The Dyslexic Reader 2007 - Issue 46

VOL. 46 Davis DyslexiaAssociation International ISSUE 3 & 4 • 2007

Dys lex ic Read er• •́ •́~The

IN THIS ISSUE

(Cont’d on p. 10)

(Cont’d on p. 20)

Excerpted from www.dfnz.org.nz

THE WORLD’S FIRST EVER DYSLEXIADiscovery Exhibit was officially openedto the public on April 29, 2007 byCookie Munchers Charitable Trust asan initiative in support of the work ofthe Dyslexia Foundation of NewZealand. The DDE is an outdoorgallery experience located at 21Worcester Boulevard, on the main citysquare of Christchurch, New Zealand.This world-class exhibit was createdin collaboration with Richard Taylor,Weta Workshop, Mackenzie Thorpe,Ron Davis, the Britten family, and Paul

News & Feature ArticlesRhythm Proficiency . . . . . . . . . . . . . . .3The Achiever’s Journey . . . . . . . . . . . .6New DVD Films Highlight DavisProgram and Methods . . . . . . . . . . . .8

Free Audio Books from Librivox.org . . .9Famous Dyslexics Remember . . . . . . . .9Telling it Like it Is . . . . . . . . . . . . . . .11ReadOn Receives iAward . . . . . . . . . .12From the Heart . . . . . . . . . . . . . . . . .13Recent Recommendations from TheLazy Readers’ Book Club . . . . . . . . .14

Cause for Celebration inNew Zealand . . . . . . . . . . . . . . . . . .19

Diary of a Success Story . . . . . . . . . .23

Regular FeaturesIn the Mail . . . . . . . . . . . . . . . . . . . . . .2Q&A . . . . . . . . . . . . . . . . . . . . . . .16-18New Davis Licensees . . . . . . . . . .27-29Davis Workshops . . . . . . . . . . . . . 30-32

Davis Honored at World’s FirstDyslexia Discovery Exhibit

ValedictorianCelebratesDyslexia

Kayla Heetland, Valedictorian.

By Mary Kay Frasier, Facilitator,Des Moines, Iowa, and Kayla Heetland

When Kayla Heetland was in the thirdgrade, she read at only a first gradelevel. She couldn’t do math on paper,had very poor handwriting and couldn’tread directions well enough to do herhomework.

Fortunately, Kayla had theopportunity early in her school careerto do a Davis Dyslexia CorrectionProgram with Facilitator Mary KayFrasier of Des Moines. Mary Kayhelped her turn her dyslexia into apositive. Kayla worked hard tocomplete the follow-up clay work andexercises, and in the course of manymonths, her difficulties with readingand writing diminished greatly. Kayla

says, “Dyslexia will always affect theway I live my life, but this programtaught me how to correct my problemsand overcome not being able to read,write or do math.”

On May 26, 2007, Kayla graduatedfrom Van Meter High School asValedictorian of her senior class.Kayla also was selected to receive theGovernor’s Scholar award. And she has

OPENING DAY OF THE DYSLEXIA DISCOVERY EXHIBIT

PAGE 2 THE DYSLEXIC READER

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141.OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;and to present methods for improving literacy, education and academic success. We believe that all people’s abilitiesand talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD:Laura Zink de Diaz, Alice Davis & Abigail Marshall. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US,add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS:We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075VIA E-MAIL: [email protected] 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.

Letter to Facilitator Sher Goerzen,Davis Facilitator in Maple Ridge, BC,Canada and the Coquitlam SchoolDistrict:

First and foremost let me say “thankyou” for all that you do. We really feltthere was no better way to start thisletter to you and the district ofCoquitlam for all that you have done.We can not begin to tell you thechange it has made to our child.

This program most definitelycannot stay on the shelf as a “pilotproject.” This should be implemented

Copyright 2001 Randy Glasbergen. www.glasbergen.com

In the Mail:

classroom teacher, Mrs. Wong, and ourresource Teacher, Mrs. Baboi, with theconcerns we were having and thepossibilities that we were going to haveto hold our child back a year becausehe was clearly not ready for grade five.This was not an option we took lightly,but under the circumstances, felt wewere running out of options within aschool system that really did not havethe resources to help our child.

We realize that the district, likeall others, is facing enormous cutbacks,but it would be to a child’s loss to nothave this program available. We knowthat our child is not the only one thatwill benefit from this program if itcontinues on. We know we were veryfortunate to have had this opportunityfor our child and believe me, my thankyous will only go a small way to showyou how much it was valued. Darren’sreading and confidence in himself hasimproved to such an amazing degree.

As we all know, children all learnin different ways and this program allowschildren to learn in a way that works forthem. That is truly amazing.

Sincerely,

Tracey Mathieson &WarrenWilliams

in every school in the district. Theprogram has changed my son’s life.We do not say that lightly, either. Myson, Darren, has changed so muchsince you have been working withhim. Darren was going through a verytough time with school. He was readingfar below the reading level for a grade4 student. Part of his behaviours andacting out were because he realizedthat he was getting farther and fartherbehind all his peers.

We were at a loss as to how tohelp him with his reading and spelling.We attended a meeting with theadministrator of Ranch ParkElementary, Mrs. Ponsart, the

“Never nevernever give up!”

–Winston Churchill(1874-1965) Prime Ministerof Great Britain during WWII

PAGE 3THE DYSLEXIC READER

By Geoffrey Keith

When Betty Atterbury tested LD andnon-LD children for rhythm perceptionand performance she found that“learning-disabled readers perceivedsimple same and different rhythmpatterns similarly to normal readers,but they perceived difficult rhythmpatterns less than normal readers.Learning-disabled readers alsoreproduced rhythm patterns less thannormal readers” (p. 267).1 Similarly,when Janet Gilbert studied the motorskills of LD and non-LD students shefound, “lower mean performance bylearning-disabled children on everysubtest except compound factors…”(p. 151).3 Compound factors werewhen the tests were combined. Perhapsthe dyslexic’s ability to multitask mayexplain the higher test score in this area.

When a student with dyslexiareads text or solves a math problem, ifhe does not understand what he hasread, then he can always go back andread the passage or problem again. Itis not ideal for him to do this, becausethis will lead to slow reading speeds,etc., but in music you cannot go back.Music is an art form that takes placein time. If, while performing or readingmusic, the student goes back to aprevious note, he changes the pieceof music.

Music is demanding. In order tosight read music, a musician has to beable to instantly recognize and executethe note, and put it in its proper placewithin the rhythmic structure, all atglance. Janet Horvath, in her injuryprevention manual Playing (less) Hurt,

Rhythm ProficiencyGetting the student to play accurately is oneof the biggest challenges for the music teacherattempting to teach a student with dyslexia.

“Musicians are able toexecute 38 notes inthree seconds. That ismore than twice thenumber of letters aproficient typist canexecute in the sameamount of time.”

