The Dyslexic Reader 2004 - Issue 34

Vol. 34 Davis Dyslexia Association International Issue 1 • 2004

Dys lex ic Read er• •́ •́~The

continued on page 4

A Typical ADD ScenarioExcerpted from The Gift of Learning by Ronald. D. Davis

News & Feature Articles:A Typical ADD Scenario . . . . . . . . . . . . .1An Old Grandma Brings New Hope . . .3Bad Memory: Learning Times Tables . .6Viking Spirit: An Aunt’s Saga . . . . . . . .7What a Difference We are Making . . . .8Miss Teen Michigan Speaks Out

About Dyslexia . . . . . . . . . . . . . . . . .9Gehirnuntersuchungen zeigen:

Legastheniker lesen besser mitalternativen Strategien . . . . . . . . . .11

DDA-CH Beraterinnen-Treff . . . . . . . . .14Lichtpuntjes in Dyslexie-Oerwoud . . .15Davis Workshops Approved for

Academic Units and CEUs . . . . . . .18

Regular Features:In The Mail . . . . . . . . . . . . . . . . . . . . . . . .2Famous Dyslexics Remember . . . . . . .9Book Review . . . . . . . . . . . . . . . . . . . . .19New Facilitators & Specialists . . . .20-22Workshops . . . . . . . . . . . . . . . . . . . . . . 23

In This Issue

Before we dive into the developmental aspect of AttentionDeficit Disorder, let me share withyou a typical incident that illustratesthe general lack of understandingabout this condition. The two maincharacters in this scenario are a boy,five or six years old, who has ADDand his kindergarten teacher.

Our boy is a typical ADD child—intelligent, creative, imaginative andhyperactive. He thinks primarily inpictures, and has already spent a lotof time using disorientation to entertain himself.

Our teacher chose her professionout of a profound love for children.

But her crowded kindergarten classis quite a handful. Although she has tried hard not to make anyjudgments, she identified our boyas one of “those children” on thefirst day of school. He’s a real livewire, and he doesn’t listen to her.His behavior in the classroommakes an already difficult situation even worse.

The first few days of schoolare a difficult adjustment for allof the children, but most ofthem soon begin to settle downinto the routine—except forthat boy. If anything, his behavior isactually getting worse. He won’t stayin his chair. He gets into everything.

The situation comes to a headduring a morning recess. The teacherobserves the boy push himself pastsix or seven other children waiting toclimb the ladder of the slippery slide.He just bullies his way past the lineof other waiting children, clambershis way to the top, and goes down infront of them. This shocks her. Notonly is it rude, it’s dangerous. Shecannot allow this kind of behavior to continue.

The teacher grasps the boy by the shoulders as he heads back to the ladder to do it again. He tries tosquirm loose, but she holds him firmly. She bends down, and in hersternest voice says, “Look at me!”

When he does, she says, “Whatyou did is wrong. You are supposedto wait in line until it’s your turn! Do

you understand me? You don’t godown the slide until it’s your turn!”

The boy looks her straight in theface, nods his head, and says, “Okay.”The teacher lets go of the boy’sshoulders and stands up. He immediately runs around to the ladder, pushes his way past severalother children, climbs to the top and goes down the slide.

This really upsets the teacher.Frustrated, she grasps him again andmarches him off the playground for a“time out” or whatever other form ofdiscipline the school is allowed to use.

The teacher is confused and notsure of what to do next. The boy saidhe understood her and then did exactlywhat she told him not to do. Withoutsome form of intervention, behaviormodification or perhaps a medication

One month ago a Facilitator atthe Reading Research Council did aphone interview to see if my sonKevin would benefit from the DavisProgram. Kevin is seven years oldand I had wanted to take him to theBurlingame, California Davis center.

The Facilitator thought Kevinwas too young for the entireprogram, and that we could start thesymbol mastery at home. I havesince joined the Davis DyslexiaAssociation and ordered the Symbol

PAGE 2 THE DYSLEXIC READER

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite245, Burlingame, CA 94010 USA 1(650) 692-7141. OUR GOALS are to increase worldwide awareness about the positiveaspects of dyslexia and related learning styles; and to present methods for improving literacy, education and academicsuccess. We believe that all people’s abilities and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Alice Davis, Abigail Marshall, Maria Fagioli and Dee White. DESIGN: Gideon Kramer.SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI.SUBMISSIONS AND LETTERS: We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX:

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis Dyslexia Correction®, Davis Symbol Mastery®, Davis Orientation Counseling®, and Davis Learning Strategies® are registered trademarks of Ronald D. Davis. Copyright © 1999 by DDAI, unless otherwise noted. All rights reserved.

Copyright 1996 Randy Glasbergen. www.glasergen.com

IN THE MAIL

“

“

Mastery Kit. I have enlisted the helpof a retired art teacher and we areabout to embark on this adventure,as advised by the Facilitator.

I want to thank you for the frankhonesty in your evaluation of Kevinand your advisement of deferment. Ifeel your empathy about unfruitfulexpenditure is commendable. I alsowant to thank you for the kind andcaring way you spoke to Kevin, myhusband and myself. As the motherof a dyslexic with an IQ of 130, I

am very anxious not to see himsuffer the way Mr. Davis did. I amlooking forward to your newslettersand all the information I can absorbto best help my son.

I have referred a friend to yourmethods, and her son has anappointment with a Facilitator. Ithank you again from the bottom ofmy heart. My son who youinterviewed also thanks you!

Sincerely,Suzanne B. Russell

—Pablo Picasso, painterand sculptor (1881-1973)

Every child

is an artist. The

problem is how

to remain an

artist once he

grows up.

THE DYSLEXIC READER

An Old Grandma Brings New Hope

New Hope Learning Centers, Inc.received the following letter datedSeptember 23, 2003. It is presentedwith permission.

Enclosed is a picture of JacobProkop (and myself) along with aDavis Dyslexia Correction® Programsuccess story. Jacob and I haveworked together ever since hiscorrection program in the spring ofhis first grade at school in 1999.

He went through his 4th and 5thgrades with very good grades and isstill very motivated; Jacob has for acouple of years, expressed interest inmaybe being a doctor or nurse. Hesays he is not sure yet…but whateverhe chooses he thinks he wants towork with "old people" because hereally likes talking with them!

We are so grateful that we foundthe Davis Dyslexia Correction®

Program and New Hope LearningCenters in time to save Jake. It hasbeen a complete joy for me to workwith him these past few years. Wehave a great bond!!

As you recall, Jacob was astruggling reader in his first grade.He was not progressing. His familyknew it, his school knew it and sodid Jacob. His family suggested thatperhaps he was dyslexic, but wastold that dyslexia could not bediagnosed until at least 3rd grade.They were determined to find somehelp for him at that time and notwaste two more years.

After researching the manymethods of working with dyslexia onthe Internet, I as Jacob’s grandma,discovered the Davis method forcorrecting dyslexia. I purchased thebook, The Gift of Dyslexia, by RonDavis and was convinced that thismethod made the most sense. ThenJacob’s family immediately made anappointment with Cyndi Deneson at

New Hope LearningCenters in Milwaukee,Wisconsin.

Although Jacob was very young for the program, he washighly motivated andwas accepted after aninitial assessment. He went through theDavis DyslexiaCorrection® Programduring spring vacationof his first grade. Inthose five days, Jacob went from areading level of 1-1 to a level of 2-1.He came home each day exhausted,but very excited to go back the nextday. He was finally finding somesuccess.

His parents and I continued the work with the “trigger words.”During Jacob’s 2nd grade year at school, I went to the DavisFundamental Workshop taught byRon Davis and Cyndi Deneson inMinnesota to better understand themethods used with Jacobs’ gift.

Jacob has made steadyimprovement. His teachers in 4thand 5th grade were exceptional.Each read The Gift of Dyslexia,understood the method, and utilizedthe little things that make such adifference to the success of adyslexic child. He kept up with hisclass and looked forward to school.

He is doing well in school andout of school. He has many goodfriends, plays ice hockey and is alsoan excellent water skier.

I am pleased to report that Jacobis now in 6th grade. He is stillmotivated and a hard workerdesiring to do it on his own. Itseems that he will again have asuccessful year with anotherunderstanding teacher. I continue to

go to his school once a week, andam always “on call” at home forspecial help.

During the course of his family’sjourney with dyslexia, we have putabout 25 copies of Ron Davis’ book,The Gift of Dyslexia, into the handsof educators and parents; and havereferred several families. Again, weare so very grateful for New HopeLearning Centers and the work ofRon Davis and his personalunderstanding of how to help otherswith the gift of dyslexia. Jacob oftenmentions that he wonders whatwould have happened to him if wehad not found these sources of help.Jacob and his family look forward togrowing and moving forward eachyear.

Jacob’s persistence is an exampleof the success of the Davis Program,New Hope Learning Centers’ efforts,and post-program cooperativesupport of family, friends, andteachers.

Very Sincerely,

Mary Ann Link, the old Grandma

THE DYSLEXIC READER

v Australia

Brenda Gayle BairdBrisbane+61 (07) 3341 3471

Sally BeulkeMelbourne +61 (03) 5727 3517

Catherine ChurtonDDA-Australia DirectorSupervisor-SpecialistSydney+61 (0421) 252 518

Jan GormanEastwood/Sydney+61 (02) 9874 7498

Linda HoubenSydney+61 (02) 9948 4307

John ReillyBerala/Sydney+61 (02) 9649 4299

Heidi RosePennington/Adelaide +61 (08) 8240 1834

v Austria

Annette DietrichWien+43 (01) 888 90 25

Christa SalcherWien+43 (01) 888 61 44

v Bahrain

Sameera Sadiq Al BaharnaManama+973 555 201

v Belgium

Edith RotenbergLiege+32 474 812 899

v Bolivia

Maria OrmacheaLa Paz+591 (02) 792 945

v Brazil

Ana LimaRio De Janeiro+55 (021) 2295-1505

InternationalDavis Dyslexia

Correction®

Providers

The Davis DyslexiaCorrection program is

now available from morethan 300 Facilitators

around the world. Forupdates, call:

(888) 805-7216 [Toll Free]or (650) 692-7141 or visit

www.dyslexia.com/providers.htm

A Typical ADD Scenario . . .continued from page 1

continued on page 5

like Ritalin, she cannot see any hope ofreaching this boy or imposing any controlon him.

An AnalysisWhat just occurred confused the

teacher. Her conclusion seemed obvious toher based upon her experiential knowledgeand understanding of the situation. True,based on her past experience or training,behavior modification or Ritalin may be the only solution she knows of for reachingthis boy. But this is not a real solution,because it does not address the real problem.She doesn’t comprehend that her own misunderstanding of ADD might cause herto feel this way. She feels the boy may haveacted just to spite her. Her conclusionseems logical, but it’s incorrect.

In reality, based on the boy’s tendencyto think in pictures, his experiential knowledge and his limited ability to understand what the teacher said to him, he did exactly what she told him to do.

For our own understanding, let’s considerthat this boy lacks accurate concepts of selfand change. His experiential knowledge ofconsequence is inaccurate, and so are hisconcepts of time, sequence and order.

He has either created inaccurate perceptions of, or entirely missed, theseconcepts. In the alternate reality he createsby using disorientation, change occurs onlyat his whim, and there is no such thing as consequence. Simple ideas like “good” and“bad” are interpreted from this perspective.Good is what he likes; bad is what he doesn’t like. Right is what he wants; wrongis what he doesn’t want.

Without accurate concepts of changeand consequence, nothing is permanent.Therefore, he has no concept of ”before”and “after.” His concept of time is elasticand unreliable in the outside world. Withoutthe concepts of change, consequence andtime, the concept of sequence cannot exist.Nor can the concepts of order and disorder.

Word for WordLet’s consider what the teacher said to

him, and interpret what his understanding ofit might have been from a picture-thinkingpoint of view.

She says, “What you did is wrong!”He thinks:

• The word “What” has no mental image,so the word has no meaning for him.

• The word “you” means himself. His imagefor the meaning of this word is the sameone he would get from looking in a mirror.

• He doesn’t understand the word “did” fortwo reasons. First, it is the past tense of“do.” He has no sense of “before” or“after,” so past tenses don’t register.Also, this is another word with no image,so it has no meaning to begin with. Thatword is just a blank spot in his mind, sohe is left with only the mirror image ofhimself.

