VOL. 42 Davis Dyslexia Association International ISSUE 3 • 2006

Dys lex ic Read er• •́ •́~The

IN THIS ISSUE

(Cont’d on p. 8)

(Cont’d on p. 6)

The Seven Causes of Handwriting Problems, Part 1Excerpted from The Gift of Learningby Ronald D. Davis and Eldon Braun

Until the typewriter was widely used,good handwriting was consideredessential. Clerks and scribes wroteevery legal and business document inimpeccable script. People spent a lot of time and effort composing personalletters to friends and relatives. Nowthere is considerable debate as towhether or not good handwriting isrelevant in today’s world of computers,e-mail and such. If a student can learnto use a keyboard and a spell checker,maybe that’s enough to get by.

Handwriting is an art form thatrequires certain skills to accomplish.Some people may consider it dispensablein today’s education process, but theeducation system still considers legiblehandwriting an essential element of thegrade school curriculum. A child withdysgraphia (difficulty writing) oragraphia (inability to write) is likely tobe labeled “learning disabled” and sentto special education. I think most of uswould agree that it is handy and valuableto be able to fill out paper forms, or tojot down a grocery list you can readonce you get to the store. An individual

Mr. Lucas and the Capital A Excerpted from the book “Homeschooling and the Voyage of Self-Discovery” by David H. Albert

Mr. Lucas, my sixth grade teacher atPublic School #131 AND Three-Quarters in New York City had a plan(I’ve changed the number to protect,well, I’m not exactly sure what I’m trying to protect, but itseemed like a good idea).We were all going toleave his 6th grade classwith absolutely perfecthandwriting, and he wasgoing to make sure that ithappened his way. Yousee, he understood thatour current state ofimperfection wasn’t ourfault. It was a result ofpoor teaching and a lackof attention to detail in the earliergrades, and he, being in charge of usbefore we made the great leap forward

to junior high school, was there toensure the incoming students from P.S.131-3/4 were not going to be foundwanting. Or at least not if he had anysay in the matter.

Mr. Lucas was a formermilitary man who fought inNorth Africa in WW II. Oneof his preferred activitieswas to regale us with storiesof imbibing diverse varietiesof African bug juice, thusmaking all the girls, includingStacy Schwartz who wasalready too hot from her newtraining bra (did they reallyneed training?), extremelyuncomfortable. (Would “bug

juice talk” now be considered a formof sexual harassment?) So his plan wassimple: handwriting was to take place

News & Feature Articles

The Seven Causes of Handwriting . . . .Problems . . . . . . . . . . . . . . . . . . . . . .1

Mr. Lucas and the Capital A . . . . . . . .1

Overcoming a Roadblock . . . . . . . . . .3

Humor Corner . . . . . . . . . . . . . . . . . . .5Famous Dyslexics Remember . . . . . . . .5Dynamic Duo “Entrepreneurs . . . . . . .9 Bee Wear the Spill Chequer . . . . . . . . .9Gift of Dyslexia Now in Danish . . . . .11Ecos Colombianos . . . . . . . . . . . . . . .12A Davis Graduate Speaks . . . . . . . . .18Facilitation and Freedom . . . . . . . . . .23

Regular FeaturesIn the Mail . . . . . . . . . . . . . . . . . . . . . .2Book Reviews . . . . . . . . . . . . . . . .10-11Q&A . . . . . . . . . . . . . . . . . . . . . . .16-17New Davis Licensees . . . . . . . . . .20-25Davis Workshops . . . . . . . . . . . . . 26-28

PAGE 2 THE DYSLEXIC READER

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,Suite 245, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141.OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;and to present methods for improving literacy, education and academic success. We believe that all people’s abilitiesand talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD:Laura Zink de Diaz, Alice Davis, Abigail Marshall & Maria Fagioli. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year$25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS:We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com

The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis™, Dyslexia Correction®, Davis Symbol Mastery®, DavisOrientation Counseling®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.All rights reserved.

Five years later

Dear DDAI:Our daughter attended the DavisMethod training in Renton,Washington with Marilyn Anderson in 3rd grade. The difference that oneweek made in her life is immeasurable.Even five years later, she is reapingthe benefit of that week. She is activein sports, has A’s in reading, science,math and history, and a B+ in writing.She is an eager learner, becoming anavid reader, and has an attitude andconfidence that is awesome. She is theone that the other students call for

Copyright 2001 Randy Glasbergen. www.glasbergen.com

In the Mail:

help. She is even talking about takingcollege classes when she reaches highschool.

I feel that the Davis Method is a gold mine that we were fortunateenough to find. My greatest wish isthat all kids had this opportunity.

Kristine Morrison

Success with ReadOn

Dear DDAI:I feel compelled to share with you anexciting experience I had recentlywith an adult client using the ReadOnsoftware.

The young man I was workingwith showed symptoms of what I tookto be scotopic sensitivity. After

completing Alphabet Mastery andPunctuation Mastery and progressingto Spell-Reading, he complained of a glare from the white backgroundagainst the black text of the book wewere reading. It didn’t appear to belinked to any specific triggers at wordor letter level.

I decided to conduct an experimentwith ReadOn, because of its versatilefacility to select a wide variety of different colours for both text andbackground.

We discovered that with blacktext on a lightish grey background myclient didn't experience any “glare.”So I asked him to read from the screenwith plenty of Release and Alignment.

Every few sentences, I lightenedthe background very slightly, askingmy client to continue monitoring hisRelease and Alignment and taking abreak whenever “glare” symptomsoccurred.

By the end of the programme, we had progressed to a backgroundjust off of white.

Last week, he came back for aReview session. When I asked himabout his progress in reading, he casually commented, “Oh, by the way,that glare thing doesn’t happen anymore. So I’ve been reading loads frombooks and newspapers.”

Best wishes, Richard Whitehead Director DDA-UK Staplehurst, Kent

PAGE 3THE DYSLEXIC READER

From the time my 11-year-old Nathanwas in preschool, I knew that the traditional building blocks of academiclearning were not getting through tohim. When he was four and attendingmorning preschool, he still could notconsistently identify colors or shapes.Upon entering kindergarten, he hadmastered only half of the alphabet letters at best, and even fewer of thealphabet sounds. Although Frenchfries were one of his favorite treats, he often could not find the words in

his head and would simply describethe food as “those straight things.”From his toddler stage on, he always preferred to point and grunt rather thanusing language to express himself, buthe was a joyful and imaginative childwho enjoyed playing alone with histoys or building elaborate structures.His preschool and kindergarten teachersall assured me that he would “growout of it.” He was a happy, playfulchild who laughed often and loved hisfriends and the activities in school.

By the time Nathan was in firstgrade, it became clear that he was notprogressing, and he started to showsigns of frustration and fatigue whereschool was concerned. Individualtutoring that consisted of more of thesame phonics and memory-basedlearning by his well-meaning teacherproved fruitless. By the end of firstgrade, Nathan had been tutored in theLindamood-Bell program without

education, my husband and I were mostconcerned about how the constant testing, failed programs and frustratinglyslow progress affected Nathan.

During Nathan’s schooling, therewere periods when we just let himwork through school on his own whileproviding any needed support. But asmore time passed it was evident thathe was not going to “grow out of it.”

The disparity between his ability andthe classroom expectations grew morequickly with each grade level.Amazingly, Nathan always earnedgood grades, mostly a B average. Butthese were hard won. The amount oftime and effort to stay afloat grewincrementally with each passing year.It was inconceivable that he could workany harder. The playful kindergartenerhad turned into a solitary, quiet fifthgrader who worked hard, talked littleand opted out of any social involvementor lunchtime activities.

Over the years, Nathan has withdrawn from his circle of friends

and now shuns new activities, rarelywilling to step out of his small area ofcomfort. How I miss that silly, playfullittle boy, and I do realize that I haveplayed a part in his withdrawal. In myfrenzied attempt to identify the problemand find the right program, I was hardon him. I pushed, begged and bribedhim, hoping that if he just experiencedsome success, doors would open forhim. I only succeeded in helping tocement his obstinacy and create athick barrier of resistance between us.

A Davis Dyslexia CorrectionProgramSo, when we started the DavisProgram, it was clear that Nathanwould be resistant. He had tried somany programs and worked withmany wonderful people, only to findthe road frustrating and unsuccessful.One month after completing the one-week Davis dyslexia correction training,Nathan’s interest had waned. He didnot want to work on the trigger wordsor do his daily fine-tuning; as far as he was concerned, it wasn’t helping.Although I realized that Nathan and Ihad fallen into our old dysfunctionalroles, I had no idea how to extricate us from this situation.

I called on Dee, the director ofthe Burlingame office, for help. Sheencouraged me to talk openly to Nathanabout his resistance and feelings aboutthe program, and to allow him to makesome suggestions on how to proceed.He needed to be in control and set thepace. I needed to be the supporter, notthe pusher.

I talked openly with Nathan aboutmy concerns, his unwillingness to proceed with the program. Although he didn’t respond or offer much information, he seemed, at least moreopen to setting a schedule and followingthrough. His difficulty with the Kooshballs, I think, stemmed from his rovingmind’s ear, so we have been doing theping exercise daily along with the Kooshballs. Although he lacks enthusiasm attimes, he has been consistent.

Yesterday we counted up all thewords he has completed; he had 16words finished. Realizing that he wasclose to his first benchmark, 25, heagreed to work with the clay on a

One roadblock overcome;many more to conquer.

improvement, and then we triedan eye therapy program that wassaid to cure eye-tracking andfocus issues. After more than ayear, we abandoned the eyetherapy, much to Nathan’s relief.Based on his poor performance,we had Nathan repeat first gradewhen we moved to a new area.

Tests and More TestsBy the time Nathan entered fifthgrade, he had been tested by the public school with the fullbattery of tests, a speech andhearing specialist, specializedoptometrist, Lindamood-Bellspecialists etc. Although thecombined costs of these tests,programs and tutoring hoursadded up to more than a college

By Janet,Nathan’s Mom

PAGE 4 THE DYSLEXIC READER

weeknight. In our earlier conversations,I had mentioned that tension wasgrowing between us because I waspushing and he was shutting down. I told him that I did not want this program to become a burden on ourrelationship; if it was going to work,he needed to be motivated and meetme more than halfway. I asked himhow he felt when it was time to workwith the clay or do fine-tuning. Whatwas he seeing in his mind? How didhis body react? Never one to elaborate,he simply grunted and shrugged hisshoulders. I described the signs heexhibited when he was shutting down:no eye contact, no words – respondingwith grunts and shrugs – turning hisback on me, fiddling with his hands orhair, to name a few. He acknowledgedthat he resists me but I wasn’t sure hewasn’t simply agreeing with me to getme to stop pestering him.

At the family dinner table the topicof the dyslexia correction program cameup. Both John and I asked Nathan ifhe thought the program fit him, if thefine-tuning and other techniques make adifference at school. He enthusiasticallysaid that it was helping, that he noticesa difference – thumbs up. Again, Johnand I looked at each other, a bit dubious;we often found that Nathan would sayanything to end conversations abouthis difficulties.

The Walls Go UpAfter dinner, Nathan got out the clayand we worked on three words. Hisenergy level was high and he wasmotivated to do more even though itwas getting late. After finishing threewords, I suggested that we do the word“resist.” Nathan was reluctant andtried to persuade me to do it later, butI held my ground saying that Dee hadsuggested we try it.

The definition was “to fightagainst or work against,” – easyenough to visualize. When we startedmaking sentences, I said, “When Iwant to work with the clay, Nathansometimes resists me.” He looked atme but didn’t say anything. As weworked on the models, Nathan quicklybecame deflated. He didn’t like thisword; it was too long. He couldn’t

think of anything to make. We madeup more examples and I encouragedhim to use me in the sentences. “Whydon’t you say something like, ‘WhenMom pushes me, I resist.’”

He grudgingly made a model thesize of a tack. I questioned how hecould possibly show the word resist insuch small figures. He moaned andslouched; I teased him that he was“resisting” me and continued to makesentences containing the words resist,Nathan and Mom. He made biggermodels but didn’t put a head on his body.

As he was cutting one block intotwo legs for a model of him, it lookedlike the Nathan model was kicking theMom model. I teased him and said thatit really showed “fighting against” eventhough I don’t think he did it on purpose.He continued to hem and haw, so Iencouraged him to finish the final stepof the process.

Spelling the word, he was clearlyfrustrated; I could feel the anger bubblingup inside. He spelled it wrong andinsisted he couldn’t do it; didn’t like itetc. etc. I asked him if he wanted totake a break. “NO!”

“Should we just stop here andcome back?” “NO!”

“Well, Nate it is up to you.” AndI just sat and waited. Clearly he wasfighting within himself. My guess isthat he was very uncomfortable andwanted to run away. Finally, he took alook at me and ran out of the room.He slammed doors, threw things andbroke a light. I could hear him sobbingfrom the other room.

Sad, MadWhat do I do? It was so hard to hearthe frustration and pain in his voice,but I was afraid to go after him.Wasn’t I the one causing this reaction?I let him simmer for ten minutes andthen decided to see what he was up to.

He was still angrily crying, and Icould hear him clambering up onto hisbunk bed. When I went in his room, hewas curled up in his covers sobbing. Iquietly asked him if he wanted me tostay or leave. “If you don’t want to seeor talk to me, I will leave you alone,but I want you to know that I am herefor you.”

Not surprisingly, there was noanswer. I slowly climbed up the bunkbed and lay down next to him. Hishead and body were turned away fromme in an attempt to shut everythingout, so I just snuggled up next to himand hugged him and rubbed his backrepeating, “I am here for you, goahead and cry, get it out.” I couldn’thelp but cry myself; I felt so useless,but I started to realize that I cannot doany of this for Nathan. He needs towork through these tough spots. Idon’t have the power to take the painaway. As you know, that is a very difficult realization for a mom.

I asked Nathan again, ”Do youwant me to stay?” He nodded yes so Ihugged him tighter and let him cry.Then, he got up to move, turned andhugged me tight. My heart melted.After awhile, I asked what he wasfeeling. He said, “Sad, mad.” I asked ifhe was mad at me, and he said, “kindof.” I told him he can be really mad atme, he doesn’t have to lessen it with‘kind of.’ I asked how his body felt.He said he felt tight in his stomach andhis fists became clenched. I explainedthat he probably had such a big reactionto this word because it is such a part ofhis defense system. I asked him if heresists other people and experiencesbesides me, and he said, “Sometimes.”I smiled at him and announced, “This isa good thing. We hit a major road block!Do you understand why it is good?”