Figure 1. Rhythmic syllables,a good introduction to rhythmfor young students.

teaching music is to break tasks intosmall, manageable steps. I usuallyhave a student clap the rhythm beforetrying to read the notes. I continuethis practice with the student right upuntil she is ready to start playing andcounting. If a student seems to havetrouble “seeing” the notation, have hercount and point at the notes. Pointingat the notes helps the student see thather action is linked to the symbols onthe page.

For young students, a goodintroduction to rhythm is to use rhythmicsyllables. Students pick these up veryquickly, because the syllables are sointuitive. Atterbury has this to add, “the addition of syllables (ta, ti-ti, etc.)aided the rhythm pattern ability of allchildren in the study… the results ofthe present study suggest that theaddition of rhythm syllables tononmelodic rhythm patterns makesperformance easier for children”(p. 266).1

Rhythmic syllables are not apermanent solution. Unlike counting,they do not give the student anindication of what beat he is on withinthe bar.

Ronald Davis has said thatstudents with dyslexia often have aproblem with time, sequence, and

in three seconds. That is more thantwice as much” (Horvath, p. 24-25).4

One of the secrets of sight readingis the rhythm. My first year ear-trainingteacher at U-Mass Lowell, Prof. L.Vasta, said that a student often feelshe needs to work on the notes firstand then rhythm, but the opposite istrue; the student needs to work on therhythm first, and then notes have away of falling into place.

Unfortunately, with dyslexicstudents, the notes do not always fallinto place, so we need a way for themto perform accurate rhythms whenworking on the notes.

One of the best strategies for

offered this illustration of the demandsof playing an instrument, “A highlyproficient typist can type 60 words aminute. Typing 60 words a minute…translates roughly into five letters persecond, 15 letters per three seconds.Frank Wilson, admired neurologist andauthor of Tone Deaf and All Thumbsand The Hand, in a 1994 lecture at anAmerican Symphony OrchestraLeague conference, calculated thatmusicians are able to execute 38 notes


order. “Children who have an inherentsense of these three concepts canlearn and understand math …Withoutan understanding of these underlyingconcepts, there will never be any realunderstanding of the subject or itsprinciples” (p. 43).2 In order forstudents to truly understand rhythm,they also have to understand time,sequence, and order, and we haveto teach the student in a way that isvisual and concrete. Davis definessequence as, “…the way things followeach other, one after another inamount, in size, in time, or inimportance” (p. 43).2

It took me two years to devise avisual image for sequence, but I finallycame up with the image of childrenlined up in school (Figure 2). I pickedthis because it is universal. All schoolage kids line up in school, and evenhome-schooled children will haveexperienced standing in line at a store.

The script for explaining thismodel to young students goes likethis: “C is the first guy (or gal) in theline, D is the second guy in the line,E is the third guy in the line, and Fis the fourth guy in the line. See thatbar line? It means that we now have anew line. What are we lining up for?”At this point I will have the studentpick a “line:” for the bus, art, music,lunch, etc. Let’s suppose the studenthas just chosen “lunch” as the activitywe are lining up for. I continue, “Seethe E, he is a big guy, he is taking up

two places in the line. He is taking upboth beat 1 and 2.” (The parenthesisaround the count number helps showthat the note is held in beat 2.) “TheF is also a big gal, she takes up twoplaces in the line, beats 3 and 4. Now

Figure 2. A visual and tactileexplanation of rhythm as devisedby the author.

Figure 3. Davis Symbol Masterystyle for defining rhythm.

students in the style of Davis’ SymbolMastery. Symbol Mastery’s strengthseems to lie in its ability to make asymbol real for the dyslexic student.The clay gives solidity and texture tosomething that is abstract in nature(Figure 3).

Abstract language (such as: love,anger, and joy) does not necessarilybring up mental images. Conversely,concrete language will bring up realand solid images (such as: her fingersintertwined with mine, his face wentred and he clenched his fists, I couldsmell Grandma’s cookies as I walkedup the front path). Mathematic andphonetic symbols are abstract. They areink on a page, not real objects. Clay,by linking into the tactile sense, keepsthe symbols from flipping around.Clay turns a symbol into a real object.In other words, it resolves the ambiguityof the stimulus, changing it from anunstable object into a stable figure.

I have found that the clay alsohelps the students distinguish thelines and spaces on the staff better,understand notes and relationships onthe instrument better, and name therhythmic symbols more accurately. Itis therefore a very useful tool, but it isnot as effective at helping the studentto actually execute the rhythms.

One way to think of rhythm is asa series of events organized around abeat. Many students do not seem tointuitively feel the steady beat. Instead,they see each note as an “event,” andoften give each event the same lengthregardless of what rhythmic value thenote shape is supposed to have. I havecome to realize that in order for suchstudents to perform rhythm accurately,they need to be provided with all the

“In order for studentsto truly understand

rhythm, they also haveto understand time,sequence, and order...Symbol Mastery’s

strength seems to lie inits ability to make asymbol real for the

dyslexic student. Theclay gives solidity andtexture to somethingthat is abstract in

nature.”

we’re lining up for gym, see the G,he’s a really big note, he’s been workingout; he’s so big he takes up the wholeline.” With older children I trim thecute language, and for adults I simplybegin with, “This is how I explainrhythm to my young students.”

I have used clay to work with


Figure 4. Is the bug on the frontor back of the box? With anunstable object, the mind willperceive the object as switchingspacial orientation. Dyslexics havevisual imaginations that are sopowerful that symbols—such asthose in reading, math, andmusic—act like unstable objects.

rhythmic information in the “counting”and a way to know when to clap andwhen not to. In other words, all thedivisions of the measure and all thesubdivisions of the beat need to beincorporated into the student’s countingwithout confusing him. I use a systemI call Extended Counting.

Many lesson book series–such asFast Track Bass, Guitar Rock Shop,Alfred’s Basic Guitar Method, and theFJHYoung Beginner Guitar Method–introduce new rhythms by placingparentheses around selected beats andparts of beats. I use parenthesescomprehensively, and have also addedthe element of rests. Extended Countingwill not teach students to perform on asteady beat, but it will help them seehow the rhythmic events are organized.If the teacher claps and/or counts withthe student during every lesson, thestudent eventually develops an internalsense of pulse. The teacher can act asa flexible metronome, focusing ongetting the student to perform eachmeasure with a steady pulse, theneach line, then the whole piece.

Basically, you write out all ofthe beats, “ands”, “e”s, and “a”s underthe rhythm. Then you place parenthesesaround all of the parts of the beat thatthe student does not clap on. In otherwords, if the count is outside a set ofparentheses the student claps; if thecount is inside, the student does notclap (Figure 5).

By giving the student all of thebeats and subdivisions and a guide forwhen to clap, he should be able toexecute the rhythm without any undueproblems. For rests, draw a line, aslash, or an X through the count toindicate that you are inserting silence.The student should move his hands to“feel” the missing beat, but not makea sound. This is called “physicalizing”the beat. Extended Counting worksequally well with 8th and 16th notes(Figure 6).