• The word “is” has no mental image of its own. Because it was preceded by theword “you,” the mirror image of himselfdoesn’t change.

• The word “wrong” has no meaning, exceptperhaps that the teacher doesn’t like him.His mental image is now a picture of herholding him by the shoulders.

So the boy’s understanding of this firstsentence is a mental picture of the teacherholding him by the shoulders. His interpretation of the image would probablybe, “she doesn’t like me.”

Then she says, “You are supposed towait in line until it’s your turn!”

He thinks:• The word “you” brings another mental

image of himself.• The word “are” produces no image or

meaning. The image of himself doesn’tchange.

• The word “supposed” produces noimage, no meaning. No change in theimage.

• The word “to” produces no image, nomeaning. No change in the image.

• The word “wait” cannot be understood.Waiting is a function of time. The onlyconcept of time he has is the present, soif he sees any image, it would be of theteacher holding him by the shoulders.

• The word “in” produces no image, nomeaning. The image of the teacher holding him remains the same.

• The word “line” brings an image of apiece of paper with a line drawn on it.Now he sees an image of the teacher

THE DYSLEXIC READER

v Canada

Wayne Aadelstone-HasselNorth Vancouver+1 (604) 988-7680

Winifred BauerNelson+1 (250) 359-0195

Rocky Point AcademyAshley BenjaminStacey Borger-SmithLawrence Smith, Jr.Calgary+1 (866) 685-0067 (Toll-Free)+1 (403) 685-0067

Darlene BrownSmithers/Prince Rupert+1 (250) 847-3463

Paddy CarsonEdmonton/Alberta+1 (780) 489-6225

Sher GoerzenMaple Ridge/Vancouver+1 (604) 290-5063

Gerry GrantSupervisor-SpecialistAdvanced WorkshopPresenterWaterloo/Toronto+1 (800) 981-6433 (Toll-Free)+1 (519) 221-8484

Jan Hagedorn GaribaldiHighlands/Vancouver +1 (604) 898-5668 or (604) 815-7054

Sue HallWest Vancouver+1 (604) 921-1084

D'vorah HoffmanToronto+1 (416) 398-6779

Helen McGilivrayOakville/Toronto +1 (905) 464-4798

Jeri McLeodCalgary+1 (403) 257-7576

Sharon RobertsWaterloo/Toronto +1 (519) 746-8422

Catherine SmithOakville/Toronto+1 (905) 844-4144

Kim J. Willson-RymerOakville/Toronto+1 (905) 825-3153

v China

Lai Wan Livia WongHong Kong+852-2810-0282

v Cyprus

Alexis MouzourisLimassol+35-72-538-2094

holding him, and a piece of paper with aline on it.

• The word “until” produces no image, nomeaning. No change in the image.

• The word “it’s” produces no image, nomeaning. No change in the image.

• The word “your” produces anotherimage of himself. No real change in theimage.

• The word “turn,” used as a noun, is afunction of time, sequence, and order,none of which he is capable of comprehending. No image, no meaning.No change in the images of himselfbeing held by the teacher and a piece of paper with a line on it.

At the end of this sentence, his mentalimages show the teacher holding him bythe shoulders and a piece of paper with aline on it. His interpretation of the imageswould be that the teacher doesn’t like him,or paper with a line on it.

She says, “Do you understand me?”He thinks:

• The word “do” produces no image, nomeaning.

• The word “you” again produces an imageof himself.

• The word “understand” produces noimage, no meaning.

• The word “me” produces an image of herholding him by the shoulders.

This sentence leaves him with only animage of her holding him by the shoulders.His only understanding is that she doesn’tlike him.

She says, “You don’t go down the slideuntil it’s your turn!”• The word “you” brings an image of

himself again.

• The word “don’t” produces no meaning,no change in the image.

• The phrase “go down the slide” changesthe image of himself to one of him goingdown the slide.

• The word “until” produces no meaning,no change in the image.

• The word “it’s” produces no meaning, nochange in the image.

• The word “your” simply reinforces the

image of himself.

• The word “turn” produces no meaning,no change in the image.

The sentence leaves him with the imageof himself going down the slide. His understanding is to go down the slide. Hesays “Yeah!” in answer to this understanding,and promptly carries it out. Up the ladderhe goes, pushing his way past the other kidsas the teacher stares in disbelief.

A Two-Way MisunderstandingWhat the teacher failed to realize was

that the boy did exactly what he thought shetold him to do, based upon his ability tounderstand what she said.

It’s true that his behavior was rude andpossibly dangerous. It should be effectivelycorrected. But neither a “time out,” detention,other forms of punishment, nor Ritalin willbe capable of adding the understanding thisboy needs in order to correct his behavior.

There is a lot of uncertainty surroundingboth ADD and ADHD. It is difficult todiagnose; the cause (etiology) is unknown;and the people who provide the basic observations for a diagnosis are oftenuntrained. While the medical profession candescribe how a person with ADD behaves,they are still unsure as to what causes thecondition and how to treat it without medications such as Ritalin. While Ritalinmay alter the symptoms, it does not addressthe underlying nature of the problem.

Examining ADD BehaviorOur understanding of the direct and

indirect (developmental) effects of disorientation can explain all of the symptoms of ADD with or without hyperactivity. From that understanding, we should be able to accurately define the condition as: Developmentally inappropriate inattention and impulsivity,with and without hyperactivity, accompanied by spontaneous disorientation.

From this new understanding and definition, it is clear that this problem mustbe addressed from two fronts, because itwas created by two contributing factors—the developmental component and recurrentepisodes of spontaneous disorientation.v

A Typical ADD Scenario . . .continued from page 4

THE DYSLEXIC READER

v France

Dominique BlaessLe Pecq/Paris+33 (01) 39 76 12 61

Jennifer DelrieuVoisins le Bretonneux/Paris+33 (01) 30 44 19 91

Carol Nelson-PollardParis+33 (01) 46 51 72 63

Odile PugetAnnecy/Geneva+ 33 (04) 50 41 82 67

Guilaine Batoz Saint-MartinLa Bastidonne/Marseille+33 (0490) 08 98 56

v Germany/Deutschland

Liesbeth Berger-LamingStuttgart-Vaihingen+49 (0711) 782 3115

Ute BreithauptLangenselbold+49 (06184) 93 84 88

Andrea FleckensteinWitzenhausen+49 (05542) 91 16 07

Cornelia GarbeBerlin+49 (030) 61 65 91 25

Astrid Grosse-MönchBuxtehude+49 (04161) 702 90 70

Wibke HachmannFreiburg +49 (0761) 13 78 288

Das Legasthenie InstitutSonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorWilfried BährHamburg+49 (040) 25 17 86 23

Ina Hallermann Riezlern +49 (05517) 200 12

Kirsten HohageNürnberg+49 (0911) 54 25 18

Christine JacobLörrach+49 (07621) 134 60

Doris Karl-AkovaBremen+49 (0421) 713 30

Rainer KnoblochRöthenbach/Nürnberg +49 (09120) 18 14 84

A Bad Memory:Learning the Times Tablesby Eduardo Cranfield

Eduardo lives in Gran Canaria. At age 10, hecompleted a Davis Dyslexia Correction and a Davis Math Mastery Program with LauraShone, Davis Facilitator in Sussex, England.

THE DYSLEXIC READER

v Germany/Deutschland(con’t)

Inge Koch-GassmannBuggingen+49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld+49 (07725) 72 26

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0

Margit PlegerWetter/Dortmund +49 (02335) 84 87 60

Barbel PreussMunchen+49 (089) 69 38 03 92

Ursula Rackur-BastianIdstein/Rheingau-Taunus-Kreis/Wiesbaden+49 (06126) 565 01

Colette ReimannLandshut+49 (0871) 770 994

Ursula RittlerStuttgart+49 (0711) 47 18 50

Petra SaegerStorkow / Berlin+49 (03987) 15 21 06

Gabriela ScholterSupervisor-SpecialistStuttgart+49 (0711) 578 28 33

Inge StarckBattenberg/Eder+49 (06452) 93 28 88

Marietta TiebenHaren+49 (05934) 70 47 37

Magdalena Vogel-EichertBonn+49 (0228) 689 69 70

Ulrike von Kutzleben-HausenDeisslingen+49 (07420) 33 46

Dr. Angelika WeidemannUlm+49 (0731) 931 46 46

Susanne WildPaar+49 (08205) 959 08 28

Christine WuschWuppertal+49 (0202) 80 230

Anna Henia ZawidowskiFeldgeding bei München+49 (08131) 853 03

Viking Spirit: An Aunt’s Sagaby Lisa Thatcher,Davis Facilitator inOhio and Iceland

I had the privilege to work with fourmen in Iceland, all of whom possess astriking Viking Spirit that each of mynephews would be fortunate to have. As for my niece, I think of my last client, aremarkable young woman. She is bright,

philosophical, daring. I hope that myniece will grow up to be just like

her some day – for that matter, I hope that I will too. v

I have four nephews andone niece. My niece is threeyears old and no less a MinnesotaVikings football fan than her fourolder brothers are. I was not surprisedthen by their collective response when Itold them I would be traveling to Iceland to facilitate Davis Programs; “Cool! Canyou bring us some real Viking stuff?”

Real Viking stuff. How I wish therewas some way I could bring home to themthe “Viking stuff” that I discovered inIceland.

When I left Iceland the last time, Ipacked in my luggage some t-shirts,postcards, a recommended saga, and atalisman necklace. While the children weredelighted with their gifts, I knew the “realViking stuff” was not something I couldtuck into my carry-on.

How could I bring home a palpableenergy that I can only describe as – quest?Could I package the undercurrent ofdetermination that I watched swell in aman’s eyes at the moment he felt the firstDavis tool working and he realized that heis the one who made it work? Could I bringhome the amusing enthusiasm of anotherman who, grinning from ear to ear, raisedhis arms in triumph and proclaimed, “I willbe the leader of Viking dyslexics!” Howwould I gift-wrap the humble feeling thatcame with knowing these noble peoplewere my teachers?

Real Viking stuff, it seems to me, is theenergy created when curiosity and intentionmeet. This is what I understand to be theViking Spirit. I did not find it in souvenirshops or at the Duty Free store at theairport. I found it where Icelandic peoplewere busy learning Davis.

Lisa Thatcher with Ron Davis. Above is a Viking Mask sculpted by Lisa Thatcher.

THE DYSLEXIC READER

v Iceland

Judith ShawMossfellsbaer/Reykjavik+354 586-8180

v Ireland

Sister Antoinette KeelanDublin+353 (01) 884 4996

v Israel

Etya CheslerKfar-Saba/Tel Aviv+972 (09) 768 0267

Goldie GiladKfar Saba/Tel Aviv+972 (09) 765 1185

Eve ResnickKfar Saba / Tel Aviv+972 (09) 766 2140

Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistRa'anana / Tel Aviv+972 (09) 772 9888

Edna TuneHerzeliah/Tel Aviv+972 (09) 958-3372

v Italy

Elisa De FeliceRoma+39 (06) 507 3570

Dr. Raffaella ZingerleCorvara In Badia+39 (0471) 83 68 71

v Japan

Helen Brittle-MatsukiTokyo+81 (03) 3795 5997

Tina KirbyOkinawa+81(314) 033-4678

v Lebanon

Samar Riad SaabBeirut+961 3 700 206

v MalaysiaHilary CraigKuala Lumpur+603 2096 1342

v Mexico

Sandra Cecilia GorozpeBarbaraQuerétaro+52 (01442) 220 52 48

Las Palmas Counseling CtrSilvia Arana GarciaCathy Calderón de la BarcaGabriela MeléndezZagacetaMéxico D.F.+52 (55) 5202 7913

What a Difference We Are Makingby Raewyn Matheson, Davis Facilitator in New Zealand

The following is a speech that my currentclient made to his class earlier this year. I found it in his draft writing book that hebrought with him. The spelling is his own.He is a mature nine and a half year old andis doing very well this week.

At the start of the program, Julian said,“I want to read chapter books, therefore I need extra help to do that. When I readchapter books now, I get parts of the storyand I have to read it over and over again.That’s why I am doing the Davis course. It will help me understand what the triggerwords mean and help make the stories Iread easier to understand and make betterpictures in my mind. It is making the printeasier to see on the page.”

