pain read! I’m not stupid, as I his book and let him know that even For life and words are given me from just a first reading he has given was taunted! It might be And rhymes will come again me a better sense of direction than I possible to read.” ever thought I would have. For now I’ll sort those scrubby words happened early on. Dad would always Before closing, I’d like to say And gather some to use shush me because I was so slow to sort that my personal approach to self And fashion them as bits of joy my thoughts and put them into “verbal improvement over the past seven or Or at least some simple muse order.” Because of his impatience I eight years has been to write. I joined taught myself a game that went like this: “If I am ever allowed to speak I will answer (or add to the conversation) While Amidst the Wandering Men . . . with these words and I will say them By William Edwards THIS way.” With that I would recite, inwardly, my words. This preplanning William’s Davis Facilitator, Carol Nelson, has allowed me to become perhaps an sent us a poem he wrote in 2007 after his average writer and I dearly love to write. Davis Program. William is 11 years old. Write? Um . . . yes, why am I While amidst the wandering men writing? I hear the dogs a-howlin.' About a month ago I flipped on the I stop, and sit, and wonder why TV and listened to the last 10 minutes The dogs are still a-growlin.' of a program dedicated to children and Waiting for the yawning cock their capacity to learn in school as well To sing itself a tune as hindrances to learning. Someone Of morning's glee to sing with thee, contributed to the discussion by The singing abolished the moon. describing some of the problems For the day you waste away– dyslexics face while trying to survive William Edwards, during That is of your own demise. the school experience. Within minutes his Davis Program. And, while the sun breaks down the day, my eyes clouded with tears. All these You see yourself in the skies. years of trying to become smart enough to read! I’m not stupid, as I

hen I asked, at about eight years of age, my mother said to me (I hear her words as though spoken just now) “Roger, remember to always do your very best.” I had always believed that Mom meant that I should give everything my best effort; however, lately I have seen her words in a new way. I believe she was saying, “Do your best in spite of your handicap.” Fortunately for me, I misunderstood her words and thus I have given reading and writing my very best effort, all with pitifully few positive results. Years and years of knowing I was less than the rest, yet ever putting my best foot forward, here I stand. It has been a long and mostly painful struggle to read as well as a third or fourth grader and as yet I have not cleared that hurdle. My writing has come a long way because of something that

A New Sense of Direction
By Roger Honzik

a group of seniors who have the wonderful capacity to look past the stammers and stuttering and listen instead to the feelings. Though I somehow have no sense of rhythm or beat and must memorize things like tempo and flow, I write poetry and love it. Here, let me close with one, and thank Ron again for his great book.

Fallow Times
By Roger Honzik What unsung words still linger round What notes are left to play As morning breezes yawn and stir And shuffle leaves that stray

Charlotte Foster–Woman of the Year (cont’d from p. 1)


and Sonny, a Golden Retriever. She jokes that her hobby is keeping up learning and communications. serves on the Bernardsville Planning with the shedding at her house! She is a member of Board. A very busy woman! Since their When Charlotte accepted her Bernardsville’s Historic Preservation two sons are now grown, Charlotte and award she made a stirring speech, Advisory Committee, is a her husband, Bill, are “empty-nesters,” which she has graciously allowed us Bernardsville Council Member and except for their pets – a cat, Merlin, to reprint below.

Acceptance Speech
By Charlotte Foster, Outstanding Woman of the Year in Education
Somerset County, New Jersey
Honored guests, elected officials and Commissioners —THANK YOU. This award is a wonderful honor. I admit I am a little stunned to be receiving it for I have the joy and privilege of knowing several past recipients, one of whom I count as a dear friend. These past recipients are amazing women. It is quite a heady moment for me to now be counted among them. I have many people to thank for this award; you have my word that I will thank all of them profoundly and appropriately. Tonight, I do want to make a few public “thank you’s:” The Somerset County Commission on the Status of Women. Thank you for this honor and award. Mayor Lee Honecker, my Bernardsville mayor. Thank you, Lee. My husband, Bill, who has encouraged, supported and – yes– even tolerated my endeavors and some of my capers. Thank you, Bill. My son, Chris, who, perhaps unbeknownst to him, gave me my mission that has brought me to this point. Thank you, Chris. To make a point about outstanding women, I would like to share a very personal moment. As a young mother doing my thing in the supermarket, there were times when I would see mothers who had children who were very obviously challenged. These mothers and their special children were subjected to the inevitable stares of curiosity. On these occasions, I always felt such awe by what I perceived as these mothers’ ability to move beyond the stares with such fortitude and grace and with obvious love for and devotion to their special children. I also wondered if I could have met the challenge and possible discomfort of the curious stares. A time was to come when one of

my children was to have a challenge. I am happy to report that the challenge was temporary. However, when out in public with this child during this temporary period, the stares of curiosity came. I could feel them intensely. In those moments I knew that I had, perhaps, a little of the fortitude and grace that I had seen in those other mothers. In those moments, I felt as if I had joined a special sisterhood. Membership in this special sisterhood of outstanding women is predicated on the sharing and support that women are known to give one another, particularly in times of intense stress. Close friends, and even sometimes only acquaintances, have entrusted me with great confidences detailing incredible challenges and ultimate resolution and accomplishment. I know of many untold stories of extraordinary perseverance, resilience, and even forgiveness for egregious transgressions experienced by some whom I know. I was and am honored to know these stories. These women whom I know, with their silent stories of amazing challenge, achievement and triumph form this sisterhood. As I accept this award this evening, I hope that I am humble enough in light of these untold stories of outstanding women. Tonight I am compelled to turn the tables and use this opportunity to honor all the women who lead outstanding lives with quiet dignity, grace, courage, strength and accomplishment. To all outstanding women– to all of you – I know with certainty the awards – the accolades – you all deserve. I leave you with the wisdom of the childhood playgrounds. To all the women here this evening, and outstanding women everywhere, I say quite simply, as I accept this award, “It takes one to know one.” My sincerest congratulations to the other the honorees of the evening. I am thrilled to be a part of this amazing group of women. Thank you all so very much.

Outstanding Teen . . . (cont’d from p. 1)


an avid reader and was recently named Regional Champion of the Northern Youth Mat Club for wrestling. Among Haylee’s duties as Miss Frostburg Dance Outstanding Teen will be that of promoting and communicating her platform. She plans to visit public schools and help them recognize dyslexia as a gift rather than as a learning disability and to introduce them to methods they can use to help children with dyslexia unlock their gift. Marcia has graciously agreed to be
By Haylee Baer

her mentor. Haylee will be competing for the State title on June 20 in Hagerstown, Maryland. Good luck Haylee! As part of the selection process, Haylee submitted a statement to the judges of the Miss Frostburg Dance Outstanding Teen contest. Below is the essay that persuaded the judges to select her.
Haylee’s brother, Hunter, and the work he did with his Davis Facilitator, Marcia Maust, inspired her project.

carefully and then at each punctuation have them stop and explain the images they see, they can actually comprehend a whole It is crucial that public school systems treat dyslexia as a book rather than pages and pages of jumbled up words. gift. Dyslexia has a set stereotype as a learning disability, Also, when they are learning how to write they but it can be more of a teaching disability than anything. will sometimes squeeze the pencil so hard that they will Some of our great role models were known as “dummies” accidentally tear a hole in the paper. They do this because all through school, such as, Albert Einstein, Thomas they feel like they have control over the pencil and their Edison, General George Patton, Whoopi thoughts. This is called “killing the bird.” Goldberg, Walt Disney, Leonardo da If you tell them they are “killing the bird” Vinci, Winston Churchill and many more. they will try to relax their hand. The most popular way dyslexia can Lastly, clay is the number one way be accommodated without medication is dyslexic kids benefit from the learning material. the Davis Dyslexia Correction Program. Clay work is what helps them master all of their This program is the only correction skills because they are working hands on. program that gets to the root cause of Ronald Davis says, “When one teaches “‘Dyslexia is not a dyslexia: disorientation resulting from to disability, students develop weaknesses; complexity; it is a confusion with symbols. All others when one teaches to ability, they develop compound of simple only address the symptoms of dyslexia. strengths.” factors which can be Ronald Davis is the founder of this Since there is no specific test for dealt with step by step,’ dyslexia it usually goes undiagnosed or program. He was labeled “retarded” says Ron Davis.” and was functionally illiterate until is often diagnosed with a different label, age 38. He established this program such as ADD, ADHD, visual-spatial in 1982 and it is 97% effective. “Dyslexia is not a learner, language-based learning disability, reading complexity; it is a compound of simple factors which disability, auditory processing disorder, visual processing can be dealt with step by step,” says Ron Davis. disorder, etc. Also, since it is developmental and all kids Dyslexics are visual, multidimensional thinkers experience different symptoms it is hard to tell whether or who are intuitive, highly creative and excel at hands-onnot a child has dyslexia. There is also not a set standard learning. They are generally average or above average in of symptoms a child has to display to have dyslexia, intelligence, but exhibit a gap between potential and actual which makes it even harder to diagnose. achievement. All dyslexics are picture thinkers. When The essential gift of dyslexia is mastery. The dyslexic will be able to master and comprehend skills they see words like “the,” “a,” or “I,” they can’t create a faster than the average person. My marketing plan is to mental picture so they become confused by these words, get an after school program put into elementary schools called trigger words. There are over 200 trigger words. Also, when dyslexic children try to read they stumble for both parents and students and eventually convince the board of education to develop a special program just for over the words because their brain pulses are moving dyslexic children. outrageously fast and they cannot control them. But when you make them slow down and read each sentence

Dyslexia As A Gift

PAGE 6 International Davis Dyslexia Correction Providers


Recent Recommendations From The Lazy Readers’ Book Club
By Laura Zink de Diaz and Danny Brassell Because I subscribe to The Lazy Readers’ Book Club, each month I receive an email from its founder, Danny Brassell, with a list of books he recommends for reluctant readers and those who just plain don’t have time for reading. (He knows we’re not lazy, just busy or in need of encouragement!) Since we haven’t published Danny’s more recent recommendations, here’s a sampling, with Danny’s comments on each. You can read lots more recommendations at the Lazy Readers’ website, There you’ll find the list of Danny’s picks, updated monthly, as well as archives of past selections by month, reading level, and page count. If you purchase books at through links at the Lazy Readers’ website, Bookends ( will receive a donation. Bookends is a nonprofit organization devoted to increasing children’s access to books, as well as community service awareness. Danny’s recommendations are always organized into categories: AD, for adults; YA, for young adults; CH, for children’s books. He always lists a page count and some brief comments, as below. Danny usually posts about 10 recommendations per month, three or four per category. At the website, you can sign up to receive recommendations by email, just as I do!

The Davis Dyslexia Correction program is now available from more than 450 Facilitators around the world. For updates, call: (888) 805-7216 [Toll free] or (650) 692-7141 or visit providers.htm Argentina Silvana Ines Rossi Buenos Aires +54 (114) 865 3898

Australia Brenda Baird Brisbane +61 (07) 3299 3994 Sally Beulke Melbourne +61 (03) 572 51752 Anne Cupitt Scarness, Queensland +61 (074) 128-2470 Mary Davie Caringbah NSW +61 (02) 9524 3837 Jan Gorman Eastwood / Sydney +61 (02) 9804 1184 Bets Gregory Gordon NSW +61 (4) 1401 3490 Gail Hallinan DLS Workshop Presenter-Mentor Naremburn /Sydney +61 (02) 9405 2800 Barbara Hoi Mosman / Sydney +61 (02) 9968 1093 Eileen McCarthy Manly / Sydney +61 (02) 9977 2061 Marianne Mullally Crows Nest, Sydney +61 (02) 9436 3766 Jayne Pivac Mordialloc / Melbourne +61 (342) 030 54 05 John Reilly Berala / Sydney +61 (02) 9649 4299 Heidi Rose Pennington /Adelaide +61 (08) 8240 1834 Joanne Zietsch Curtin ACT +61 (0) 2 6282 1225 Austria Annette Dietrich Wien +43 (01) 888 90 25

Aurora and Boris Touch the Sky by Jeffrey A. Mazurowski Children - 22 pages Publisher: My World Press ISBN-10: 0966215311 ISBN-13: 978-0966215311 “A sweet little book that my children enjoy. In the land of Oris, Aurora and her brother Boris fly like birds, slide down moonbeams and explore all parts of the sky–and that’s why the Northern Lights are known as the Aurora Borealis.”