“Yes,” Nate said, “because now Ican work through it.” This resistancehad become such a part of Nathan’scoping skills that he had never realizedhow much he had been automaticallyshutting out. He acknowledged that he“doesn’t do” things because of thisinternal resistance. We talked abouthow hard it is to look inside ourselvesand see things that are working againstus, but it is a necessary step towards

PAGE 5THE DYSLEXIC READER

positive change.After some

quiet time, I askedNathan if he justwanted to stay inbed. He said thathe wanted to getup. Then I askedhim if I shouldclean up the clay.“No,” he said, “Iwant to finish itnow.” There was no mumbling orindecision. We sat down and looked athis broken model. I teased him aboutbreaking us apart. He laughed. He tooka deep breath and said, “Resist meaningto fight against or work against;r-e-s-i-s-t, t-s-i-s-e-r, r-e-s-i-s-t, resist.”He turned to me with a triumphantsmile.

I then showed Nathan my model.I had made a block model of Nathanwith a sour face and arms outstretchedkeeping everything at a distance. MyMom model had open arms and concerned eyes. I wrapped my model’sarms around the rigid Nathan modeland said, “Resist – to fight against orto work against. Even when Nathanresists, Mom still loves him.” Nathangave me a bright smile and hug.

While we cleaned up the clay,Nathan remembered that he needed tostudy for his 50-State test. We wentand snuggled in my bed with the map

of the UnitedStates. He whippedthrough all theanswers, spellingthe important ones.When I asked himwhere his energydial was, he said,“5.” After a longhug, Nathanskipped off to bed.When I went to

check on him 10 minutes later he wassleeping blissfully.

This was a powerful experienceand most of the way through it I hadno idea what steps I should take.Thanks to Dee’s guidance and support,we hurdled a difficult roadblock.

EpiphanyToday I had an epiphany – instead oftrying to avoid the hard stuff in life, itis so important to face it head on. Mypersonal strategy has been avoidanceof conflict – to keep everything calmand under control; Nathan has beenmodeling me. Now I see the importanceof meeting challenges with a positivebelief that resolving and overcomingtough spots makes life better. And Iam going to provide my children withthe opportunity and encouragement tomeet their personal struggles with asense of confidence and purpose.

One roadblock overcome, manymore to conquer. v

Dan Malloy,mayor ofStamford,Connecticut and2006 candidate forGovernor. In aninterview with TheAssociated Press

after his nomination, he stated,“Realistically, if you asked peopleabout me from my childhood, theywould not have predicted the level ofsuccess that I’ve been able to achieve.If you can’t read, you can’t do mathand you can’t spell, then how is anyonegoing to assume that you can be successful?”

Famous Dyslexics Remember

Barbara Corcoran, real estate executive, author and TVpersonality. In the February 2006 Fortune Magazine articleby David Whitford, she states, “If you can picture it, you can get it. It’s a great business talent, because I could alwayssee it all right away–the timetable, the money, me beingsuccessful.”

Patrick Dempsey, actor and star of the TV series, Grey’sAnatomy. In a March 2006 pre-Oscar interview with BarbaraWalters, Dempsey revealed he was diagnosed with dyslexiaat age 12. “I think it’s made me who I am. It’s given me aperspective of ‘you have to keep working.’ I have never given up.”

Learning NumbersThe teacher asked one of heryoung students if he knew hisnumbers. “Yes,” he said. “I do. My fathertaught me.” “Good. What comes after three.” “Four,” answers the boy. “What comes after six?” “Seven.” “Very good,” says the teacher.“Your dad did a good job. Whatcomes after ten?” “A jack,” says the little boy.

“He who uses many wordsto explain any subject,

doth, like the cuttlefish,hide himself for the most

part in his own ink.”– John Ray, Naturalist

(1627-1705)

PAGE 6 THE DYSLEXIC READER

v Argentina

Silvana Ines RossiBuenos Aires+54 (114) 865 3898

v Australia

Brenda Gayle BairdBrisbane+61 (07) 3299 3994

Sally BeulkeMelbourne +61 (03) 5727 3517

Mary DavieLilli Pilli, NSW+61 (02) 9526 1505

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Gail HallinanDLS Workshop PresenterNaremburn/Sydney+61 (02) 9405 2800

Barbara HoiMosman/Sydney +61 (02) 9968 1093

Eileen McCarthyManly/Sydney +61 (02) 9977 2061

Marianne MullallyCrows Nest, Sydney+61 (02) 9436 3766

Mark O’BrienPort Macquarie/Sydney+61 (02) 6582 3633

John ReillyBerala/Sydney+61 (02) 9649 4299

Michelle RoachSydney +61 (02) 9680 1610

Heidi RosePennington/Adelaide +61 (08) 8240 1834

v Austria

Annette DietrichWien +43 (01) 888 90 25

Jacinta FennessyWien +43 (01) 774 98 22

Ina Barbara Hallermann Riezlern +43 5517 20012

Marika KaufmannLochau +43 (05574) 446 98

Christa SalcherWien +43 (01) 888 61 44

InternationalDavis Dyslexia

Correction®

ProvidersThe Davis Dyslexia

Correction program isnow available from more

than 430 Facilitatorsaround the world. For updates, call:

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

www.dyslexia.com/providers.htm

– child or adult – with dysgraphia or agraphiahas a problem that is more than just an inconvenience. Even though some peoplemay trivialize the problem, it can be a sourceof extreme embarrassment, and can contributeto lowered self esteem.

The Seven Causes of HandwritingProblemsEvery handwriting problem has two elements:specific skills that are missing and the reasonthose skills haven’t yet been developed. Thehandwriting problem must be observed notonly from the perspective of the absence ofskill but also why the skill did not develop.There are seven possible reasons why a personmight have a handwriting problem:

1. brain damage2. physical illness and deformity3. intentionally poor penmanship4. inadequate or no instruction5. disorientation6. multiple mental images 7. an inadequate natural orientation.

We will not discuss the first three here;only the last four reasons in the list are relatedto dyslexia.

No or Inadequate Instruction– SoObvious That It Is Easily OverlookedA person may have a handwriting problemsimply because he was never given properinstructions in penmanship, or the instructionsweren’t sufficient to build the necessary skills.These deficiencies are not directly related to picture thinking or disorientation, but disorientation can indirectly contribute to the problem. The ability to disorient allowsthe student to be physically present in aclassroom without being there mentally. Analternate reality or daydream produced by adisoriented state will undermine even the bestinstruction. And there may be another link.

To determine whether your student’sproblem fits into this category, start with aninterview: Ask the student if he was givenadequate instructions. If not, the solution issimple and straightforward – provide them.However, if the student wasn’t given adequateinstructions because of “special education” thatmeant he was pulled out of class for specialhelp (or missed school for other reasons) andtherefore missed writing instruction, there willprobably be other learning problems that needto be resolved first.

DisorientationThere are three different situations whereindisorientation can be a factor in handwriting.The trigger word phenomena in readingdyslexia can carry over to writing, and thetrigger words can cause disorientation whenattempting to write.

Also in this situation, a person withreading dyslexia can experience an overallconfusion with words, where the mere act of writing words becomes the trigger for disorientation. Two common characteristicsthat identify this problem are:

• On unlined paper, the writing doesn’t gostraight across the page. Sometimes even on lined paper it may not be straight. • Usually the size of the letters isn’t consistent,especially in block printing. There may be aninappropriate mixture of upper and lowercase letters. With older students, the writingmay be limited to block printing in upper case.

The other two situations follow the samestimulus-response model as reading dyslexia.The individual, in an oriented state, encountersa stimulus while writing and becomes disoriented, usually for only a split second.During the disorientation, the handwriting goesaskew. This particular problem is rare in children,and then almost always accompanied by readingdyslexia. In adults this problem can exist unrelated to reading dyslexia.

The handwriting disorientation triggersfall into two basic categories: (1) line andshape triggers and (2) motion triggers. Neitherlines, shapes nor motions by themselves cancause disorientation, so there must be something in between the trigger and the disorientation. It is emotion. For readingdyslexia, the triggering emotion is the feelingof confusion. For these handwriting problems,it could be confusion or something else.

So, we have the anatomy of a trigger–line, shape or motion – which produces anemotion, which in turn causes disorientation.Emotions actually come from the individual’slife experiences. Somewhere in the person’spast is a real life experience that contained that emotion. Somehow, a line in a particulardirection, or a certain shape, or a particularmotion reminds the individual of that experience. Subconsciously linking the line,shape, or motion to the past experience bringsthe emotion forward in time. The individualbegins to unconsciously experience the pastemotion in the present, and the result is a disorientation.

Handwriting problems . . . (cont’d from p. 1)

PAGE 7THE DYSLEXIC READER

v Bahrain

Sameera Sadiq Al BaharnaManama +973 555 201

v Belgium

Ann Devloo-DelvaVeurne +32 (058) 31 63 52

Peggy PoppeBorgerhout (Antwerpen)+32 (03) 236 54 24

Edith RotenbergHoutain-St. Siméon/Liège+ 32 (04) 374-27-87

Viki VandevenneBonheiden+32 (0473) 30 41 51

v Brazil

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

Canada

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

Rocky Point AcademyStacey 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

Debra D’AversaLeamington, Ontario+1 (519) 322-1297

Sandy FarrellHudson, Quebec+1 (450) 458-4777

Terri FedorchukDryden, Ontario+1 (807) 223-7769

Renée FiglarzMontreal, Quebec+1 (514) 815-7827

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

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

Sue HallWest Vancouver+1 (604) 921-1084

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

Sue JutsonVancouver, B.C.+1 (604) 732-1516

Mary Ann KettlewellLondon, Ontario+1 (519) 652-0252

Multiple Mental ImagesDisorientation isn’t a direct factor here, butsimply being a picture thinker can make aperson vulnerable to the problem. It is createdwhen a penmanship teacher doesn’t understandwhat can happen when visual models are givento a picture thinker. In the process of givinginstructions, the teacher inadvertently givesthe student multiple models of what writingshould look like. For instance, a kindergartenstudent named John is learning to write hisname in the school’s approved writing format.He draws:

He didn’t quite get it on the first try, so as amodel, the teacher draws the word correctlyto the left of the one the student has drawn.

He tries again.

What the teacher is doing seems reasonable.The student is given models to follow andduplicate. The problem is, the two models the teacher provided are not identical. Thiswouldn’t be a problem for most students, butfor a picture thinker it can create agraphia,the most severe of all writing problems.

The picture-thinking student made anexact mental copy of the teacher’s model.When the second model was given, he madean exact mental copy of that one as well. The next time he tried to draw the word, hementally looked at both of these mental pictures, but not side by side. The pictureswere superimposed on top of one another.The models weren’t identical, so the mixtureof the shapes of the lines formed a snarl ofmultiple lines. The mental picture the studenttried to follow was impossible to draw.

In a situation like this, every time theteacher provides another model, even withvery slight variations, the new model addsmore difficulty as it is superimposed on theothers. Literally, the more instruction the student receives, the worse the problembecomes. The more models he is shown, the more difficult it becomes for him to even attempt to write. He ends up with amental picture that looks like this:

It’s still off a bit, so next to that the teacherdraws another example.

As a natural reaction, the student willbegin to grip the pencil tighter and tighteruntil his fingers are fatigued. He will pressharder and harder with the pencil until the leadbreaks or the paper tears. With each attempthe makes simply to write his name, his entirebody will become tenser. Eventually, he willget to the point where he can’t even hold andmanipulate a writing instrument. The merethought of attempting to write could causeextreme anxiety. It’s quite common for children with agraphia to be taking prescriptionmedications for the symptoms of hypertension,depression or ADD.

These signs indicate that multiple mental images need to be addressed.

In the next issue we’ll learn how aninadequate natural orientation (dyspraxia)affects handwriting.v

PAGE 8 THE DYSLEXIC READER

v Canada (cont’d)

Carol LivermoreOttawa, Ontario +1 (800) 394-1535 [Toll Free]

Julie LockeTruro, Nova Scotia +1 (902) 895-9015

Yuko Kimura McCulloch, Ph.D.Vancouver, B.C. +1 (604) 222-2258

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

Susan Nikolic-VicenticNewmarket/Toronto+1 (905) 953-0033

Brenda OsadchyMedicine Hat, Alberta +1 (403) 529-7902

Tina PanaritisMontreal, Quebec+ 1 (514) 690-9164

Judy ParleyTaber, Alberta+1 (403) 330-9873

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

Kendra RodychSaskatoon/Saskatchewan +1 (306) 955-2972 or (306) 230-8961

Sharon SchachterThornhill, Ontario+1 (905) 764-6774

Catherine SmithOakville/Toronto+1 (905) 844-41441-888-569-1113 toll-free

Edwina StoneWhitehorse, Yukon+1 (867) 393-4489

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

v China

Livia WongHong Kong+852-2810-0282

v Colombia

Laura Zink de DíazBogotá+57 (1) 638-6342

v Costa RicaMaria Elena Guth BlancoSan Jose+506 296-4078

Marcela RodriguezAlajuela +506 442-8090

v CyprusAlexis MouzourisLimassol +357 25 382 090

v France

Christine BleusSaint Jean de Gonville/Genève +33 450 56 40 48

45 minutes every day. During this time,beginning with capital “A”, we were each towrite ten lines of ten perfect letters (100, allthe same), in Roman military formation, andonce we had accomplished this and had themchecked by him, we would be promoted onto the next letter.

Occupational HazardNow my last name begins with “A”, whichhad condemned me to the front-row, righthand-side desk near the door for the pastseven years, and made it difficult (but notimpossible) for me to stare out at my favoritetree in the schoolyard. Occupational hazard,that last name beginningwith A, and I was luckynot to have developed apermanent crick in myneck from perenniallybeing forced to look left, or to have been permanently disfiguredas a result, like a galleyslave chained in perpetuityto a single oar on the leftside of the ship.

So, anyway, I did my ten lines of tencapital A’s, all with my Waterman cartridgepen as neatly as I could (quite a trick, asmost of the ink used to leak out all over myshirt pocket), and brought my paper up toMr. Lucas’ desk, behind Johnny LoSassini,the class artist, who was onto the capital J’sbefore I could manage his name once withouta lisp. Mr. Lucas, pen in hand, began to putbig red X’s (capitals or smalls, I couldn’t tell)over a third of my A’s, mumbling “Potato-head”or “Looks like a squished pear” or “Needs togo on a diet”, and sent me back to my deskto create another century.