We had a brilliant week and Julianmade great progress with his reading. Hereally enjoyed reading a chapter book andwhen he had finished I asked how he feltabout finishing the book. He said, “I amhappy and I am glad that I could read it. Icould read it because I've gone through thecourse and I've been on point. I used sweepreading. I'd rather read with sweep readingbecause it’s easier. The letters don't shootup all at once at me. I will definitely readanother chapter book.”

What a difference we are all making tothese children!

A Speech by Julian Debruyne, ofWaitakare, Auckland, New Zealand

Good morning class.You are probably wondering what my

speech is going to be about. It is somethingyou probably haven’t heard of before.

It is the gift of dyslexia.When I was six I could not read more

than four lines and I could not write morethan half a page. That was pretty frustratingand I felt horrible. My mum was disap-pointed. She reads lots and finds it easy.

The teachers said, “He is fine, it willget better.” But it did not get better. Theprincipal said I was lazy and that Mum hadto inundate me with books. But I was

drowning in books. My bedroom was full ofbooks and still I could not make sense of those squiggly black lines on the pages.Mum thort (thought) that sucks and took meout of that school.

I had to go to heaps of tests to find outwhy it was so hard for me to read. Sometests were hard and some tests were easyand some were fun. All of the people whotested me said that I was probily (probably)dyslexic. With that I joined a very coolgroup like Einstein, Bill Gates, Tom Cruiseand Leonardo Davinch (Da Vinci).

There are many types of dyslexia. Most dyslexics think in pictures rather thanin words. It makes us hard to consitrat (concentrate) on written words. We would be better at reading the Egyptianhyroglifixcs (hieroglyphics) because theyare like lots of pictures.

Dyslexia is not a disability but actuallya gift, because you can learn to think inwords and still be able to think in pictures,but it can be hard work. I had to do specialactivities like saying the arfibet (alphabet)backwards. Some activities are fun like consintration (concentration) games. Myfavorite consintration game was Rush Hour.After four months of these activities, wereally consintrated on reading and writing.It still was hard work, but it was easier than before.

Now I can make sense of those blacksquiggles on the pages.

Thank you.

Raewyn and Julian with Julian’s clay modelof the word “the.”

THE DYSLEXIC READER

v Mexico (con’t)

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistDLS Workshop PresenterAlejandra Garcia MedinaDLS Workshop PresenterGraciela Trevino GonzalezOlga Zambrano de CarrilloDDA-Mexico Director

Garza García, Monterrey+52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Lucero PalafoxVeracruz+52 (022) 99 351302

Susana Palafox Naucalpan, Edo. de Mexico +52 (55) 5251-3037

Sociedad de ConsultatoriaOrganizacionalMaria Eugenia GutierrezMaria Lourdes GutierrezMexico D.F.+52 (55) 5595 8442

v Netherlands

Kees BlankendaalWijk bij Duutstede+31 (0343) 573 061

Ineke BlomDorpstraat+31 (020) 436-1484

Lot BlomUtrecht+31 (030) 271 0005

Hester BrouwerGroningen+31 (050) 52 61 146

Lieneke CharpentierNieuwegein+31 (030) 60 41 539

Monique CommandeurUithoorn+31 (0297) 56 88 50

Mine de RanitzDriebergen+31 (0343) 521 348

Christien De SmitSluis+31 (0117) 461 963

Leonardus D'HooreSluis+31 (0117) 56 29 40

Saskia Dijkstra Amsterdam +31 (020) 463-2753

Marijke Eelkman Rooda-BosGouda+31 (018) 251-7316

Marianne EmmerzaalZwijndrecht +31 (078) 612 3000

Miss Teen MichiganSpeaks Out aboutDyslexiaby Myrna Burkholder, Davis Facilitator in Michigan

Nineteen-year-old college student CijiHans of Niles, Michigan, is currently MissTeen Michigan International 2003.Participation in pageants began in SouthBend, Indiana for Ciji when she was fiveyears old and was crowned “Miss Sweetheart.”

The downside of participation in pageants for Ciji has always been her frustration with expressing her thoughts inwords when being interviewed by pageantjudges. She assumed that her problems withspeaking were related to her issues withreading. However, it wasn’t until she readThe Gift of Dyslexia that she began tounderstand the connection between the twofor her

Ciji went through the Davis DyslexiaCorrection® Program at the MichianaDyslexia Correction Center in Goshen,Indiana, about two weeks before participatingin the Miss Teen International Pageant inChicago, Illinois. She wanted to use thetheme of “the gift of dyslexia” as her plat-form speech, so she and I spent an extra daytogether in which I helped Ciji formulateanswers for questions she might be askedby the pageant judges on this topic.

With great relief, Ciji’s stepmotherreported that Ciji performed very well atthe pageant. Although she was not crownedMiss Teen International, her stepmothersaid that Ciji answered her questions aboutdyslexia very easily for the judges, and she presented herself at the pageant withnew-found self-confidence.

Ciji’s next responsibility as Miss TeenMichigan is speaking to groups of childrenand teachers in Michigan about the gift ofdyslexia. She is looking forward to havingthis opportunity to do so, not only becauseof the positive message but also becauseshe is no longer afraid of being listened toby others!v

“I was, on the whole,considerably discouraged by my school days. It was not pleasant to feeloneself so completelyoutclassed and left behind at the beginning of the race.”

–Winston Churchill

Famous Dyslexics Remember

“I grew up in a schoolsystem . . . where nobodyunderstood the meaning oflearning disorder. In theWest Indies, I was constantlybeing physically abusedbecause the whipping ofstudents was permitted.”

–Harry Belafonte

“I had to train myself to focusmy attention. I became veryvisual and learned how tocreate mental images inorder to comprehend what Iread.”

–Tom Cruise

“You should prefer a goodscientist without literaryabilities to a literate onewithout scientific skills.”

–Leonardo da Vinci

Designed for K-3 Teachers and Homeschooling Parents

Each Kit includes:• Sturdy Nylon Briefcase

• Reusable Modeling Clay (2 lbs.)

• Kindergarten & Grade One Manual or Grades Two& Three Manual

• Webster's Children's Dictionary (Hardcover)

• Checking Your Grammar (Softcover)

• Punctuation Marks & Styles Booklet

• Two Koosh Balls

• Letter Recognition Cards

• Laminated Alphabet Strip (upper & lower case)

• Stop Signs for Reading Chart

What is different in each Kit is the Manual. Theseinclude suggested curriculum, lesson plans, andactivities appropriate for each grade level and age.Teachers or home-schooling parents who teach multiplegrade level students may purchase a combination kit,containing both Manuals for $149.90. Previouspurchasers of the Davis Symbol Mastery Kit maypurchase either Manual separately for $29.95 each.

Recommended materials for classroomimplementation:

• One Kit per teacher or aide• Four Koosh Balls per Classroom• Six Letter Recognition Card sets per classroom• One Alphabet Strip per student• Six Punctuation & Styles Booklets per Classroom• Six Dictionaries per Classroom• One Pound of modeling clay per student

ORDER FORMQty Item Price in US Dollars

Davis Learning Strategies® Teacher Kit__ K-1 __ Grades 2-3 (Check one) $119.95Davis Learning Strategies® Teacher Kit withboth Manuals $149.90Davis Learning Strategies® K-1 Teacher Kit Manual (sold separately only to previous purchasers of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95Davis Learning Strategies® Grades 2-3 Teacher Kit Manual (sold separately only to previous purchasersof a full Teacher Kit or Davis Symbol Mastery Kit) $29.95Alphabet Strip $7.95Punctuation & Styles Booklet $9.95Letter Recognition Cards $9.95Pronunciation Key Cards $12.95Symbol Mastery Procedure Chart $1.95Stop Signs for Reading Chart $1.95Koosh Balls (2) $11.00Clay - 2 pounds $8.00Webster’s Children’s Dictionary (Hardcover) $17.95Checking Your Grammar (Softcover) $6.95DDAI Membership $50/year US$60/year non-US

(not including shipping charges)

Discount ScheduleQuantity Non-Member DDAI Member

0-5 0% 10%6-10 10% 15%11-20 15% 20%21-40 20% 25%

More than 40 25% 30%

TO ORDER:

· By phone: Call 1-888-999-3324 toll-freein the USA or Canada.

· Fax this order form with your name,shipping address, credit cardauthorization to 1 (650) 692-7075. Wewill add shipping and handlingcharges.

· E-mail your order [email protected]

UPS Shipping Charges will be added to all orders

Kit price: $119.95

For Young Learners

von Abigail Marshall, Übersetzung von Sonja Heinrich

Gehirnforscher haben herausgefunden, dass erwachseneLegastheniker, die gute Leser wurden, andere neuronaleBahnen benutzen, als Nicht-Legastheniker. Diese Forschungzeigt, dass es zwei unabhängige Systeme für das Lesengibt:Eines, das typisch für die Mehrheit der Leser ist, und einanderes, das effektiver für den legasthenisch Denkenden ist.

NIMH Studie mit erwachsenen LegasthenikernDie beiden Forscher, Judith Ramsey und Barry Horwitz,

vom National Institute of Mental Health wendeten diePositronen Emissions Tomography (PET) an, um denregionalen Blutfluss im Gehirn (rCBF) zwischenlegasthenischen und nicht-legasthenischenMännern zu vergleichen.

Die legasthenischenProbanden hatten in ihrerKindheit mit Legasthenie zukämpfen und zeigten immernoch einige legastheneSymptome beim Lesen, ihre Lesefertigkeit warinsgesamt umbeständig.Einige Worterkennungs-bzw. Verständnisaufgabenbewältigen dielegasthenischen Männer sogut wie oder sogar besser als die Kontrollgruppe.

Die Männer in der Studie wurden aufgefordert, einigeEin-Wort Leseaufgaben und Entscheidungs-Aufgabenauszuführen.

So sollten sie ihre Fähigkeit zeigen, Wörter phonetisch zu erlesen (z.B. das Aussprechen eines Pseudo-Wortes wiecazot) und in weiteren Aufgaben ihre Fähigkeit bezogendarauf, die unregelmäßige, nicht lautgetreue Aussprache von realen Wörtern zu erkennen (z.B. das laute Lesen vonWörtern wie pharaoh oder choir).

Als der Zusammenhang von der Gehirnaktivität mit derLesefähigkeit untersucht wurde, beobachteten die Forschereine spannende umgekehrte Beziehung zwischenLesefähigkeit und cerebralen Blutflussmustern. Bei dernichtlegasthenischen Kontrollgruppe entsprach eine stärkereAktivierung von linkshemisphärischen Lesesystemen,einschließlich des linken Gyrus angularis, besseren


continued on page 12

Gehirnuntersuchungen zeigen: Legastheniker lesen besser mit alternativen StrategienBrain Scans Show Dyslexics Read Better with Alternative Strategies

Lesefähigkeiten.Bei den legasthenischen Probanden war das Gegenteil

der Fall: Je stärker das links-hemisphärische Muster, destoschwächer der Leser. Im Gegensatz dazu korrelierten stärkereLesefertigkeiten bei Legasthenikern mit einer größerenAktivierung von Arealen in der rechten Hemisphäre,während bei Nichtlegasthenikern ein stärkerer Gebrauch der rechten Hemisphäre mit verringerten Lesefähigkeitenübereinstimmte.

Vergleich von Leseergebnissen von Kindern, die abKindergartenalter beobachtet wurden.

Ein Forscherteam, geleitet von Sally Shaywitz an der Yale University, hat bestätigt, dass Legastheniker, die guteLeser wurden, ein anderes Gehirnnutzungsmuster haben,

als Nichtlegeasthenische Leserund auch Legastheniker, dienoch schlecht lesen.

Die Forscher benutzten dasfunktionale Magnetresonanz-Verfahren (FMRI), um dieGehirnaktivität bei 20jährigenlegasthenischen Männern undFrauen zu berechnen, die auseiner Gruppe stammten, dieseit dem Kindergartenbeobachtet wurde. Allelegasthenischen Personenhatten eine Geschichte von

starker Leseschwäche in der frühen Kindheit.Während einige der Studenten ihre ganze Schulzeit

hindurch mit dem Lesen kämpften (“anhaltend schwacheLeser”), verbesserten sich andere im Laufe ihrer High-school-Jahre und wurden fehlerfreie Leser mit großenVerständnisfertigkeiten (“fehlerfreie, verbesserte Leser”).