It’s All About Me – Personality Quizzes For You And Your Friends by Karen Phillips Young adults - 70 pages Publisher: Klutz ISBN-10: 1570542252 ISBN-13: 978-1570542251 “I honestly have no idea how I have overlooked putting this book on a prior edition of the Lazy Readers’ Book Club, as this was my favorite book of 2006. If you are a teacher, you HAVE to buy this book. It’s applicable for all ages, but teenagers love it the most. It is filled with funny personality quizzes that delight students. Parents and teens: BUY THIS BOOK. Great fun! I’d also like to plug the publisher, Klutz, which publishes a lot of high-quality books.”

Gabriele Doetsch Leutasch/Innsbruck +43 (5) 214 64 57



Cloudy with a Chance of Meatballs by Judi Barrett Children - 32 pages Publisher: Aladdin ISBN-10: 0689707495 ISBN-13: 978-0689707490 “One of the most popular read alouds in any classroom or bedroom, Barrett’s delightful tale of the town of ChewandSwallow is sure to interest young children in a place where food literally falls from the sky. This should be in every home library.”

Austria (cont’d) Jacinta Fennessy Wien +43 (01) 774 98 22 Ina Barbara Hallermann Riezlern +43 5517 20012 Marika Kaufmann Lochau +43 (05574) 446 98

Bahrain Sameera Sadiq Al Baharna Manama +973 555 201 Belgium Thera Brugghe Roeselare +32 (051) 24 63 40 Ann Devloo-Delva Veurne +32 (058) 31 63 52 Inge Lanneau Beernem +32 (050) 33 29 92 Peggy Poppe Antwerpen +32 (474) 50 23 32

Adventures of the Sky Kids by Keven J. Christopherson Children - 58 pages Publisher: PublishAmerica ISBN-10: 1413765149 ISBN-13: 978-1413765144 “Subtitled Lost Treasure of Kolob Canyon, this is a really easy chapter book that boys seem especially drawn to, as it deals with camping, lost treasures and Indians. This reminded me of the simple books I read when I was a cub scout growing up. Why aren’t there more books like this nowadays? I guess I am starting to sound like a reminiscent curmudgeon.”

Viki Vandevenne Bonheiden +32 (0473) 30 41 51

Brazil Ana Lima Rio De Janeiro +55 (021) 2295-1505 Bulgaria Daniela Boneva Ruse +35 (988) 531 95 06

Canada Wayne Aadelstone-Hassel North Vancouver +1 (604) 988-7680 Jean-Pierre Arbour Ottawa, Ontario +1 (613) 792-4068 +1 (866) 792-4067 (Toll-Free) Raylene Barnhill Fredericton, New Brunswick +1 (506) 458-0494 Darlene Brown Smithers/Prince Rupert +1 (250) 847-3463 Paddy Carson Edmonton/Alberta +1 (780) 489-6225

The Alphabet From A to Y With Bonus Letter Z by Steve Martin & Roz Chast Children - 64 pages Publisher: Flying Dolphin Press ISBN-10: 0385516622 ISBN-13: 978-0385516624 “In this delightful alphabet book with illustrations offered by one of my favorite New Yorker cartoonists, Roz Chast, Martin creates zany tongue twisters to entice young readers to learn each letter of the alphabet. Terrific fun that prompts kids to beg for repeated read alouds.”

Renée Figlarz Montreal, Quebec +1 (514) 815-7827

Sandy Farrell Hudson, Quebec +1 (450) 458-4777

Dyslexia Resources Canada Shelley Cotton Sharon Roberts Waterloo, Ontario +1 (519) 746-8422 +1 (800) 981-6433 (Toll-Free)

Sher Goerzen Maple Ridge/Vancouver +1 (604) 290-5063 Gerry Grant Supervisor-Specialist Workshop Presenter Waterloo/Toronto +1 (519) 498-2424

Corinne Graumans Medicine Hat, Alberta +1 (403) 528-9848 Canada (cont’d)


Sue Hall West Vancouver +1 (604) 921-1084 D’vorah Hoffman Toronto +1 (416) 398-6779 Sue Jutson Vancouver, B.C. +1 (604) 732-1516 Mary Ann Kettlewell London, Ontario +1 (519) 652-0252 Carol Livermore Ottawa, Ontario +1 (800) 394-1535 [Toll Free] Julie Locke Truro, Nova Scotia +1 (902) 895-9015 Yuko Kimura McCulloch, Ph.D. Vancouver, B.C. +1 (604) 222-2258 Helen McGilivray Oakville/Toronto +1 (905) 464-4798 Susan Nikolic-Vicentic Newmarket/Toronto +1 (905) 953-0033 Maureen O’Sullivan Newmarket, Ontario +1 (905) 853-3363 Tina Panaritis Montreal, Quebec + 1 (514) 690-9164 Sharon Permack Thornhill, Ontario +1 (905) 882-9292 Rocky Point Academy Stacey Borger-Smith Lawrence Smith, Jr. Calgary +1 (403) 685-0067 +1 (866) 685-0067 (Toll-Free) Kendra Rodych Saskatoon/Saskatchewan +1 (306) 979-7323 Catherine Smith Oakville/Toronto +1 (905) 844-4144 1-888-569-1113 toll-free Edwina Stone Whitehorse, Yukon +1 (867) 393-4489 Bernice Taylor Riverview, NB +1 (506) 871-5674 Tracy Trudell Wallacetown, Ontario +1 (519) 762-2001

Rowing to the Rescue The Story of Ida Lewis by Doris Licameli Young Adult - 77 pages Publisher: ISBN-10: 1847286682 ISBN-13: 978-1847286680 “There are several things I like about this little book. First of all, my mother is a lighthouse fanatic, and I can see how this book would be great for any parent or teacher to read with children before or after a lighthouse visit. More importantly, I love books that feature teenage-girl protagonists who rock, and 15-year-old Ida Lewis is such a character (and she is a real-life heroine who lived in 19th century Rhode Island). A delightful quick read.”

Froggy's First Kiss by Jonathan London Children - 32 pages Publisher: Puffin (Reprint edition, 1999) ISBN-10: 0140565701 ISBN-13: 978-0140565706 “I have discovered that my best test audience includes my own two children, and they love this cute little book that would make a perfect read aloud for Valentine’s Day. Froggy has a crush on Frogilina, but his heart is reserved for someone else who gives him kisses.”

Kim J. Willson-Rymer Mississauga, Ontario +1 (905) 825-3153 Cheryl Wood Huntsville, Ontario +1 (705) 783-2763

Snoozers: 7 Short Bedtime Stories for Lively Little Kids by Sandra Boynton Children - 18 pages Publisher: Little Simon ISBN-10: 0689817746 ISBN-13: 978-0689817748 “Maybe it is because I am a father of two young children, but I think Sandra Boynton is just about one of my favorite authors in the world. Her books are always wonderfully illustrated and filled with funny rhymes and mischief. I’d recommend any books Boynton writes (my children especially love Dinos to Go).”

China Yvonne Wong Ho Hing Hong Kong +852-7323-7702 Livia Wong Hong Kong +852-2810-0282


Colombia Laura Zink de Díaz Bogotá +57 (1) 704-4399 Costa Rica Maria Elena Guth Blanco San Jose +506 296-4078 Marcela Rodriguez Alajuela +506 442-8090 Cyprus Alexis Mouzouris Limassol +357 25 382 090

Famous Dyslexics Remember
Albert Einstein in his own words: “I worked most of the time in the physical laboratory, fascinated by the direct contact with experience. The hitch in this was, of course, the fact that one had to cram all this stuff into one’s mind for the exams, whether one liked it or not. This coercion had such a deterring effect [on me] that, after I had passed the final examination, I found the consideration of any scientific problems distasteful for an entire year. It is nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force it to devour continuously, even when not hungry.”
From "Autobiographical Notes," in Albert Einstein: Philosopher-Scientist, Paul Schilpp, ed. (1951), pp.17-19 © 1951 by the Library of Living Philosophers, Inc.

John Chambers is CEO of Cisco Systems. In 2004, he said his biggest regret was that he hadn’t shared his dyslexia earlier. One day in the mid-1990s, Cisco Systems held a “bring your child to work” day. A little girl started to ask Chambers a question, but she had trouble; the more she tried the harder it was, until she burst into tears and said, “I have a learning disability.” Chambers’ perfect answer: “So do I – take your time.” That night the parents emailed their thanks, and others encouraged him to share his experiences, which he did. According to “How Cisco’s CEO Works the Crowd” (Business Week, Oct. 22, 2006) Chambers’ dyslexia caused him considerable pain growing up. But it also gave him an amazing work ethic. When making speeches, he focuses on the big picture, avoiding details that would bore listeners. He memorizes speeches and prepares more carefully than most. As a result he sounds in control of the facts, possessed of conviction and vision. These days Chambers communicates with his 64,000 employees via video-blogs posted on the company’s intranet. Chambers likes vlogging because it “allows me to share what’s on my mind in a very candid way, and then gain immediate feedback.” Then too, he’d rather vlog than write! movies. My father would come home at night and say not, ‘Have you done your homework?’ but rather, ‘Let’s go to the movies.’ Movies could hold my attention. I could follow them.” Benton began his career as an art director at Esquire Magazine. When he lost that job, he decided to write a movie, but since he was a poor speller, he asked his friend, David Newman, to collaborate. Together they wrote the screenplay for Bonnie and Clyde (1967). That screenplay was nominated for an Academy Award. Benton has been nominated for film awards nine times, and has won seven times!

Ecuador Ana Magdalena Espin Vargas Ambato +593 (2) 854 281

Nora Cristina Garza Díaz Ambato +593 (3) 282 5998 Carmensol Herdoíza Ambato +593 (3) 284 9344

Cristina Mariela Lara Salazar Ambato + 593 (2) 854 281

Inés Gimena Paredes Ríos Ambato +593 (2) 854 281 Finland Elisabeth Helenelund Borga +358 400 79 54 97

Robert Benton, director and screenwriter, grew up in Waxahachie, Texas in the 1930s and 1940s. “I was dyslexic before anybody knew what dyslexia was. I was called slow,” said Benton in a 2003 interview with director/writer, Nora Ephron. “It’s an awful feeling to think of yourself as slow; it’s horrible.” Benton wrote the Academy Award-winning screenplays for the movies Places in the Heart (1984) and Kramer vs. Kramer (1979). He says movies saved him from isolation during childhood. “I learned strategies to cope with it, and I learned patience. But my education was an education by

France Christine Bleus Saint Jean de Gonville/ Genève +33 450 56 40 48 Corinne Couelle Lyon +33 (04) 78 88 65 52 Jennifer Delrieu Voisins le Bretonneux/Paris +33 (01) 30 44 19 91 Françoise Magarian Legny/Lyon +33 (0474) 72 43 13 Carol Nelson Boulogne-Billancourt/Paris +33 (0) 1 49 09 12 33 Odile Puget Segny/Geneve +33 (0) 450 418 267 Guilaine Batoz Saint-Martin La Bastidonne/Marseille +33 (0490) 08 98 56

Germany/Deutschland Theresia Adler Bannewitz +49 (0351) 40 34 224 Ellen Ebert Ammern +49 (03601) 813-660 Cornelia Garbe Berlin +49 (030) 61 65 91 25 Astrid Grosse-Mönch Buxtehude +49 (04161) 702 90 70

Anna-Maria Gunselmann Hirschaid +49 (954) 341 70 00

Germany/Deutschland (cont’d)


Das Legasthenie Institut Ioannis Tzivanakis Specialist Trainer Workshop Presenter DDA-DACH Director Wilfried Bähr Hamburg +49 (040) 25 17 86 23 Christine Heinrich Schwäb Gmünd +49 (0717) 118 29 74 Sonja Heinrich Supervisor-Specialist DDA-DACH Director Garbsen/Hannover +49 (040) 25 17 86 23 Kirsten Hohage Nürnberg +49 (0911) 54 85 234 Ingrid Huth Berlin +49 (0179) 896 8007 Mechtild Hylla Kassel +49 (0561) 602 78 20

Down with Fractions!?
By Laura Zink de Díaz Davis Facilitator in Bogotá, Colombia

Christine Jacob Lörrach +49 (07621) 134 60 Rita Jarrar München +49 (089) 821 20 30 Inge Koch-Gassmann Buggingen +49 (07631) 23 29 Angelika Kohn Steinheim-Kleinbottwar +49 (07148) 66 08 Marianne Kranzer Königsfeld +49 (07725) 72 26