Use Extended Counting until thestudent has gained proficiency withrhythm. When the student has gainedmastery, Extended Counting, or forthat matter, writing in any countingnumbers, will be unnecessary.

However, keep in mind that,assuming the student is oriented, itwill take two to five years to get tothis point. �

Figure 5. Extended counting at the quarter and eighth note levels.

Figure 6. Extended counting at the quarter and sixteenth note levels.

References1. Atterbury, B. W. “A Comparison ofRhythm Patter Perception andPerformance in Normal and LearningDisabled Readers, Age Seven and Eight.”Journal of Research in Music Education.31.4 (1983a): 259-70.

2. Davis, Ronald D., and Eldon M. Braun.The Gift of Dyslexia. NewYork: Perigee,1997.

3. Gilbert, J. P. “A Comparison of theMotor Skills of Nonhandicapped andLearning Disabled Children.” Journalof Research in Music Education. 31.2(1983): 147-155.

4. Horvath, Janet. Playing (less) Hurt.Kearney: Morris, 2002.

About the authorGeoffrey Keith received hismusic degree from U-MassLowell in 1993 and nowruns his own music lessonstudio, Success Music Studio,specializing in multisensory

strategies for teaching music to youngstudents, students with dyslexia, AD/HD,and visual-spatial learning styles(successmusicstudio.com). He has taughtmusic for the last 18 years, nine of themworking with multisensory strategies; heis also a visual thinker.

“One way to think ofrhythm is as a seriesof events organizedaround a beat.”


By Genevieve Dawid

Genevieve Dawidwas born dyslexicand dyspraxic, herfeet “the wrong wayround.” Her early lifechallenges in learningto cope with dyslexialed her to explore and

adopt some unique ways of coping,which she discovered worked not justfor dyslexia but were applicable in allareas of life including education,confidence-building, relationships,and later on, career development.

While still at school, she foundherself sharing her strategies with otherstudents, and this was just the beginningof her journey as a personal mentor.Because they proved so popular andeffective, she gradually improvedthese methods further, to the pointwhere she developed them into aservice and gained a well earnedreputation within the corporate sector.Genevieve has been working as aconsultant, mentoring senior managersin the corporate sector internationallynow for nearly a decade.

Genevieve recently publishedThe Achiever’s Journey, a specialself-mentoring book, providing readerswith tried-and-tested ways of learninglong-term disciplines and habits toenable them to achieve what theydesire in all areas of their life. It alsoincludes a partial biography of herextraordinary life experiences. Shehas graciously given us permission toreprint a portion of her book, below.

Background of“Transcending the Mind”When I look back, I was quite aprivileged child in more ways thanone. I had a wonderful family, andfriends, lived in a lovely house, with alarge garden to play in. We went onmarvelous family holidays by the sea,and traveled abroad, something I adored.I didn’t have a private education butwent to a local school close to homethat was known as ‘state of the art.’ Itwas a beautiful new school, set on acres

of land, and was one of the reasons myparents moved into the area.

However, for all this idyllic child-hood, and the wonderful new facilitiesthe school had to offer, learning was anightmare for me as a child. I justhated trying to learn and so schoolwas a place where I didn’t achieve.I had no idea how other childrenknew the answers to questions and

Mum took a ruler and wrote theletters in the right order in a row, soI could see just that one word on thepaper. Instantly, I could see the word.Using a ruler I copied the letters inorder, again and again, until I got it.I had finally learned how to spell myname! Next Mum got my schoolreading book and used a card to covereverything on the page, revealing onlyone word at a time. I could now startto make sense and learn each word.We progressed to me holding a cardunder each word to separate them soI only saw one word at a time. In thisway, during the school holidays, Mumactually taught me to read.

I returned to school thrilled thatI could now read and write and wasinstantly taken out of the additionalremedial class. Can you believe it, theteachers were furious with my parentsand accused them of interfering withmy learning! At that time, the educationauthorities appeared not to welcomeinterference from parents in theirchild’s education and despite the factthat for the first two years at thatschool their methods hadn’t workedfor me, they didn’t like it that myparents had found a way to help me.

With practice at home in theevenings, within weeks I could readany book a child of my age shouldbe able to read. It was like a miracle.

I continued to have somedifficulty with spelling and grammar.My mathematics was poor and everynew thing that I started to learn wasincredibly difficult for me, but myparents had proved to me that therewas always going to be a way for meto be as good as my peers. They justneeded to help me identify the problemand together we would find the answerby finding an alternative way to learn.This was a revelation to me.

That Christmas, a simple plainsheet of paper and pen allowed me totranscend what was in my mind–to seea solution to something that I knewwas a problem, but couldn’t explain.

From then on I always had anexercise book and pen nearby, and byusing the page like a mirror to reflectwhat was in my mind, the problem wascopied as a visual image on a page.

The Achiever’s Journey

“You have to know yourownmind to identify theproblem, before you cango forward, and thenyouwill go forward

with speed.”

understood figuresand numbers. I keptthe same school reading

book for weeks on end;one of my worst struggles was withwriting my name.

Then one Christmas, my elderbrother, who was a great artist,received a drawing set. He would do adrawing and then run and show Mum.When it came to my turn, instead oftrying to create a picture, I took thenote pad and drew each of the lettersof my name over the whole page–butnot in the right order nor in a straightline, as I didn’t know how.

When I ran to show Mum whatI had drawn, she looked closely at itand was obviously thinking about whatI had done. Then she said, “Well lookat that, you do know the letters of yourname, don’t you?” She then asked meif I could try and put the letters in theright order and in a straight line. As Ididn’t know how to do either of thosethings, I shook my head.


Seeing it on the page enabled myparents and me to identify and resolvethe problem.

You have to know your ownmind to identify the problem, beforeyou can go forward, and then you willgo forward with speed.

Gradually my mother foundmany ways of teaching me, and theseare some of the things that I developedfurther and are included in this book.

As I got older, I started tointerpret my mind through writing anddrawing.What became really interestingwas that many other people found ituseful, including those without anylearning difficulties at all. I couldn’tbelieve it, what a revelation to findout that others didn’t really know theirown minds either!

As my education continued,I still found the school’s teachingmethods virtually impossible to learnfrom and almost gave up. I learned insecret at home and to cure my boredomwhilst at school, I talked throughnearly all my lessons. I started toshare the benefits of transcending themind with my classmates using paperand pencil to jot down spontaneouswords and drawings.

By the time I hit senior school, theeducation of my peers had developedwell and I was now helping themthrough all sorts of teenage problems,and encouraging them to achieve bygetting them to know themselves betterand find creative ways to developthemselves, their futures and careers.

Without realising it, I had begunto mentor other people. Most of whatI did with them involved writing anddrawing spontaneously. Little did Iknow then that I was in training formy own future work as a mentor.

Although I did not achieve verygood qualifications at school, by thetime I started college at sixteen I wasfortunate that the lecturers identifiedwithin days that I had learningdifficulties and gave me the help Ineeded to progress. I then thrived atcollege and did extremely well inmy examinations.