Legastheniker beider Gruppen wurden ebenso wieNichtlegastheniker aus der Kontrollgruppe aufgefordert,Leseaufgaben auszuführen, die phonologische Verarbeitung(Unwort Reimtest) und Bedeutungsbestimmungen(Semantiktest) beinhalteten. Während des (Unwort-)Reimtests (reimen sich leat und jete?) zeigten beidelegasthenischen Gruppen eine geringe Aktivierung der linkenhinteren und temporalen Gehirnareale (orig.: left posteriorand temporal) im Vergleich zur Kontrollgruppe. Wobei dieLegastheniker, die bessere Leser waren, auch eine größere

THE DYSLEXIC READER

v Netherlands (con’t)

Jan GubbelsMaastricht+31 (043) 36 39 999

Judith HolzapfelDeventer +31 (0570) 619 553

Will HuntjensHorn+31 (0475) 589 238

Helen KapteinMiddleburg+31 (0118) 64 37 73

Carry KulingHeemstede+31 (0235) 287 782

Drs. Marianne KusterAlkmaar+31 (072) 51 24 301

Edith Kweekel-GöldiSoest+31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

ZeiZei LerninstitutDrs. Siegerdina MandemaSpecialist TrainerAdvanced WorkshopPresenterDLS Workshop PresenterDDA-Nederland DirectorRobin TempleSpecialist TrainerWorkshop PresenterMaria Hoop+31 (0475) 302 203

Karin MeijAmsterdam+31 (020) 679 9152

Sjan MelsenArnhem+31 (0264) 42 69 98

Petra MoolhuizenMiddelaar+31 (024) 696 3530

Marianne OosterbaanZeist+31 (030) 691 7309

Ineke PijpGroningen+31 (050) 542 0817

Petra Pouw-LegêneBeek+31 (046) 437 4907

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Aktivität von rechtstemporalen Arealen und rechts- und linkshemisphärischenFrontalarealen zeigten.

Beim Semantiktest (“Sind Korn und Reisaus derselben Kategorie?”) zeigten dieanhaltend schwachen Leser eine ähnlicheGehirnaktivität wie die nichtlegasthenischeKontrollgruppe trotz der Tatsache, dass ihreLeseleistung signifikant schwächer war.

Wie die Kontrollgruppe aktivierten dieanhaltend schwachen Leser linke hintere und temporale Areale. Im Gegensatz dazuumgingen die verbesserten legasthenischenLeser dieses Gebiet vollkommen.

Diese Forschungsarbeit weist darauf hin, dass bei legasthenischen Lesern dielinkshemisphärischen Areale, die mit der phonetischen Entschlüsselung imZusammenhang stehen, unwirksam sind.

Während ein nichtlegasthenischer Lesersolche Wege als wirkungsvolle Wege fürsLesen empfindet, wird der legasthenischeLeser vollkommen in einen neuronalenVerkehrsstau verstrickt.

Im Gegensatz dazu: Legastheniker, diediese Denkpfade umgehen und sich mehr auf Gehirnareale verlassen, die in dasnonverbale und analytische Denkeninvolviert sind, sind in der Lage fähige Leser zu werden.

Haupterkenntnisse für das SchulwesenDiese Bildstudien über das Gehirn zeigen,

dass Lehrmethoden, die bei einer großenMehrheit der Schulkinder gut funktionierenmögen, kontraproduktiv sein können, wennsie bei legasthenischen Kindern angewandtwerden.

Wenn legasthenische Kinder denselbenumgekehrten Mustern folgen, wie ihre

Gehirnuntersuchungencontinued from page 11

erwachsenen Gegenstücke, dann wird sich die Lesefähigkeit verringern statt zuvergrößern, während ein legasthenischesKind in Folge von phonetischen Verfahrensich mehr daran gewöhnt linkshirnige Pfadezu benutzen.

Eine neue Studie von Forschern derGeorgetown University über dieLeseentwicklung scheint diese Möglichkeitzu untermauern. Die Forscher fanden heraus,dass jüngere Kinder, wenn sie Lesefertigkeiterwerben, “eine entwicklungsbedingteAbnahme in der rechten Hirnhälfte zeigen.”

Der Gehirn-Scan-Nachweis zeigte, dassder Leselernprozess ganz und gar nicht die Zunahme der Fähigkeit einschloss,linkshemisphärische Pfade zu benutzen,sondern vielmehr nur eine Verringerung der Fähigkeit die entsprechendenrechtshemisphärischen Areale zugebrauchen. Für die Mehrheit der Schüler,die in der Studie beobachtet wurden, gingeine solche Entwicklung mit verbesserterLesefähigkeit einher. Wenn jedoch dasumgekehrte Muster, das bei legasthenischenErwachsenen beobachtet wurde, auch aufKinder übertragen werden kann, muss solcheine Entwicklung bei 15-20 % der Kinder,die in das legasthenische Profil passen, zueiner geringeren Lesefähigkeit führen.

Die rechte Hemisphäre ist der Ort, woviele nonverbale Denkvorgänge stattfinden,einschließlich der Fähigkeit, einwahrgenommenes, geschriebenes Wort mit dem Gegenstand den es darstellt, zuverbinden. Ebenso ist die rechte Seite mehr auf die Analyse von Raum undgeometrischen Umrissen und Formenspezialisiert, und sie ist der Ort der kreativenDenkaktivität. So könnte man annehmen,dass eine Einbindung der rechten


THE DYSLEXIC READER

v Netherlands (cont.)

Tonny StorHeerhugowaard+31 (072) 57 22 771

Karima P.A. TurkatteAmsterdam+31 (020) 696 4379

Annette van der BaanAmsterdam+31 (020) 420-5501

Rieja van der ValkAlmelo+31 (0546) 867 537

Annemarie van HofUtrecht+31 (030) 65 86 700

Drs. Marian J.A. vanLeeuwenWoudenberg+31 (033) 286 3506

Sjakkelien Van LierDeventer +31 (0570) 600 008

Juchke van RoozendaalOss+31 (0412) 690 312

Willem Van UlsenGroningen+31 (050) 542 3941

Christa WiersmaDen Haag+31 (070) 355 3388

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

Karin Van WulfenBreda+31( 076) 514 4889

Astrid Zanen-vander BlijAerdenhout+31 (023) 524 3485

v New Zealand

Raewyn MathesonInglewood+64 (027) 411 8350

Shelley McMeekenDunedin +64 3 467 5058

Lorna Timms Christchurch +64 3 359 8556

v Oman

Patricia Lynne HodgeMuscat+968 698 596

v Republic of Singapore

Phaik Sue ChinSingapore+65 6773 4070

Gehirnuntersuchungen . . .continued from page 12

Hemisphäre in den Leseprozess eine höhereSicherheit bei der Wiedererkennung visuellerWort- und Buchstabenformen, bei derVerbindung von Wörtern mit sensorischenEindrücken ihrer Bedeutung und bei derBenutzung von Kontextinformationen, umeine Bedeutung herauszubekommen, zurFolge hätte.

So kann es auch sein, dass eineLesemethode (Anweisung), derenEffektivität durch Untersuchungen mitnichtlegasthenischen Kindern erwiesenwurde, ein Rezept für Misserfolg sein kann, wenn sie auf legasthenische Kinderübertragen wird. Dies könnte angeborenenphysischen Unterschieden in derGehirnstruktur zugeschrieben werden, dievon vielen Forschern beobachtet wurden. Es könnte ebenso von einerentwicklungsbedingten kognitiven Präferenz und einem vorherrschendenvisuell-räumlichen Lernstil herrühren.

Bei nichtlegasthenischen Kindern könntedie Verlagerung auf linkshemisphärischeAreale, die wichtig sind für die phonetischeDecodierung, einen direkten Weg zumLernen und Verstehen liefern.

Im Gegensatz dazu kann dies für daslegasthenische Kind durchaus ein Weg ins Niemandsland sein. Anstelle derEntwicklung von linkshemisphärischenNervenbahnen, verbunden mit derAusbildung und Anwendung vonphonetischen Nervenbahnen, könntenlegasthenische Kinder einenUnterrichtsansatz benötigen, der die Wortund Bild verbindenden und problemlösendenFertigkeiten der rechten Gehirnhälfteunterstützt.

Im Gegensatz dazu könnenLehrmethoden, die auf intensivem odersystematischem Drill von phonetischenFähigkeiten oder Lauterkennungs-Strategienberuhen, die zum Teil mit dem Zielverbunden sind, im legasthenischen Gehirn“die Leitungen neu zu verlegen,” sowohlneurologisch als auch psychologischschädlich für das legasthenische Kind sein.

Solche Herangehensweisen mögengeradezu die Anwendung vonDenkstrategien verstärken, die genausogeeignet sind die Lesefähigkeit zuverringern, wie sie zu verbessern, währendsie sowohl das Ausmaß an Schädigung alsauch die Höhe der Frustration vergrößern.

Davis Theorie und MethodenDavis-Lernstrategien® und Davis-

Legasthenie-Korrektur® betonen einekreative, auf Bedeutung basierendeVorgehensweise, für den Erwerb vongrundsätzlichen Lesefertigkeiten. Kinder(und Erwachsene) benutzen Knete, um denInhalt, der mit der Wortbedeutung verbundenist, gleichzeitig mit den Buchstaben einesjeden Wortes zu formen.

Diese Herangehensweise verstärktwahrscheinlich die Anwendung vonrechtshemisphärischen Fähigkeiten, dieentscheidend zu sein scheinen für dieLeseentwicklung bei legasthenischenSchülern. Mit älteren Kindern undErwachsenen erzielen die Methoden desDavis-Legasthenie-Korrekturprogrammesüblicherweise sehr schnelle Fortschritte inder Lesefähigkeit. So scheint es, dass dieFertigkeiten, die Legastheniker brauchen um fähige Leser zu werden, zu jeder Zeitleicht erworben werden können. DieGehirnstrukturforschung stellt eine Wegkartebereit, der einfach durch die Anwendung von Unterrichtsformen gefolgt werden kann,die helfen, die natürlichen Denkmuster und Gewohnheiten von legasthenischenLernenden zu verstärken, statt zu versuchen,legasthenisch Lernende zu zwingen, wieMenschen zu denken, deren Gehirne einfach anders strukturiert sind als ihre.v

The English version of this article waspublished in Vol. 33 of The Dyslexic Reader.

Brain scanssuggest that indyslexic brains,information flowsalong a differentpathway,bypassing the left-brain areawhere sounds aremapped to words.

Dyslexic brain

Typical brain

THE DYSLEXIC READER

v Republic of Singapore(con’t)

Ann ChuaSingapore+65 9843 1726

Constance ChuaSingapore+65 6873 3873

v South Africa

Sara Louise KramerCapetown+27 (021) 794 5778

Carine van VuurenJohannesburg+27 (082) 410 0139

v Spain

Conquista del Lenguage María Campo MartínezMurguía, Álava +34 (0945) 46 25 85

La Llave del DonSilvia María SabatésRodrigoMadrid+34 (091) 378 2331

v Switzerland/CH

Tinka Altwegg-ScheffmacherVeronika BeelerSt. Gallen+41 (071) 222 07 79

Monika AmreinZurich +41 (01) 341 8264

Gerda Barakos-JegerDornach+41 (061) 701 80 60

Lerninstitut BaselBonny BeuretSpecialist TrainerAdv. Workshop PresenterDLS Workshop PresenterDDA-CH DirectorRuth Froels +41 (061) 272 24 00

Priska BaumgartnerWettingen +41 (056) 426 28 88

Mieke Blommers-FriederichsBasel+41 (061) 378 9060

Vicki BrignoliLumino+41 (091) 829 05 36

Beatrice ContiWolfisberg+41 (062) 636 2146

Regula Dürr Basel +41 (061) 321 60 32

Ursula FischbacherOrpund+41 (032) 355 23 26

greift,“ denn sie informierte Schritt fürSchritt darüber, wie sie selbst einePräsentation gestaltet. Da wurde intensivmitgeschrieben, denn beinahe alleBeraterinnen betreten mit dem Leiten einer öffentlichen Veranstaltung Neuland.

Anschliessend bot Ursula Rackur eine Fülle von Information an über ihreArbeit mit Legasthenikern und über ihrePräsentations-Veranstaltungen. Auch hierhat Ursula grosszügig ihre Erfahrungen mit allen getauscht.