Anneliese Kunz-Danhauser Rosenheim +49 (08031) 632 29 Sabine La Due Stuttgart +49 711 47 91 000 Gundula Patzlaff Stuttgart +49 (0711) 23 64 86 0

Margit Pleger Wetter/Dortmund +49 (02335) 84 87 60 Colette Reimann Landshut +49 (0871) 770 994 Ursula Rittler Stuttgart +49 (0711) 47 18 50

Some years ago, Dr. Dennis DeTurck made the following statement during a series of 60-second lectures at the University of Pennsylvania: “Down with Fractions!” Dr. DeTurck is an award-winning mathematician, and today he’s the Dean of Arts and Sciences at Penn. In January 2008 USA Today recalled that event and quoted DeTurck as saying, “Fractions have had their day, being useful for by-hand calculation, but in this digital age, they’re as obsolete as Roman numerals.” Wow! Roman numerals are finally obsolete? I’m delighted to hear it! Dr. Deturck isn’t exactly excited about how much emphasis schools place on long division either. Actually, he doesn’t advocate doing entirely away with fractions. He just thinks they’re complex enough that they should be taught considerably later in the curriculum –say, after calculus–and advocates teaching decimals first. He’s publishing a book, due out later this year, in which he discusses fractions, long division, calculating square roots, multiplying long numbers by hand and various other issues relating to the teaching of mathematics. Many who read the USA Today article have posted comments on the internet about Dr. Deturck’s ideas. Some think his ideas about fractions are crazy. Others think he may well have a point. I’m not only not a math expert, a field of numbers can make

Some people think Dr. DeTurck’s ideas about fractions are crazy.

my vision go all blurry, so I’m probably biased. But I do recall heaving a great sigh of relief late in my elementary school career when we finally stopped focussing so much on fractions and moved on to decimals. I could “do fractions” back then, but they drove me to distraction. Even today, for me, decimals are nearly always significantly easier to work with. (Consider the source: I never dared take calculus!) What do YOU think? Perhaps this ancient rhyme strikes a chord with you… Multiplication is vexation Division is just as bad The rule of three doth puzzle me And fractions drive me mad!
–Anonymous (16th Century or earlier)

You can read the USA Today article (“Professor: Fractions Should be Scrapped,” by Maureen Milford) at news/education/2008-01-23fractions_N.htm.

Phoebe Schafschetzy Hamburg +49 (040) 392 589 Margarethe SchlauchAgostini Volklingen +49 (0689) 844 10 40 Gabriela Scholter Supervisor-Specialist Stuttgart +49 (0711) 578 28 33 Beate Tiletzek Waldkraiburg +49 (08638) 88 17 89

Imagination failed them
“This ‘telephone’ has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.”
—Western Union internal memo, 1876

“The wireless music box has no imaginable commercial value. Who would pay for a message sent to nobody in particular?” “640K ought to be enough for anybody.” —David Sarnoff’s associates, in
response to his urgings to invest in the radio in the 1920s —Bill Gates, CEO of Microsoft Corp., 1981


Germany/Deutschland (cont’d)

A Mom Remembers…
Submitted by Raylene Barnhill, Davis Facilitator in Fredericton NB, Canada.

Dear Raylene: As I reflect back on the year 2007, I just wanted to let you know how much the Davis program has changed our life. Two years ago our family was in despair. Homework was a “I felt for the constant struggle and I first time that would experience stress I wasn’t crazy at the end of my work and finally day knowing that I had that someone to face homework after believed me.” supper. I can only imagine how Trevor felt coming home everyday to face me as well as more work that he didn’t understand. I can still remember the words I used and never knew how untrue those sentiments were. I often said, “try harder,” “you do so know that word,” “you knew it yesterday” and my favourite, “stop being so stubborn.” Not only was Trevor hearing this from his mother but also at school. I’m not saying his teachers were mean, they were just misinformed (as was I) about how his learning disability affected his processing skills. We were all trying to do our best with what we knew at that time. The turning point in our lives was November 2006 when I saw a small ad in the Daily Gleaner. Ronnie and I had decided to find a tutor for Trevor, even though I felt it wouldn’t really help. I will always remember sitting at my dining room table reading the paper and discovering your ad. I was hoping this was the sign I was praying for. I immediately went to your website and completed the 37 Common Traits of Dyslexia. Trevor exhibited most of the traits. After meeting you and reading The Gift of Dyslexia, I knew my prayers had been answered. I appreciated that you were a mom first
In The Mail (continued from p. 2)

Andrea Toloczyki Havixbeck / Münster +49 (02507) 57 04 84 Ulrike von Kutzleben-Hausen Deisslingen +49 (07420) 33 46 Dr. Angelika Weidemann Ulm +49 (0731) 931 46 46 Gabriele Wirtz Stuttgart +49 (0711) 55 17 18

Trevor, rightfully proud to have completed his Davis Dyslexia Correction Program.

and a professional second. Knowing that you knew what I was going through was very comforting. I felt for the first time that I wasn’t crazy and finally someone believed me. Now a year later and I can’t believe how our family life has changed. Homework is no longer a nightmare but more importantly, Trevor feels good about himself and his stress level has decreased significantly. He is no longer on a modified program and is making A’s. He actually joined a drama group this year. He “My message to uses his tools anyone thinking everyday and is about the Davis comfortable telling program would his teacher when he be, “It is worth needs a break to get the journey.” his alignment. He can tell me when his alignment is off which is fantastic! My message to anyone thinking about the Davis program would be, “It is worth the journey.” A journey it is as we work on Davis tools daily. You have to commit to the journey but it is worth it. Not just academically, but more importantly for your child’s self esteem and your family’s well being. Thank you for bringing the Davis Program to Fredericton and for being you! –Susan (mother of 9-year-old Trevor)

Greece Evagelia ApostolopoulouArmaos Patras +30 (261) 062 21 22 Zoe Deliakidou Thessaloniki +30 2310 434510 or +30 6934 662438 Irma Vierstra-Vourvachakis Rethymnon / Crete +30 283105 8201 or 69766 40292 Iceland Áslaug Ásgeirsdóttir Mosfellsbaer +354 861-2537 Sigrún Jónina Baldursdóttir Snaefellsbae +354 586 8180 Gudrún Benediktsdóttir Hafnarfirdi +354 545 0103 or +354 822 0910

through your book and program. Back then, we had a tough time educating Himanshu’s teachers and classmates. But today, everyone in India knows more about dyslexia. One of our very famous actors, has recently made a very good film about an eight-year-old boy who is dyslexic.* It shows what the boy and his parents went through until he met a new art teacher who recognized his problem and helped the child.

Thanks a lot, from the bottom of my heart for helping me help my son Himanshu. Today, he also helps his father with his computer hardware business. May God bless you all always for doing such good work. Yours affectionately, –Sujata Bhatia, Mumbai, India
* Editor’s Note: See “Taare Zameen Par Wins Film Awards in India”on page 22.

Gudbjörg Emilsdóttir DLS Mentor Kópavogur +354 554 3452 Hólmfridur Gudmundsdóttir Gardabae +354 895-0252 Sigurborg Svala Gudmundsdóttir Mosfellsbaer +354 867 1928 Stefanía Halldórsdóttir Wade Kopavogur +354 564 2890 Ingibjörg Ingolfsdóttir Mosfellsbaer +354 899-2747 Sigrún Jensdóttir Mosfellsbaer +354 897 4437 Valgerdur Jónsdóttir DLS Presenter-Mentor Kópavogur +354 863 2005 Sturla Kristjansson DLS Presenter-Mentor Hafnarfjordur +354 845 6956 Jon Einar Haraldsson Lambi Akureyri +354 867 1875 Ásta Olafsdóttir Vopnafjordur +354 473-1164 Erla Olgeirsdóttir Akranes +354 694 3339 Hugrún Svavarsdóttir Mosfellsbær +354 698-6465

Thorbjörg Sigurdardóttir Reykjavík +354 698 7213 Margret Thorarinsdottir Selfoss +354-486-1188 Carol Ann Rodrigues Mumbai +91 (22) 2667 3649 or +91 (22) 2665 0174 India Iceland (cont’d)


Six Years Later: A Mom’s Look Back
Submitted by Janet Confer Davis Facilitator in Rancho Santa Margarita, CA Was it one of the the most challenging things I have ever done? Yes. Was it difficult and draining at times? Yes. Was it worth it? Absolutely! The Davis Program is absolutely brilliant in its approach and I can say first-hand, it works. I found myself the very proud mother of a little boy who was having a difficult time in school. He was never bad enough to warrant the attention of the school, but never thrived enough to work independently or live up to expectations. I noticed early on, long before I could get anyone to admit to me that I was not crazy, that there was something not quite got before. It was as if I could see his brain right and that my son was struggling when working. The distant lost look in his eyes was he should not have been. I worked with him gone and he got it! He knew things I hadn’t constantly, yet things didn’t improve. It wasn’t even worked on with him. It was as if all the until a very brave third grade teacher risked information of his entire lifetime was now at all to tell me that it appeared that my son was his disposal. The successes were all what having “processing difficulties.” Of course, most people would consider “little” but they “processing difficulties” is the buzz word of were huge to us. After a while, I noticed that the decade and what my the “little” successes “After a while, I noticed that son really had was combined with other the ‘little’ successes combined “little” successes and dyslexia. Thank with other ‘little’ successes goodness that one of we got “huge” progress. my son’s most obvious and we had ‘huge’ progress.” Just like a snowball. difficulties was reversal Of course, to be of the letters “b” and “d.” That was what completely fair and forthright to parents ultimately led me to the Davis Dyslexia interested in the process, I must admit that Association. After a Google search on dyslexia, every day was not the picture of perfection. I came across the Davis site and found the list Some days were extremely successful, some of “37 Common Characteristics of Dyslexia.” were almost hysterically funny–especially My son possessed over 30 of them. There when we’d do picture-at-punctuation and I’d was never a doubt from that point forward see exactly what he pictured. And some of his that I had found what I was looking for. clay models were very humorous. Then some My son spent a week with his very days were drudgery. When combining the talented, caring, and forever helpful facilitator program with regular school homework, at the end of April 2002. We spent about 16 some days were completely overwhelming. months on the follow-up work and I am still There were times when I didn’t think we very proud to say that we did it ALL, every would make it and others when I couldn’t trigger word, reading exercise, Koosh ball, wait to see what was in store for us next. math, spelling, you name it. In addition to the follow up work and From my perspective, the Davis program homework from school (and dealing with can be the biggest high. There were times when teachers), it was also my job to be things clicked and I would feel so excited! I cheerleader, motivator, and sometimes remember one day driving in the car when manipulator. It takes a little practice to find my son calculated time past the hour for the what works to motivate a child. For the most first time or when he would pop out with an part, I found that routine and consistency understanding of something I knew he never were very important. In our house, the Davis

Ireland Anne Marie Beggs Old Portmarnock/Dublin +353 (86) 239-1545 Paula Horan Mullingar +353 44 934 1613 Sister Antoinette Keelan Dublin +353 (01) 884 4996 Aideen Tierney Dublin Israel Luba Alibash Ramat Hasharon/Tel Aviv +972 (09) 772-9888 or (052) 272-9532 Mira Ashoosh Kiron +972 (03) 635-0973 Goldie Gilad Kfar Saba/Tel Aviv +972 (09) 765 1185 Eliana Harpaz Ma’Ale Adumim +972 (02) 590-2110 or 054-441-0789 Judith Schwarcz DDA-Israel Director Supervisor-Specialist Pearl Zarsky Ra’anana/Tel Aviv +972 (09) 772 9888

Italy Elisa De Felice Roma +39 (06) 507 3570 Piera Angiola Maglioli Occhieppo Inferiore / Biella +39 (015) 259 3080 Alessandro Taiocchi Settimo Milanese +39 (333) 443 7368 Silvia Walter Bagno a Ripoli Florence +39 (055) 621 0541 Rafaella Zingerle Corvara In Badia +39 (0471) 836 959 Kenya Christel Flowers Langata/Nairobi + 254 (20) 72 271 4578 Manisha Shah Nairobi + 254 (0) 722 492 217 Diana Smit-Jurgens Nairobi +254 733 895 603 Kimberly Swallow Nairobi + 254 (20) 712 0472



program came first and everything else second. We did our follow-up work before school homework, before play and before friends. Sometimes I would use that to my advantage by soliciting his agreement to do follow-up after playing. “The Davis program is absolutely brilliant in its approach and I can say first-hand, it works.” I gave him some control over the situation and he was willing to live up to his end of the bargain. I often used fun things to help motivate my son. For example, I would say, “we’re going to the beach, but before we go, you need to do your trigger word for today.” Our biggest battle was to get my son to sit down and commit. Once he did, he did great. Sometimes he would drive me crazy spending a half an hour or more making a clay model. Sometimes I sat with him, other times I left the room and let him surprise me with his brilliance. We always tried to keep it fun and varied. Sometimes I made a clay model too and we would compare what we came up with. One other very motivating thing for my son was dodge Koosh ball. He

absolutely loved that. It was our deal that if he did the regular Koosh ball exercise, we’d play dodge Koosh ball after. I would throw the Koosh balls at him and he had to duck, dodge and dive out of the way. Of course all of these things took time and energy, and sometimes I felt that I just didn’t have them to give. But we stuck with it. Some weeks were better than others, but no matter what happened, we never stopped. We took the occasional day off, but overall, Davis follow-up became an obsession. There are those moments when I look back and wonder how we got through. Fortunately, the good vastly outweighed the bad and ultimately the progress and success outweighed any difficulties I experienced as support person for my son. It took me years to truly appreciate the “gift” of dyslexia. Now that dyslexia is not interfering, it is helping my son be the wonderful, extremely creative and talented person that he was always meant to be. True, there were moments when it didn’t seem like a gift, but fortunately time gives you perspective. Perspective and the Davis program tools are all you need. The Davis program is brilliant and it changed my child’s life. I highly recommend it. Just be patient with yourself and never, never give up.