Since then, whether working withthose starting out in their career orthose at the very top, I have used this

same technique of transcending themind through spontaneous words anddrawings.

Everyone has benefited fromunderstanding and getting to knowthemselves better on paper, throughthis method. Sometimes this hascompletely changed people’s lives.

Happily, I discovered very recently,that the process of putting thoughtsdown on paper in words and images,is now no longer considered silly, butrecognised as a highly effective tool. �–From The Achiever’s Journeyby Genevieve Dawidwww.theachieversjourney.com

“Without realising it,I had begun tomentor

other people . . . little didI know then that I wastraining formy own

futurework as amentor.”

IIff yyoouu lliikkeedd tthhiiss ttaassttee ooff TThheeAAcchhiieevveerr’’ss JJoouurrnneeyy,, yyoouu ccaann ppuurrcchhaassee tthhee bbooookk aatt AAmmaazzoonn..ccoomm oorr aatt MMss.. DDaawwiidd’’ss wweebbssiittee,,wwwwww..tthheeaacchhiieevveerrssjjoouurrnneeyy..ccoomm.

Cruel Clever CatSally, having swallowed cheese,Directs down holes the scented breeze,Enticing thus with baited breathNice mice to an untimely death.From A Dash of Garlicby Geoffrey Taylor, 1933

Ever heard someone say, “I’ll be waitingwith bated breath?” A lot of people spell it“baited,” and in Taylor’s clever poem about that sneakycat, he shows us what the phrase means when wewrite it that way.

But it really should be spelled “bated.” The problem is that we no longer use that word in modern English.“Bated” is a shortened form of the verb “abate,” whichmeans “to reduce in amount, degree, intensity; tolessen; to diminish.” Our breathing abates–slows

down–when we’re anxious, awe-struck orterrified. But since the word only survives

in this phrase, and we so rarely see itwritten, it’s understandable that manypeople substitute a word they’re more

familiar with. Next time you need to write

the expression, remember thatcrafty feline, Sally–baiting her breath with

the odor of cheese–and I bet you’ll spell it right! �

Baited or Bated?


In the making for two years, DDAIhas just released four new informativefilms on DVD–the culmination of afive-year project masterminded byAlice Davis to develop film and textarchives to serve both as a legacy andto preserve the basic simplicity andstandards of the methods and programsdeveloped by Ronald D. Davis, authorof The Gift of Dyslexia and The Gift of Learning.

These films are possible thanksto the participation of the clients andstaff of the Reading Research Council– especially Dee White, Lexie White-Strain and Ray Davis – the staff ofDDAl, and the film crew of MorganCommunications.

Unlocking the Power of DyslexiaThis 15-minute documentary offersinformation and inspiration about theDavis philosophy and approach todyslexia. It features:• Background and history of RonaldD. Davis.

• The talents and frustrationsassociated with dyslexia.

• An audio-visual tour of what occursduring a Davis Program.

• How creativity and clay modelingensures mastery.

• Interviews with Davis Program grads,their parents, and Davis Facilitatorsabout their clients’ successes.

• The International scope of DavisDyslexia Correction.

DVD Price: $8.00

Davis Symbol Mastery and Reading ExercisesThis DVD features sessions with real Facilitators and clients anddemonstrates how to facilitate theDavis Symbol Mastery and ReadingExercises described in The Gift ofDyslexia and The Gift of Learning,including one or more demonstrations of:

•Alphabet Mastery• Punctuation Mastery• Pronunciation Mastery•Word Mastery• Three Steps to Easier Reading

Running time: 27 segments (1-9 minutes each) totaling 117 minutes

DVD Price: $85.00(This DVD is included with every DavisSymbol Mastery Kit)

New DVD Films Highlight the Davis Program & Methods

The Davis Dyslexia Correction ProgramThis 18-minute documentary filmincludes interviews with DavisProgram clients, parents, DavisFacilitators, Dee White, Ron Davis,and Alice Davis. It provides an audio-visual tour of the Davis Program withdemonstrations and visual effectsanswering the following questions:• How do dyslexics think and perceive?•Why is dyslexia a gift?•What causes dyslexia?•What is Disorientation?• How can it be corrected?•What happens during and after aDavis Program?

DVD Price: $8.00

Davis Dyslexia CorrectionOrientation ProceduresIn actual facilitation sessions with realFacilitators and clients, this DVDdemonstrates the various DavisOrientation Procedures described inThe Gift of Dyslexia and The Gift ofLearning. Procedures shown include: • Davis Perceptual Ability Assessment • Davis Orientation Counseling • Reading for Disorientation•Alignment & Alignment Fine-Tuning• Release Procedure• Dial-Setting and Fine-Tuning • Koosh® Ball Exercise Running time: 11 segments (2-11 minutes each) totaling 79 minutes

DVD Price: $85.00

�


Diane Swonk is asenior managingdirector and chiefeconomist forMesirow Financial, adiversified financialservices firm basedin Chicago. One of

the most sought-after economists inthe world, Diane is called upon bypolicymakers and business leadersfrom Washington to Tokyo. Yet, sheis dyslexic, and as a student, multiple-choice tests gave her headaches andblurred her vision. “It looked like theletters were dancing on the page,”she recalls. “I give a lot of speeches,and I start out by saying, ‘I’m adyslexic economist. I flip numbers.So I like it when an indicator is upby 3.3 percent. I can’t mix that up.”

Famous Dyslexics RememberJack (John F.)Sandner is an executive of ETradeGroup and a formerlongtime chairman of the ChicagoMercantile Exchange.He became chairman

of the CME in 1986 and served for 13years, the longest serving exchangechairman in the history of the futuresindustry. Sandner graduated fromSouthern Illinois University andreceived a law degree from theUniversity of Notre Dame. Sandner hasADHD but wasn’t diagnosed as a child.Sitting still at a desk was impossible. Inhis own words: “I’d rock, and I’d neverknow I was rocking; I can study betterin an atmosphere where there is a littlechaos; I had to work hard and studyharder than everyone else. I have towork hard at everything I do. It takes alot of things to be a success, and it isn'tluck. It’s seizing the opportunity andtaking advantage of it.”

Chicago restauranteurJerry Kleiner (left)has an uncanny knackfor spotting the nexthot neighborhood. In2006 he opened hislatest chic eatery,

Carnivale, to rave reviews. But as ahigh school student, he said, “I waslost. I was really lost. If someone hadsaid, ‘Do your homework or you’ll beshot and killed,’ I still couldn’t havedone it.” Kleiner came to this countryfrom Eastern Europe at age seven.He was never assessed for learningdifferences, but looking back, he’scertain he fits the mold for ADHD.He could never read more thanthree paragraphs to himself because,“A little further, and my mind woulddrift and fantasize in 15 differentdirections.” And, “in the classroom,if the teacher told me to read some-thing and remember it, I could neverdo it. And if I was called on to read,I’d have panic attacks.”