Nach dem Mittagessen besprachen wirnoch anstehende und neu aufgekommeneThemen. Müde, aber mit viel neuenImpulsen traten wir am späten Nachmittagden Heimweg an.v

English Summary:Elisabeth Raberger, a facilitator inSwitzerland, writes a short report aboutSwitzerland's annual meeting of DavisFacilitators held near Lucerne inSeptermber, 2003. It was a weekend full ofgood cheer and bright sun, with thankfullyenough time to savor the pristine air of theAlpine foothills and the ringing (or roaringdepending on how disoriented one gets) ofthe cowbells as a backdrop. This event hasbecome almost a tradition for many of ushere in Switzerland: lots of discussion, lotsof laughter, lots of looking back... andforward into the future.

von Elisabeth Raberger

27-28 September 2003 im BildungszentrumMatt in Schwarzenberg. NeunzehnBeraterinnen und die Leiterin der DDA-CH,Bonny Beuret, trafen sich an einemstrahlend schönen Herbsttag zu einemintensiven Austausch ihrer Erfahrungen.

Als erste Vortragende berichtete unsDenise Gabriel von ihrer präventiven Arbeitmit kleinen Kindern. Denise berücksichtigtauch den körperlich-psychischen Zustandder Kinder, die in ihre Lernpraxis kommen.So arbeitet sie, als unterstützendeMassnahmen, z.B. auch mit Schüssler-Salzen, Brain-Gym und Spielpädagogik.Die Werkzeuge, mit denen sie mit ihren 5–7 Jahre alten Legasthenikern arbeitet,sind der Energieregler, das ABC kneten und Kooshbälle werfen – ähnlich wie beiden Davis-Lernstrategien. Welche Kinderkommen zu Denise? Kinder, bei denen man vermutet, dass sie eine Legasthenieentwickeln könnten oder einfach Kinder die „irgendwie nicht glücklich“ sind undderen Eltern bereit sind, die Kinder intensivzu unterstützen, bevor sie richtig mit derSchule anfangen.

Am Abend fand unser geschätzter„Kreativ-Marktplatz“ statt. Es war ein regerAustausch von Ideen, Erfahrungen, selbstkreiertem, die Beratung unterstützendemMaterial. Es ist immer wieder beglückend,wie grosszügig die meisten Beraterinnen„auf dem eigenen Mist gewachsene“Erfahrungen und ihre Ideen grosszügig derRunde zur Verfügung stellen. Gebenbereichert eben.

Am nächsten Tag berichteten Bonnyund Gabi über die Arbeit der DDA-CH. Wir merken immer wieder, wie wenig wir Beraterinnen über die grosse Arbeit des Basler Teams wissen. Wir erfahren nur immer wieder, wie zuverlässig undgründlich dort all unsere Anliegenbehandelt werden. Wir in der Schweiz sindsehr dankbar für die Hingabe, mit der imDDA-CH-Zentrum gearbeitet wird. Esstärkt uns sehr effizient den Rücken.

Der daraufhin folgende Beitrag vonBonny beweist aufs Schönste, wie Bonnyuns mit allen Mitteln „unter die Arme

DDA-CH Beraterinnen-TreffDDA-Switzerland Facilitor Meeting

Swiss facilitators at play.

THE DYSLEXIC READER

v Switzerland/CH (con’t)

Edith ForsterEttenhausen+41 (052) 365 45 54

Heidi Gander-BelzMonchaltorf+41 (01) 948 1410

Katharina GrenacherBern+41 (031) 382 00 29

Ursula Hirzel EglerStäfa+41 (01) 926 2895

Christa JaegerRiehen+41 (061) 641 4667

Susanne JekerOlten+41 (062) 296 45 30

Consuelo LangLumino+41 (091) 829 05 36

Claudia LendiSt. Gallen+41 (071) 288 41 85

Renate LöffelBasserdorf+41 (01) 836 96 59

Sandra MoschtaghiBasel+49 (0172) 81 57 351

Margrit Niederhauser Liestal / Basel+41 (061) 921 47 12

Christine NoisetRenens/Lausanne +41 (021) 634 35 10 or(079) 332 2775

Jürg PeterSupervisor-SpecialistDornach+41 (061) 701 39 16

Elisabeth RabergerBaden+41 (056) 209 17 76

Hilary RhodesChesieres-Villars+41 (024) 495 38 20

Doris Rubli-Osterwalder St. Gallen +41 (071) 245 56 90

Benita RuckliSigigen+41 (041) 495 25 38

Elisabeth Rudolf von RohrOlten+41 (062) 293 46 66

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur+41 (052) 242 4015

Lichtpuntjes in Dyslexie-OerwoudRays of Hope in the Dyslexia Jungleby Annet van der Baan, Davis Facilitator in Amsterdam, Netherlands


MotivatieAls kersverse Davis-Counselor wil ik de

aandacht vestigen op de dyslectici onder onsen met dit schrijven een aantal zaken op eenrij zetten waar een dyslecticus binnen hetNederlandse onderwijs mee te maken heeft.In het Nederlandse onderwijs krioelt het van diverse aanpakken voor kinderen metleesproblemen; dit is onder andere rijkelijkgeïllustreerd door Robin Temple in zijn boek Dyslectische kinderen - een praktischehandleiding voor ouders.

Ouders van dyslectische kinderen zienvaak terecht door de bomen het bos nietmeer als een school met de verontrustendemededeling komt, dat er toch iets ‘mis’ blijktte zijn met de leesvaardigheid van hun kind.Als fervente Davis-Counselor zou ik zeggen:“kom onmiddellijk een Davis-counselingdoen”. Maar zo gaat het in onderwijslandmeestal (nog) niet. Reden om eens helder opeen rij te zetten waar scholen, leerkrachtenen ouders van dyslectische kinderendoorgaans mee te maken hebben. Een jaar van verzamelen uit diverseinformatiebronnen resulteerden in eenoverzicht van 10 (licht)punten in onderstaanddocument. De lijst is tevens geschikt voorscholen, waarbij het natuurlijk uiterst handigis, je eigen informatie en motivatie over deDavis-counseling mee te geven.

Ervaring op een lagere schoolMijn ervaring in het werken op een

basisschool is, dat van de vijf kinderen uiteen groep 3 die voor extra begeleiding bijmij komen, er zo'n drie tot vier kinderen eenleesachterstand hebben, omdat - even in mijneigen woorden uitgedrukt - de zogenaamde'leeskwab' nog niet 'geconnect' is, zoals laterin groep 3 vaak ineens wél blijkt tegebeuren. Het zou triest én geld- entijdverspillend zijn om déze kinderen al zosnel dyslectisch te verklaren.

Voor de andere één of twee 3degroepertjes geldt, dat je vanuit een ‘Davis-look’ onmiddellijk ziet dat ze desoriënteren,verward raken door hun vermogen totbeelddenken en de klassieke verhaspelingenmaken, zoals : letteromkeringen,woordbeeldverwisselingen, geen zogeheten‘auditief geheugen’ manifesteren of tekampen hebben met

‘woordvindingsproblemen’ (zoals dit in de rapportage van een leerkracht wordtgenoemd). En dát is naar mijn mening hétmoment dat een Davis-Counselor zoukunnen inspringen, om een weliswaargoedbedoeld begeleidingstraject - van somsjaren - dat veelal aanspraak maakt op hetauditieve vermogen van een kind, tevoorkomen.

Of nog beter - als brug naar het onderwijs- als Davis-Counselor te werken aan dewortels van het verschijnsel dyslexie, zodat het dyslectische kind georiënteerd en met eigen ‘Control’ de traditionelehulpprogramma’s gemakkelijk en zonderstress kan volgen.

ErkenningVoor die Davis-counselors die zich bezig

willen gaan houden met de erkenning van de Davis-methode door het College vanZorgverzekeringen [CVZ] het volgende; Inde Teleac-uitzending afgelopen maart 2003in het programma ‘Bij ons thuis’, kwam hetDyslexieprotocol 6 ter sprake, uitgegevendoor het Ministerie van Onderwijs voor allebasisscholen in Nederland.

In dit lijvige boekwerk staat stap voor stapbeschreven aan welke bepalingen een schoolzich moet houden om een dyslectisch kind tebegeleiden. Uit onderzoek van Teleac bleek,dat slechts 15% van de ondervraagdebasisscholen zich hieraan houdt. De rest van de ondervraagde scholen zei geen tijd of gekwalificeerd personeel te hebben. Voorde ‘CVZ’-counselors is het belangrijk om te weten, dat in de inleiding van dit

Melle kijkt met trots naar zijn zelf gemaakte alfabet.With pride Melle looks at his self created alphabet.

THE DYSLEXIC READER

v Switzerland/CH (con’t)

Anne-Marie SchafflützelWädenswil-Au / Zurich+41 (01) 781 19 93

Maya Semle-MuraroStäfa+41 (079) 704 03 07

Claudia TavernaSent+41 (081) 864 9115

Andreas VillainZürich+41 (076) 371 84 32

Catherine WarnerGeneva+41 (022) 321 70 42

Iris WebberBäretswil/Zürich+41 (01) 939 2633

Margit ZahndEttingen+41 (079) 256 86 65

v United Kingdom

Catherine E. ArmstrongThame, Oxon+44 (01844) 212 419

Nicky Bennett-BaggsGt. Gaddesden,Hertfordshire+44 (01442) 252 517

Kate Blow Romsey, Hampshire +44 (01794) 515 714

Susan DuguidLondon+44 (020) 8878 9652

Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045

Hilary FarmerOxford, Oxon+44 (01865) 326 464

Nichola FarnumLondon+44 (0208) 977 6699

Carol ForsterGloucester+44 (01452) 331 573

Axel GudmundssonLondon +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 645

Phyllida HowlettHaverfordwest,Pembrokeshire +44 (01437) 766 806

Dyslexieprotocol6 een hoofdstuk wordtgewijd aan ‘alternatieve methodes’, waarbijonder andere het ‘Beelddenken’ zoals inNederland geïntroduceerd door NelOjemann, als zeer af te radenmethode/uitgangspunt wordt gepresenteerd.Reden voor de ‘CVZ’- counselors om maareens tot een goed omschreven begrip overnut en werking van het beelddenken te komen.

Tot slotNaar mijn idee is het belangrijk om in onsvak te weten waar een dyslectisch kind in hetNederlandse onderwijs mee te maken heeftof krijgt. Ik ben dan ook sterk voorstanderom bruggen te slaan vanuit de Davis-counseling naar de gangbare toegepastedyslexiemethodes binnen en buiten hetNederlandse onderwijs en de specialisten diedaarmee werken. Dit is naar mijn meningvooral bevorderlijk voor het ‘verstaan’ vaneen gecounseld kind - met name doorleerkrachten -, en last but not least dat stukjeerkenning voor ons werk als Davis-counselor.

Tot slot als ‘hart onder de riem’ [jijbeelddenker: zie jij bij deze woorden óókzo'n raar plaatje?], sluit ik af met devolgende woorden van Marcel Proust: “Deware ontdekkingsreis is geen speurtocht naarnieuwe landschappen,maar het waarnemenmet nieuwe ogen.”

Informatie Over Dyslexie1. Wanneer komt een kind in aanmerkingvoor een dyslexieverklaring?Volgens de Stichting Dyslexie in Nederlandkan dyslexie pas worden aangetoond als eenleerling gedurende een half jaar minstensdrie keer per week 20 minuten à een half uur extra leeshulp krijgt en ondanks dieintensieve hulp niet vooruitgaat met lezen.2+7

2. DyslexieverklaringEen dyslexieverklaring kan wordenopgesteld door een daarvoor gespecialiseerdeorthopedagoog of psycholoog. Duur van hetonderzoek ongeveer 2 à 3 dagdelen. Kostenvariëren, maar komen zo rond de 8oo euro.De dyslexieverklaring bestaat uit twee delen:• de dyslexieverklaring, die altijd geldig blijft• een onderzoeksrapport, dat verjaart na tweejaar.1

3. Voordelen van een dyslexieverklaringEen dyslectisch kind heeft volgens de wet,recht op extra voorzieningen in hetonderwijs, te weten:• extra tijd bij proefwerken en examens

• een vergroot lettertype van te lezen teksten;• opgaven op cassetteband of CD-rom1

Daarnaast bepaalt het dyslexiebeleid van een school welke andere voorzieningener zijn om met leerstof, proefwerken enschoolexamens (bv. Entree- en Citotoets op een lagere school) om te gaan.1 Tevens biedt een dyslexieverklaring de mogelijkheidvoor de middelbare school voor extrastudiefinanciering: voor een H.B.O. enuniversitaire opleiding kan dit wordenaangevraagd bij Informatie Beheer Groep,telefoonnummer: 050 - 599 77 55.