Lebanon Samar Riad Saab Beirut +961 3 700 206

Malaysia Hilary Craig Kuala Lumpur +60 (36) 201 55 95

Mexico Silvia B. Arana García Mexico, D.F. +52 (55) 5540-7205

Cathy Calderón de la Barca México D.F. Advanced Workshop Presenter +52 (55) 5540-7205

Hilda Fabiola Herrera Cantu Culiacan, Sinaloa +52 81 6677 15 01 19 María Silvia Flores Salinas Supervisor –Specialist Garza García Monterrey NL +52 (81) 8378 4846 Laura Lammoglia Tampico, Tamaulipas +52 (833) 213 4126 Alejandra Garcia Medina Huixquilucan +52 (55) 1085 5608l Maria Lourdes Gutiérrez Mexico D.F. +52 (555) 593 18 22 Lucero Palafox de Martin Veracruz +52 (229) 935 1302 Ana Elena Payro Ogarrio Corregidora, Queretaro +52 442 228 1264 Lydia Gloria Vargas Garza García Monterrey NL +52 (81) 8338 2226

Don’t Wait!
By an anonymous Mom

Please don’t wait years for an official diagnosis of dyslexia – that was our mistake. My daughter is eight and has gone through so much suffering as a result of her school’s poor understanding of her needs and challenges. She finally got a diagnosis two weeks ago placing her reading age at five years. She cannot do phonics or put words together. She hates reading and tells me it’s like being locked in a dungeon. I read The Gift of Dyslexia in the last week or so. It was like reading an insight into my daughter. It is so positive and has really helped us. She

has struggled since the age of five and all the teachers denied dyslexia (blaming it on her known dyspraxia), but if I had known earlier what I know now, I would have made sure that the school did not force her to read aloud and then shout at her errors. My daughter has reached the point where she tells me she believes she is worthless. This book puts the worth back into her with positives rather than the school’s negatives. It has helped in just one week! And do try the Perceptual Ability Assessment described in the book. When we did it I found my daughter’s ability to “see the cake” uncanny. But to her it was the most natural thing in the world. Please do not wait for diagnosis.

Lieneke Charpentier Nieuwegein +31 (030) 60 41 539 Hester Cnossen Veghel +31 (495) 641 920 Monique Commandeur Sterksel +31 (06) 13 94 97 54 Ratnavali de Croock Oudorp (Aalkmaar) +31 (072) 511 6881 Alexandra De Goede Aerdenhout +31 (023) 524 3263 Mine de Ranitz Driebergen +31 (0343) 521 348 Christien De Smit Sluis +31 (0117) 461 963 Leonardus D’Hoore Sluis +31 (0117) 56 29 40 Marijke Eelkman Rooda-Bos Gouda +31 (0182) 517-316

Netherlands Liesbeth Berg-Schagen Vleuten +31 (030) 604-9601 Ineke Blom Dorpstraat +31 (020) 436-1484 Lot Blom Utrecht +31 (030) 271 0005

Jolien Fokkens Beilen +31 (0593) 540 141 Ina Gaus Santpoort-Zuid +31 (023) 538-3927 Jan Gubbels Maastricht +31 (043) 36 39 999 Sue Hillier-Smith Breukelen +31 (0346) 265 059 Judith Holzapfel Deventer +31 (0570) 619 553 Mia Jenniskens Eindhoven +31 (040) 245 9458 Trudy Joling Laren +31 (035) 531 00 66 Marie Koopman Bilthoven +31 (030) 228 4014 Carry Kuling Heemstede +31 (0235) 287 782 Edith Kweekel-Göldi Soest +31 (035) 601 0611 Imelda Lamaker Hilversum +31 (035) 621 7309 Irma Lammers Boxtel +31 (411) 68 56 83 Yvie Leenaars-de Rooÿ Bavel +31 (0161) 433 449 Netherlands (cont’d)


What Do They Have in Common?
By René Engelbrecht It is this way of thinking that caused Einstein problems at school, but also made him a brilliant mathematician. Because he is dyslexic himself, Davis says, frustration caused him to sit down one day to try and figure out why he struggled so with reading and writing, while at the same time he was a qualified mechanical engineer and amateur sculptor. In this way he started What do May and Katie de Clercq from creating an idea to overcome his dyslexia. Somerset West, the twins about whom Die In 1981, Davis started developing a Burger reported on 22 January, have in programme for children and adults with common with Pablo Picasso? dyslexia with the collaboration of Dr. Fatima The most obvious answer would be their Ali, Ph.D, educational psychologist. Then, in artistic skills. But then there’s also something April 1982 they opened the Davis Dyslexia else – their dyslexia. They Correction Center in share this with Albert California offering their Einstein, Leonardo da services to the general Vinci, Walt Disney, Tom public – with wonderful Cruise, Keira Knightley, results. Sir Richard Branson, and Now dyslexia does Agatha Christie, to not mean a struggle of mention but a few famous months or even years. people who reached fame Davis’ book, The Gift of and fortune in life. Dyslexia, was published Dyslexia does not in 1994 and in 1995 Davis indicate a lack of talent Dyslexia Association or intelligence. Only an International (DDAI) was inability to read. Yet in the launched with the purpose world of today we depend of providing information on the written word to a “I started searching on the about the Davis methods, large extent. internet … and in this way setting standards for the Although various came upon the website of Davis programme and methods are applied to training of facilitators. His Ronald Davis—and help with dyslexia, they next book, The Gift of discovered hope!” simply do not all work for Learning, adding methods everyone. I experienced this as a remedial for attention-deficit disorder, mathematics teacher. Eventually I started searching on the and handwriting, was published in 2003. internet to try to find out whether somewhere Davis’ approach does not include in the world there was perhaps something that instruction based on phonics, does not make worked, and in this way I came upon the use of drill work, does not depend on physical website of Ronald Davis – and discovered hope! apparatus such as books in large print, nor Davis’ viewpoint immediately attracted does it rely on medication. my attention. He regards dyslexia as an innate He does use the individual’s imagination, gift that becomes a burden in the twothe fact that the human brain is reprogrammable, dimensional world of the written word. This multi-sensory techniques and creativity. gift goes hand in hand with imagination and Davis regards it as important that creativity, with problem solving by looking individuals with dyslexia gain control of their at the bigger picture, rather than an analytical own learning processes. According to Davis step-by-step process. According to him dyslexic people are different, in the sense that dyslexic individuals mainly think in pictures they see things from different perspectives. and not in words. Such as the De Clercq This characteristic stands them in good stead twins who think in “shapes.” in the world of concrete images, but lets them There is hope for people with dyslexia, writes South African educator, René Engelbrecht. Here she tells the story of dyslexic twins from Somerset West who last year passed matric (grade 12) with merit in spite of possessing the reading ability of eight-year-olds.

ZeiZei Lerninstitut Drs. Siegerdina Mandema Specialist Trainer Advanced Workshop Presenter DDA-Nederland Director Robin Temple Specialist Trainer Workshop Presenter Maria Hoop +31 (0475) 302 203 Sjan Melsen Arnhem +31 (026) 442 69 98 Cinda Musters Amsterdam +31 (20) 330-78 08 Bert Neele Melick +31 (61) 259 8802

Marianne Oosterbaan Zeist +31 (030) 691 7309 Fleur van de Polder-Paton Schiedam +31 (010) 471 58 67 Petra Pouw-Legêne DLS Nederlands Director Beek +31 (046) 437 4907

Karin Rietberg Holten +31 (548) 364 286

Jacqueline van Rijswijck Venray +31 (0478) 58 73 98 Lydia Rogowski Wijnberg Helmond +31 (0492) 513 169 Hanneke Schoemaker Wageningen +31 (0317) 412 437



down when they have to interpret things that are two dimensional, such as the written word. Then they “disorient.” What makes his approach so different is that he helps individuals establish an orientation point they can use to focus. This, and his completely different approach to reading, is the crux of his work. Furthermore a very important factor is that the Davis programme helps to mend people’s self-esteem and self-confidence. I discovered this programme in 1999 and immediately ordered Davis’ book The Gift of Dyslexia in which his methods are described in detail. Although I was not sure whether this programme was scientifically justifiable or whether I’d be able to perform it, it fascinated me. I studied it in depth. Through Abigail Marshall, Davis’ webmaster, I gained consent to use the Davis techniques [for purposes of research only] with my learners even though I was not a qualified Davis facilitator. My trial test was a grade 4 learner with dyslexia. Her remedial teacher had told her parents after a year’s remedial lessons that she could do no more for the child and that she would most probably fail grade 3. She was transferred, however, and at the beginning of grade 4 her parents came to ask for my help. I told them about the Davis method, that I had not tried it out myself, but that I would treat their daughter free of charge if they allowed me to test the method on her. By this time they were so desperate that they told me to continue. In quite a short while there was significant improvement. Within a few weeks this girl could read better and understand what she was reading. Her self-confidence improved as well. And to top it all, she earned an average of 70% at the end of the year. Worldwide Davis Facilitators have had great success with the course, but up until a few years ago there had been no clinical evidence that it works, and for that reason some professionals did not accept it. Because I saw how well learners performed after being introduced to the Davis programme, I decided that I would put it to a scientific test myself. My idea was to prove that the Davis methods can help individuals with dyslexia, and that it should be acknowledged as an acceptable additional or alternative method. The Davis Dyslexia Association gave me permission to do research based on the information I gained from The Gift of

Dyslexia and The Gift of Learning. I only had to state clearly that I was merely researching the methods and not the overall techniques that trained facilitators use. In 2004 I did research for my master’s degree in psychology at Stellenbosch University (South Africa) on the influence of the Davis methods on the reading ability and psychological functioning of learners. The results were scientifically significant and also indicated a success rate above 80%. This was after only 14 hours of instruction. [A normal Davis Dyslexia Correction Programme consists of 30 hours of instruction.] Last year I met Dr. Linda Silverman on the internet. She is Director of the Institute for the Study of Advanced Development as well as the Gifted Development Center in Denver, Colorado, and has the same viewpoint as Davis, and supports his work. Her work mainly deals with gifted

Ilse Schreuder Aalzum/Dokkum +31 (051) 922-0315 Silvia Jolanda Sikkema Drachten +31 (0512) 538 815 Suzan Sintemaartensdijk Akersloot +31 (25) 131-26 62 Romina Toroz Utrecht +31 (61) 280-1821 Karima P.A. Turkatte Amsterdam +31 (020) 696 4379 Marieke Uiterwijk Leiden +31 (071) 576 2533 Mieke van Delden Leek +31 (059) 4514985 Agnes van den Homberg-Jacobs America Limburg +31 (077) 464 23 22 Annette van der Baan Amsterdam +31 (020) 420-5501 Hetty van der Well Oss +31 (041) 263 6403 Annemarie van Hof Utrecht +31 (030) 65 86 700 Juchke van Roozendaal Oss +31 (0412) 690 312 Willem Van Ulsen Groningen +31 (050) 542 3941

Netherlands (cont’d)