Days, and then weeks went by. At first,I used to approach Mr. Lucas’ desk with someconcern, hoping that my A’s would finallypass muster so I could go on to B’s. But nosuch luck. There were always potato-headsor beer-bellies or squished pears and lots ofred X’s on my paper. After about three weeks,with everyone else in my class moving aheadexcept me and my friend “A”rthur (wouldn’tyou know it? And Stacy, still in training, was already on “P”!), I began to becomeembarrassed, and then ashamed. After sixweeks, the shame turned to barely concealedanger, and then, maybe three months into this exercise, I discovered that I didn’t care

Mr. Lucas . . . (cont’d from p. 1) anymore, and that it was really all right. Afterall, no matter where you were in the alphabet,you still had to spend your 45 minutes inhandwriting.

A “Scarlet” LetterIn four-and-a-half months, and includingmore centuries assigned in daily homework, Idrew a total of 27,923 capital A’s. The reasonI know the count to this day is that my friendArthur and I started to keep tabs, and worethe number of our red-stained A’s as badgesof honor (I can’t claim to have read TheScarlet Letter yet, but when I finally did, Iimagined a black, cursive capital “A” withbig red “X” on it. We were, however, deeply

immersed in The RedBadge of Courage,which may have beenmore on point.)

I never would haveescaped capital “A,”except that in January,Mr. Lucas, normally aman of iron – a veritableCal Ripken of theschool teaching world –who ruled the schoolyard

during recess like the army lieutenant he was,and without a winter coat, got sick for twodays. A substitute came in who didn’t quiteknow the rules. She, rather shapely as Iremember, would walk around the room in ahaze of cheap toilet water (I told this to myolder daughter, and she burst out laughing,and the term still makes me inwardly smile),and as she passed your desk, if you’d hastilyscribbled barely a line or two she wouldcheck your paper and you were on to the next letter. In two days, I went from capital“A” to lowercase “m.”

I honestly don’t remember if I ever finished the alphabet, but I do know that from that year forth, my handwriting hasdeteriorated into the inscrutable, and most ofthe letters between capital “A” and small “m”are a veritable wasteland. Oh, and what ofArthur, my partner in this tale of scrawl? Hebecame a famous Park Avenue cardiologist,and I think he now uses a self-inking rubberstamp for his signature. v

David H. Albert is a homeschooler andauthor of Homeschooling and The Voyageof Self-Discovery: A Journey of OriginalSeeking (Common Courage Press, 2003),from which this story is excerpted. More

information about his books and homeschooling ideasare available at his website, www.SkylarkSings.com

PAGE 9THE DYSLEXIC READER

v France (cont’d)

Corinne CouelleMarsannay-le-bois/Dijon +33 (0380) 357 953

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

Françoise MagarianLegny/Lyon+33 (0474) 72 43 13

Carol NelsonParis +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

Theresia AdlerBannewitz +49 (0351) 40 34 224

Ute BreithauptLangenselbold+49 (06184) 93 84 88

Gabriele Doetsch Bad Windsheim / Würzburg+49 (09841) 1637 or 1644

Ellen EbertAmmern +49 (03601) 813-660

Cornelia GarbeBerlin +49 (030) 61 65 91 25

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

Das Legasthenie InstitutIoannis TzivanakisSpecialist TrainerWorkshop PresenterDDA-Deutschland DirectorWilfried BährHamburg+49 (040) 25 17 86 23

Christine HeinrichHeubach/Ulm+49 (07173) 716 793

Sonja HeinrichSupervisor-SpecialistDLS Workshop PresenterDDA-Deutschland DirectorGarbsen/Hannover+49 (040) 25 17 86 23

Kirsten HohageNürnberg+49 (0911) 54 85 234

Ingrid HuthBerlin +49 (0179) 896 8007

Christine JacobLörrach +49 (07621) 134 60

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

Inge Koch-GassmannBuggingen+49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Bee wear the spill chequer

. . . or why it’s not a good idea to place too much faith in your computer’s

spellchecking program.

origin unknown

Eye halve a spelling chequerIt came with my pea sea

It plainly marques four my revueMiss steaks eye kin knot sea

Eye strike a key and type a wordAnd weight four it two say

Weather eye am rung oar writeIt shows me strait a weigh

As soon as a mist ache is maidIt nose bee fore two long

And eye can put the err or riteIts rare lea ever wrong

Ben and Abbey with some of their tastytreats!

“Dynamic Duo”EntrepreneursFrom New Hope Learning Centers, Inc, Edina,Minnesota and Menomonee Falls, Wisconsin

Some dream. Others make dreams happen.Such is the case with a couple of youngentrepreneurs: the sister and brother team of Abbey (age 14) and Ben (age 12). This“dynamic duo” came through the doors ofNew Hope Learning Centers, Inc. in Octoberof 2004 and both completed the DavisDyslexia Correction.®

It was clear from the beginning thatAbbey and Ben are very gifted individuals.As we got to know them during the programweek, we learned that they arenot shy about sharing their ideasand dreams. Ben even cautionedthe tenants of our office buildingthat they shouldn’t smoke and thathe was going to invent a cigarettethat tasted good and was good for them!

As “budding” entrepreneurs, Abbeyand Ben have developed several successfulbusinesses. Their first endeavor is Hoof ‘NPaw Treats, which are healthy muffin typetreats for dogs and horses. They look and smellgood enough for people and are handmadewith love right in their own kitchen! NewHope Facilitators, Darlene Bishop andMargie Hayes who worked with Abbey andBen, have tried the treats (not personally ofcourse) and their favorite four-legged friendsloved them! Abbey and Ben see their businessas a way to serve the animal kingdom theylove so much. They even have a treat for thediabetic dog or horse who needs to watchtheir waistline, or as they call it, “girthline.”Here are just a few of the creative types oftreats they offer: Cinna “Bone”; Pea “Mutt”Butter; “Bark”-B-Q; “Howl Wheat”; and Gar“Lick” & Cheese. How brilliant!

But they didn’t stop there… Abbey is nowup to 36 clients in her Pet Sitting Servicewhere pets get all the lovin’ attention theywould from their owners (and probablyspoiled a bit too) when Abbey’s around. Momsays they even have to schedule vacationsaround Abbey’s business.

While Abbey developed her Pet SittingService, Ben found his own “niche” by offering a service that moves right alongwith the changing culture. He converts VHStapes into DVD’s using his own computer.

Abbey and Ben are bright, gifted,and energetic individuals whohave so much to offer. All of usat New Hope Learning Centers

are privileged to be part of theirlives and to watch their vision and

passion make their dreams happen!

Thanks Abbey & Ben

v

PAGE 10 THE DYSLEXIC READER

v Germany/Deutschland (cont’d)

Marianne KranzerKönigsfeld+49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29

Sabine La DueStuttgart+49 (0711) 479 1000

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0

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

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 +49 (03987) 52106

Phoebe SchafschetzyHamburg+49 (040) 392 589

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

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

Beate Tiletzek Waldkraiburg+49 (08638) 88 17 89

Andrea ToloczykiHavixbeck/Münster+49 (02507) 57 04 84

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

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

Susanne WildPaar +49 (08205) 959 08 28

Gabriele WirtzStuttgart +49 (0711) 55 17 18

v GreeceZoe DeliakidouThessaloniki +30 2310 434510 or +30 6934 662438

Irma Vierstra-VourvachakisRethymnon/Crete+30 283105 8201 or 69766 40292

v Iceland

Áslaug ÁsgeirsdóttirMosfellsbaer+354 565-2537

Book Reviews

Reviewed by Jacqueline Ward

The Everything Sign Language Book: American Sign LanguageMade Easyby Irene DukeSoftcover: 286 pages ($14.95)Publisher: Adams Media

To order, call 1-888-999-3324 (toll-free,USA/Canada) or visit the bookstore atwww.dyslexia.com

Overcoming Dyslexia for DummiesBy Tracey WoodSoftcover:362 pages, in EnglishPublisher: Wiley

Sign LanguageMade Easy

Overcoming DyslexiaFor Dummies

My son, Michael, was born with a developmentaldelay, later diagnosed as cerebral palsy, whichamong other things resulted in a speech andlanguage delay. It was actually his first physicaltherapist who recommended we teach Michaelsign language as a means of communication.We began signing at 18 months and by theage of three, Michael had a vocabulary ofover 80 signs.

Learning sign language came naturallyfor us with the help of our special educationteam, but we never really had a complete signlanguage manual. That is why I was verycurious to find this book, The Everything SignLanguage Book.

I was immediately at home with thewarm introduction into the world of sign language. With a fun, no pressure approach,this book takes you through the alphabet,numbers, colors, feelings, and signs for anenormous vocabulary. The Everything SignLanguage Book is well organized into

specific lessons and chapters with abundantvisual models. There are even sections forreview, practice, and self tests.

Whether you are a parent, educator, ormember of the Deaf community, this book isthe guide for you.

Reviewed by Mary Ann Kettlewell, Facilitator in London, Ontario, Canada

Written in a warm and humorous style,Tracey Wood’s, Overcoming Dyslexia ForDummies is overflowing with informationabout dyslexia: the signs and symptoms,how to help school-age children, teenagersand adults, good explanations of the varioustesting methods, information about IEPs andalternative schools. It also contains usefultips for parenting and advice on how to workproductively with teachers.

Wood is a reading specialist with aMasters degree in Education. She ran a readingconsultancy for many years in the SanFrancisco area, and now writes and speakspublicly about reading. She believes thatphonics instruction is key in overcomingdyslexia. One of the appendices to this bookcontains an informal assessment of phonemicawareness and phonics skills. Notwithstandingher belief in phonics, Wood acknowledges

that there is no one definitive answer foreveryone, and that not all children are helpedby phonics instruction.

Perhaps in recognition of this diversityshe has included a useful chapter called “Ten Well-Known Dyslexia Programs andTreatments.” Here she includes a description

PAGE 11THE DYSLEXIC READER

v Iceland (cont’d)

Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180

Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirKópavogur+354 554 3452

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Svava Hlin HákonardEskifjordur +354 862 1518

Sigurborg SvalaGudmundsdóttirMosfellsbaer+354 566-8657

Stefanía Halldórsdóttir WadeKopavogur +354 564 2890

Nora KornbluehReykjavik+354-562-1295

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirDLS Workshop PresenterKópavogur +354 863 2005

Sturla KristjanssonDLS Workshop PresenterHafnarfjordur+354 845 6956

Ásta OlafsdóttirVopnafjordur+354 473-1164

Erla OlgeirsdóttirAkranes +354 694 3339

Hugrún SvavarsdóttirMosfellsbær+354 698-6465

Thorbjörg SigurdardóttirReykjavík+354 698 7213

Kolbeinn SigurjónssonMosfellsbær+354 566 6664 / 661-8654

Margret Thorarinsdottir Selfoss +354-486-1188

v India

Carol Ann RodriguesMumbai+91 (22) 2667 3649 or+91 (22) 2665 0174

v Ireland

Paula HoranMullingar +353 44 934 1613

Sister Antoinette KeelanDublin +353 (01) 884 4996

Maggie O’MearaClonmel, Co. Tipperary +353 (87) 415 70 99

of The Davis Dyslexia Correction® Programand gives contact information. She alsodescribes Davis Learning Strategies in anothersection about programs in use in schools.

She is not convinced that there is aconnection between creativity and dyslexia;nonetheless she does alert her readers to thefact that a child can be creatively gifted anddyslexic at the same time.

I found myself struggling with some ofWood’s treatment modalities. Her strategiesare designed by verbal thinkers for visualthinkers to use, and therein lies a problem. Shesays, “Dyslexic kids especially need to havea few rules up their sleeves so they can imposeorder on letters that otherwise make no senseto them.” For example she tells us that “MagicE” is a special letter. When it sits on the endof a word, it throws its magic dust out. Thedust floats over the neighboring letter butsticks to the vowel. The vowel feels so specialit shouts out its name.” This is cute, but whatabout words like “were,” or “there”?

She also offers the “Bossy E” rule. Whenyou add “e” to the end of small words like“pin,” the “e” bosses the earlier vowel intoshouting out its name. Again, it’s not hard tocome up with a number of very common wordsthis offers no help with, like “are” or “where.”

Another piece of advice: keep the “b”and “d” facing the right way by drawing a bedor using the bat and ball method. Anotherchapter gives advice on memorizing by visualizing or rhyming. Wood states thatdyslexics need a great deal of repetition. And her solution for left/right confusion is to wear a watch on your left wrist. This way

you can also peek at your watch to rememberwhich way the numbers face.

Wood has clearly done extensiveresearch on dyslexia. The resources and contact information are easy to access. Thebook is designed so readers can readily findthe chapters they are interested in. However,as a Davis facilitator the majority of my clients,who come to me for help with language difficulties, have already endured intensiveinstruction in the phonics programs Woodendorses, and discovered that they need avery different approach. For most of them,“Magic E” dust and other such strategies aresimply more rules to memorize. Once memorized, I fear they may substitute for reallearning, and become compulsive solutions.

In spite of these reservations, I thinkWood’s book can be a useful starting pointfor those in search of information aboutdyslexia. And it is to her credit that in spiteof her preference for phonics instruction, shenonetheless includes other treatment optionsand resources in the book. For those readerswho have already discovered that certainprograms are unhelpful, this book can pointthem towards effective help. vOvercoming Dyslexia for Dummies is a paperbackbook, and is also available as an e-book at thepublisher’s website:www.wiley.com/WileyCDA/WileyTitle/productCd-0471794457.html. The purchase price for eitherversion is $19.99. In addition to this book, Ms.Wood has written Teaching Kids to Read ForDummies and Teaching Kids to Spell ForDummies, both published by Wiley.

Danish Edition ofThe Gift of Dyslexianow available!

Published by: Forlaget Klim

Ny Tjørnegade 19

8200 Århus N. Denmark

Tel: 86103700

Fax: 86103045

E-mail: forlaget@klim.dk

Price: KR 299.00 ($50.48 USD)

PAGE 12 THE DYSLEXIC READER

v Israel

Luba AlibashRamat Hasharon/Tel Aviv+972 (09) 772-9888 or(052) 272-9532

Mira AshooshKiron +972 (03) 635-0973

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

Eliana HarpazMa’Ale Adumim+972 (02) 590-2110 or 054-441-0789

Baruch KassiffKfar-Saba+972 (09) 767-3638

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

Judith SchwarczDDA-Israel DirectorSupervisor-SpecialistPearl ZarskyRa’anana/Tel Aviv+972 (09) 772 9888

v Italy

Elisa De FeliceRoma +39 (06) 507 3570

Piera Angiola MaglioliOcchieppo Inferiore / Biella+33 (09) 687 8713

Silvia WalterBagno a Ripoli Florence +39 (055) 621 0541

Rafaella ZingerleCorvara In Badia+39 (0471) 836 871

v Kenya

Debbie ShahNairobi +254 20 577 493

Diana Smit-JurgensNairobi +254 733 895 603

v LebanonSamar Riad SaabBeirut +961 3 700 206

v MalaysiaHilary CraigKuala Lumpur+603 2096 1342

v MexicoCathy Calderón de la BarcaMéxico D.F.Fundamentals Presenter+52 (55) 5520 1883 or 5282 4196

Hilda Fabiola Herrera CantuCuliacan, Sinaloa +52 81 6677 15 01 19

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistGraciela Trevino GonzalezOlga Zambrano de CarrilloDDA-Mexico DirectorGarza GarcíaMonterrey+52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Ecos ColombianosLaura Zink de Diaz, Facilitadora Laura facilita programas Davis en inglés y español. Desde su viaje a Colombia en junio de 2005, ha trabajado con clientes en Quito, Ecuador y San Juan, Puerto Rico. En julio de 2006, trasladó su centro, Prolinguistica, a Bogotá, Colombia. Este artículo fue publicado en el Vol. 41 de Dyslexic Reader en inglés. TheEnglish translation of this article appearedinVolume 41 of The Dyslexic Reader.