4. Dyslexiebeleid van een schoolVoor dyslectische kinderen is het heel prettig als een school een unaniem, dus door alle leerkrachten aanvaard en toegepastdyslexiebeleid voert. Te denken valt aan eenaantal afspraken, die in bijgaand voorbeeldvan een dyslexieprotocol vermeld staan.5

5. Andere extra mogelijkheden dankzij eendyslexieverklaringMet een dyslexieverklaring kan iemandingesproken studie- en vakboeken op CD-rom bestellen bij de FNB [FederatieNederlandse Blindenbibliotheken] teAmsterdam. Kosten: 90 euro per jaar of 50euro per jaar als er incidenteel gebruik vanwordt gemaakt. Telefoonnummer FNB:(0468) 468 468.

Voor ingesproken romans en kinderboekenis geen dyslexieverklaring nodig en kan menlid worden van de NLBB (NederlandseLuister- en Braille Bibliotheek) in Den Haag.Telefoonnummer NLBB: 070 - 3381 555.1

6. Entree- en CitotoetsMet een dyslexieverklaring kan iemand


Lichtpuntjes . . .continued from page 15

Melle en Annet hebben even een leukeontspanning met alle dieren.Melle and Annet take a break with all the animals.

THE DYSLEXIC READER

v United Kingdom (con’t.)

Anna MeadWinchester, Hampshire+44 (07951) 642 759

Keryn MiddletonBarking, Essex, +44 (0208) 507 9164

Fionna PilgrimKeighley, West Yorkshire +44 (01535) 609 797

Elenica Nina PitoskaLondon +44 (020) 8451 4025

Pauline RoylePoulton-le-Fylde, Lancs+44 (01253) 899 875

Janice ScholesLiversedge, West Yorkshire+44 (01274) 874 712

Laura ShoneIlford, Essex+44 (020) 8924 5755

Lynne SmithBrighton, East Sussex+44 (07986) 546 468

Barbara TimminsSolihull+44 (015) 6477 2657

Drs. Renée van der VloodtDavis SpecialistReigate, Surrey+44 (01737) 240 116

Evelyn WhiteWalton-on-Thames, Surrey+44 (01932) 230 624

Richard WhiteheadDDA-UK DirectorCranbrook, Kent+44 (01580) 713 094

Rachel WilliamsonHassocks, West Sussex+44 (01444) 245 260

v United States

AlabamaPaula MoreheadBirmingham+1 (205) 408-4420

ArizonaDr. Edith FritzPhoenix+1 (602) 274-7738

Nancy KressGlendale/Phoenix+1 (623) 203-1890

John F. Mertz, Jr.Tucson+1 (877) 219-0613 (Toll Free)+1 (520) 219-0613

Jeannette MyersSedona+1 (928) 204-1963

gebruik maken van de ingesproken Entree- enCitotoets. Sinds kort kunnen deze alleenaangevraagd worden bij het Cito-Instituut. Hetantwoordblad van de Cito-toets is behoorlijkonoverzichtelijk voor een dyslecticus; daardoorkan hij of zij fouten maken bij het invullen.Volgens Paul van Dam, hoofd afdelingBasisonderwijs CITO, is er geen enkel bezwaarom de toetsboekjes te fotokopiëren voor eendyslecticus, zodat deze de antwoorden in hettoetsboekje kan aangeven. De leerkracht maghierna de antwoorden uit het toetsboekjeoverbrengen op de computerantwoordbladen.1

7. Daisy-spelerMet een dyslexieverklaring kan men sinds 1januari 2003 gebruik maken van de Daisy-spelermet de Victor Reader Pro (hardware). Dit is eenmobiel apparaat voor werk of het volgen vanonderwijs, waarop ingesproken CD's kunnenworden afgeluisterd. Dit wordt vergoed door hetGAK, mits er een dyslexieverklaring én eenlidmaatschap bij de FNB Amsterdam is. KostenDaisy-speler: 475 euro.1 De Daisy-speler zouheel handig zijn op een school, zodat ook anderedyslectische kinderen hiervan gebruik kunnenmaken. Dit zou dan bewerkstelligd kunnenworden, via een kind dat voldoet aanbovenvermelde voorwaarden.

8. ‘Speak-out’In de toekomst wordt het ook mogelijk om tekst naar spraak om te laten zetten door eencomputer, ontwikkeld door de FNB, ‘Speak-out’genoemd. De verwachting is, dat dit september2003 op de markt verkrijgbaar is. Kosten: 200euro.3 Andere software waarmee spraak door de computer kan worden omgezet naar tekst ofandersom zijn Texthelp en Dragon. Informatiehierover: www. texthelp.com enwww.spraakherkenning.nl.2

9. www.anderslezen.nlOp deze website van de FNB staan digitaletekstbestanden van alle reeds ingelezenstudieboeken voor alle nivo's van onderwijs.Kosten abonnement: 90 euro per jaar of 70 euro

per jaar indien geen gebruik gemaakt wordtvan het lezen van kranten.1

10. ZorgverzekeringenSinds kort is het bekend geworden, dat hetafnemen van een dyslexieverklaring en debehandeling van dyslexie niet vergoed gaatworden via de Zorgverzekeringen. Dit zouoverigens alléén van toepassing zijn geweestals de dyslexiebehandeling werd uitgevoerddoor een erkend instituut, zoals een Iwal inAmsterdam.v

Bronvermelding:1. Balans mei 2001, september 2002, januari

20032. Jeugd in School en Wereld, Jaargang 87,

nummer 8, april 20033. Lezing FNB over dyslexie, april 20034. www. ministerie van VWS.nl5. Dyslexieprotocol - Jaap Prins, Greijdanus

College - Meppel6. Wentink, H & Verhoeven, L (2001)

Protocol leesproblemen en DyslexieNijmegen. Expertisecentrum Nederlands

7. Leij,A. van der, Struiksma, A.J.C. &Ruijssenaars, A.J.J.M. (2000)Dyslexie,Classificatie, diagnose endyslexieverklaring. Bilthoven: StichtingDyslexie Nederland

English Summary:Annet van der Baan, an experiencedremedial teacher in primary education, hasrecently become a Davis Facilitator in theNetherlands. She has thoughtfully provideddyslexic children, their parents and theirteachers, with ten “rays of hope” that shehas discovered do exist for dyslexics in theDutch school system. When a child isofficially diagnosed with dyslexia, he or shehas the right to receive special dispensationsduring examinations, such as extended time,use of audio cassettes/CD players and no‘marking down’ of mistakes in the use ofwritten or spoken language or only once per mistake. Annet has found that there areimportant differences between schools in theNetherlands, in what provisions they are ableor willing to provide. So she recommendsparents to do the necessary research beforesending their dyslexic child to a particularschool. She also describes new technicalpossibilities such as a ‘daisy player’ forplaying books on CD and speech recognitionsoftware and their cost. In most casesparents themselves are required to cover thecosts of extra equipment or software thattheir dyslexic child may need to use in school.

Lichtpuntjes . . .continued from page 16

THE DYSLEXIC READER

v United States/Arizona(con’t.)

Tamera P. RichardsonMesa/Phoenix+1 (480) 664-9274

CaliforniaReading Research CouncilDyslexia Correction CenterDr. Fatima Ali, FounderAlice Davis, DDAI Director,Ray DavisRonald D. Davis, FounderSharon Pfeiffer,Specialist TrainerDLS Workshop PresenterDee Weldon WhiteLexie White Strain Burlingame/San Francisco +1 (800) 729-8990 (Toll Free) +1 (650) 692-8990

Janalee BealsOrange+1 (877) 439-7539 (Toll Free) +1 (714) 547-4287

Janet ConferRancho SantaMargarita/San Clemente+1 (949) 589-6394

Richard A. HarmelMarina Del Rey/Los Angeles+1 (310) 823-8900

David Hirst Riverside (909) 653-9251

Dwight UnderhillEl Cerrito/Berkeley+1 (510) 559-7869

ColoradoKathy BaconLoveland/Boulder+1 (970) 669-0170

Terry DeMeoLittleton/Denver+1 (303) 850-7668

Crystal PunchEnglewood/Denver+1 (303) 850-0581

Kristi ThompsonWalsh+1 (719) 324-9256

FloridaRandom (Randee)GarretsonLutz/Tampa/St. Petersburg+1 (813) 956-0502

Rita Von BonPensacola Beach+1 (850) 934-1389

Dyslexia PlusAlice J. PrattDLS Workshop PresenterGwin PrattJacksonville+1 (904) 389-9251

GeorgiaBill AllenMarietta/Atlanta+1 (770) 594-1770

In October 2003, all USA workshops and courses which are part of the DavisFacilitator Training and Licensing Programwere approved by California State Universityat Hayward (CSUH) for undergraduate,graduate or continuing education units. Students attending Davis workshops andcourses in the United States may now alsoregister for and receive these units. All total,

37 quarter units (or 26 semester units) maybe earned. The approved workshops andcourses, units, course numbers and fees arelisted below in the order in which they maybe taken. Fees for these units are in additionto regular course fees charged by DDAI. For details, please contact Maria Fagioli at1-888-805-7216.

Davis Facilitator Training Workshops andCourses Approved for Academic Units andContinuing Education Units by California

State University at Hayward

CourseQuarter 7000-7699 7700-7999 8000-8999 CSUH DDAI Admin

Units Units Units CEUs Fee Fee

FundamentalsWorkshop 3 TED 7614 TED 7996 EXSP 8065 $108 $45

Basic Field 5.5-6Assignments & TED 7091 TED 7790 EXSP 8310 $216 $45

Practice Meeting 5.5 units 6 units 6 units

Advanced 3 TED 7094 TED 7791 EXSP 8311 $108 $45Workshop

Advanced Field Assignments & Practice Meeting

6 TED 7093 TED 7796 EXSP 8091 $216 $45

3 Training Pod Weeks & Final Field Assignments

21 TED 7560 TED 7799 EXSP 8308 $756 $45

7000-7699 UnitsThese are upper division undergraduate,or post-baccalaureate level courses.Applicability toward any degree programs(e.g., graduate course work, programs at other universities) is subject to determination by that academic department or university. These units aremost commonly used by teachers towardsalary increment. They are also used forthe California Clear Credential and somecan be applied toward supplementaryauthorizations.

7700-7999 UnitsThese courses are graduate level courses;they cannot be applied to an undergraduatedegree. The applicability for graduate credit is subject to the approval of the

academic major department. Transfer toanother University is subject to approvalby the other university. Students need tosubmit a course description and checkwith their graduate program advisors todetermine eligibility and transferabilityfrom CSUH.

8000-8999 UnitsA CEU is a nationally recognized unit of measurement for any of a variety ofnoncredit programs which may applytoward professional relicensure, promotion, or career advancement. Theseunits are not approved for academicdegree credit but usually are applicabletoward salary increment for teachers andother educators. These vary amongschool districts. v

THE DYSLEXIC READER

v United States/Georgia (con’t.)

Scott TimmWoodstock/Atlanta+1 (866) 255-9028 (Toll-Free)

HawaiiVickie Kozuki-Ah YouEwa Beach / Honolulu+1 (808) 685-1122

Scott ShedkoHonolulu+1 (808) 377-3177

IllinoisKim AinisChicago+1 (312) 360-0805

IndianaJodi R. BaughCloverdale/Terre Haute+1 (765) 526-2121

Myrna BurkholderGoshen/South Bend+1 (574) 533-7455

IowaMary Kay FrasierDes Moines+1 (515) 270-0280

KansasCarole CoulterOverland Park/Kansas City+1 (913) 831-0388

LouisianaWendy Ware GilleyBaton Rouge+1 (225) 751-8741

Christina MartinSlidell/New Orleans +1 (985) 646-2201

MichiganAnn MinkelSix Lakes/Grand Rapids+1 (866) 330-3671 (Toll-Free)+1 (989) 365-3176

Dean SchalowManistee+1 (800) 794-3060 (Toll-Free)

MinnesotaCindy BauerPlymouth/Minneapolis+1 (612) 483-3460

Virginia BushmanCold Spring/St. Cloud+1 (320)-685-7977

Cyndi DenesonSupervisor-Specialist Advanced WorkshopPresenterBloomington/Minneapolis+1 (888) 890-5380 (Toll-Free)+1 (952) 820-4673

Bernadette Peterson Maple Grove+1 (763) 229-4550

The subtitle of this book is 75 PracticalTips for Balancing Life, Love, Kids, andCareer, and the book is written as a manual--a how-to-do-it book. One of the unique features of this book is that it is all encompassing, covering all phases and stagesof a person's life. This ranges from PersonalWellness, Family Time, and WorkingMothers, all the way to Professional Skills.