“My idea was to prove that the Davis methods can help individuals with dyslexia, and that it should be acknowledged as an acceptable additional or alternative method.” children, and she created the concept of the Visual-Spatial Learner. Like Davis, she believes that underachievers often are gifted learners whose minds simply function differently. She noticed that these children are often artistically gifted – dancers, actors, musicians, creative writers. Among them there are also mathematicians, scientists, computer experts and entrepreneurs. They seek and find patterns in life and are most excited when they discover something new. Some are very empathetic

Lucie Wauben-Cruts Elsloo +31 (046) 437 0329 Christa Wiersma Onna (bij Steenwijk) +31 (0521) 523 303 Gerda Witte-Kuijs Heerhugowaard +31 (072) 571 3163 New Zealand Kirsteen Britten Christchurch +64 (3) 348 1665

Tienke Veenstra-Sierhsma Meppel +31 (0522) 254 453 Lia Vermeulen Huizen +31 (062) 3671530 Christien Vos Tolbert +31 (0594) 511 607

Vivienne Carson Auckland +64 (09) 520-3270

Catherine Churton DDA-Pacific Director Supervisor-Specialist Auckland +64 (021) 448 862 Jennifer Churton Auckland +64 (09) 360 494 Ann Cook Warkworth/Auckland +64 (0) 9 422 0042 Martine Falconer Christchurch +64 (03) 383-1988

Konstanca Friedrich-Palzer Motueka/Nelson +64 (03) 527 8060 Tina Guy Nelson +64 (03) 547 4958 Wendy Haddon Mosgiel +64 (03) 489-8572 New Zealand (cont’d)


“a very important factor is that the Davis programme helps to mend people’s self-esteem and self-confidence.” and emotional with a particular spiritual awareness In her book Upside-down Brilliance she discusses various techniques to help these “visual-spatial” individuals on their way through the world of reading and writing. Although these methods are not generally well known in South Africa, parents could help their children by means of the two books by Ronald Davis, The Gift of Dyslexia and The Gift of Learning. His web address is I also highly recommend Upside-down Brilliance. And there are quite a few e-books available on the websites of Silverman and her co-worker, Allie Golon, at and References Davis, R.D. (1997). The Gift of Dyslexia. New York: The Berkley Publishing Group. Davis, R.D. (2003). The Gift of Learning. New York: The Berkley Publishing Group.

Silverman, L. K. (2002). Upside-down Brilliance. The Visual-Spatial Learner. Denver, Colorado: DeLeon Publishing. About the Author
René Engelbrecht taught languages for over 20 years when she decided to follow a course that would allow her to work with students with special educational needs. She established her own clinic in l999 to help learners who could not read or write. She discovered that the techniques she used did not really have any impact on many of her clients. This ultimately lead to her decision to do a study of Davis Dyslexia Correction as part of her Master’s degree program, finding that it produces extremely significant results. She now treats individuals with emotional, physical, and performance problems. She also offers a program in study methods for those with no learning difficulties, but who wish to learn to structure their work, perform research, and prepare for tests and examinations. Visit her website at: You can also contact her at: This article was first published in Afrikaans in the daily newspaper, Die Burger, on Jan. 26, 2008. The author later translated it into English.

Rochelle Harden Wanganui +64 (027) 306-6743 Margot Hewitt Kaiapoi +64 (03) 312-0496 Alma Holden Alexandra +64 (027) 485-6798 Bronwyn Jeffs Christchurch +64 (03) 344-2526 Glenys Knopp Darfield +64 (03) 317-9072 Raewyn Matheson DLS Mentor Inglewood +64 (027) 411-8350 Sally Ann McCue Nelson +64 (03) 545-1779 Tania McGrath Christchurch +64 (03) 322 41 73 Shelley McMeeken Dunedin +64 3 456 5058 Colleen Morton Gore +64 (03) 208 6308 Kerrie Palma Rodney +64 (09) 425 5941 Jocelyn Print Kaikoura +64 (03) 319 6711 Alison Syme Darfield +64 (03) 318-8480 Lorna Timms Christchurch +64 (03) 363 9358 Margot Young Auckland +64 (0) 9 638 3627 Imelda Casuga Baguio City +63 (744) 42 29 01 Poland Agnieszka Osinska Warsaw +48 (22) 658-2237 Philippines

Too Much of a Bad Thing?
When I was a teacher I never gave homework. My logic: if I’d spent my instructional time well, there should be no need for it. Celebrated education researcher and author, Alfie Kohn suggests that no homework should be the “default” setting in schools. Although the belief in the value of homework is profoundly persistent and widespread, Kohn argues that it destroys curiosity – essential to meaningful learning – stresses out parents and kids alike, and eats up time that could be spent on other, more beneficial activities. His review of the research should silence homework proponents. He found that there is NONE that supports that belief that homework helps students develop good work habits or self discipline, or that it improves learning or test scores. His final sentence says it all: “If homework persists because of a myth, we owe it to our kids—to all kids—to insist on a policy that’s based on what’s true and what makes sense” (p.198). Go, Alfie!

Portugal Ana Catarina Gil de Almeida Lisboa +35 (121) 781-6090 Maria Teresa Henriques Lisboa +351 (21) 847-3515 Sofia Vassalo Santos Lisboa+35 (191) 911-2565 Cristina Rocha Vieira Coimbra +35 (123) 943-7732 Phaik Sue Chin Singapore +65 6773 4070 Constance Chua Singapore +65 6873 3873 Republic of Singapore

The Homework Myth: Why Our Kids Get Too Much of a Bad Thing By Alfie Kohn Publisher: Da Capo Press, 2007 Paperback, 243 pages ISBN-10: 0738211117


South Africa Sharon Gerkin Durban +27 (82) 82 85 180 Spain Silvia María Sabatés Rodrigo Madrid +34 (091) 636 31 44 Switzerland/CH Tinka Altwegg-Scheffmacher St. Gallen +41 (071) 222 07 79 Monika Amrein Zurich +41 (01) 341 8264 Regula BacchettaBischofberger Horw /Luzern +41 (041) 340 2136 Priska Baumgartner Wettingen +41 (056) 426 28 88 Renate Blum-Muller Full-Reuenthal +41 (56) 246-18 66 Michelle Bonardi Castel S. Pietro, Ticino +41 (091) 630 23 41 Vicki Brignoli Lumino +41 (091) 829 05 36 Carole Dubosson Veyras/Sierre +41 (027) 452 62 02 Brigitta Dünki Rafz + 41 (079) 318-8300 Ursula Fischbacher Orpund +41 (032) 355 23 26

By Abigail Marshall

Autism: a kind of “super dyslexia?” Q: I have been reading The Gift of Dyslexia by Ronald D. Davis. In the book, he says that autism is a kind of “super dyslexia” caused by severe disorientation brought about by auditory stimuli, and that he, himself, was autistic as a child. Does this mean that the Davis program would be helpful in correcting autism? If so, do you have any information on how these programs could be done with autistic children? Has any research been done on the program’s effectiveness with autistic children? Is it recommended for regular autism, autism spectrum disorders (such as Asperger’s syndrome), or both? A: The program described in The Gift of Dyslexia is geared specifically to addressing reading problems. The programs described in The Gift of Learning are for addressing attention, math and handwriting difficulties. These programs are very effective for individuals who are on the autistic spectrum but high functioning. Auditory Orientation procedures which are part of what Davis Facilitators provide as part of a Davis Program are a key element for working with autistic individuals. But there is no claim that these programs can “correct autism.” As to your question about information on how these programs could be done with autistic children, we do have a program under development called the Davis Autism Approach. This new program addresses identity development and the social issues commonly associated with autism. It has been used effectively with a small number of children, and the developers of the program are now beginning to train interested Davis Facilitators in this new approach. You will be able to get information about the program as it develops at this web site at This website is under development and does not yet have content uploaded, but it does have a form that you can use to subscribe to the Davis Autism e-newsletter if you wish to receive occasional news about autism-related topics

as well as information about the developing Davis program. With regard to your question about research into the program’s effectiveness with autistic children, as noted above, the Davis Dyslexia Correction program is not intended to directly address the symptoms of autism. The new Davis Autism Approach is under active development. For that reason we do not expect formalized research for some time. Currently the program is being piloted and developed through collaboration among the developers and the individuals being trained in the approach. We have had very impressive results with individual children, but at this time such anecdotal evidence is only preliminary, not formalized “research.” The Davis Autism Approach would be appropriate for any individual along the autistic spectrum who has sufficient communication skills to work with a Facilitator. Again, the Davis Dyslexia Correction program might be appropriate for a high-functioning individual with mild autism or Asperger’s Syndrome seeking a program to address reading, attention and academic difficulties. Global Developmentally Delayed Q: I have two children diagnosed as Global Developmentally Delayed. They have both received additional help through the public school system. One of my kids can read with a little comprehension (math is a huge issue), yet my other child, who’s in sixth grade, reads at first grade level. Since I know my children’s abilities very well, I took the on-line test at the website, but am unsure about the results. Is it possible that my kids are dyslexic? A: The term “Global Developmentally Delayed” is usually used when the child has across-the-board delays that go beyond academic problems, such as learning to read or do math. Usually this is apparent in many

Mieke Friederichs Reinach +41 (061) 712 42 06

Heidi Gander-Belz DLS Presenter-Mentor Monchaltorf +41 (01) 948 1410 Elisabeth Gerber Mettmenstetten +41 (044) 767 10 54

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Claudia Lendi St. Gallen +41 (071) 288 41 85 Beatrice Leutert Stein am Rhein +41 (052) 232 03 83 Erika Meier-Schmid Bonstetten +41 (01) 700 10 38

Verena Luisa Moser Riken +41 (076) 346 93 34

Maya Muraro Stäfa +41 (079) 704 03 07 Christine Noiset Renens/Lausanne +41 (021) 634 35 10 or (079) 332 2775 Véronique Pfeiffer Zürich +41 (01) 342 22 61 Hilary Rhodes Chesieres-Villars +41 (024) 495 38 20 Regine Roth-Gloor Mohlin/Basel +41 (061) 851 2685 Doris Rubli-Huber St. Gallen +41 (071) 245 56 90 Benita Ruckli Sigigen +41 (041) 495 04 09 or (079) 719 31 18 Lotti Salivisberg Basel +41 (061) 263 33 44 Sonja Sartor Winterthur +41 (052) 242 4015 Marianne Schutz Zofinger +41 (62) 752 8281 Andreas Villain Zürich +41 (076) 371 84 32 Catherine Warner Geneva +41 (022) 321 70 42 Margit Zahnd Gerolfingen +41 (079) 256 86 65 or (032) 396 19 20 Switzerland/CH (cont’d)


Quotables from Notables ...

United Kingdom Nicky Bennett-Baggs Gt. Gaddesden, Herts +44 (01442) 252 517 Sue Bullen Ayrshire, Scotland +44 (01292) 591 797

United Arab Emirates Linda Rademan Dubai +9714 348 1687

Sarah Dixon East Horsley, Surrey +44 (01483) 283 088 Susan Duguid London +44 (0) 8000 272657 Dyslexia Correction Centre Georgina Dunlop Jane E.M. Heywood DLS Mentor & Presenter Ascot, Berkshire +44 (01344) 622 115 Christine East Kingsbridge, Devon +44 (0) 8000 272657 Hilary Farmer Oxford, Oxon +44 (01865) 326 464 Nichola Farnum MA London +44 (0) 8000 272657 Jacqueline Ann Flisher Hungerford Berks +44 (0) 8000 272657 Maureen Florido Harleston, Norfolk +44 (0) 8000 272657

ways beyond their problems in school. Unfortunately, children are sometimes misdiagnosed or mislabeled. I suggest you have more comprehensive testing done by a professional if you are unsure about the standing of your children. Learning to read is not directly correlated with intelligence. It is possible for children with severe intellectual impairment to learn the skill and read at a rudimentary level, just as it is possible for an extremely bright child to struggle with reading, even into adulthood. It is important to keep in mind that various programs and methods geared to “dyslexic” children might also be effective for children with different types of impairments. Sometimes the label is not as important as understanding your child’s learning style. The online assessment on our website at is meant only to give a very rough idea of the child’s learning style. However, for purposes of getting a sense of where your own children stand, it might be important to look at areas of strength as well as weakness. Whatever the diagnosis, your children will learn best if teaching is geared to their strengths. The methods that we use with dyslexic children can also often help children with other learning barriers. However, our one-week program is geared to children with normal or above-normal intelligence. If a child has more serious impairments or disabilities, then parents or tutors can apply the methods we use but work more slowly, over an extended time frame. For ages 5-7, the “Young Learner Kit for Home Use” (see page 23), would be the appropriate option to try for a parent of a child who truly has global delays.