En 1971 yo estudiaba idiomas en laUniversidad de Washington y contemplaba un viaje a Colombia. Iba a estudiar en laUniversidad Industrial de Santander, enBucaramanga. Poco antes de mi supuesta salida, por poco se canceló el viaje porquesupimos que los universitarios estaban enparo, y de hecho, habían cerrado la universidad.Sin saber en ese entonces que los paros estudiantiles en la UIS son una venerabletradición, yo insistí mucho en realizar el viaje, porque según calculaba, el paro podíaterminarse en cualquier minuto. Y así subí alavión y me fui.

Como era de esperar, no se terminó elparo. Viví varios meses en Bucaramanga,haciendo estudios independientes con profesores que realmente no tenían ni tiemponi interés en mi, enseñando inglés a las secretarias de la UIS, y en varios institutosprivados de la ciudad. Me encantó cadamomento de aquellos meses. Al cabo delsemestre, no recibí ningún crédito universitario,y la UIS seguía cerrada. Pero no me importaba- estaba tan enamorada del idioma, la gente, yla vida colombiana en general, que de ningunamanera estaba lista para volver a mi país. Demodo que subí a un bus de Berlinas del Fonce,y cruzando el Paso de Chicamocha, llegué aBogotá, la capital. Allí mi intención era buscarmi fortuna como maestra de inglés. Claro, nadieencuentra la fortuna en un salón de clase. Perosí viví dos años en Bogotá, trabajando comomaestra de inglés. Recuerdo aquellos años enColombia como los mejores de mi vida.

Cuando al fin volví a mi país, fue con laintención de regresar a Colombia más tarde, para quedarme. Como suele suceder, la vida

Nombre completo: República de Colombia

Presidente: Álvaro Uribe (2002, 2006)

Territorio: 1.038.699 km cuadrados (terreno);Total: 1.138.910 km cuadrados

Población (est. 2006): 43.593.035 (tasa de crecimiento: 1,5%); índice de natalidad:20,5/1.000; tasa de mortandad infantil: 20,4/1.000;expectativa de vida:72,0; densidad de poblaciónpor kilómetro cuadrado: 37 (est. 2000).

Capital y ciudad más grande (est. 2003):Santa Fé de Bogotá, 6.837.800

Otras ciudades grandes: Cali, 2.283.200;Medellín, 1.957.800; Barranquilla, 1.330.400;Cartagena, 901.500; Bucaramanga (ciudad)553.046

Unidad monetaria: peso colombiano

Idioma: español

Etnicidad: mestiza 58%; blanca 20%; mulata14%; negra 4%; mezcla negra-indígena 3%;indígena 1%

Religión: Católica Romana 90%

Índice de alfabetización: 93% (est. 2003)

Resumen económico: PIB (est. 2004) $281,1mil millones; per capita $6.600. Tasa de crecimiento real: 3,6%. Tasa de inflación: 5,9%.Desempleo: 13,6%. Terreno cultivable: 2%

Colombia, a simple vista

PAGE 13THE DYSLEXIC READER

v Mexico (cont’d)

Alejandra Garcia MedinaCuajimalpa, Mexico, D.F+52 (55) 5813 9554

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

Lucero PalafoxVeracruz+52 (022) 99 351302

Ana Elana Payro OgarrioCorregidora, Queretaro+52 442 228 1264

v Netherlands

Karin BakkerenBreda +31 (076) 581 57 60

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

Hester CnossenVeghel +31 (041) 337 5835

Monique CommandeurSterksel +31 (06) 13 94 97 54

Ratnavali de Croock Oudorp (Aalkmaar)+31 (072) 511 6881

Alexandra De GoedeAerdenhout+31 (023) 524 3263

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 (0182) 517-316

Johanna FokkensBeilen +31 (0593) 540 141

Ina GausSantpoort-Zuid+33 (023) 538-3927

Pérola GonçalvesAmsterdam+31 (020) 636 3637

Jan GubbelsMaastricht+31 (043) 36 39 999

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Judith HolzapfelDeventer +31 (0570) 619 553

Will HuntjensHorn +31 (0475) 589 238

a llevarme a cenar con toda la familia. Antiguamente, los terrenos del “Club”

se situaban fuera de la ciudad. Pero hoy el ClubCampestre es un oasis casi completamenteroadeado de la ciudad, con pistas de golf,piscinas, canchas de tenis, restaurantes, salonesde baile, y hotel. A pocas cuadras hay un mallinmenso y moderno, al estilo norteamericano.Si no fuera por los nombres hispanos en unasde la boticas, al entrar pensaría uno que estáen un opulento suburbio de EU.

Subí al carro con Gustavo (papá),Claudia (mamá), y los tres hijos: Nicolás, micliente de 16 años, Andrea, y Alejandra, sushermanas menores. “¿Qué deseas comer,Laura? ¿Comida china, italiana, gringa? – detodo se consigue”. El ojo mental mío habíaestado viajando por el tiempo durante todo eldía así que contesté, “¿Qué tal un restauranteque ofrezca comida típica de Colombia?”

Me llevaron a un restaurante al estilocolonial. Como muchos restauranes enBucaramanga, el diseño abierto de La Puertadel Sol te hace pensar que cenas afuera, en un jardín. Hace calor en Bucaramanga, y la humedad es como un abrazo indeseado, por eso sentarme al aire libre después de la puesta del sol, rodeada de arbolitos, matas florecientes,y linternas de luz suave, fue como un consuelo. Cerca de nuestra mesa había una pequeña fuente, y durante la cena oíamos el chirrido cantadito de las ranitas que habitaban entre las matas al lado de ella. Arepas, un pan colombiano, como una tortilla gruesa, yuca frita, más sabrosa que la papa a la francesa, carne de cabro, pollo, res y cerdo, todo esto trajeron a la mesa y más. ¡Tantos sabores! ¡Y tantas memorias entretejidas con el sabor! Como el del refajo, de que me había olvidado años atrás: cerveza mezclada con la gaseosa Colombiana. El refajo fue inventado hace

intervino, y ese sueño nunca lo realicé. Sin embargo, mis dos años en Colombia me enseñaron bastante bien el idioma, y esa destreza me sirvió mucho en mi país. Trabajé como intérprete y traductora en la ciudad de Redmond por un tiempo. Después, en Seattle, pasé al Banco Rainier, que ya no existe, a trabajar en su departamento internacional.Con el tiempo, recordando cuánto me habíagustado enseñar inglés en Bucaramanga yBogotá, me hice pedagoga, dictando idiomas.Y aunque viajé a muchos países, jamás volvía Colombia. Todos acumulamos pesares durante la vida, y esto ha sido uno de los míos.Es decir, hasta mayo de 2005, cuando sonó elteléfono.

Me estaba llamando de Miami uncaballero que quería hablar conmigo enespañol. Su sobrino en Bucaramanga, habíasufrido de dislexia desde kinder. Al principioera cuestión de que si yo estaría dispuesta ahacer el programa en español. Después eracuestión de que si estaría dispuesta a hacerloen Bucaramanga. La oportunidad de volver aun sitio que había contribuido tanto a mi formación–y también a enfrentarme al retointelectual de hacer el programa en otroidioma–imposible resistir la idea. Arreglémaletas y subí al avión.

Cuando aterrizamos en Bucaramanga,no reconocí nada de la ciudad. En los ‘70habrá sido una ciudad de quizás 100,000.Hoy, el “área metropolitana” de Bucaramangatendrá una población de poco menos de millóny medio. En 34 años la ciudad se ha transformadototalmente. Si antes era una soñolienta capitalde provincia, ahora es la quinta ciudad del país.Parecía que ya no existía siquiera un edificioque reconociera yo. ¡Hasta el aeropuerto lohabían trasladado a otra parte!

Mis clientes me habían reservado unahabitación en el “Club Campestre deBucaramanga,” que celebra este año 75 añosde existencia. Mi habitación pertenecía a otraépoca, cuando la gente se fijaba menos en elnúmero de “unidades” en un edificio, y másen la belleza y comodidad. Era una habitaciónmuy amplia, cómoda, con muebles y acabadosde madera hermosa. La televisión ofrecíacanales que trasmitían programas no solamenteen español, sino en inglés, italiano, francés, yalemán. Por las ventanas anchas se veía lapiscina, y más allá la verdura exuberante, quechapoteaba en las montañas profundas y tropicales alrededor de la ciudad, como enolas vegetales. Mis clientes me permitieron descansar y arreglarme, y después volverían

La familia: Claudia (la mamá), y los tres hijos,Nicolás, mi cliente de 16 años, Andrea y Alejandra, sus hermanitas.

PAGE 14 THE DYSLEXIC READER

vNetherlands (cont’d)

Mia JenniskensEindhoven+31 (040) 245 9458

Trudy JolingLaren +31 (035) 531 00 66

Helen KapteinMiddleburg+31 (0118) 64 37 73

Marie KoopmanBilthoven+31 (030) 228 4014

Carry KulingHeemstede+31 (0235) 287 782

Edith Kweekel-GöldiSoest +31 (035) 601 0611

Imelda LamakerHilversum+31 (035) 621 7309

Yvie Leenaars-de RooÿBavel +31 (0161) 433 449

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

Sjan MelsenArnhem+31 (026) 442 69 98

Marianne OosterbaanZeist +31 (030) 691 7309

Ineke PijpGroningen+31 (050) 542 0817

Fleur van de Polder-PatonSchiedam+31 (010) 471 58 67

Petra Pouw-LegêneDLS Presenter & MentorBeek +31 (046) 437 4907

Karin RietbergHolten +31 (0548) 364 286

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Ilse SchreuderDokkum +31 (0519) 220 315

Silvia Jolanda SikkemaDrachten +31 (0512) 538 815

Tonny StorHeerhugowaard+31 (072) 57 22 771

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

Mieke van DeldenLeek +31 (059) 4514985

para de nuevo escaparse al aire libre. A veces,cuando me sentaba en una mesa del restaurantedel patio, se revoloteaba un pajarito, posándoseen el respaldo de una silla. Y después, solapadamente, pasaba a la mesa, ladeando lacabeza en busca de migajas, hasta que llegabael mesero a ahuyentarlo con una servilleta.Los padres de Nicolás escogieron el “Club”porque consideraban que sería mucho mástranquilo que un hotel en el centro bulliciosode la ciudad, donde todo el día se oyen lospitos y el ruidoso cambio de marcha de

camiones y autobuses.Escogieron muy bien.

Dentro de nuestrotranquilo santuario,Nicolás seguía muy bienlas etapas del programa.Había sacrificado buenaparte de sus vacacionesde verano para trabajarconmigo. La educaciónsecundaria en Colombiaes exigente. Los alumnosse matriculan en máscursos que nuestrosalumnos en EU., y notodos los cursos sereunen todos los días,

de modo que hace falta completar mucho aprendizaje fuera de clase. Los colegialestambién deben completar un curso de cálculopara poder recibir su diploma – un estándarmucho más alto que el requerido en nuestropaís. Cuando llegan las vacaciones de mitadde año, los alumnos están más que listos parasu descanso, así que es un indicio claro de lamotivación de Nicolás que decidiera pasaruna semana conmigo, encerrado en unsaloncito con plastilina y un diccionario.

Nico es un joven bastante callado; poreso a veces me preguntaba si hacía bien mitrabajo. Mentalmente, él se metía muy dentrode la plastilina cuando trabajaba, y a vecesveía yo una leve sonrisita, u oía una risitasilenciosa, y me daba cuenta de que el jovenandaba en alguna parte donde yo no podíaacompañarle, que él jamás me describiría.Hizo todo lo que les pedimos a los clientes, aveces facilmente, otra veces haciendo muchouso de las estrategias, y siempre en silencio.Al tercer día, Claudia me comentó que lo veíadiferente, no sabía precisamente cómo, peroalgo tenía… Sus hermanas también habíancomentado que parecía diferente, ¿quizás unpoquito más feliz? Difícil identificarlo con unjoven tan reservado… Después de su programa,

muchísimos años para “las damas”, porque el estímulo tan masculino de la cerveza no es para nosotras, criaturitas tan delicadas....

A mi me encanta hablar español – elsonido del idioma me es precioso. Hay unarelación tan estrecha entre lenguaje y cultura,y me parece que me gusta un poco más la persona que soy cuando hablo español. No esen realidad que sea diferente – no sé explicarlo.Quizas es que simplemente me siento máscompletamente “Laura” cuando vivo en español.Pero encontrarme tan repentinamente en elambiente linguísticocolombiano fue a la vezencanto y tortura parami. Me sorprendió quepudiera hablar, porqueme desorientaba oyendoviejos sonidos, sintiendoviejos sabores, recordandoviejas amistades…. Oíapalabras que no habíadicho desde hace más detreinta años, cierto ritmoy cadencia. Me di cuentaque no los había oído enningún otro país deAmérica Latina, y que loshabía echado de menos. Me encontrabasumergida en un español que me producía lasensación de “liberación”; era como volver acasa después de toda una vida en el destierro.Aunque creo que estuve silenciosa a veces,tratando de mantenerme en punto, observandotodo, charlamos mucho. Acerca de los cambiosen la ciudad, el país, la situación de Nicolás,la vida de las niñas…. Empezamos a conocernos.Fue una cena encantadora, pero también parami, agobiante, de manera inesperada.