In the section on Personal Growth andDevelopment, one of Gahrmann's tipsincludes, “Simply say NO." Saying "NO," or rather the inability to say no, is one of themain obstacles that prevent most people from living the lives they want to lead. Thedifficulty most people have, according to the author, is that that they want to be liked,want to help, be needed, or just avoid disappointing or hurting others. The authorgoes on to describe her own situation whenshe was writing this book and was doing the researching and interviewing. A publicofficial in her town she was interviewingasked her if she would participate, perhapseven lead, a committee to address some theissues she was uncovering that impact asuper busy parent. Walking her talk, shepolitely declined.

Another way the author describes is to postpone the decision by learning to automatically respond and say, "I'll get backto you on that." The reason for this is to putsome space between the request and yourresponse. In other words the objective is togive oneself time to consider and to get comfortable with saying "No."

In the Section on Professional Skills theauthor starts off with one titled, ReclaimWasted Time at Work. In this chapter shedescribes how to look at one's day--morespecifically writing down one's tasks and theput then in some sort of priority order, aftereliminating the ones not really necessary anddelegating those items that can and should bedone by someone else. Above all, Gahrmannsuggests setting up a system, writing it down,and then following it.

Another chapter in this section is titled,Act with Integrity. It is this writer’s belief andto a large extent, experience, that this in oneof the most critical items in the businessworld today. All one has to do is to read thebusiness section, let alone the front page, ofalmost any newspaper to see what the lack ofintegrity has been and how it is impacting the

Succeeding as a Super Busy Parentby Natalie R.Gahrmann

Price: $14.95Softcover: 218 pp.

BOOK REVIEWby Bill Foster, Business & Executive Coach, www.nichecoach.com

business world. Integrity involves the knowledge of what is right and what iswrong, the ability to avoid the wrong, andthen the willingness to stand up and do what is right.

In our culture one is either in integrity or out of integrity and there is no middleground. The author goes on to cite instanceswhere individuals are out of integrity; forexample, if they continue to work excessivehours while saying their family is their priority. Another instance includes stealingsomeone else's idea without giving themcredit or not apologizing when someone hasbeen wronged. The bottom line here is thatintegrity is when the actions one takes are inalignment with one's beliefs and when onetakes full responsibility for one's actions.

This book also gives the reader two additional steps at the end of each chapter. In the first the author cites a related activityso that the reader can follow through to discover what he/she can do and how to handle what is to be learned from reading the chapter. The second step is listing of recommended resources, so that, if need be, the readers can get more material orguidelines to further explore and chart theiractions.

All in all, it is this writer's opinion that"Succeeding as a Super Busy Parent" is more than a book to be bought and put on akitchen shelf--it is worthwhile investment forany parent to buy and then to read and use tofind success as a parent.v

Purchase the book from Amazon.com:http://www.amazon.com/exec/obidos/ASIN/0741413167/nichecoachcom/

THE DYSLEXIC READER

v United States (con’t.)

Mississippi Mississippi Dyslexia Center M. Elizabeth CookVicksburg/Jackson+1 (866) 632-2900 (Toll Free)+1 (601) 636-2900

MissouriPatricia HenryKansas City+1 (816) 361 6563

MontanaElsie JohnsonKalispell, MT+(406) 257-8556

Linda Jo PriceBozeman+1 (406) 586-8218

Nancy SittonWhitefish+1 (406) 863-9844

NebraskaShawn CarlsonLincoln+1 (402) 420-1025

NevadaBarbara ClarkGardnerville/Carson City+1 (775) 265-1188

New HampshireMichele SiegmannMason/Manchester/Boston+1 (603) 878-6006

New JerseyLynn ChigounisMontclair +1 (973) 746-5037

Nancy CimprichElmer/Philadelphia+1 (856) 358-3102

Charlotte FosterSupervisor-SpecialistBernardsville/Newark+1 (908) 766-5399

Edwina Stone Skillman +1 (609) 333-0618

New YorkCarla C. NiessenClintondale/Poughkeepsie+1 (845) 883-5766

Wendy RitchieHilton/Rochester+1 (585) 233-4364

North CarolinaGerri W. CoxShallotte/Wilmington+1 (910) 754-9559

Erin PrattAsheville+1 (828) 231-2400

Elizabeth RatliffCary/Raleigh+1 (919) 461-3948

Heidi Rose “Over fifteen years of working with youngchildren, I have refined mystyle of teaching – one basedon trust and respect for avariety of learning styles. As aFacilitator I look forward to

building connections with many people, helpingthem to value the way they learn and having funalong the way. Learning Solutions Australia, 36Ward Street, Pennington, S.A. 5013, Australia.+61 (08) 8240 1834. [email protected]

Lorna Timms “I have beenamazed, inspired, excited andhumbled by Davis and I amvery proud to become aFacilitator. I trained with awonderful team in Australiaunder the guidance of

outstanding supportive Specialists, I am lookingforward to continuing my Davis journey bybringing Davis to the South Island of NewZealand along with my friend and colleagueShelley McMeeken. Learning with Difference,455B Johns Road, Christchurch 5, NewZealand. +64 3 359 [email protected]

Shelley McMeeken “I have been interested inlearning difficulties for many years as Isearched for help for my daughter. When I read“The Gift of Dyslexia” something clicked. Mydaughter has completed a program with greatsuccess. I have completed the training and ampassionate about being able to offer real help forpeople with learning difficulties.” Learning withDifference, 25 Prestwick Street, Maori Hill,Dunedin, New Zealand. +64 3 467 [email protected]

Helen McGillivray has aBachelor of Applied Science inChild Studies and a degree inEducation. “After 17 years ofteaching, the past 10 years inSpecial Education, I amgrateful to have come across

the Davis Program. It is the missing link thatutilizes the talents behind these strugglingindividuals and provides the solutions to theirlearning differences. I feel privileged to be aFacilitator of the program and I look forward tosharing this experience with clients of all ages.Helping others, discover, and help themselves,

Newly Licensed Davis Facilitators, Specialists and Workshop Presenters

Congratulations and welcome to our growing international family of Davis providers!

is truly an enriching experience.” Mind OverDyslexia, 2097 Duncan Road, Oakville, Ontario L6J 2S1 Canada. 1 (905) [email protected]

Sharon Roberts decided tojoin the ranks of the growingnumber of Davis programproviders after witnessing thehuge success her son achievedfollowing the completion of aprogram and mastering all the

trigger words. “Derek has achievedindependence I only dreamed about. He justkeeps getting better and better. My greatestdesire is to help others like Derek achieve theirgoals or dreams and discover their destiny.” Shewill be working from Dyslexia SolutionsCanada, Ltd. 420 Weber Street North, Suite101, Waterloo, Ontario, N2L 4E7, Canada. 1(519) 746-8422. [email protected]

Jan Hagedorn After watchingstudents enrolled in the Davisprogram transform, Janenrolled in a personal program.Impressed with her ownsuccess and the success of herstudents she pursued the

facilitator training. Jan is excited to offer theDavis program, which creatively awakens andnurtures the talents and gifts within eachindividual, while providing specific tools toattack areas of confusion and frustration. Thisprogram has had a dramatic positive impact onJan personally and the students she works with.Jan, a mother of 3, provides programs from herhome. Box 3813 Garibaldi Highlands, BritishColumbia, V0N 1T0, Canada. 1 (604) 898-5668or 1 (604) 815-7054. [email protected]

Christine Noiset has been ateacher and therapist for24years. The magnificentresults obtained with the DavisProgram for my daughter, afternumerous therapies with noeffect, gave me the motivation

to train as a Davis Facilitator. My goal is tobenefit children and adults with the Davisprogram in Switzerland and Belgium. AvenueDu Censuy, 10, CH-1020 Renens, Suisse. +41(021)-634 3510 or (079) 332 [email protected]

THE DYSLEXIC READER

v United States (con’t)

North DakotaKaren NelsonBismarck+1 (701) 527-5367

OhioLisa ThatcherMount Vernon/Columbus+1 (740) 397-7060

PennsylvaniaMarcia MaustBerlin/Pittsburgh+1 (814) 267-6694

South DakotaKim CarsonRedfield/Aberdeen+1 (605) 472-0522

TennesseeSheri HowardHarrison+1 (423) 432-4582

TexasSuccess Learning CenterRhonda ClemonsColleen MillslagleTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

Kellie BrownFt. Worth+1 (877) 230-2622 (Toll Free)+1 (817) 989-0783

Susan DickensLeander/Austin+1 (512) 515-5591

Shannon LivermanLampasas/Austin+1 (512) 556-6990

Dorothy OwenSupervisor - SpecialistDallas+1 (817) 919-6200

Paula Roberts Tyler (903) 570-3427

Laura WarrenLubbock+1 (806) 771-7292

VirginiaDonna KouriRockville+1 (804) 749-8791

Angela OdomMidlothian/Richmond+1 (804) 833-8858 or (804) 744-0321

WashingtonDyslexia Correction Centerof WashingtonMarilyn AndersonAleta ClarkAuburn/Tacoma+1 (253) 854-9377

Guilaine Batoz Saint-Martin “Dyslexic myselfand mother of a dyslexic son, my life changedwhen I read the “Gift of Dyslexia.” I am happynow to be able to put my enthusiasm and mytechnical ability to help others.” Guilaine speaksboth French and English. 5 rue de Fonvielle, LaBastidonne 84120, France. +33 (0490) 08 98 [email protected]

Margit Pleger “I am anursery-school teacher andhave worked with handicappedpeople for a long time.Through my foster son, adyslexic, I came into contactwith Das Legasthenie Institute

in Hamburg. The Davis program helped him toovercome his difficulties. I was so enthusiasticabout this week that I made up my mind toattend a training course to become a Davisfacilitator. Today I offer the Davis program inmy own practice, and in addition to that, giveevening classes for illiterate adults.”Amundsenstr. 51, D-58300 Wetter, Germany.+49 (02335) 84 87 60. [email protected]

Ina Hallermann is herselfdyslexic and has been a teacherfor more than 20 years. Theprinciples of her work arelearning with heart and sensesand providing methods for self-help which include the human

being and his surroundings as a whole. Inaspeaks German, English, French and Greek.Ganzheitliche Lernförderung, Eggstr. 11, D-87567 Riezlern, Germany. +49 43 5517 20012.

Inge Starck “As a mother oftwo little children, I learned by chance about the DavisMethods. Suddenly it was clearto me, that this was exactlywhat I wanted to do. I wondereveryday about the successes

possible by this method.” Erfurter Strasse 45, D-35088 Battenberg/Eder, Germany. +49 (06452)93 28 88. [email protected]

Sjakkelien van Lier “Mybackground is working withmentally handicapped people. I am also an Art Therapist, justby coincidence (or shall I say,it had to happen because it‘fits’ me so well, someone

asked me to help her dyslexic daughter. I toldher I did not know anything about dyslexia. Oneday before I went to Italy on Holiday I could

borrow Ron’s book and when I came back fromItaly I found out that in two days the coursestarted! Many quick decisions have been madeand now I am ready to do this wonderful job!”Atelier "Rollecate", Tesschenmacherstr. 9, CR7415 Deventer, Netherlands. +31 570 600 008. [email protected]

Priska Baumgartner trainedwith DDA-Switzerland. Shespeaks both German andFrench. Bruhlstrasse 6, 5430Wettingen, Switzerland. +41 (056) 426 28 88.