Free AudioBooks fromLibriVox.orgLibriVox features free, downloadableaudio files of public-domain literaryworks recorded by volunteers fromaround the world. LibriVox’ objectiveis to eventually make all books in thepublic domain available, for free, inaudio format on the internet. Librivoxis non-commercial, non-profit and itswebsite is free of advertisements.Here’s how it works, according to thewebsite:

“LibriVox volunteers recordchapters of books in the publicdomain, and then we release the audiofiles back onto the net (through apodcast, catalog, and bit torrents). Weare a totally volunteer, open source,free content, public domain project,and we operate almost exclusivelythrough Internet communications. We

have a flat structure, designed to letpeople do just what they want to do.”

Founder Hugh McGuire saysthat since a different reader recordseach chapter, the project offers a moreintimate feel than that of professionallyread audio books. So even YOU canrecord public domain books forLibriVox, if you’d like to volunteer.All you need is a computer, some freesoftware, and a voice!

LibriVox currently offers 727titles, and the list is growing everymonth. To mention only a few of the

books available at LibriVox:

• The Road to Oz (Frank L. Baum) • Alice’s Adventures in Wonderland(Lewis Carroll) • Call of the Wild (Jack London) • Treasure Island (Robert LewisStevenson) • A Christmas Carol (Charles Dickens) • The Light Princess (GeorgeMacDonald)• War of the Worlds (H.G. Wells) • Pride and Prejudice (Jane Austen)• The Divine Comedy in English &Italian (Dante Alighieri)• The Odyssey (Homer)• Just So Stories (Rudyard Kipling)• Call of the Wild (Jack London)• Common Sense (Thomas Paine)

LibriVox also produces podcaststhree times a week, with a poem readingon Sundays. Listeners can subscribe tothe podcasts at:

http://librivox.org/podcast.xml

�


� ArgentinaSilvana Ines RossiBuenos Aires+54 (114) 865 3898

� AustraliaBrenda BairdBrisbane+61 (07) 3299 3994Sally BeulkeMelbourne (03) 5727 3517 Anne CupittScarness, Queensland+61 (074) 128-2470

Mary DavieCaringbah NSW+61 (02) 9524 3837

Jan GormanEastwood/Sydney+61 (02) 9804 1184

Elizabeth (Bets) GregoryGordon NSW+61 (4) 1401 3490

Gail HallinanDLS Presenter-MentorNaremburn/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

Jayne PivacMordialloc /Melbourne+61 (342) 030 54 05

John ReillyBerala /Sydney+61 (02) 9649 4299

Michelle RoachSydney +61 (02) 9680 1610

Heidi RosePennington/Adelaide +61 (08) 8240 1834

� AustriaAnnette 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

InternationalDavis Dyslexia

Correction®

ProvidersThe Davis Dyslexia

Correction program isnow available from more

than 450 Facilitatorsaround the world. For updates, call:

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

www.dyslexia.com/providers.htm

Valedictorian Celebrates . . . (cont’d from p. 1)

already been accepted at Iowa StateUniversity where she will study engineering. AsValedictorian, Kayla gave a CommencementSpeech in which she courageously highlightedher dyslexia as a gift and encouraging herfellow graduating seniors never to stopbelieving in themselves and never to acceptanything less than their best effort. What awonderful opportunity to educate the publicabout a condition that affects so many! Kaylahas given us permission to print herCommencement Speech.

After Kayla’s speech many people

approached to congratulate her, some of themthinking that dyslexia is a serious illness, andasking if she was going to be all right. Thisgave her yet another opportunity to educatepeople about the “gift” she possesses.

Congratulations Kayla! �

“Most people think that dyslexiais a disability, but I believe it’s agift, and I believe that havingdyslexia has gotten me to

where I am today.”

Commencement SpeechBy Kayla Heetland,

Van Meter High School

AS I STAND HERE TODAY, I am amazed. Amazed at how it is finally the day we are graduatingfrom high school and at how fast this year has gone by, but I am also amazed at how far Ihave come as an individual. When I was in third grade, I couldn’t read. In third grade I wasonly at a first grade reading level. I also couldn’t do math on paper. I had very poor handwriting and I couldn’t finish my homework because I couldn’t read the directions and Inever knew what to do. The only way I could learn was by listening and observing. This isbecause I have what is called dyslexia. Dyslexia is a difficulty with reading or writing thatsome people have because they are unable to see words as meaningful shapes or unable todetermine the difference between letters. Soon after my dyslexia was discovered, I met anamazing woman. Her name is Mary Kay Frasier. Mary Kay helped me turn my dyslexia in a positive direction through what is called the Davis Dyslexia Program. Through manymonths in this program my disabilities with reading and writing diminished greatly.Dyslexia will always affect the way I live my life, but this program taught me how to correct my problems and overcome not being able to read, write or do math.

Now I stand here in front of you today as valedictorian of my high school class. Avaledictorian that once couldn’t read or write. A dyslexic that couldn’t do math and now ispursuing a career in engineering. Most people think that dyslexia is a disability, but I believedyslexia is a gift and I believe that having dyslexia has gotten me to where I am today.

There are 27 of us graduating today and not a single one of us is alike. We all haveextremely different interests between athletics, hobbies, music, and future plans. Some of usplan to go into education, business, engineering, Japanese, or Spanish, but a lot of us stillshare the most popular major of “undecided.” No matter what field of study we chose, whatschool we attend, or where we end up after all those things, we are all going to face manyobstacles and challenges in our lives. Sometimes we might want to give up when times gettoo difficult and we think we will never make it through. But no matter what the world maythrow at you, never underestimate your own potential. Always know that you can do whateveryou may want to accomplish especially if it means making the impossible possible. As itsays in Colossians 4:5, “Make the most of every opportunity.” If ever your dreams are inarms reach, fight hard for them and don’t stop fighting until your dreams become reality.Don’t ever let anyone try to shoot you down and never ever stop chasing your dreams. Inwhatever you do, never give up on yourself. If I would have stopped working hard andbelieving in myself I would have never made it to where I am today. So never stop workinghard for what you want and never stop believing in yourself. Through it all believe in yourbest, think your best, act your best, and never ever settle for less than your best. �


� Austria (cont’d)Rosa RuechPlainfeld+43 (6991) 180 20 16

Christa SalcherWien +43 (01) 888 61 44

� BahrainSameera Sadiq Al BaharnaManama +973 555 201

� Belgium

Thera BruggheRoeselare+32 (051) 24 63 40

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

Inge LanneauBeernem+32 (050) 33 29 92

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

Viki VandevenneBonheiden+32 (0473) 30 41 51

� BrazilAna LimaRio De Janeiro+55 (021) 2295-1505

� BulgariaDaniela BonevaRuse +35 (988) 531 95 06

� CanadaWayne Aadelstone-HasselNorth Vancouver+1 (604) 988-7680

Raylene BarnhillFredericton, New Brunswick+1 (506) 458-0494

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

Shelley CottonWaterloo, Ontario +1 (800) 981-6433

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

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

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

Paul ForsterVictoria, BC+1 (888) 813-3536

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

Telling it Like it Is . . .From Linda Johannes, Administrative AssistantNew Hope Learning Center, Inc.