El Club Campestre nos ofreció unsaloncito detrás del escenario en uno de lossalones de baile, y allí completamos la evaluación de Nicolás, y después, su programa.Tenía aire acondicionado, una bendición enBucaramanga, y casi siempre hizo un silencioadecuado para nuestro trabajo. Cuandoqueríamos tomar un descanso, podíamos saliral lobby, o al patio donde podíamos oir elcanto de los pájaros. El lobby y el restaurantedel patio están cubiertos, pero abiertos al airepor dos lados. Una bandada de pajaritos anidaen uno de los arbustos grandes fuera delrestaurante. Todo el día los pajaritos másjóvencitos se abalanzaban desde los arboles deafuera, hacia adentro del edificio, dando una odos vueltas casi rozándose con los techos,

Un sector de Girón, pueblo cerca deBucaramanga, preservado tal como era afinales del siglo XIX, con calles de adoquín yladrillo, edificios con puertas y ventanas deun marrón oscuro, adornadas con rejas demetal o de madera torneada.

PAGE 15THE DYSLEXIC READER

vNetherlands (cont’d)

Agnes van den Homberg-Jacobs

America Limburg+31 (077) 464 23 22

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

Hetty van der WellOss +31 (041) 263 6403

Annemarie van HofUtrecht +31 (030) 65 86 700

Sjakkelien van LierDeventer +31 (0570) 600 008

Juchke van RoozendaalOss +31 (0412) 690 312

Willem Van UlsenGroningen+31 (050) 542 3941

Tienke Veenstra-SierhsmaMeppel +31 (0522) 254 453

Lia VermeulenHuizen +31 (062) 3671530

Christien VosTolbert +31 (0594) 511 607

Lucie Wauben-CrutsElsloo +31 (046) 437 0329

Christa WiersmaOnna (bij Steenwijk)+31 (0521) 523 303

Gerda Witte-KuijsHeerhugowaard+31 (072) 571 3163

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

v New Zealand

Vivienne CarsonAuckland+64 (09) 520-3278

Catherine ChurtonDDA-Pacific DirectorSupervisor-SpecialistAuckland+64 (021) 448 862

Jennifer ChurtonAuckland+64 (09) 360 4941

Bronwyn JeffsChristchurch+64 (03) 344 2526

Raewyn MathesonInglewood+64 (027) 411 8350

Rochelle HardenWanganui +64 (027) 306-6743

Margot HewittNorth Canterbury+64 (03) 315 7722

Alma HoldenAlexandra+64 (027) 485-6798

Sally Ann McCueNelson +64 (03) 545-1779

Shelley McMeekenDunedin +64 3 456 5058

quedé en Bucaramanga para trabajar con otrojoven, un poco mayor que Nicolás, con losdedos cruzados. Nico fue a la finca de suabuelo a disfrutar de un cambio de clima yactividades antes de volver a clases.

Poco antes de mi viaje de vuelta a mipaís, Nicolás, Gustavo y Claudia me llevarona conocer Girón, un pueblo cerca deBucaramanga, con un sector preservado talcomo era a finales del siglo XIX. Las callesson de ladrillo y adoquín; los edificios, blancostodos, con puertas y ventanas de un marrónoscuro, adornados con rejas de metal o demadera. Por ley, no se permiten letreros eléctricos, ni que sobresalgan de las fachadas,de modo que los nombres de los negocios y de las calles están pintados con gracia en las paredes de los edificios. Lo único que sobresale de las fachadas son los faroles finosy los balcones. Al pasar por el sector históricode Girón, sentía que había entrado en un pasado colombiano muchísimo más lejanoque mis recuerdos de antaño.

Fue un domingo porel atardecer cuando visitamos Girón, yo con micara aplastada en el vidriodel carro. Casi todos losalmacenes estaban cerrados,y también la mayoría de losrestaurantes. Pero la gentecaminaba por las calles, o sesentaba en bancos en losparques, charlando, descansando, disfrutando la frescura del atardecer. Al pasarnosotros por las calles blancas de Girón, vimuchos portones abiertos, dejando entrar labrisa noctura; y delante de algunas casas,habián sacado sillas a la acera estrecha parafumar un cigarrillo y observar a personascomo yo, que pasamos asombradas de la tranquilidad del sitio. Yo me imaginaba formando la plastilina con mis clientes, enuna oficina anciana de techos muy altos, lasaletas desgastadas de un antiguo abanico,rotando arriba, casi silenciosas….

Gustavo y Claudia me llevaron al aeropuerto Palonegro cuando era hora devolver a mi país. Amigos ya, lloramos cuandome tocó subir al avión. Y en una nada meencontré en otro mundo muy diferente,naufragada en un idioma que siempre me haparecido un poco áspero. Al día siguiente, enmi casa en Mount Vernon, me preocupaba. Yaestaba muy lejos para una llamada telefónica.Laura, calma… ten fé en Nicolás, y en lasestrategias…. Me obligué a volver al ritmoacostumbrado de mi vida aquí. Y descubrí

que durante mi ausencia, las páginas coninformación en español sobre la dislexia quehabia colocado en internet poco antes de viajar,estaban atrayendo muchos más lectores quelas mismas en inglés. Un email del Ecuadorme trajo un cliente en Quito, y se hicieron losarreglos para un viaje al centro del mundo.Finalmente, en agosto, llegó un email deGustavo. Con Claudia había asistido a unareunión con los profesores y la directora delcolegio de Nicolás. Ambos sabían que no lehabía ido bien el trimestre antes de su programade Davis. Y de eso se trataba la reunión. Noiban a haber sopresas – pero….

Gustavo escribió, “Laura, ayer fue undía en que quisimos tenerte cerca para darteun abrazo!” Los profesores estaban asombrados.Nicolás parecía ser otro. Antes hacía pocaspreguntas en clase. Ahora levanta la mano. No tomaba interés en las discusiones; ahorasí. Antes, poco participaba en trabajos engrupo; ahora contribuye. El comentario de los profesores: “parece como si se estuviera

saliendo de esa burbuja enque se encontraba antes.” Y preguntaban, ¿a qué sedebe el cambio? Claudia y Gustavo les contó conentusiasmo del métodoDavis y les entregó unpaquete de información queyo había dejado con ellos.Todos estaban de acuerdo que

con estos cambios en Nicolás era importanteque los profesores y padres trabajaran juntospara apoyarlo y animarlo a seguir avanzando.Y Nicolás, viendo su aprobación y entusiasmo,se declaró dispuesto a ponerse las pilas y hacerlo necesario para ganar el año.

A lo lejos, en Mount Vernon, di unosbrincos de felicidad y me permití el lujo dedesorientarme dentro de un mundo verde ytropical. Había sido una suerte magnífica paramí poder ver una vez más la belleza del mundoandino, sentir la amplitud y generosidad degente de una cultura vibrante y encantadora, y oír el son consolador del idioma que tomóraíces en mi corazón hace tanto tiempo. Perola mayor felicidad es saber que Nicolás estáusando las estrategias, que está más contentocon su vida y sus estudios. En realidad, nohay nada mejor que el trabajo de facilitadoradel método Davis – con la posible excepciónde hacerlo en una latitud tropical, bajo las aletas desgastadas de un antiguo abanico, respirando el español de los Andes.v

PAGE 16 THE DYSLEXIC READER

v New Zealand (cont’d)

Sandra MoetraWhangarei+64 (09) 435 6822

Kerrie PalmaRodney +64 (09) 425 5941

Jocelyn PrintKaikoura +64 (03) 319 6711

Alison SymeDarfield +64 (03) 318-8480

Lorna Timms Christchurch +64 3 359 8556

v Philippines

Imelda CasugaBaguio City +63 (744) 42 29 01

v Portugal

Rita Alambre Dos SantosLisboa 1000-115+351 (21) 781-6090

v Republic of SingaporePhaik Sue ChinSingapore +65 6773 4070

Constance ChuaSingapore +65 6873 3873

v South AfricaSara KramerCapetown+27 (021) 671 4634

v Spain

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

Silvia María SabatésRodrigoMadrid +34 (091) 636 31 44

v Switzerland/CH

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

Monika AmreinZurich +41 (01) 341 8264

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

Regula Bacchetta-BischofbergerHorw /Luzern +41 (041) 340 2136

Priska BaumgartnerWettingen +41 (056) 426 28 88

Mieke Blommers- Friederichs

Basel +41 (061) 378 9060

Michelle BonardiCastel S. Pietro, Ticino+41 (091) 630 23 41

Mental Pictures vs. Clay ModelQ. I am working with delightful 9-year-oldgirl whose mental pictures begin with herclay models, but have much more substance,colour and reality. For example, for “become”she made a rat kitten becoming an adult rat.But her mental picture was of her pet rat as akitten, getting bigger and bigger, and endingup as her adult pet rat. The printed word wason the top of the cage (no cage in her claymodel). I have not been urging her to makeher mental picture exactly of her clay model,as I assume this is her natural gift at work.Her mental pictures do not deviate from themeaning in any way. Any comments?

A. When I’ve modeled concepts that involvechange or movement, I retain a mental imagethat includes those elements, even if it couldnot fully be represented in clay. I also knowthat when I model, I have a mental picture ofwhat I want to make that is usually muchmore realistic and better than what I actuallymake. I happen to be better at imagining thanat sculpting, so my clay models rarely are asgood as I would like. I think I do retain themental image of what I was thinking as Imodeled more than the clay itself. Certainlywe would all do this for real-world objects:if I make a clay model of a “cat” it will notsupplant the image I have of a real cat” inmy mind when I read or hear the word.

So to me, it seems like what youdescribe in your student is “normal”... Iguess I would end up saying, “I thoughteveryone thought that way....”

I can also add that from a neurologicalstandpoint, what we are really doing is helpinga person develop more efficient pathways intheir brain – not merely storing up images.We enable them to think with the words bygiving them a picture for each word–butonce they become comfortable with thewords, they may not need to rely so much on their pictures.

So it might not matter at all what mentalpicture a person really has, as long as she has an accurate picture that does not causeconfusion. The clay is the tool that helps

create the first accurate picture the child hasof the word or concept... but that doesn’tlimit the ability to create and keep otheraccurate pictures.

I mean, going back to my example ofthinking of “cat” – I don’t always think of orpicture the same cat in my mind to go withthe word. I can comfortably think with manydifferent cat-pictures simply because I am soconfident in my knowledge of what a “cat”is. So again, the key is that the meaning isaccurate and correct.

Speed-Reading, but…

Q. My daughter began to read at 2-years-old,and was speed reading through her older sister’s3rd grade books when she was four. However,she has a “written communication disorder”and the “classic” signs of dyslexia in otherareas. I read The Gift of Dyslexia when itfirst came out and my daughter was about 8 years old. At that time I made a note withthe possibility that my daughter did NOTdisplay dyslexia in reading BECAUSE shewas reading at such a young age. Perhaps thedescription of early childhood development,about how kids “create” their dyslexia byearlier successful experiences with their“gift,” led me to wonder what might havehappened if she had not been exposed toreading until age 5? Would she have had the same problem with reading?

A. Ron Davis explains in his books thatsymptoms of dyslexia occur when the childdisorients as a response to feelings of confusion. Typically, the child experiencesthis disorientation when exposed to readinginstruction in school, so the dyslexic symptomsare manifested in an inability to learn to read.Because dyslexics tend to think in picturesrather than the sounds of words, it is alsotypical for the confusion to manifest whenthey encounter phonics-based readinginstruction, which focuses on breaking downthe sounds of words– this is a particularlydifficult way for a picture-thinker to try todecode text.

I believe that most children who areself-taught early readers do not learn through

by Abigail Marshall

PAGE 17THE DYSLEXIC READER

v Switzerland/CH(cont’d)

Vicki BrignoliLumino+41 (091) 829 05 36

Anne Cécile ClercFribourg+41 (026) 322 36 24

Carole DubossonVeyras/Sierre+41 (027) 452 62 02

Ursula FischbacherOrpund+41 (032) 355 23 26

Edith ForsterEttenhausen+41 (052) 365 45 54

Heidi Gander-BelzDLS Workshop PresenterMonchaltorf+41 (01) 948 1410

Elisabeth GerberMettmenstetten +41 (044) 767 10 54

Katharina GrenacherBern +41 (031) 382 00 29

Elisabeth GutGrut +41 (044) 932 3242

Ursula Hirzel EglerStäfa +41 (01) 926 2895

Christa JaegerRiehen +41 (061) 641 4667

Ina KretzerBasel+41 (061) 278 98 88

Consuelo LangLumino +41 (091) 829 05 36

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

Erika Meier-SchmidBonstetten+41 (01) 700 10 38

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

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

Véronique PfeifferZürich +41 (01) 342 22 61

Elisabeth RabergerEffretikon +41 (056) 209 17 76

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

Regine RothMohlin/Basel+41 (061) 851 2685

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

Benita RuckliSigigen +41 (041) 495 04 09 or (079) 719 31 18

phonics. Rather, my own experience hasbeen that early-reading children tend to havestrong visual memories, and learn throughquickly developing a large sight vocabularyof whole words. The “speed-reading” youdescribe could also result from a habit ofsimply skipping past unknown words orwords that do not add to meaning, and usingcontextual clues to ascertain meaning. For apicture-thinker, this can mean skipping overall the trigger words. Since the child is usinga method of reading that works for her, readingis easy, and she doesn’t experience confusionor become disoriented. Thus, the dyslexia doesnot become apparent until the child encounterssome other activity that causes confusionand disorientation.

Of course, since your daughter was anearly reader, when she arrived at school it islikely that the teachers saw that she wasadvanced, and did not try to “teach” herphonics or other beginning reading skills.But perhaps they did try to “teach” her thecorrect way to form her letters as she wrote,or the correct order of letters in words... andfor her, that may have been the point of confusion where dyslexia was manifested.

You might find these articles on ourweb site helpful: • Anatomy of a Learning Disability:www.dyslexia.com/library/anatomy.htm• Education vs. Child Development: HowDyslexia Happens:www.dyslexia.com/library/edart.htm

Old Solution or Natural Strategy?Q. I’m a word thinker. When I read, I hearthe words in my head and do not picture whatI read. I also have very good comprehension.Does that mean that my word-thinking is an“old solution” if I use it when I am reading?

A. In The Gift of Dyslexia, Ron Davis definesan “old solution” as the compulsive behaviorthat results when a strategy is adopted to copewith disorientation.

If you think primarily in words, and readwell with good comprehension, then youprobably are not experiencing disorientationwhen you read. It is not an “old solution” foryou to use your word-thinking when readingor to subvocalize. Rather, you are followinga strategy that is natural for you.

Dyslexic individuals who use subvocalizing strategies often move their lipsor actually utter the words as they read. As aword thinker, you probably don’t do that. Youprobably “hear” the words automatically inyour head, and you probably have very fast

word-hearing skills, so you canprobably readand “hear” the words much faster than anyonecould speak them.