Phyllida Howlett qualified as a teacher, broughtup three children (one of whom is dyslexic),went to college to gain computer IT skills andqualifications, and then returned to University tocomplete a degree in advisory and counselingwork. She originally came to the Davis methodto help family and friends with dyslexia only todiscover that she is very dyslexic herself. “TheDavis method was the only method which madeany sense to me. When I began the training Irealized the extent of my own dyslexia and theways in which it has affected my life. Workingwith clients and witnessing their relief anddelight as they recognize their gift for what it is,is a truly rewarding experience” Phyllida worksfrom her home in West Wales. Dyslexia WestWales, Greenwell Park, Crundale,Haverfordwest, Pembrokeshire, SA62 4DH,United Kingdom. +44 (01437) 766 [email protected]

Kate Blow “I came to Davisthrough my son James’ successwith his program; which led me to address my dyslexia atCentre Dyslexia Winchester.My career as a florist behindme, I studied counseling and

worked as a support tutor. I evangelize Daviswherever I go and am never happier than when I am facilitating a program and making adifference. Making a Difference DyslexiaCorrection, 24 Woodley Lane, Cupernham,Romsey, Hampshire, S051 7JN, UnitedKingdom. +44 (01794) 515 [email protected]


The Davis Facilitator training program requires approximately 400 hours

of course work. The Davis Specialist program requiresextensive experience providing Davis

programs and an additional 260 hours oftraining. Specialists and Facilitators are

subject to annual re-licensing based upon case review and adherence to

the DDAI Standards of Practice. Davis Learning Strategies School Mentors and Workshop Presenters are experienced

teachers and trainers who have had two-three years of specialized training andexperience mentoring classroom teachers

of children ages 5-9 years old.For information about training or a full

directory of Davis providers, seewww.dyslexia.com/providers.htm

or call 1 (650) 692-7141 or toll-free in the US at 1-888-805-7216.

v United States/Washington (con’t)

Meadowbrook EducationalServicesDorothy BennettJackie BlackRenie Royce SmithSpokane & Everett+1 (800) 371-6028 (Toll-Free)+1 (509) 443-1737or +1 (425) 252-8488

Marlene E. EasleyBellingham+1 (360) 714-9619

Kathy HawleyWenatchee+1 (509) 662-9121

Dyslexia Mastery CenterCarol HernDLS Workshop PresenterMary Ethel KelloggDLS Workshop PresenterSpokane+1 (509) 363-1771

Jo Del JensenOak Harbor/Anacortes/Seattle+1 (360) 679-9390

Rebecca LueraFall City/Seattle+1 (800) 818-9056 (Toll-Free)+1 (425) 222-4163

Ruth Ann YoungbergBellingham+1 (360) 671-9858

West VirginiaGale LongElkview/Charleston+1 (888) 517-7830 (Toll Free)+1 (304) 965-7400

WisconsinNew Hope LearningCenters, Inc.Darlene BishopMargaret Hayes Pam KretzMilwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900

v

This Directory is current

as of January 8, 2004.

It is subject to change.

Between newsletter issues,

new Facilitators are added,

and occasionally, some

become inactive. However

the Davis Providers list at

www.dyslexia.com is

always up to date.

v


Edwina Stone “I was amanager in data processingbefore I ‘retired’ to be a stay-at-home mom. I spent thesummer between my son’sfourth and fifth graderesearching why my son could

not read and what to do about it. I rejected allapproaches until my husband brought home“The Gift of Dyslexia.” The results were indeeddramatic. I knew that changing someone as myson had been changed was what I wanted to do.I questioned if my background was ‘suited.’ Irealized that in my twenty-five year career Itaught, studied people to find out what theywere thinking and feeling, and helped them todevelop tools and ideas. These are the sameskills that I hope to use in my Davis career.”Facilitated Learning Center of Princeton, 847Route 601, Skillman, New Jersey 08558, USA.1 (609) 333-0618. [email protected]

David Hirst has been marriedfor 12 years and is the father oftwo girls. He has a BS degreein PE/Health Science. He has alarge home office to see clientsin. “We were fortunate to comeacross the Davis Program. It

turned our oldest daughter from a nonreader tograde level in a short amount of time. Growingup dyslexic, I was desperate to have her not gothrough what I did. My daughter and I haveboth gone through the program with amazingresults. Having an educational background and a

strong desire to help people with learningchallenges, I could not resist becoming a DavisFacilitator. 8301 Attica Drive, Riverside, CA92508, USA. 1 (909) [email protected]

Paula Roberts is a certifiedelementary education teacherwith a minor in reading. Shehas taught in public and privateclassrooms with fifteen years ofexperience. She becameinterested in the Davis Dyslexia

Correction Program through her daughter’ssuccess with the methods. She has chairedcommunity projects such as the SummerReading Camp of Tyler, which provided a camp-like atmosphere for over 100 children andfurnished free books to encourage reading. Withher minor in reading, Paula was always drawn tothe students that struggled with reading. TheDavis Methods were the missing piece of thepuzzle that helped the students that had notresponded to conventional reading instruction.She believes that each person is uniquely createdand as a Facilitator she strives to work with theirspecial talents. Accelerated Solutions forDyslexia, 1203 South Chilton Blvd. Tyler, TX75701, USA. 1 (903) [email protected]

New Davis Specialist

Renée van der Vloodt has been in privatepractice as a Davis Facilitator since February1999. “I am thrilled to hear that I have beenaccepted for licensing as a Specialist! Thetraining had been hugely inspiring as itdeepened my understanding of our work. It hasfed a lot back into my practice, and that in turngives very real experience as a basis for mySpecialist work.” Renée is fluent in Dutch andEnglish and provides Specialist services forDDA-UK and its Professional Members.Leckhampstead West, 57 Reigate Road, Reigate,Surrey, RH2 0QT United Kingdom. +44 (01737)240 116. [email protected]

New Advanced Workshop Presenter

Gerry Grant completed hisAdvanced Workshop Presentertraining with Ron Davis inOctober 2003. DyslexiaSolutions Canada Ltd., Suite101, 420 Weber Street North,Waterloo, Ontario, N2L 4E7Canada. [email protected]

New Davis Licensees . . .continued from page 21

Come Learn andEXPERIENCE

the Davis DyslexiaCorrection

procedures!

DAY ONEBackground and Development of the Davis DyslexiaCorrection® Procedures· Research and discovery. The “gifts” of dyslexia. Anatomy and

developmental stages of a learning disability. Overview of thesteps for dyslexia correction.

Davis Perceptual Ability Assessment (a screening fordyslexic learning styles)· Demonstration and Practice SessionSymptoms Profile Interview (used to assess symptoms,strengths & weaknesses; set goals; and establish motivation)· Demonstration and Practice Session

DAY TWODavis Orientation Counseling Procedures (methods tocontrol, monitor and turn off perceptual distortions)· What is Orientation? Demonstration and Practice SessionRelease Procedure (method for alleviating stress andheadaches)Alignment (an alternative to Orientation Counseling)· What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling ADD symptoms)

DAY THREEOrientation Review Procedure (a method for checkingorientation skills)· Demonstration & Practice SessionDavis Symbol Mastery® (the key to correcting dyslexia)· What is Symbol Mastery? Why clay?Mastering Basic Language Symbols· Demonstrations and Group ExercisesReading Improvement Exercises· Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation

DAY FOURFine-Tuning Procedure (checking and adjusting orientationusing balance)Symbol Mastery Exercises for Words· Demonstrations, Group Exercises and Practice SessionsImplementing the Davis Procedures

To register for US workshopscall 1-888-805-7216 (toll-free)

Workshop Outline

Fundamentals of Davis Dyslexia Correction® Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis

29 January - 1 FebruaryPresenter: Ioannis TzivanakisLanguage: GermanLocation: Kassel, GermanyContact: [email protected]: +49 (040) 25 17 86 22

31 January - 3 FebruaryPresenter: Bonny BeuretLanguage: English/FrenchLocation: Geneva, SwitzerlandContact: [email protected]: +41 (061) 273 81 85

7 - 10 February Instructors: Robin Temple & Siegerdina MandemaLanguage: EnglishLocation: Addington, Kent UKContact: [email protected]: +44 (08700) 132 945

16 - 19 FebruaryInstructors: Robin Temple & Siegerdina MandemaLanguage: DutchLocation: Amersfoort, NederlandContact: [email protected]: +31 (0475) 302 203

23 - 26 February Presenter: Cindy DenesonLanguage: EnglishLocation: Houson, Texas USAContact: [email protected]: +1 (866) 520-8858 and +1 (817)919-6200

1 - 4 March Presenter: Cindy DenesonLanguage: EnglishLocation: Denver, Colorado USAContact: [email protected]+1 (866) 520-8858 and +1 (817)919-6200

22 - 25 April Presenter: Bonny BeuretLanguage: GemanLocation: Basel, SwitzerlandContact: [email protected] (061) 273 81 85

12 - 15 July Presenter: Cindy DenesonLanguage: EnglishLocation: Burlingame, Cal., USAContact: [email protected]: 1 (888) 805-7216

23 - 26 September Presenter: Bonny BeuretLanguage: GermanLocation: Basel, SwitzerlandContact: [email protected]: +41 (061) 273 81 85

30 Sept - 3 October Instructors: Robin Temple & Siegerdina MandemaLanguage: EnglishLocation: Addington, Kent UKContact: [email protected]: +44 (08700) 132 945

27 - 30 October Presenter: Gerry Grant Language: EnglishLocation: Boston, Mass., USAContact: [email protected]: +1 (866) 520-8858 and +1 (817)919-6200

3 - 6 November Presenter: Gerry Grant Language: EnglishLocation: Atlanta, Georgia USAContact: [email protected]: +1 (866) 520-8858 and +1 (817) 919-6200

25 - 28 November Instructors: Siegerdina Mandema & Robin TempleLanguage: DutchLocation: Amersfoort, NederlandContact: [email protected]: +31 (0475) 301 277

2004 WORKSHOP SCHEDULE

For updated workshop schedules visit:

www.dyslexia.com/train.htm

The Dys•lex •́ic Read •́er1601 Old Bayshore Highway, Suite 245Burlingame, CA 94010

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CA

PERMIT NO.14

~

DDA-Australia18 Bullecourt Ave.South MosmanSydney NSW 2088AUSTRALIATel: 61 2 9968 2678Fax: 61 2 9968 2059E-mail: [email protected]

DDA-CHFreie Strasse 81CH 4001 Basel,SWITZERLANDTel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41e-mail: [email protected]

DDA-DeutschlandConventstrasse 14D-22089 HamburgGERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]

DDA-Israel20 Ha’shahafim St.Ra’anana 43724ISRAELTel: 972 (053) 693 384Fax: 972 (09) 772-9889E-mail: [email protected]

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-mail: [email protected]

DDA-NederlandKerkweg 38a 6105 CG Maria Hoop,NEDERLANDTel: 31 (0475) 302 203 Fax: 31 (0475) 301 381E-mail: [email protected]

DDA-UKThe Corner House OfficesHigh StreetCranbrook, Kent TN17 3DFTel: +44 (08700) 132 945 or(0870) 443 9059 Fax: +44 (08700) 469 658Email: [email protected]

DDAI-US1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E:mail: [email protected]

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. Davis

This 4-day workshop is an introduction to the basictheories, principles and application of all the proceduresdescribed in The Gift of Dyslexia. Training is done with acombination of lectures, demonstrations, group practice,and question and answer sessions. Attendance is limited to ensure the highest quality of training.

Who Should Attend:Everyone involved in helping dyslexic individuals over theage 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 focusattention.

• The Davis Symbol Mastery tools for mastering reading.

• How to incorporate and use proven methods forimproving reading, spelling, and motor coordination into ateaching, home school, tutoring, or therapeutic setting.

See page 23 for more workshop details.

2004 International Schedule

29 Jan - 1 Feb Kassel Germany31 Jan - 3 Feb Geneva Switzerland

7 - 10 Feb Kent UK16 - 19 Feb Amersfoort Nederland23 - 26 Feb Houston, Texas USA1 - 4 March Denver, Colorado USA

22 - 25 April Basel Switzerland12 - 15 July Burlingame, Cal. USA

23 - 26 Sept Basel Switzerland30 Sept - 3 Oct Kent UK

27 - 30 Oct Boston, Mass. USA3 - 6 Nov Atlanta, Georgia USA

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• $975 per person plus $95 materials fee• $925 for DDAI members or groups of two or more

plus $95 materials fee• $975 if paid in full 60 days in advance incl. materials• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership,

verification of attendance, and Symbol Mastery Kit

• Academic units and CEUs available

Enrollment Limited u Classes Fill Early u Call 1-888-805-7216 or 650-692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htm

For a full description of the Davis Facilitator Certification Program, ask for our booklet

Fundamentals of Davis Dyslexia Correction Workshop

The Dyslexic Reader 2004 - Issue 34

Documents

Transcript of The Dyslexic Reader 2004 - Issue 34