“Forever is composed of nows.”
–Emily Dickinson (1830–1886) American poet

“Remember, no one can make you feel inferior without your consent.”
–Eleanor Roosevelt (1884–1962) First Lady of the United States

“Don’t walk in front of me, I may not follow. Don’t walk behind me, I may not lead. Walk beside me and be my friend.”
–Albert Camus (1913–1960) French existentialist author and philosopher


Carol Forster Gloucester +44 (0) 8000 272657 Achsa Griffiths Sandwich, Kent +44 (01304) 611 650 Axel Gudmundsson London +44 (020) 8341-7703 United Kingdom (cont’d)

The Soul of Golf Teaching
By Donald Kehoe

What makes a great golf teaching professional? Many say it‘s learning from the best that helps to achieve that goal. Let’s take a peek at the early career of 29-year-old teaching professional Shane LeBaron, who is well on his way to drawing national attention for his communication abilities in teaching students at Belfair Golf Club in Bluffton, South Carolina, as well as from as far away as Indiana and California. Shane has taken a career path that already has led him to study under three of the top 10 teaching professionals as rated by Golf Digest. And he has worked with and for Krista Dunton, ranked among the top 100 female teachers. But before we look at Shane now, we want to go back to when he was in the fourth grade, not doing well in school and frequently accused of behavioral problems by some teachers.

Tessa Halliwell Barrow upon Soar, Leics +44 (01509) 412 695 Karen Hautz London +44 (0207) 228-2947

Annemette Hoegh-Banks Berkhamsted, Herts +44 1442 872185 Catherine Hooper Camborne +44 (01209) 717 754

Shane LeBaron and Butch Harmon, Number 1 ranked teaching pro at Rio Secco Golf Club in Las Vegas.

while recalling how standardized tests seemed to jump around on paper when he was in school. “I never forget something I hear . .. songs, advice, quotes, it doesn’t matter. I learn differently, and this helps me to help other people learn the way they need to.” Shane also has the ability to recall and repeat words and even facial expressions after witnessing them. “in fourth grade, not doing Three years ago, Shane broke his left well and frequently accused of arm and tore a tendon on an 8-iron fairway behavior problems… Shane hit while playing golf at Berkeley Hall with had dyslexia.” Tom McKnight, a Belfair member and player At that point, the school he attended in on the Championship Tour. He feared his golf career might be over at the level he once Lincoln, Nebraska, discovered Shane had dyslexia, a disability that thwarted his ability played, but the injury gave Shane time to to learn to read or interpret words, letters and restructure his future in golf and his teaching methodology. other symbols. A New Approach Like lots of young golf professionals, Shane broke into the field doing “grunt work” for a PGA pro he cannot say enough good things about. That man is his step-dad, Dale Hardy, a PGA professional in Lincoln (no relation to teaching pro Jim Hardy). After a stellar high school career and a year at a small college in Fayetteville, North Carolina, Shane went to work performing a series of local-club duties in the Kansas City area, a rite of passage many golf assistants go through. Before joining Belfair last year, Shane spent five years working at Moss Creek where Heidi Wright, that club’s respected pro

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Fionna Pilgrim Keighley, West Yorkshire +44 (0) 8000 272657 Maxine Piper Carterton, Oxon +44 (01993) 840 291 Rebecca Ross Lamberhurst, Kent +44 (0) 8000 272657

Today a lot more is known about dyslexia than 20 years ago. But many of those diagnosed with the disorder still struggle hard, taking special courses. Shane attended a Sylvan center three days a week from fourth grade through high school. And Shane did struggle–as have pro golfer J.B. Holmes, actor Tom Cruise, and even Albert Einstein. All dyslexic, and all ultimately successful. But, there is a side benefit to dyslexia. Shane developed an unusual memory that has enabled him to progress as a teacher. “I may have a hard time with books and computers, but I learn through experiencing and through my ears,” Shane said recently

Elenica Nina Pitoska London +44 (0) 8000 272657

Pauline Royle Poulton-le-Fylde, Lancs +44 (0) 8000 272657

Ian Richardson Blaisdon Longhope, Glos +44 (0) 8000 272657

Rosemary Savinson London +44 (0208) 316-1973 Janice Scholes Liversedge, West Yorkshire +44 (0) 8000 272657 Nigel Sharp Isle of Wight +44 (0) 8000 272657

Judith Shaw Supervisor-Specialist St. Leonards on Sea/Hastings, East Sussex +44 (01424) 447 077 United Kingdom (cont’d)


Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052 Lynne Smith Brighton, East Sussex +44 (01273) 723 920 Anna Stephens Rothley, Leics +44 (0116) 230-3283

Drs. Renée van der Vloodt Supervisor-Specialist Reigate, Surrey +44 (01737) 240 116 Frank Walker Greasby Wirral/Liverpool +44 (0151) 678 14 99

Evelyn White Walton-on-Thames, Surrey +44 (01932) 230 624 The Learning People Margarita Whitehead DDA Director Richard Whitehead DDA Director DLS Presenter-Mentor Fundamentals Presenter Canterbury, Kent +44 (01227) 738 972 Rachel Williamson Hassocks, West Sussex +44 (0) 8000 272657 United States

Alabama Lisa Spratt Huntsville +1 (256) 426-4066 Arizona Dr. Edith Fritz Phoenix +1 (602) 274-7738 Nancy Kress Phoenix +1 (480) 544-5031 John F. Mertz, Jr. Tucson +1 (877) 219-0613 (Toll Free) +1 (520) 219-0613 Arkansas Rebecca Landes Mulberry / Fort Smith +1 (479) 997-1996

California Reading Research Council Dyslexia Correction Center Dr. Fatima Ali, Founder Ray Davis Ronald D. Davis, Founder Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990 Janet Confer Rancho Santa Margarita +1 (949) 589-6394 Anette Fuller Walnut Creek +1 (925) 639-7846

for 13 years, took him from the cart barn to the golf class. “She sat me down one day and asked about my future in golf,” Shane recalls. “She is always helping young assistants, and she still helps me. Heidi said the best way for me to learn is by watching others. ‘Go to Sea Pines and watch Rick Barry. Go to Belfair and watch Krista Dunton,’ she said. Both are ranked among the top 100 teachers. “I followed Heidi’s lead, but really made progress while I was injured. Rick gave me a book, The Plane Truth by Jim Hardy, who is ranked No. 7 as a teacher by Golf Digest.” Shane may have struggled with the book, but when he obtained a DVD Hardy did for the PGA, he watched it 100 times and decided to attend a Hardy seminar in Scottsdale, Arizona, on his own. He can repeat word-for-word the audio on the DVD, and supplement that with visual expressions. “By then the cast was off my arm, but I had to find a new swing,” he said. “I was attracted immediately by Hardy saying and showing there is not just one way to swing a golf club. I had done it one way for years with relative success, but Hardy demonstrated that there was more than one way to crack that egg.” He went back the following year and continued to observe and learn. “All players are different,” says Shane, “Mr. Hardy taught me to understand that there are different ways to teach for different people ... whether swinging with arms or body... inside or outside.” From there Shane went to see Chuck Cook out of Austin, Texas. Cook is ranked No. 6 by the Digest. “I observed Chuck and watched him work with the late Payne Stewart’s son, Aaron, and began to understand that there is a line in the sand that distinguishes top instructors,” Shane said. “The main difference is they are great communicators. No one says ‘It’s just like this.’ They seem to be able to take the positive aspects of an individual’s swing and figure out the one or two issues that are causing four or five problems.” Communicating is Key Shane then began e-mailing and calling Las Vegas–not to reserve a room for a gambling trip, but to hook up with Butch Harmon, No. 1 ranked teaching pro, at Rio Secco Golf Club. “Mr. Harmon welcomed me and let me

“I never forget something that I hear ... songs, advice, quotes, it doesn’t matter. I learn differently, and this helps me to help others learn the way they need to learn.” observe him and his staff for four days while I took notes and asked questions,” Shane said. “Butch is not obsessed with the golf swing. If the ball is moving toward the target you are doing something right.” Shane plans to return next year. He observed that Harmon works with all types. And of course, the golf world knows how much Harmon helped Tiger Woods when he appeared on the scene. “Ask a room full of people to raise their hands if they have a back, neck or arm problem. You’ll get all kinds of responses. They can’t all swing like Tiger Woods. But a communicator can teach them to swing the easiest, most simple way for them. And that is what gets results.” Shane says he also is absorbing knowledge working for Jim Irvin at Belfair’s Learning Center. Irvin, who trained under Jim Flick and Jack Nicklaus, is nudging close to that top 100 category himself. Shane and his wife, Ashley, also from Lincoln, enjoy the Lowcountry, particularly Belfair, where he said people have been “insanely” good to him ...“even treating me like somebody’s son.” “Best of all, these learning experiences have opened my eyes to myself,” Shane said. “I feel it and see it in an audio and visual sense; communication is the soul of teaching, and your students will tell you everything you need to know about them.” About the Author
This article is reprinted with permission from the author, Donald Kehoe. It originally appeared in The Island Packet, a daily publication serving the Hilton Head Island area of South Carolina. Don Kehoe began his career as a journalist at 16, working as a copy boy at the now defunct, Long Island Daily Press. He worked for Newsday on Long Island, New York and did freelance work for Newsday, The New York Times and many other newspapers, before entering public relations. For 20 years he also ran the Nassau Off-Track Betting Corporation, which provided horse wagering on Long Island. Now ten years into retirement, he occasionally writes articles on subjects of interest.

United States/ California (cont’d)


“Back to Study” with Davis in Iceland
by Hólmfridur Gudmundsdóttir Davis Facilitator in Gardabae, Iceland

Before becoming a Davis Facilitator I was a project manager for an education company, Mimir-simenntun, specializing in courses for adults with limited schooling. We applied for and received a grant from the Ministry of Social Affairs to organize a course for people with reading difficulties. At the time, I knew very little about Davis. I had attended a talk by Axel Gudmundsson that February, and I’d also spoken to Nora Kornblueh who knew about the method. It sounded very exciting and promising. After I began my Davis training, I got permission to offer correction programs as a part of the course we were offering. Initially five of us, Nora Kornblueh, Gudrún Benediktsdóttir, Sigrún Jensdóttir, Hugrún Svavarsdóttir and I folded our Davis skills into the course. Since we hadn’t finished our training, the participants in our course were not charged for the program. All of them said they were ready to try anything because nothing had worked so far. Later on Ingibjörg Ingolfsdóttir, Sigurborg Svala Gudmundsdóttir, Áslaug K. Ásgeirsdóttir and Kolbeinn Sigurjónsson joined the team.

A group graduates from Back to Study in Iceland.

Richard A. Harmel Marina Del Rey/Los Angeles +1 (310) 823-8900 David Hirst Riverside +1 (951) 653-9251 or (909) 241-6079 Angela Dean Educators Nicole Melton Karen Thorworth-Pongs Diamond Bar +1 (909) 861-5251 Cheryl Rodrigues Sunnyvale / San Jose +1 (408) 983-0968 David Carlos Rosen San Rafael +1 (415) 479-1700 Dwight Underhill El Cerrito/Berkeley +1 (510) 559-7869 Dee Weldon White Lexie White Strain Menlo Park +1 (650) 388-6808 Colorado Annie Garcia Wheat Ridge / Denver +1 (303) 423-3397 Crystal Punch DLS Mentor Centennial/Denver +1 (303) 850-0581 Kristi Thompson DLS Presenter-Mentor Walsh +1 (719) 324-9256 Florida Terry DeMeo Miami +1 (305) 567-0611 Random (Randee) Garretson Lutz/Tampa/St. Petersburg +1 (813) 956-0502 Tina Kirby Navarre +1 (850) 218-5956 Rita Von Bon Navarre +1 (850) 934-1389 Georgia Bonny Beuret Supervisor-Specialist Advanced Workshop Presenter Savannah +1 (912) 239 9339 Lesa Hall Pooler/Savannah +1 (912) 330-8577 Martha Payne Suwanee +1 (404) 886-2720 Scott Timm Woodstock/Atlanta +1 (866) 255-9028 (Toll-Free) Hawaii Vickie Kozuki-Ah You Ewa Beach/Honolulu +1 (808) 664-9608 Idaho Carma Sutherland Rexburg +1 (208) 356-3944

Participants and facilitators enjoy Symbol Mastery.