That’s what clients often do, isn’t it? So wethought we’d share a couple of those “tell itlike it is” moments with you. We hope theybring a smile to your face. �

Arne, age 12, completed the DavisDyslexia Correction® Program at NewHope Learning Centers, Inc. with facilitator Darlene Bishop the week ofMarch 5-9, 2004. At the end of the program Arne thanked Paul Deneson,NHLC’s Director, and ‘his business’ for letting him do the program! Shortly after his program, Arne sent the followingletter to his facilitator, Darlene:

Kirsten, at age 8, completed the Davis Dyslexia Correction® Program at New HopeLearning Centers, Inc. with facilitator Darlene Bishop the week of February 16-20,2004. During her week with us, Kirsten drew a picture and wrote a note letting usknow how the program was already helping her!

March 20, 2007

Dear Mrs. Darlene Bishop,

I worked on trigger words everyschool day since I came home. Iread three Psalms yesterday, Ps.1, Ps. 117, and Ps. 67. Thank youfor teaching me.

My handwriting hasimproved. My dad said so.

From,

Arne


� Canada (cont’d)

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

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

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) 979-7323

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

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

Bernice TaylorRiverview, NB +1 (506) 386-4624

Kim J. Willson-RymerMississauga, Ontario+1 (905) 825-3153

Cheryl WoodHuntsville, Ontario+1 (705) 783-2763

� ChinaYvonne Wong Ho HingHong Kong+852-2810-0282

Livia WongHong Kong+852-2810-0282

� ColombiaLaura Zink de DíazBogotá +57 (1) 429-6312

ReadOn ReceivesiAward!ReadOn Software has received a prestigiousCommunity iAward at the 2007 iAwards ceremony held in Sydney Australia in June.The award came from AIIA (AustralianInformation Industry Association) and recognizes the capacity of the ReadOn computer program to improve reading and word skills.

“It was a great thrill for us to be recognized with an iAward, and to see thatthe ICT industry appreciates the potentialimpact our product can have on improvingthe education of people with dyslexia andother learning difficulties,” commented JaneMangano, Director of ReadOn Software.

“Approximately ten percent ofAustralians are dyslexic to some degree.However, there is no imperative on our education system to ensurethat information presented in the classroom is providedin a format that can be comprehended by studentswith dyslexia or other learningdifficulties. Reading is a complex process, and whenthis process is not masteredearly in a person’s educationand personal development, they can struggleto become independent readers – somethingwhich can have a huge impact on their dayto day life as adults.”

“We hope that the visibility ReadOn hasgained as a result of our iAwards win will helpto increase the profile and understanding ofdyslexia and learning difficulties in theAustralian education system. Moreover, wehope that this visibility can help attract fundingfrom government in order that systems canbe put into place to assist people with learning

and word recognition challenges within ourschools and educational institutions,” sheadded.

ReadOn was also recognized in theLearning category of the Secrets ofAustralian ICT innovation awards whichwere held in Melbourne earlier this year.

ReadOn is a powerful learning tool thattaps into the natural strengths of the dyslexicthinking style to build certainty, confidence

and enjoyment around the readingprocess. It enables users to experiencereading with minimal supervisionand support so that mistakes canbe made and risks taken in anunthreatening and positiveenvironment. In doing so,ReadOn fosters an increased

willingness to read, improves reading abilityand as a result, improves self esteem.

ReadOn is a valuable resource for class-room teachers, tutors and parents who wantto strengthen the reading and comprehensionskills of all types of learners, includingdyslexic students. The program is suitable forpeople of all ages and actually teaches as itsupports, by building skill and self-reliancethrough its unique “learning Vortex” concept.

ReadOn is available through theBookstore at the Davis website, www.dyslexia.com. �

“Far away in the sunshine are myhighest aspirations. I may not reachthem, but I can look up and see theirbeauty, believe in them, and try tofollow where they lead.”

–Louisa May Alcott (1832-1888), American novelist

best known for Little Women

Community iAward winner, ReadOn’screators Jane and Phil Mangano (center and right).


From the Heart

Bev’s Poem

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

Marcela RodriguezAlajuela +506 442-8090

� CyprusAlexis MouzourisLimassol +357 25 382 090

� FinlandElisabeth HelenelundBorga +358 400 79 54 97

� France

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

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 Ann NelsonBoulogne-Billancourt/Paris+33 (0) 1 49 09 12 33

Odile PugetSegny/Geneve +33 (0) 450 418 267

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

� 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

Anna-Maria GunselmannHirschaid +49 (954) 341 70 00

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

Christine HeinrichSchwäb Gmünd+49 (0717) 118 29 74

Sonja HeinrichSupervisor-SpecialistDLS Presenter-MentorDDA-DACH DirectorGarbsen/Hannover+49 (040) 25 17 86 23

By “Bev” and Wendy Haddon, Facilitator, New Zealand

Bev is in her fifties, and what she wants mostof all is to be a writer. Bev had a ghastly timeat school. She was always in the lowest class,with the worst teachers, and always felt shewas a lesser person than everyone else. Bevreally wanted the opportunity to learn, butfelt it was denied her.

Recently Bev and some friends traveledto Nepal, and she felt moved to write a bookabout the trip. When it was finished, sheproudly showed it to the friends who berated

it for its poor grammar, spelling, and lack of cohesion.

This really knocked Bev, and her brother-in-law thrust my advertisement intoher hand one day, saying she needed a DavisDyslexia Correction Program. Fortunately,Bev took that enormous step, and after anemotional rollercoaster ride through the programme, popped out the other end awhole new person.

Bev hopes the words in her verse saywhat clients feel but are not always able tosay–in a sense, she feels she is speaking forthem. I think it’s lovely, and obtained Bev’spermission to share it with others. �

I was going to buy you flowers, maybe chocolates would do!In the finish I thought my words were just right for someone as special as youAfter all there are many useful and meaningful nouns, verbs, pronouns and some irregular ones too.

Getting them user friendly is all I asked of you!Doing my A B C and my Z Y X was a challenge I was up toThrowing a few Koosh balls and balancing on one leg wasn’t the easiest, but I was up to that too.

Bringing my dial under control has been a great deal harder But I had to think at timesWhat does this have to do with words?After all, all I ever wanted from you was for my words to work just like yours work for youWhen they don’t it’s no fun at allWorking in plaster gives me clues but this too takes time.

So can you imagine my surprise this mother’s daySick with inner ear and way off balance too?Well you may say what’s new!As I was struggling through my day looking through my storyCan you imagine my surprise and delight when my words fell into placeJust like you promised they’d do.They fell like soft rose petals falling in the light summer breeze; it’s so liberating and best of all so-so healing.

Thank you for giving me the best mother’s day of all.Now you know why I thought about buying flowers and chocolates for someone as special as you.