If you have the brain structure typicalfor non-dyslexic readers, the pathway for listening to words and for understandingthem is in the same part of the brain, in theleft hemisphere.

Dyslexics use their brains differently.They usually have difficulty utilizing thepathway from their visual cortex to Wernicke’sarea, which is the left mid-brain area thatprocesses sounds of language during listening.So when dyslexic individuals sub-vocalize,they are actually activating Broca’s area,which is in the left forebrain, and is involvedin productive speech. Essentially they arebringing their motor function on line to produce the words in speech, because theycan’t really imagine the sounds of the wordsunless they make them. Only then can theirauditory-listening center start working.

The pictures at www.dyslexia.com/science/different_pathways.htm show whythis is so cumbersome for dyslexic readers.What happens is that for the dyslexic reader,whose primary mode of thought is picture-thinking, the meaning needs to come fromthe right side of the brain. A dyslexic whoreads with the sounds of words simply has to work much harder in order to make senseof the words. The reason Davis methodswork so well for them is that they are able to utilize the right-brain pathways and theirpreference for visual thinking to connect the appearance of the words in print to theirpicture-based meaning.

However, it probably enhances everyone’sreading abilities to learn to effectively usetheir WHOLE brains while reading. So itwould help you, the left-brained word thinker,to use Picture-at-Punctuation* and incorporatepicture-thinking in your reading–and if youdon’t have pictures in your brain, then claymodeling will help you access them.However, since you say it is hard for you toaccess your pictures, then of course it willalways be easier for you to continue to useyour word-thinking strategy. It is the bestsolution for you– not something to be discarded– because you naturally and preferentially think with the sounds of words.

* Picture-at-Punctuation is a Davis ReadingExercise where the reader mentally picturesthe meaning of the text at each major punctuation mark.

PAGE 18 THE DYSLEXIC READER

v Switzerland/CH(cont’d)

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur+41 (052) 242 4015

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

Margit ZahndGerolfingen+41 (079) 256 86 65 or(032) 396 19 20

v United Arab Emirates

Linda RademanDubai +9714 348 1687

v United Kingdom

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

Kate Blow Southampton, Hants +44 (02380) 704 734

Jo Broughton Hitchin, Herts +44 (0)1462 435 166

Sue BullenAyrshire, Scotland+44 (01292) 591 797

Susan DuguidLondon+44 (020) 8878 9652

Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodDLS Workshop PresenterAscot, 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

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Carol ForsterDLS Workshop PresenterGloucester+44 (01452) 331 573

Achsa GriffithsSandwich, Kent +44 (01304) 611 650

Axel GudmundssonLondon +44 (020) 8341-7703

Tessa Halliwell Barrow upon Soar, Leics+44 (01509) 412 695

Amanda completed a Davis Program withMarcia Maust in June of 2003 when she waseleven years old. Recently Amanda submittedthe following essay as a school project andgave us permission to print it.

Our response, simply: “Wow!”Congratulations to Amanda for a wonderfulessay! And to Marcia, who must be delightedwith Amanda’s progress!

A Davis Graduate Speaks . . .

My Special PersonBy Amanda Betker

Champion Middle School, Warren, Ohio

My special person is extremely special to me in many ways. A special person is someone who is nice; for example, someone who changes your life. To also be a special person, you must be loving and caring to all. The very special person in my life is Marcia Maust. She is a facilitator for the program called DavisDyslexia Correction Program. It is a program that helps people of all ages withlearning and other disabilities. She was my teacher when I went through theDavis Program. Marcia has made an influence in my life by helping me to be able to do everyday things. This will have a lasting effect on me by helping me to read and write without my dyslexia getting in the way of my life.

Marcia is very important in many ways. She is a loving, caring, and niceperson. Also, she understands learning disabilities and other difficulties. She and the Davis Program have helped me; in fact they are still helping peopletoday. She has showed me that even if you can’t do something like reading orwriting, you are not dumb or stupid. With these traits, Marcia helps change people’s lives every day.

Marcia has made a difference in my life in many ways. She helped mewhenever I needed it. She helped me and showed me how to read small and easy words without my dyslexia triggering. Now I am able to keep my balanceand read and write. I have become better at spelling all types of words. I cannow say my ABC’s backwards and forwards and I can memorize all types ofthings much more easily. I can use what she taught me to visualize how a word looks and its meaning by using either colored markers or clay.

Marcia has made a lasting effect in many ways, as well. She has helped me be able to read all sorts of things whether they are easy or hard. I actuallyenjoy reading now. In addition to reading, she also helped me with my writing.She helped teach me how to set up my writing and not be afraid to write. I also worked with her to become more organized. Now I organize and color-codeeverything. I am now getting good grades, but also get good scores on tests.This has made me feel good about myself and like school and reading.

Marcia Maust helped me get over my dyslexia and on with my life;therefore, do everyday things. She is a loving person who helps kids and adults.Not like in the past, I can now memorize big words and other things by writingthem in color or forming them in clay. I can read and write every day withouteven thinking it is hard. I now love to read everyday. One more thing she hashelped me with is my confidence. I don’t worry about reading aloud anymore.Marcia has made a lasting change in my life.

Amanda with her very special person,Marcia Maust, ofLaurel HighlandsDyslexia CorrectionCenter, in Berlin,Pennsylvania.

PAGE 19THE DYSLEXIC READER

Based on the Davis DyslexiaCorrection methods, this Kit enables parents and tutors ofchildren, ages 5-7, to home-teachand help young learners to:• focus attention• control energy levels• improve eye-hand coordination• learn the alphabet• learn basic punctuation• develop and strengthen pre-reading

and basic reading skills• prevent the potential of a learning

problem• improve sight word recognition and

comprehension• establish life-long “how-to-learn” skills.

Young Learner Kitfor Home-Use

••

DA

VI S

D Y S L EX

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I AT I O N I N T E R N

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®

The Kit includes:

• Instruction Manual • Sturdy nylon briefcase • Reusable modeling clay (2 lbs.) • Clay cutter • Webster’s Children’s Dictionary

(hardcover) • Punctuation Marks & Styles Booklet • Two Koosh Balls • Letter Recognition Cards • Laminated Alphabet Strip • Stop Signs for Reading Chart

The Davis Methods for Young Learners

Davis Focusing Strategies provide children with the self-directed ability to be physically and mentally focused on thelearning task at hand.

Davis Symbol Mastery enables childrento master the alphabet letters, punctuationmarks and basic sight words with a simple,easy and fun alternative to pencil-paperactivities and drill.

Davis Reading Exercises improve accuracy with word recognition and comprehension.

The Kit is priced at $119.95(Shipping and Handling will be added)

To purchase a kit, use our secure on-lineordering at:www.dyslexia.com/bookstore

or call our toll-free number: 1-888-999-3324

Note: For older children (ages 8 and up), werecommend the Davis Symbol Mastery Kit.

The Young Learner Kit

vUnited Kingdom (cont’d)

Annemette Hoegh-BanksBerkhamsted, Herts+44 1442 872185

Phyllida HowlettHaverfordwest,Pembrokeshire +44 (01437) 766 806

Angela JamesReading, Berkshire+44 (0118) 947 6545

Liz JollyFareham, Hants+44 (01329) 235 420

Lisa KloossLondon +44 (0208) 960 9406

Marilyn LaneRedhill, +44 (0173) 776-9049

Madeleine MilesDereham, Norfolk+44 (01362) 861 136

Fionna PilgrimKeighley, West Yorkshire +44 (01535) 661 801

Maxine PiperCarterton, Oxon+44 (01993) 840 291

Elenica Nina PitoskaLondon +44 (020) 8451 4025

Rebecca RossTonbridge, Kent +44 (01892) 838 109

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

Ian RichardsonBlaisdon Longhope, Glos+44 (0145) 283 0056

Rosemary SavinsonLondon +44 (0208) 316-1973

Elizabeth Shepherd Crowborough, East Sussex +44 (0189) 266-1052

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

Nigel SharpIsle of Wight +44 (0)1983 867 116

Judith ShawSupervisor-SpecialistSt. Leonards onSea/Hastings, East Sussex +44 (01424) 447 077

Dyslexia KentMargarita WhiteheadDDA DirectorRichard WhiteheadDDA DirectorDLS Workshop PresenterFundamentals PresenterStaplehurst, Kent+44 (01580) 890 321

Lynne SmithBrighton, East Sussex+44 (01273) 723 920

Barbara TimminsSolihull+44 (015) 6477 2657

PAGE 20 THE DYSLEXIC READER

Marcela Piffaretti hasalways believed that we can alllearn, no matter what others maysay. She enjoys sharing thisbelief. That is how she becameinterested in The Gift of Dyslexia.Marcela is a teacher of Englishas a second language and is about

to become a biologist. She believes the school system must respect the fact that dyslexics havetheir own learning style. She is ready to work withchildren and adults, in Spanish or in English. ElGenio Dislexico, Fedra 6570, Montevideo 11500,Uruguay. +59 (82) 604-2691. elgeniodislexico@gmail.com

Silvia Jolanda Sikkema“I am 44 years old and I’m fromthe North of the Netherlands.Since my 20-year-old son and I are both dyslexic, the DavisProgram has meant a great dealto us. It has entirely changedour lives. My motivation to

become a Davis facilitator comes from the heart.I want to share the Davis method with otherdyslexics and picture thinkers. I am starting aDavis practice here in the Netherlands, at myhome address.” Handwerkerszijde 133, Drachten9201 CL, Netherlands. +31 (51) 253-8815 or +31 (62) 920-6451. silvia_jolanda@hotmail.com

Ilse Schreuder is a primaryschool teacher. Her specialinterest is “to improve conditions for picture thinkersat school.” Learmune 39,Dokkum, ED 9102, Netherlands.+31 (51) 922-0315.f.schreuder@plnet.nl

Lisa Spratt holds a Bachelorof Science Degree in ChildDevelopment and FamilyRelations. “I have been homeschooling my three boys forseveral years. I recognized alearning difficulty in myyoungest son. After being told

he was dyslexic, we tried various programs but his frustration continued. I was very excited whenI learned about the Davis Dyslexia CorrectionProgram because I knew it would be the key tohelping my son. In a very short time his self-esteemimproved and he was working more independently.

Newly Licensed Davis Facilitators,Specialists and Presenters

A special welcome to our first Davis Facilitator in Uruguay!

As a Davis Facilitator, I am eager to help othersreach their goals.” Northeast Alabama DyslexiaCorrection Center, 228 Holmes Avenue, Suite 214,Huntsville, AL 35801, USA. +1 (256) 426-4066.nadc@knology.net

Vivienne Carson “I realizedthe potential of Davis DyslexiaCorrection after I completed theFundamentals Workshop inSydney, Australia. Life has notbeen the same since. I’ve beenon a profound journey oflearning, understanding and

mastery. I look forward in eager anticipation tosharing this program with future clients, helpingthem realize the full potential of their gift, andlearn to use it to their advantage.” DyslexiaMastered, 107 Maungarei Road, Remnera, AucklandNew Zealand. +64 (09) 520-3278.Vivienne@dyslexiamastered.co.nz

Judy Parley a teacher of 17years, has seen many studentsfrustrated with school–studentswho were bright, yet struggledyear after year. Now, armedwith the Davis Program, she isprepared to unleash the stifledpotential of individuals within

her school district and private practice. SouthCountry Learning Center, Box 4602, Taber,Alberta T1G 2C9, Canada. +1 (403) 330-9873.judy.parley@hotmail.com

Rhonda Lacy is the motherof a dyslexic child, Drew. Afterhe completed a Davis Program,his reading world was changedforever! Rhonda was soimpressed with the tools helearned, she decided to becomea licensed Facilitator to help

others facing similar challenges. Rhonda holds aB.S. in Elementary Education from the Universityof Central Oklahoma. She has 24 years of experienceteaching Kindergarten, Second Grade, and the lastfew years, Remedial Reading. She looks forwardto meeting new clients and helping all realizehow truly blessed they are to possess the “gift” of dyslexia. Oklahoma Dyslexia Learning Center,1206 Frisco, Clinton OK 73601. +1 (580) 323-7323.rhondalacy@oklahomadyslexia.com

vUnited Kingdom (cont’d)

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

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

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

Francis WrightDevon/Cornwall/Hampshire+44 (077) 9684 0762

v United States

AlabamaPaula MoreheadBirmingham+1 (205) 408-4420

Lisa SprattHuntsville +1 (256) 426-4066

ArkansasRebecca LandesMulberry / Fort Smith +1 (479) 997-1996

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

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

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

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

David HirstRiverside+1 (951) 653-9251 or(909) 241-6079

Angela Dean Educators Nicole MeltonKaren Thorworth-PongsDiamond Bar+1 (909) 229-5251

Michelle PalinSanta Cruz+1 (831) 419-8338

PAGE 21THE DYSLEXIC READER

Elisabeth Gerber “I am aneducator and special-needs teacher,the mother of three nearly grown-upchildren and the wife of a farmer.It is especially important for meto help people realize their ownpotential. What I like about the

Davis Method is its holistic approach and that itaddresses the personal responsibility of the client.”Dachlissen 17, Mettmenstetten 8932, Switzerland. +41 (44) 767-1054. familia.gerber@bluewin.ch

Alison Syme “My husbandhad often wondered if dyslexiacaused his reading difficulties.So when I saw an advertisementfor a talk by Ron Davis inChristchurch, I gave it to myhusband. We went to hear Ronand as a result my husband did a

correction programme with a local Facilitator. Boththe Facilitator and my husband encouraged me toattend the Fundamentals Workshop. I had spent over10 years of home-schooling two of my childrenwho had struggled with school and that period ofmy life was drawing to a close. I was consideringwhere I might use my experiences and desire tosupport and encourage other families and individuals.My Davis training has opened a whole new worldof understanding and I am looking forward to helpingothers to understand their gift and reach theirpotential. I am especially impressed by the Davisapproach to Maths and would like to help othersenjoys Maths as I do.” Learning Plus, BoultonsRoad, Kimberley, Darfield, R.D.I. 8172, NewZealand. +64 (03) 318-8480. braedoon@xtra.co.nz

Achsa Griffiths “Having several dyslexicchildren myself and as a governor of a Juniorschool, when I came upon Davis I immediatelysaw its potential for my own children, the school,other dyslexics and non-dyslexics who need somehelp with the concepts.” Malt House, 38 MoatSole, Sandwich, Kent, CT 139AU UnitedKingdom. achsa1@gmail.com