This was in 2004. By October 2007 thirteen groups had taken the course. By now, over 150 people have completed the course, and we have a waiting list. The course is called Back to Study, and the main component is the Davis Dyslexia Correction Program. In the beginning, before they start the correction program, participants work on their self-esteem. After they have all finished the program, they meet to study grammar, spelling, writing and computer skills. When all of this is done, the participants meet one-on-one with a social worker where they assess what they have achieved, discuss their future goals and brainstorm how to reach them. Many of the participants go further: to school or specific courses of study, since by then Back to Study has armed them with courage and the knowledge that they can learn. We always hold a celebration at the end of each course, so that teachers and students alike can take delight in the results achieved. No words can describe what we feel when we see students stand proud, and give a speech about their success. It never fails: nearly everyone in the room fights to hold back the tears. Hulda Olafsdottir, the manager of Mimir-simenntun, attends each graduation of

Illinois Kim Ainis Chicago +1 (312) 360-0805 Susan Smarjesse Springfield +1 (217) 522-6650


Indiana Jodi R. Baugh Cloverdale/Indianapolis +1 (765) 526-2121 Myrna Burkholder Goshen/South Bend +1 (574) 533-7455 Carol K. Williams Jeffersonville +1 (651) 324-9156 Iowa Mary Kay Frasier Des Moines +1 (515) 270-0280 Kentucky Rochelle Abner Winchester +1 (859) 595-7870 Massachussetts Karen LoGiudice Newburyport +1 (978) 337-7753 Carolyn Tyler Fairhaven +1 (508) 994-4577

and he asked her how it was that she was attending the graduation. So she told him about her sons, and to her surprise Ron congratulated her! Hulda says that this was the first time in her life someone had suggested there was anything positive about dyslexia. Afterwards she realized that the school system had never even considered the possibility that her sons had valuable abilities. When we first began to offer Back to Study, the grant from the Ministry of Social Affairs paid for the course. Later, unions An obviously delighted and newly offered participants some financial support. energized graduate of Back to Study Today, after representatives of the Ministry of receives her certificate of completion. Education attended our graduation ceremonies the Back to Study groups. She has three sons, and saw the success of the program, the two of them dyslexic. At each graduation Ministry pays nearly all costs. The word is ceremony she speaks about the time she met spreading. We have taken the course to three Ron Davis at Haskolabio. Hulda asked him different locations around the country and I to autograph her copy of The Gift of Dyslexia am sure we will take it to even more.

Minnesota Cyndi Deneson Supervisor-Specialist Workshop Presenter Edina/Minneapolis +1 (888) 890-5380 (Toll-Free) +1 (952) 820-4673 Bernadette Peterson Maple Grove +1 (763) 229-4550

Michigan Nicki Cates Saint Clair Shores/Detroit +1 (586) 801-0772 Sandra McPhall Grandville/Grand Rapids +1 (616) 534-1385 Dean Schalow Manistee +1 (800) 794-3060 (Toll-Free) Michele Wellman Mt. Pleasant/Lansing +1 (989) 772-3084

Taare Zameen Par Wins Film Awards in India
By Laura Zink de Diaz

Alice J. Pratt Excelsior/Minneapolis +1 (904) 389-9251 Missouri Cathy Cook Columbia +1 (573) 819-6010 or 886-8917 Gretchen FitzGerald Kansas City +1 (816) 806-8611 Montana Kimberly Bezanson Missoula +1 (406) 541-3076 or 677-4014 Elsie Johnson Manhatten +1 (406) 257-8556

Critics are raving about Taare Zameen Par (“Stars On Earth”), the Hindi feature film by Aamir Khan focusing on the academic struggles of a young dyslexic boy. The film recently swept the Filmfare Awards in Mumbai, India, winning awards for Best Film, Best Director, Best Story, Best Lyricist, and a Best Male Performance award for its 11-year-old star, Darsheel Safary. In the film, eight-year-old Ishaan Awasthi has a rich and vivid imagination, but poor motor skills, and fails every exam he takes. Neither his teachers nor his classmates help him, but instead subject him to constant public humiliation. At home with his successful and demanding parents, Ishaan is an embarrassment and disappointment and is continually compared to his more successful brother. Eventually the parents become so frustrated with Ishaan that they send him to a boarding school to be disciplined. Life at the boarding school is even worse, and Ishaan suffers unbearable fear and depression until a new art teacher arrives, Ram Shankar Nikumbh, who realizes that the boy is very artistic. And having grown up dyslexic himself, Nikumbh realizes what is at the bottom of Ishaan’s difficulties, and takes on the task of tutoring the boy.

The film was conceived and developed by a husband-and-wife team, Amole Gupte (writer and creative director) and Deepa Bhatia (concept, research, and editing). Their goal was to understand why some children cannot conform to the educational system. Dyslexia was not their original inspiration for the film. They were intrigued by the childhood of Japanese filmmaker Akira Kurosawa– himself a poor student in school. They planned to explore the story of a child who did not fit into the mainstream at school, and how the attention of a caring teacher can transform the life of a student. As they learned more about dyslexia, they decided to focus on the condition, and society’s widespread misunderstanding of the potential genius of dyslexic children. The film was released in December, 2007 in India and soon became the fifth top grossing movie of 2007 in that country. No, sorry, I won’t tell you how it ends. You’ll have to find that out for yourself! Enjoy!



Young Learner Kit for Home-Use
Based on the Davis Dyslexia Correction methods, this Kit enables parents of children, ages 5-7, to home-teach and help young learners to:
• focus attention • control energy levels • improve eye-hand coordination • learn the alphabet • learn basic punctuation • develop and strengthen pre-reading and basic reading skills • prevent the potential of a learning problem • improve sight word recognition and comprehension • establish life-long “how-to-learn” skills.

Nebraska Shawn Carlson Lincoln +1 (402) 420-1025 Elaine Thoendel Chambers +1 (402) 482-5709

Nevada Barbara Clark Gardnerville/Carson City +1 (775) 265-1188 New Hampshire Glenna Giveans Lebanon + 1 (603) 863-7877

Michele Siegmann Mason/Manchester/Boston +1 (603) 878-6006 New Jersey Lynn Chigounis Montclair +1 (973) 746-5037 Charlotte Foster Supervisor-Specialist Bernardsville/Newark +1 (908) 766-5399

The Kit includes:
• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary (hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart

The Davis Methods for Young Learners
Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on the learning task at hand. Davis Symbol Mastery enables children to master the alphabet letters, punctuation marks and basic sight words with a simple, easy and fun alternative to pencil-paper activities and drill. Davis Reading Exercises improve accuracy with word recognition and comprehension.

New York Lisa Anderson Seneca Falls +1 (315)568-3166 or (800) 234-6922 Ann Hassig Gouverneur +1 (315) 287-0531 Hadar Hellman Forest Hills +1 (212) 781-3689 Wendy Ritchie Hilton/Rochester +1 (585) 233-4364 North Carolina Gerri W. Cox DLS Presenter-Mentor Shallotte/Wilmington +1 (910) 754-9559 Ruth Mills Pineville/Charlotte +1 (704) 541-1733 Jean Moser Winston-Salem +1 (336) 830-2390

The Kit is priced at $119.95
(Shipping and Handling will be added) To purchase a kit, use our secure on-line ordering at: or call our toll-free number: 1-888-999-3324 Note: For older children (ages 8 and up), we recommend the Davis Symbol Mastery Kit.

Ohio Lorraine Charbonneau Mason/Cincinnati/Dayton +1 (513) 850-1895 Lisa Thatcher Mount Vernon/Columbus +1 (740) 397-7060

The Young Learner Kit

Oklahoma Ashley Grice Tulsa +1 (918) 779-7351 Rhonda Lacy Clinton +1 (580) 323-7323 Oregon Rhonda Erstrom Vale +1 (541) 881-7817 Kathy Pozzi Ontario +1 (541) 881 6497 Melissa Slominski Tigard / Portland +1 (503) 957-2998

Pennsylvania Maude Le Roux Glen Mills +1 (484) 840-1529 Marcia Maust Berlin/Pittsburgh +1 (814) 267-5765 Rhode Island Linda M. Daniels Providence +1 (401) 301-7604 South Carolina Angela Keifer Greenville +1 (864) 420-1627 South Dakota Kim Carson DLS Presenter-Mentor Brookings/Sioux Falls +1 (605) 692-1785 Carina Little Watertown +1 (605) 886-8415 Lillian “Lee” Miles Sioux Falls +1 (605) 274-2294 Tennessee Jackie Black Dover 1-866-218-1614 (Toll-Free) Texas Kellie Antrim-Brown Ft. Worth +1 (877) 230-2622 (Toll Free) +1 (817) 989-0783


Newly Licensed Davis Facilitators
Congratulations to all the newest members of our growing international community of Davis Program Providers!
Elaine Thoendel “I taught in public and private schools and home schooled our seven sons. A friend told us about Davis Dyslexia Correction when my youngest son struggled with reading and ADHD. We found a wonderful Davis Facilitator in Brookings, South Dakota and my son did a program with her. Finally, here was an answer! Now I want to offer the Davis Dyslexia Correction Program in our area. I’m looking forward to working with children and adults. It is so exciting to be able to help clients realize their gift!” Thoendel Learning Center, 109 S. Victoria Street P.O.B. 7 Chambers, NE 68725. United States. +1 (402) 482-5709; +1 (402) 626-7905. Maureen O’Sullivan “When I saw what the Davis Program was able to do for my 9-year-old son, taking him from a struggling reader to a happy, independent child, I knew I had to study the Davis Dyslexia Correction Program. I look forward to facilitating many children and adults who struggle just as our son did, helping them unlock the great potential each one of them holds inside!” Learning Ability, 451 Botsford Street, Ste. 4A, Newmarket, Ontario, Canada. +1 (905) 853-3363; Fax: +1 (905) 830-9345. Stuart Parsons is a qualified counselor and social worker with over 10 years of experience working with adults and children. 27 Bradwell Road, Lowton St. Lukes, NR Warrington, Cheshire, United Kingdom WA32PB. +44 (07754) 534 740. Kathy Pozzi “My personal journey with dyslexia began with the schooling of my youngest son. After years and many struggles we discovered the Davis Dyslexia Correction Program. I was so impressed with it, I felt that there should be more facilitators, so more families can have this wonderful opportunity. I am excited to become part of a program that is so positive and life changing. I plan to spread the “word” about Davis, so that other families won’t have to struggle, not knowing what to do.” Learning Perceptions, P.O. Box 1015, Ontario, OR 97914, USA., +1 (541) 881-6497; +1 (541) 473-3373. Joanne Zietsch “I am a teacher trained in the primary, high and tertiary sectors, with over 30 years of experience, mainly in the area of learning assistance/special education. In 2005, while working in the United Kingdom, I met a 21 year-old woman with such severe dyslexia that it was impossible to meet her needs within the context of an adult literacy classroom. Frustrated by my inability to help her, I searched the internet for inspiration and found The Gift of Dyslexia and The Gift of Learning. In the two years it took to complete my training in the UK, I transformed from a teacher, into a facilitator–a world of difference. I located the young woman who was the catalyst for my initial quest, and she became my final case study client. Her transformation was amazing! My husband and I have now returned to our home in Canberra, Australia and I look forward to the challenge of introducing Davis to my hometown, as well as to spreading the word within our Australian Capital Territory Education Dept.” Act on Dyslexia, 1 Mair Place, Curtin ACT, Australia. +61 (02) 6282 1225. Carma Sutherland “I look forward to joining other Davis Facilitators in helping people realize their potential with the Davis tools. I recently retired after over 30 years teaching in higher education, so this will be a new and exciting career for me. Standing Ovations for Learning will be the first center in Idaho to offer the Davis Dyslexia Correction Program.” Standing Ovations for Learning, 56 Professional Plaza, Rexburg, ID 83440 USA., +1 (208) 313-6907; +1 (208) 356-3944; Fax: +1(208) 356-3944. Susan Smarjesse “I was a retired public school teacher with 32 years of experience, working at a phonics-based dyslexia center when my client brought me The Gift of Dyslexia by Ronald Davis. He said, ‘Read this! I’ve been a dyslexic for 50 years and I know what I need. This is what I should be doing. This will correct me!’ He was