Please keep up your incredible work and I thank God he sent angels like youIt means freedom for people like me, free to write at long, long last, without prejudice, being anxious and feeling stupid or told we are dumb.

Do you know how incredible this feels?Thank you for the harmony that’s starting to finally come into my life.


� Germany/Deutschland (cont’d)

Kirsten HohageNürnberg+49 (0911) 54 85 234Ingrid HuthBerlin +49 (0179) 896 8007

Mechtild HyllaKassel+49 (0561) 602 78 20

Christine JacobLörrach +49 (07621) 134 60Rita JarrarMünchen+49 (089) 821 20 30

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

Inge Koch-GassmannBuggingen+49 (07631) 23 29

Angelika KohnSteinheim-Kleinbottwar+49 (07148) 66 08

Marianne KranzerKönigsfeld+49 (07725) 72 26

Anneliese Kunz-DanhauserRosenheim+49 (08031) 632 29

Sabine La DueStuttgart+49 (0711) 23 64 86 0

Gundula PatzlaffStuttgart+49 (0711) 23 64 86 0

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

Colette ReimannLandshut+49 (0871) 770 994

Ursula RittlerStuttgart+49 (0711) 47 18 50

Phoebe SchafschetzyHamburg+49 (040) 392 589

Margarethe Schlauch-Agostini Volklingen +49 (0689) 844 10 40

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

Gabriele WirtzStuttgart +49 (0711) 55 17 18

Recent Recommendations from The Lazy Readers’ Book Club

A couple of issues ago, we published an articleby Danny Brassell, the founder of The LazyReaders’ Book Club and a list of books herecommended for reluctant readers and thosewith no time. (He knows we’re not really lazy– just busy, or in need of encouragement!)This summer Danny recommended a numbershort books, many of which are interestingenough to grab the attention of children andadults alike. Here is a sampling, with Danny’scomments on each.

You’ll find many more recommendationsat Danny’s website, www.lazyreaders.com.The website includes an updated monthly list

Treasure Island, The Graphic Novelby Wim Coleman & Pat Perrin Children - 72 pages Publisher: SpotlightISBN-10: 0142404705ISBN-13: 978-0142404706

Big Brother at Schoolby Jillian Powell Children - 40 pages Publisher: Stone Arch BooksISBN-10: 1598890913ISBN-13: 978-1598890914

“Yes, this is based on the Robert LouisStevenson classic. My father read ClassicComics when he was a kid, and it wasthat series of comics that attracted him tothe original works. In similar fashion thisgraphic novel does a great job of excitingkids about the adventures of young JimHawkins. By the way– did I mentionthere are pirates (fairly popular right nowbecause of a certain Capt. Jack Sparrow?)

“Fun book for kids who are just startingto read chapter books. Powell uses shortchapters and lots of action to move thereader along in this fun tale about a boywho becomes suspicious that his principalmay be an alien. A great introduction tothe wonders of science fiction writing,and the book even includes some niceblack-and-white illustrations.”

of Danny’s picks, as well as archives of pastselections by month, level, and page count.Books and other items purchased atAmazon.com through links from the websitedirectly benefit BookEnds (www.bookends.org),a nonprofit organization devoted to increasingchildren’s access to books and communityservice awareness.

Danny’s recommendations are alwaysorganized into categories: AD, for adults; YA, for young adults; CH, children’s books.He always lists a page count and some briefcomments, as below. Danny usually postsabout 10 recommendations per month, threeor four per category. At the website, you canalso sign up to receive recommendations by email. �


� GreeceEvagelia Apostolopoulou-ArmaosPatras +30 (261) 062 21 22

Zoe DeliakidouThessaloniki +30 2310 434510 or +30 6934 662438

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

� Iceland

Áslaug ÁsgeirsdóttirMosfellsbaer+354 861-2537Sigrún Jónina BaldursdóttirSnaefellsbae+354 586 8180

Gudrún BenediktsdóttirHafnarfirdi+354 545 0103 or +354 822 0910

Gudbjörg EmilsdóttirDLS MentorKópavogur+354 554 3452

Hólmfridur GudmundsdóttirGardabae +354 895-0252

Sigurborg SvalaGudmundsdóttirMosfellsbaer+354 566-8657

Stefanía Halldórsdóttir WadeKopavogur +354 564 2890

Ingibjörg IngolfsdóttirMosfellsbaer +354 899-2747

Sigrún JensdóttirMosfellsbaer +354 897 4437

Valgerdur JónsdóttirDLS Presenter-MentorKópavogur +354 863 2005

Sturla KristjanssonDLS Presenter-MentorHafnarfjordur+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

� India

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

“I wish this book was around when I was a teenager. For those teenagersnervous about entering high school, college or, heaven forbid, the real world,this is a great ‘career guide.’ What Imean is that it works as an inspirationalguide to get kids thinking about goalsand directions to take to meet thosegoals. Frankly, I’d recommend this bookto 90 percent of the adults I know. Greatfor those in need of ‘focus.’”

Bat Boy Lives! The WeeklyWorld News Guide to Politics,Culture, Celebrities, AlienAbductions...by David Perel Young Adult - 198 pages Publisher: SterlingISBN-10: 1402728239ISBN-13: 978-1402728235

“Students ask me about my favorite newspublications: The Los Angeles Times? TheInternational Herald-Tribune? USA Today?Those are all fine, but my preference isThe Weekly World News. It is the onlytabloid I feel is harmless, as its stories are so completely out there that, even acaveman could figure out the articles arefalse but funny. I am not ashamed toadmit that one of my greatest joys in lifeis relaxing with a cup of coffee (or otherpotent beverage) and a copy of TheWeekly World News. By the way: this is a great book for reluctant readers, as itincludes hilarious photos, too.”

Me, Dead Dad, And Alcatrazby Chris Lynch Young Adult - 240 pages Publisher: HarperCollinsISBN-10: 0060597097ISBN-13: 978-0060597092

“Attention, parents and teachers withreluctant boy readers: I have found asolution to your problems. Chris Lynch isthe kind of writer that gets boys interestedin reading, and once your boys zipthrough this book, hand them copies ofits predecessors, Slot Machine andExtreme Elvin. Any teenage boy will beable to identify with Lynch’s loveableprotagonist, Elvin Bishop.”

Dream Job Profilesby Donna Hayden Green Young Adult - 180 pages Publisher: Graphia BooksISBN: 0618563202ISBN-13: 9780618563203


� IrelandAnne Marie BeggsOld Portmarnock/Dublin+353 (86) 239-1545

Paula HoranMullingar +353 44 934 1613

Sister Antoinette KeelanDublin +353 (01) 884 4996

� IsraelLuba 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

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

� ItalyElisa De FeliceRoma +39 (06) 507 3570Piera Angiola MaglioliOcchieppo Inferiore / Biella+39 (015) 259 3080Alessandro TaiocchiSettimo Milanese +39 (333) 443 7368

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

Rafaella ZingerleCorvara In Badia+39 (0471) 836 959

� KenyaChristel FlowersLangata/Nairobi+ 254 (20) 72 271 4578

Diana Smit-JurgensNairobi +254 733 895 603

Kimberly SwallowNairobi+ 254 (20) 712 0472

� LebanonSamar Riad SaabBeirut +961 3 700 206

� MalaysiaHilary CraigKuala Lumpur+60 (36) 201 55 95

� Mexico

Sivia B. Arana GarcíaMexico, D.F. +52 (55) 5520-1883

Cathy 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

Medications & Dyslexia

Q:My home-schooled son is dyslexic and Iintend to go through the program with him. Myson also has epilepsy and takes medicationevery day. I note that whenever possible yourecommend that during the program studentsnot take medication that might interfere withtheir perceptions. If I go through the Davisprocedures with him, are they likely to have anadverse effect on him, or will his medicationlimit the effects of the program?