Carol Williams “I recentlyretired from 38 years of publicschool teaching, including 26years in special education. Duringmy tenure, I always searched for new ways to improve thereading skills of my dyslexic

students. I feel that the Davis techniques areindeed the missing piece of the puzzle. As aDavis Facilitator, I can now dedicate my energiesto helping dyslexic individuals acquire the skills to overcome their reading difficulties and increasetheir self-esteem. New Discoveries LearningCenter, 6775 Cahill Ave. Inver Grove Heights,MN 55076, USA. +1 (651) 324-9156. carolwilliams311@yahoo.com

Rebecca Landes “During 21 years of teaching I saw manystudents struggle. One child’sstruggle sent me to the bookstorelooking for something – anything– to help her. I just happened topick up Ron’s book The Gift ofDyslexia. Thumbing through it

I soon saw that this was different from anything Ihad ever heard of. I knew that I had to find outmore about this unique program that made so muchsense. I am both excited and grateful to be able tohelp others discover solutions that will enrich theirlives and allow them to proudly use their “gift.”Arkansas Learning Solutions, 5260 Chastain Road,PO Box 331, Mulberry, AR 72947-0331, USA. +1 (479) 997-1996. drlrdl@ipa.net

Marilyn Lane “Throughoutmy career in teaching I havealways been aware of the specialgifts that dyslexics possess.Finding the key that wouldunlock these gifts has been oneof my goals. My own son, whois dyslexic, motivated me to

explore the available options. Fortunately for him–and for me –I discovered The Gift of Dyslexia.He hasn’t looked back since ‘doing’ his DavisProgramme. As a result of his success I decided totrain as a Davis Facilitator. I am now able to offerthe Davis Dyslexia Correction Programme with followup support providing consistency of approachand building self-esteem. I also help students withstudy and research skills, which are so important.I’m glad I am able to offer techniques for dyslexicsin both areas.” 18, St. Johns Road, Redhill, Surrey,RH1 6HX United Kingdom. +44 (0173) 776-9049.marilynlane@bluebottle.com

Lori A. Johnson read TheGift of Dyslexia and enrolled her12-year-old son in the week-longprogram. The hope, improvedself-esteem and academic successher son experienced inspired herto enroll in the training programto become a licensed Davis

Facilitator. Lori will be providing Davis Programsin the beautiful Texas Hill Country. “It is a greathonor to walk along side such gifted individualson their journey towards help, hope and success!”The Dyslexia Solution, 138 Stonegate North,Boerne, TX 78006, USA. +1 (210) 843-8161.thedyslexiasolution@mac.com

v United States/California (cont’d)

Cheryl RodriguesSunnyvale/San Jose+1 (408) 983-0968

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

ColoradoValarie AbneyDenver +1 (303) 433-9077

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

Annie GarciaWheat Ridge / Denver+1 (303) 423-3397

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

Janet SlavenskiDenver+1 (303) 431-0027

Kristi ThompsonDLS Workshop PresenterWalsh +1 (719) 324-9256

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

Angela KeiferTampa +1 (727) 480-1093

Alice J. PrattJacksonville+1 (904) 389-9251

Rita & Eugene Von BonNavarre+1 (850) 939-2313

GeorgiaMartha PayneSuwanee+1 (404) 886-2720

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

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

IllinoisKim AinisChicago +1 (312) 360-0805

IndianaJodi R. BaughCloverdale/Indianapolis+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

PAGE 22 THE DYSLEXIC READER

Sally McCue “I finished mydegree in Teaching and Learning,ready to enjoy a satisfyingteaching career at the primarylevel…But realizing the enormityof the dyslexia issue had a profound impact on me. I feltthe pain and frustration of

children who were failing in school. Every day I saw the sadness and the old solutions theydeveloped to cope with their suffering. I heardthe desperation in their voices and sensed theunderlying reason for my empathy with them:these feelings were exactly what I had experiencedat school! At nearly the same moment, I heardRon Davis on the radio and promptly attendedone of his presentations. I knew this method waswhat I needed and I could visualize myself usingit to effectively reach others. The Davis DyslexiaCorrection Programme felt natural and comfortableto me and it has helped me to grow in so manyways. As a trained Facilitator I can reach out andhelp change my students’ outlook on themselveswith an authentic and empathetic awareness ofhow it “really is” for them.” Dyslexia Solutions,RD1 Wakapuaka, Nelson, New Zealand. +64 (03) 545-1779. sally-dyslexiasolutions@xtra.co.nz

Margrét Thorarinsdóttir“Having been a farmer, milkingcows and training horses for 35years I felt that it was time to dosomething different and new.In 2003 I heard Ron Davis givea lecture about dyslexia and thecorrection program in Reykjavik.

I instantly knew that this was what I wanted to do.Within two months I was in the United Kingdomand started my training as a facilitator.” Efsti-Dalurla,801 Selfoss, Iceland. +35(4) 486-1188. maggajona@sudurland.is

Elizabeth Shepherd “I was introduced to The Gift of Dyslexia by our Osteopath.He told me that my youngestson was dyslexic. Afterresearching various options Idecided to pursue a DavisProgramme for him. As I

observed his Programme I realized that I wantedto be able to give other children the opportunity tobenefit from the Davis methods. I have regularly volunteered in schools throughout the 16 years Ihad children of my own in primary education. In recent years I have mainly provided readingsupport for children who are frustrated by theirstruggle to read. I am disappointed by the numberof children whose needs are not adequately met

by current methods. I was fortunate to have beenable to undergo Facilitator training and now lookforward to my new career helping people to usetheir talents to overcome a system which has letthem down.” Charnwood, Harlequin Lane,Crowborough, East Sussex, TN6 1HT UnitedKingdom. +44 (0189) 266-1052. Elizabeth.shepherd@virgin.net

Rosemary J. Savinson “Ihave spent most of my workinglife in adult education, first as a teacher of English as an additional language. Over theyears, I came across many gifted,talented but often frustrated

dyslexic students and I decided to take a qualificationto become a dyslexia support tutor. Then I heardRon Davis talk and I was inspired. I felt I had reallybegun to understand what dyslexia was all about,how people could overcome their difficulties andlet their talents shine through. I now offer DavisProgrammes to adults and young people in my college. It’s wonderful to help people acquire the toolsthey need, and to see their self-esteem grow and theirconfidence blossom.” 10 Littleheath, Charlton, London,SE7 8HU United Kingdom. +44 (208) 316-1973.rosemary.savinson@ntlworld.com

Gabriele Doetsch “Forme, the key experience was myson Gregor’s program inHamburg. After he completedit, we brought new energy,vitality and happiness backhome with us. The dynamism

of the Davis method has inspired us. With this inmind I have worked, developed and found my“Berufung.” I don’t know the English translationof that word. But it means “the job I am meantto do!” Lindweg 10, Bad Windsheim 91438,Germany. +49 (09) 841-1637.

Rochelle Harden “As anewly trained teacher, I workedin adult education. In that capacityI met a number of talentedyoung men who found learningdifficult, despite being clearlyintelligent. I read The Gift of

Dyslexia and haven’t looked back. I knew in myheart these young men had the cognitive ability toread and write. Ron’s book reinforced my thinking100%. I am excited about my new journey as aDavis Facilitator and can’t wait to help clientsachieve their goals.” Dyslexia Unlocked, PO Box92, Wanganui, New Zealand. +64 (027) 306-6743.dyslexiaunlocked@gmail.com

KentuckyRochelle AbnerWinchester+1 (859) 513-2662

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

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

MassachussettsCarolyn TylerFairhaven+1 (508) 994-4577

MichiganNicki CatesSaint Clair Shores/Detroit+1 (586) 801-0772

Sandra McPhallGrandville/Grand Rapids+1 (616) 534-1345

Ann MinkelSix Lakes/Grand Rapids+1 (989) 365-3925

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

Michele WellmanAlma/Lansing/Grand Rapids+1 (989) 463-5276

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

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

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

Carol K. Williams Inver Grove Heights +1 (651) 552-1271

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

MissouriCathy CookColumbia+1 (573) 819-6010 or 886-8917

Patricia HenryKansas City+1 (816) 361 6563

MontanaAshley BenjaminFort Benton+1 (406) 734-5420or (406) 781-4642

Kimberly BezansonMissoula +1 (406) 541-3076or 499-0220

Elsie JohnsonKalispel +(406) 257-8556

Linda Jo PriceBozeman +1 (406) 586-8218

PAGE 23THE DYSLEXIC READER

Rhonda Erstrom “I havebeen an elementary schoolteacher for 22 years. My soncompleted the Davis Program in2004. His success inspired me tobecome a Davis Facilitator andbring this program to my school

district. I look forward to helping others overcometheir obstacles.” Vale, OR 97918, USA.+1 (541) 881-7817. erstrom@fmtc.com

Angela Keifer has a degreein Psychology from ClearwaterChristian College. Being marriedto a man with dyslexia, she seesthe potential that is sometimesoverlooked in children andadults with learning disabilities.Angela is looking forward to

helping people see the true gift of dyslexia andovercome the learning difficulties associated with it.Angela is excited about Bright Futures DyslexiaCorrection and the impact she can have in the TampaBay area. Bright Futures Dyslexia Correction,10003 Cedar Dune Drive, Tampa, FL 33624, USA.+1 (727) 480-1093. brightfuturesdc@hotmail.com

Melissa Slominski “Thegreatest joy of my life was hav-ing the honor of home-school-ing my son. When he left forcollege I needed to find some-thing that was as powerful andpositive for me to devote myenergy to. I began doing privatetutoring while searching for the

best methods available to help these bright studentswho were just not achieving up to their potential.When I found Ron’s book, The Gift of Dyslexia,I knew I had found great tools for my students,but I wasn’t entirely sure that I needed to do theentire training program. I decided to attend theFundamentals workshop–and here I am. I thinkthis is absolutely the best way for me to share thefun of learning with my clients.” Three RiversLearning Center, 6950 SW Hampton Street,Tigard, OR 97223, USA. +1 (503) 957-2998.m2slominski@comcast.net

Ann Mataczynski “I have a Masters degree in educationwith a reading emphasis. But I couldn’t figure out why myboys struggled to read. Once I discovered it was dyslexia, I tried the Orton-Gillinghamapproach. But I still felt there

were pieces missing and progress was minimal. Icontinued my search and found Davis DyslexiaAssociation. I became a Davis Facilitator to helpthose smart yet struggling kids and to educatesociety on dyslexia. I am thrilled to open my centerand begin this journey.” GEM Learning CenterLLC, 7606 Bluebell Lane, Wausau, WI 54401, USA.+1 (715) 551-7144. mataczyn@aol.com

Facilitation and Freedomby Ian Richardson, Davis Facilitator in Gloucester, England

I want to say a big thank you to all thefolks who supported and guided me andshared with me their knowledge of Davisand the ways of dyslexia. Most of all Iwanted to acknowledge and really highlightsomething about the spirit I have foundthroughout.

I think a lot about the nature ofchange, growth and development, both inmyself and in others. I'm becoming moreconvinced as I gather years and experience(and hopefully not to much moss!!), that atone level, change can come about when aperson learns “stuff.” An individual cangrow by gaining knowledge. That’s good.

However, I’m sure you will agree,that on a different level, creative, positive

change, and real growth of a person’s lifecomes about when people make a shifttowards revealing their “selves,” whenthey are able to become more themselvesand put those selves into the world,unabridged.

When the word “change” is replacedwith “reveal,” that, to my thinking, iswhen a person attaches a steering wheel tolife, lets the handbrake off and drives outof the garage.

This = FREEDOM. Helping someonedo this = facilitation.

What I am saying is thank you forhelping me to recognise that freedom ismine and for giving me the opportunity tohelp others in this same spirit.

v United States/Montana(cont’d)

Robin ZealWhitefish+1 (406) 862-6210

NebraskaShawn CarlsonLincoln +1 (402) 420-1025

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

New HampshireGlenna GiveansLebanon+ 1 (603) 863-7877

Michele 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

New YorkLisa AndersonSeneca Falls +1 (315)568-3166 or (800) 234-6922

Ann HassigGouverneur+1 (315) 287-0531

Hadar Lily HellmanNew York City +1 (212) 781-3689 or +1 (718) 614-8240

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

North CarolinaGerri W. CoxDLS Workshop PresenterShallotte/Wilmington+1 (910) 754-9559

Tina KirbySanford/Fayetteville+1 (919) 499-0774

Ruth MillsPineville/Charlotte+1 (704) 541-1733

Jean MoserWinston-Salem+1 (336) 765-6310

OhioLorraine CharbonneauMason/Cincinnati/Dayton+1 (513) 850-1895

Sandra KornLiberty Township/ Cincinnati+1 (513) 779-9118

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

PAGE 24 THE DYSLEXIC READER

Valarie Abney “After 35 years in the bookbusiness working with teachers and strugglingreaders of all ages–including my son–I foundDavis. I am hoping to work with “at risk youth.”There is a group of Facilitators in the Denverarea and we are excited about working togetherand someday possibly having a center.” PictureThinkers Inc., 3250 W. Hayward Place, Denver,CO 80211, USA. +1 (303) 433-9077. picturethinkers@estreet.com

Annie Garcia “I was a teacher for 28 years, and22 of those years I was a reading teacher. I agreedto tutor the grandson of a teacher friend. He was infifth grade, but read at the second grade level. Iworked with him a little over a year and did notmake much progress, despite doing everything Iknew. I told his mother and grandmother they needed to find something or someone else for himbecause I was not helping him. Shortly after, hisgrandmother asked me to look at a web site she hadcome across. It was www.dyslexia.com. I read TheGift of Dyslexia and interviewed a Facilitator in ourarea. I recommended to the mother and grandmotherthat they try this program, telling them I would, if it were my son. When he started his program heread at the second grade level, but by Friday hewas reading at the fourth grade level. That sold me! I decided I wanted to learn how to achieve suchresults. So now I am back doing what I was intendedto do, helping people learn how to read or changetheir lives as much as they choose to.” LearningYour Way, 4625 Newland Street, Wheat Ridge, CO80033, USA. +1 (303) 423-3397.learningyourway@earthlink.net

Diana Smit-Jurgens “I became interested in dyslexiathrough my sister’s oldest son.He is dyslexic and struggledhis way through school. Ialways felt that there should be an easier way. I was becomingaware of more and more cases

when a good friend of mine, Debbie Shah, toldme about this amazing method to help peoplewith dyslexia. I jumped at the opportunity tolearn more about it when she brought aFundamentals Workshop and training to Kenya. I have enjoyed every moment of the training(thank you Robin, Siegerdina and Renée) and am keen to start working with people here. Abig thank you to Debbie, who was the firstFacilitator in Kenya and who did the organizingto make it possible for us to do our traininghere.” PO Box 24581, Nairobi 00502, Kenya.+254 733 895 603. ronikarosmit6@yahoo.com