Janalee Beals Bedford/Dallas/Ft. Worth +1 (877) 439-7539 (Toll Free) or +1 (817) 354-2896 Success Learning Center Rhonda Clemons DLS Presenter-Mentor Colleen Millslagle DLS Presenter-Mentor Tyler/Dallas +1 (866) 531-2446 (Toll Free) +1 (903) 531-2446 Shari Chu Helotes /San Antonio +1 (210) 414-0116 Jodie Harber Cedar Park/Austin +1 (512) 918-9247 Lori Johnson Boerne/San Antonio +1 (210) 843-8161 Leslie McLean Amarillo +1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free) Amanda Meyer Burleson/Ft. Worth +1 (817) 426-4442 Dorothy Owen Supervisor-Specialist Irving +1 (817) 919-6200 Paula Roberts Tyler +1 (903) 570-3427 Casey Linwick-Rouzer Sugar Land/Houston +1 (832) 724-0492 Laura Warren Lubbock +1 (806) 790-7292

right. The Davis Dyslexia Correction Program explains every symptom and its simplicity is pure genius. I grow with each client and can’t wait to see what wonders the next one will bring. When my first case study told his mother, ‘She’s the only one who understands me,’ I knew I had found a new home, a place to make my contribution. As a Facilitator I will offer this program at my office in downtown Springfield or travel where I’m needed. I am determined to change the now-popular phrase to No One Left Behind and give it real meaning.” Reading Solutions of Central Illinois, 920 S. Spring Street Ste. 2200, Springfield, IL 62704, United States., +1 (217) 789-Read (7323); +1 (217) 744-3905; Fax: +1 (217) 522-6650. Colleen Morton “Life among the challenges of dyslexia prompted us to have our nine year-old son experience a Davis Program. Afterwards, the WOW factor left me with no doubts that I wanted to begin the journey for myself. The program Ron Davis has developed continues to excite me and I simply cannot wait to pass on to others this knowledge. I feel very honored and privileged to be a part of this international family and know that I will continue to grow with the wisdom my clients will give me. I am forever grateful to those who have supported, encouraged and believed in me: My extended family, The Matavra Licensing Trust, and my colleagues, Lorna Timms and Catherine Churton. Catherine, you are the reason we grow into Davis Facilitators. Your professionalism, encouragement and kind words during my journey were valued. May the journey continue. Dyslexia Untangled. Waimea Highway, RD 6, Gore , 9776 New Zealand. +64 (03) 208 6308, Maude Le Roux is an Occupational Therapist who owns and directs a private practice in Glen Mills, Pennsylvania. She is excited about adding this very needed program to her practice and is looking forward to seeing more children and adults prosper and grow! A Total Approach, 9 La Crue Avenue, Suite 103, Glen Mills, PA 19342 USA. +1 (484) 840-1529; Fax: +1 (484) 840-1560.

Virginia Donna Kouri Montpelier/Richmond +1 (804) 883-8867 Angela Odom DLS Presenter-Mentor Midlothian/Richmond +1 (804) 833-8858 Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164 Washington Aleta Clark Auburn/Tacoma +1 (253) 854-9377 Carol Hern DLS Presenter-Mentor Spokane Mary Ethel Kellogg DLS Presenter-Mentor Spokane Rebecca Luera Fall City/Seattle +1 (800) 818-9056 (Toll-Free) +1 (425) 222-4163 Nancy Sitton Marysville +1 (360) 651-1241 Renie Royce Smith Spokane & Everett +1-800-371-6028 (Toll-Free) +1 (509) 443-1737 Ruth Ann Youngberg Bellingham +1 (360) 752-5723 West Virginia Gale Long Elkview/Charleston +1 (888) 517-7830 (Toll Free) +1 (304) 965-7400 Wisconsin New Hope Learning Centers, Inc. Darlene Bishop Margaret Hayes Milwaukee +1 (888) 890-5380 (Toll Free) +1 (262) 255-3900 Anne Mataczynski Wausau +1 (715) 551-7144 Uruguay Marcela Piffaretti Montevideo +598 (02) 600-6326
This Directory is current as of April 1, 2008. It is subject to change. Between newsletter issues, new Facilitators are added, and occasionally, some become inactive. However, the Davis Providers list at is always up to date.

Carla Cynthia Niessen
It was early Sunday morning, January 20, 2008, that our dear friend peacefully slipped from her slumbering body to embrace the stars. (Carla was a Davis Facilitator from 1999 to 2005.)

Davis Training Programs
The Davis Facilitator Training Program requires approximately 400 hours of course work. The Davis Specialist Training Program requires extensive experience providing Davis programs and an additional 260 hours of training. Specialists and Facilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice. Davis Learning Strategies Mentors and Workshop Presenters are experienced teachers and trainers with 2-3 years of specialized training and experience mentoring classroom teachers of children 5- 9 years of age. For information about training and a full directory of Davis providers, go to: or call +1 (650) 692-7141 or +1-888-805-7216 toll-free in the USA.



Basic Workshop for Primary Teachers
Teachers, would you like to… • Improve the reading skills of all the children in your class regardless of their learning style? • Manage your classroom more effectively? • Prevent the onset of learning disabilities? • Use research-based methods that are flexible and easily fit into and enhance any existing curriculum?
This two-day workshop provides Primary Teachers (K-3) with unique and innovative strategies for improving reading instruction and classroom management, and equips young learners with proven life long skills in “how to learn.” Instruction includes: • Theory and Reasoning for each Strategy. • Video demonstrations of each Strategy and classroom implementation suggestions. • Supervised experiential practice on each Strategy. • Q&A and discussion about each Strategy. Materials include: • Detailed Manual with suggested year-long guides, black-line masters, and numerous tips for each implementing each Strategy in various curriculum activities. • Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay, cutter, dictionary and two Koosh® balls. (Classroom materials sold separately)
“In the forefront of what I liked most was how easily the Davis strategies fit into many areas of Kindergarten curriculum. It relieved me of a paper-pencil approach and gave me a hands-on, kinesthetic approach. It helped develop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe all Kindergarten children would benefit from Davis Learning Strategies.”
–LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California

United States June 3 - 4 June 9 - 10 June 9 - 10 July 24 - 25 Aug. 5 - 6 Aug. 7 - 8 Aug. 14 - 15 Sept. 25 - 26 Oct. 2 - 3 Oct. 6 - 7 Nov. 6 - 7
Nederland Sept. 5 - 6 Sept. 19 - 20 Oct. 10 - 11 Switzerland Aug 7 - 8 Nov 8 - 9

Amarillo, TX Lubbock, TX Denver, CO San Diego, CA Brookings, SD Denver, CO Eugene, OR Springfield, MA Tyler, TX Richmond, VA Tyler, TX Stroinkweg Stroinkweg Stroinkweg Zurich Zurich

1-806-790-7292 1-806-790-7292 1-719-324-9256 1-866-531-2446 1-605-692-1785 1-719-324-9256 1-866-531-2446 1-866-531-2446 1-866-531-2446 1-804-833-8858 1-866-531-2446 +31 (046) 4374907 +31 (046) 4374907 +31 (046) 4374907 +41 (061) 273 81 85 +41 (061) 273 81 85

Workshop hours: 9am-4pm with one hour lunch break. Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only) Two Quarter Units are available through California State University. Cost is $54 per unit, plus $35 administrative fee. A written assignment, which can be completed before and during the workshop, is required. Would you like to bring a DLS workshop to your school/area? Call 1-888-805-7216, and ask for Paula McCarthy.

For more details, visit



Come Learn and EXPERIENCE the Davis Dyslexia Correction Procedures!
Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
Background and Development of the Davis Dyslexia Correction® Procedures • Research and discovery. The “gifts” of dyslexia. Anatomy and developmental stages of a learning disability. Overview of the steps for dyslexia correction. Davis Perceptual Ability Assessment (a screening for dyslexic learning styles) • Demonstration and Practice Session Symptoms Profile Interview (used to assess symptoms, strengths and weaknesses; set goals; establish motivation) • Demonstration and Practice Session

Orientation Review Procedure (a method for checking orientation skills) • Demonstration & Practice Session Davis Symbol Mastery® (the key to correcting dyslexia) • What is Symbol Mastery? Why clay? Mastering Basic Language Symbols • Demonstrations and Group Exercises Reading Improvement Exercises • Spell-Reading. Sweep-Sweep-Spell. Picture-atPunctuation

Davis Orientation Counseling Procedures (methods to control, monitor and turn off perceptual distortions) • What is Orientation? Demonstration & Practice Session Release Procedure (method to alleviate stress, headaches) Alignment (an alternative to Orientation Counseling) • What is Alignment? How is it used? Group Demonstration Dial-Setting Procedure (a method for controlling energy levels)

Fine-Tuning Procedure (checking and adjusting orientation using balance) Symbol Mastery Exercises for Words • Demonstrations • Group Exercises • Practice Sessions Implementing the Davis Procedures

To register for US workshops call 1-888-805-7216 (toll-free)
2-5 October: Hamburg
Presenter: Ioannis Tzivanikis Language: German/French Email: Tel: +49 (040) 25 17 86 22

17-20 May: Addington, Kent
Presenter: Richard Whitehead Language: English Email: Tel: +44 (0) 1227 732 288

24-27 September: Guadalajara Presenter: Cathy Calderón Language: Spanish Email: Tel: +52 (81) 8335-9435

14-17 July: Burlingame, CA
Presenter: Gerry Grant Language: English Email: Tel: 1-888-805-7216 toll-free

3-6 September: Amersfoort
Presenter: Ioannis Tzivanikis/Robin Temple Language: English/Dutch Email: Tel: +31 (0475) 301 277

8-11 October: Dallas, TX
Presenter: Gerry Grant Language: English Email: Tel: 1-888-805-7216 toll-free

For updated workshop schedules visit:


~ Dys•lex´ ic Read´ er • •

1601 Old Bayshore Highway, Suite 260 Burlingame, CA 94010 RETURN SERVICE REQUESTED



Fundamentals of Davis Dyslexia Correction Workshop
Based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories, principles and application of all the procedures described in The Gift of Dyslexia. Training is done with a combination of lectures, demonstrations, group practice, and question and answer sessions. Attendance is limited to ensure the highest quality of training.

2008 International Schedule
17 - 20 May 14 - 17 July 3 - 6 Sept. 24 - 27 Sept. 2 - 5 Oct. 8 - 11 Oct. Addington, Kent Burlingame, CA Amersfoort Guadalajara Hamburg Dallas, TX UK USA Nederland Mexico Germany USA

Who should attend: Everyone involved in helping dyslexic individuals over the age of eight. Participants will learn: • How the Davis procedures were developed. • How to assess for the “gift of dyslexia.” • How to help dyslexics eliminate mistakes and focus attention. • The Davis Symbol Mastery tools for mastering reading. • How to incorporate and use proven methods for improving reading, spelling, and motor coordination into a teaching, home school, tutoring, or therapeutic setting. See page 27 for more workshop details.

U.S. Course Schedule
• 8:30 - 9:00 Registration (first day) • 9:00 - 5:00 Daily (lunch break 12:00-1:30)

U.S. Fees and Discounts
• $1175 per person • $1125 for DDAI members or groups of two or more • $1075 if paid in full 60 days in advance • Advance registration and $200 deposit required • Includes manual, one-year DDAI membership, verification of attendance, and Symbol Mastery Kit • Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country. DDA- Latin America DDA-UK DDA-Pacific DDA-DACH Calzada del Valle #400 Local 8 Davis Learning Foundation PO BOX 46023 Deutschland-AustriaColonia del Valle PO Box 972 Herne Bay Switzerland Garza García, Monterrey Canterbury Auckland, New Zealand Wandsbecker Chausee 132 D-22089 Hamburg Nuevo León Kent CT1 9DN Phone: +64 (09) 815-8626 MÉXICO, CP 66220 Tel: +44 (0)1227 732 288 Fax: +64 (09) 815-8627 GERMANY Tel: 52 (81) 8335-9435 Fax: +44 (0)1227 731 756 E-mail: Tel: 49 (040) 25 17 86 22 Email: E-mail: Fax: 49 (040) 25 17 86 24 DDA-Israel E-mail: DDA-Nederland DDAI-Int’l, Canada & USA 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 260 Ra’anana 43724 ISRAEL SWITZERLAND 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010 Tel: 972 (0523) 693 384 Tel: 41 (061) 273 81 85 Tel: 31 (0475) 302 203 Tel: 1-888-805-7216 or (0)9 774 7979 E-MAIL: Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075 Fax: 972 (09) 772-9889 E-mail: E-mail: E-mail:

Enrollment limited O Classes fill Early O Call 1-888-805-7216 or 650-692-7141 For updated workshop schedules visit For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22 our booklet.