Alma Holden “I was a qualified primary teacher whospecialized in Specific LearningDifficulties and taught clientsone to one using different teachingmethods including ReadingRecovery and HPP. Prior to thisI had 10 years of primary teachingin multi-level, rural and urbanareas, as well as the opportunity to

bring our children up on a farm, when not teaching.Through my training in the Davis DyslexiaCorrection Programme I now have the ability tomake a difference with clients. The greatest gift of all is the blossoming of their confidence andself-esteem – confident in the understanding andknowledge that they can learn. My office is in thecenter of Alexandra, where I hope to offer theDavis Dyslexia Correction Programme to CentralOtago and Southland clients. This location will begreat for our close-knit family as we enjoy exploringthe outdoors and the old winery.” dyslexia-help 4 u,PO Box 293, Alexandra, New Zealand. +64 (027) 485-6798. dyslexia-help4u@xtra.c.nz

v

OklahomaRhonda LacyClinton +1 (580) 323-7323

OregonRhonda ErstromVale +1 (541) 881-7817

Melissa SlominskiTigard / Portland+1 (503) 957-2998

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

South DakotaKim CarsonDLS Workshop PresenterBrookings/Sioux Falls +1 (605) 692-1785

Carina LittleWatertown +1 (605) 886-8415

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

Glyndene BurnsLubbock +1 (806) 781-4891

Janalee BealsBedford/Dallas/Ft. Worth+1 (877) 439-7539 (Toll Free)or+1 (817) 354-2896

Success Learning CenterRhonda ClemonsDLS Workshop PresenterColleen MillslagleDLS Workshop PresenterTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

Shari ChuHelotes /San Antonio +1 (210) 414-0116

Lori JohnsonBoerne / San Antonio+1 (210) 843-8161

Susan LewisLubbock +1 (806) 771-1385

Leslie McLeanAmarillo+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)

Amanda MeyerBurleson/Ft. Worth+1 (817) 426-4442

Dorothy OwenSupervisor-SpecialistPlano/Dallas +1 (972) 447-8327 or+1 (866) 822-2441 (Toll Free)

Paula Roberts Tyler +1 (903) 570-3427

Casey Linwick-RouzerSugar Land/Houston+1 (832) 724-0492

Laura WarrenDLS Workshop PresenterLubbock +1 (806) 771-7292

VirginiaDonna KouriMontpelier/Richmond+1 (804) 883-8867

“Ideals are like stars; youwill not succeed in touchingthem with your hands. Butlike the seafaring man onthe desert of waters, youchoose them as your guides,and following them you will reach your destiny.”

– Carl Schurz, general and politician (1829-1906)

PAGE 25THE DYSLEXIC READER

Newly Licensed Davis Learning StrategiesWorkshop Presenters and Mentor

1. Valgerdur JonsdóttirDLS Workshop PresenterGrundarsmárii 5201 Kópavogur, IcelandTel: +354 863 2005E-Mail: lexia@lexia.is

2. Sturla KristjánssonDLS Workshop PresenterÁrmúli 5108 Reykjavík, IcelandTel: +354 845 6956 or 862-0872E-Mail: sturla@les.is

3. Gail HallinanDLS Workshop Presenter41 Waters RoadNaremburn NSW 2065, AustraliaTel: +61 (02) 9405 2800 E-Mail: gail@3ms.com.au

4. Petra Pouw-LegêneDLS Mentor & Workshop PresenterHeirstraat 376191 JS Beek, NetherlandsTel: +31(046)437 4907E-Mail: pouw.legene@planet.nl

The Davis Facilitator TrainingProgram requires approximately400 hours of course work.

The Davis Specialist TrainingProgram requires extensiveexperience providing Davisprograms and an additional 260hours of training. Specialists andFacilitators are subject to annual re-licensing based upon case review and adherence to the DDAI Standards of Practice.

Davis Learning Strategies Mentorsand Workshop Presenters areexperienced teachers and trainers with2-3 years of specialized training andexperience mentoring classroomteachers of children 5-9 years of age.

For information about training and afull directory of Davis providers, go onthe web to:

www.dyslexia.com/providers.htmor call +1 (650) 692-7141; or +1-888-805-7216 toll-free in the USA.

1 23

4

v United States/Virginia (cont’d)

Angela OdomDLS Workshop PresenterMidlothian/Richmond+1 (804) 833-8858

Jamie Worley Yorktown/Williamsburg +1 (757) 867-1164

WashingtonJackie BlackArlington/Everett1-866-218-1614 (Toll-Free)

Aleta ClarkAuburn/Tacoma+1 (253) 854-9377

Carol HernDLS Workshop PresenterSpokane

Mary Ethel KelloggDLS Workshop PresenterSpokane

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

Nancy SittonMarysville +1 (360) 651-1241

Renie Royce SmithSpokane & Everett+1-800-371-6028 (Toll-Free)+1 (509) 443-1737

Ruth Ann YoungbergBellingham+1 (360) 752-5723

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

WisconsinNew Hope Learning Centers, Inc.Darlene BishopMargaret Hayes Milwaukee+1 (888) 890-5380 (Toll Free)+1 (262) 255-3900

Anne MataczynskiWausau +1 (715) 551-7144

v UruguayMarcela PiffarettiMontevideo+598 (02) 604-2691

v

This Directory is current as of July 1, 2006. It is

subject to change. Betweennewsletter issues, new

Facilitators are added, andoccasionally, some becomeinactive. However, the Davis

Providers list atwww.dyslexia.comis always up to date.

Davis Training Programs

Center: Alice and RonDavis

PAGE 26 THE DYSLEXIC READER

Teachers, would you like to…• Improve the reading skills of all the children in your

class regardless of their learning style?• Manage your classroom more effectively?• Prevent the onset of learning disabilities?• Use research-based methods that are flexible and easily

fit into and enhance any existing curriculum?

This two-day workshop provides Primary Teachers (K-3)with unique and innovative strategies for improving reading instruction and classroom management, and equipsyoung learners with proven life long skills in “how to learn.”

Instruction includes:• Theory and Reasoning for each Strategy.• Video demonstrations of each Strategy and classroom

implementation suggestions.• Supervised experiential practice on each Strategy.• Q&A and discussion about each Strategy.

Materials include:• Detailed Manual with suggested year-long guides, black-line

masters, and numerous tips for each implementing eachStrategy in various curriculum activities.

• Videotape or DVD demonstrating each classroom Strategy. • Teacher Kit: alphabet strip, letter recognition cards, clay,

cutter, dictionary and two Koosh® balls. (Classroommaterials sold separately)

Workshop hours: 9am-4pm with one hour lunch break.Cost: $595 per person (US only) Academic Units or CEUs (US and Canada only)Two Quarter Units are available through California StateUniversity. Cost is $54 per unit, plus $35 administrative fee.A written assignment, which can be completed before andduring the workshop, is required.

Would you like to bring a DLS workshop to your school/area?Call 1-888-805-7216 and ask for Paula McCarthy.

Basic Workshop forPrimary Teachers

31 July-1 August: USA (Elbert, Colorado)Instructor (and contact): Kristi ThompsonE-mail: info@davislearn.com Tel: +1 (719) 324-5400 x202

7-8 August: USA (Lubbock, Texas)Instructor: Laura Warren Contact: Paula McCarthyEmail: info@Davislearn.comTel: +1 (650) 692-7141 or 1-888-805-7216

9-11 August: Iceland (Kopavogur)Instructors: Sturla Kristjansson & Valla JonsdottirLanguage: IcelandicContact: Gudbjorg EmilsdottirEmail: gem@ismennt.is Tel: +354 554-3452

10-11 August: USA (San Antonio, Texas)Instructor: Laura WarrenContact: Paula McCarthy or Laura Warren (in Texas)Email: info@davislearn.comTel: +1-888-805-7216 or (806) 771-7292

24-25 August: Canada (Edmonton, Alberta)Instructor: Laura WarrenContact: Paula McCarthy Email: info@davislearn.comTel: +1 (650) 692-7141 or 1-888-805-7216

6-7 October: Holland (Rolduc, Kerkrade)Instructor: Siegerdina Mandema Language: DutchTel: +31 (0475) 301 277 Email: ddaned@plex.nl

14-16 October &19-21 October: Estonia (Tallinn)Instructor: Richard Whitehead Language: RussianContact: Olga KnutEmail: eknuut@yahoo.com Tel: (+372) 5650 9840

24 -26 November: Switzerland (Basel)Instructor: Heidi Gander-Belz Language: GermanContact: Gabi LichtenhahnEmail: office@dda.ch Tel: +41 (0)61 273 81 85

Visit www.davislearn.com for additional workshop dates.

“It is so exciting to be on the cutting edge of something so radically life changing for so many. I am overwhelmed by this entire concept and thepotential of it all. Thank you for your commitment to this program that is so important to so many. You have done a tremendous job, and your manualand training are excellent.”

–CK, Teacher and Vice Principal, DePaul School, Jacksonville, Florida

2006 DATES & LOCATIONS

PAGE 27THE DYSLEXIC READER

Come Learn andEXPERIENCE the DavisDyslexia CorrectionProcedures!Fundamentals of Davis Dyslexia Correction®

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

DEUTSCHLAND2-5 Nov. 2006: HamburgLanguage: German/EnglishPresenter: Ioannis TzivanakisDDA-DeutschlandEmail: germany@dyslexia.comTel: +49 (040) 25 17 86 22

NEW ZEALAND13-16 Aug. 2006ChristchurchPresenter: Lorna TimmsEmail: info@ddapacific.co.nzTel: +64 (09) 361 6115

SWITZERLAND28 - 31 Oct. 2006: BaselPresenter: Bonny BeuretEmail: office@dda.chLanguage: English/FrenchTel: +41 (061) 273 81 85

For updated workshop schedules visit: www.dyslexia.com/train.htm

9-12 Nov. 2006: BaselPresenter: Bonny BeuretEmail: office@dda.chLanguage: GermanTel: +41 (061) 273 81 85

UNITED KINGDOM8 -11 Oct. 2006Addington, Nr. MaidstoneKentPresenter: Richard Whitehead Email: uk@dyslexia.comTel: +44 (01580) 892 928

5 - 8 May 2007Addington, Nr. MaidstoneKentPresenter: Richard Whitehead Email: uk@dyslexia.comTel: +44 (01580) 892 928

UNITED STATES18 - 21 Sept. 2006Washington, D.C.Presenter: Gerry GrantEmail: training@dyslexia.comTel: 1-866-822-2441 or 1-888-805-7216

6 - 9 Nov. 2006Dallas-Ft. Worth, TexasPresenter: Gerry GrantDorothy@acomprehensioncenter.comTel: +1 (866) 822-2441 toll-free

29 Jan. - 1 Feb. 2007San Francisco, CaliforniaPresenter: Cyndi DenesonEmail: training@dyslexia.comTel: 1-888-805-7216

2006-2007 FUNDAMENTALS WORKSHOP SCHEDULE

DAY ONE

Background and Development of the Davis DyslexiaCorrection® Procedures• Research and discovery. The “gifts” of dyslexia. Anatomy

and developmental stages of a learning disability.Overview of the steps for dyslexia correction.

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

DAY THREE

Orientation Review Procedure(a method for checking orientation 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 adjustingorientation using balance)

Symbol Mastery Exercises for Words• Demonstrations• Group Exercises• Practice Sessions

Implementing the Davis Procedures

DAY TWO

Davis Orientation Counseling Procedures (methods tocontrol, monitor and turn off perceptual distortions)• What is Orientation? Demonstration & Practice SessionRelease Procedure (method to alleviate stress, headaches)Alignment (an alternative to Orientation Counseling)• What is Alignment? How is it used? Group DemonstrationDial-Setting Procedure (a method for controlling energylevels)

FUNDAMENTALS WORKSHOP OUTLINE

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

All workshops conducted in English unless noted

otherwise.

Continued on page 22

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-PacificPO BOX 46023Herne BayAuckland, New ZealandTel: +64 (09) 361 6115Fax: +64 (09) 361 6114E-mail: pacific@dyslexia.com

DDA-CHFreie Strasse 81CH 4001 BaselSWITZERLANDTel: 41 (061) 273 81 85 Fax: 41 (061) 272 42 41E-mail: ch@dyslexia.com

DDA-DeutschlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: germany@dyslexia.com

DDA-Israel20 Ha’shahafim St.Ra’anana 43724 ISRAELTel: 972 (0523) 693 384 or (0)9 774 7979Fax: 972 (09) 772-9889E-mail: Israel@dyslexia.com

DDA- MéxicoRío Volga #308 oteColonia del Valle66220 Garza Garcia N.LMEXICO Tel/Fax: 52 (81) 8335-9435 or 52 (81) 8356-8389E-mail: mexico@dyslexia.com

DDA-NederlandKerkweg 38a 6105 CG Maria Hoop, NEDERLANDTel: 31 (0475) 302 203 Fax: 31 (0475) 301 381E-mail: holland@dyslexia.com

DDA-UKSlaney Place Headcorn RoadStaplehurst, Kent TN12 0DJ.Tel: +44 (01580) 892 928 Fax: +44 (0)1580 893 429E-mail: uk@dyslexia.com

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 245Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: ddai@dyslexia.com

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. DavisThis 4-day workshop is an introduction to the basic theories,principles and application of all the procedures described inThe Gift of Dyslexia. Training is done with a combination oflectures, demonstrations, group practice, and question andanswer sessions. Attendance is limited to ensure the highestquality 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 focus attention.

• The Davis Symbol Mastery tools for mastering reading.

• How to incorporate and use proven methods for improvingreading, spelling, and motor coordination into a teaching,home school, tutoring, or therapeutic setting.

See page 27 for more workshop details.

Enrollment limited v Classes fill Early v Call 1-888-805-7216 or 650-692-7141For updated workshop schedules visit http://www.dyslexia.com/train.htmFor a full description of the Davis Facilitator Certification Program, ask for our booklet.

Fundamentals of Davis Dyslexia Correction Workshop

13-16 August Christchurch New Zealand

18-21 September Washington, DC USA

8-11 October Addington, Kent UK

28- 31 October Basel Switzerland

6-9 November Dallas-Ft. Worth USA

2 -5 November Hamburg Germany

9 -12 November Basel Switzerland

29 Jan - 1 Feb 2007 San Francisco USA

5 - 8 May 2007 Addington, Kent UK

2006-2007 International Schedule

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

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

verification of attendance, and Symbol Mastery Kit• Academic units and CEUs available