A: Our primary concern is that medicationswhich interfere with thought or perceptionmay limit the benefits of the program. Quitesimply, the medication is a factor that potentially interferes with the ability to getfull benefit from our procedures, specificallythe mental techniques such as DavisOrientation or Alignment.

Since we can’t predict how the medication may influence the child’s ability,our Facilitators prefer to work with childrenwho are free of such medications, when theyare not medically necessary, as is often thecase with children taking medication forADHD or mild seasonal allergies. Of course,we always expect that the decision as towhether to take medication will be made inconsultation with the child’s physician–wewould never recommend or advise that a childbe taken off medication during a programwithout the doctor’s approval. In the case ofa more serious condition like epilepsy, wewould assume that the medication was necessary and would not expect a doctor toapprove any change in recommended dosages.

When working with your child athome, the most important thing is simply not to push if your child seems unable to feel positive effects from Orientation orAlignment (see The Gift of Learning forinformation on Alignment). Likewise, it’svery important to be sensitive to the impactthe medication may have at other times evenif the child is able to learn and use thesetools. By sensitive, I mean that if your son

complains of feeling in any way uncomfortable,take him seriously, at his word. If it works foryour son – great – and if not, it most likely isbecause of the medication, and is somethingthat you may have to accept. As long as youtake each step slowly and gradually and tryto remain sensitive to your son’s needs, thereis a good chance that your son will be able tobenefit from the Davis approach.

Our Facilitators have successfully workedwith many clients taking medication forepilepsy. Our problem is that because medications and dosages vary, and individualresponses differ, we simply don’t know whena particular medication will be a barrier for a student.

Even if your son cannot do Orientationor Alignment, he can still work with clay.The results may not be as dramatic or appearas quickly as they would with the added toolof Orientation, but as long as the clay modelingis done in a relaxed setting, it should helpover time. (In any case, it can’t hurt and itcan be a lot of fun!) Your son can also practicethe “three steps to easier reading” with orwithout the added tool of Orientation.

Summer Timing

Q: In your experience, is it better for a childto start the program at the beginning or endof his summer holiday?

A:When possible, it’s best for a youngster to start the program at the beginning of hisvacation period. This way, he and his supportperson will have plenty of time to put theDavis techniques into practice while there areno competing academic demands on his time.

By Abigail Marshall


� Mexico (cont’d)

La Puerta de las LetrasMaría Silvia Flores SalinasSupervisor-SpecialistLydia Gloria VargasOlga Zambrano de CarrilloDDA-Mexico DirectorGarza García, Monterrey+52 (81) 8335 9435

Laura LammogliaTampico, Tamaulipas +52 (833) 213 4126

Alejandra Garcia MedinaHuixquilucan+52 (55) 1085 5608

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

Lucero Palafox de MartinVeracruz+52 (229) 935 1302

Ana Elena Payro OgarrioCorregidora, Queretaro+52 442 228 1264

� Netherlands

Karin BakkerenBreda +31 (076) 581 57 60

Liesbeth Berg-SchagenVleuten +31 (030) 604-9601

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 (495) 641 920

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

Marijke Eelkman Rooda-BosGouda +31 (0182) 517-316

Johanna FokkensBeilen +31 (0593) 540 141

Ina GausSantpoort-Zuid+31 (023) 538-3927

Pérola GonçalvesAmsterdam+31 (020) 636 3637

Jan GubbelsMaastricht+31 (043) 36 39 999

is that he is very bright and you probablywould be able to work successfully with himat home, IF you have the time to spend withhim. Follow the instructions in the book TheGift of Dyslexia, for the Perceptual AbilityAssessment and Orientation Counseling. Ifyour son has difficulty with the PerceptualAbility Assessment, you will need to get RonDavis’ second book, The Gift of Learning,and use the Alignment procedure in thatbook instead.

Likewise, your son should master thesmall words of language, according to theinstructions in The Gift of Dyslexia and themanual that comes with the Davis SymbolMastery Kit. Even though he is already reading,it is best to begin by modeling the alphabetbecause that is a good way to find out ifthere are particular letters that trigger his disorientations. Since your son already readsfairly well, once he has modeled a few easywords, you can probably focus right away onthe particular words that seem to give himthe most trouble.

The “Three Steps to Easier Reading”exercises in the book The Gift of Dyslexia willimprove your son’s reading comprehension,especially the most advanced exercise,“Picture at Punctuation.” When this is combined with mastery of the small wordsthrough Symbol Mastery, you’ll be amazedat how well your son can comprehend andremember what he reads. This is because hewill begin to have very detailed imagery ofeverything he reads, rather than trying topiece together fragments at the end. And ifyour son likes computers, he can also do thereading exercises with the assistance of theReadOn software package, which will allowhim to work more independently.

Yes, Davis is for Adults, Too!

Q: I have been assessed and have been toldthat a Davis program could help me. I wouldlike to do it, and my company is willing topay for it as long as it’s a program for adults.The web site talks about successes with kids,but are there any testimonials or studies onhow well it helps adults?

A:Actually, the Davis program was originallydeveloped for adults. All of Ron Davis’ originalresearch was with adult volunteers. You willfind the postings of many adults who havebeen successful with the Davis program atour forum at http://www.dyslexiatalk.com.And you will find other reports by adults atwww.dyslexia.com/experience, as well as the

It’s best if he completes the Davis programand can model many words BEFORE he hasto face the pressures of school.

Troubling Little Words

Q: Recently I found out that my son hassome problems with reading. (He is in firstgrade, but reading second and third gradebooks). Often, he reads “at” as “on,” “my” as“me,” “those” as “these,” etc. It seemsstrange to me since these are not new wordsfor him. He does this quite often. He getsfrustrated when I correct him, and thinksreading is no fun. His reading comprehensionscores are not good because he also has troubleunderstanding what individual sentences mean.Nonetheless, he can usually understand thewhole story. I did your online assessmentwith him. I do think he has some symptomsof dyslexia, but it looks like his problem isslight, not even moderate. What's the bestway to help him? Should I seek correctionhelp, or just buy a Davis Symbol MasteryKit to help him myself?

A: I think that you will find that Ron Davis’book, The Gift of Dyslexia, will answer yourquestions about your son’s thinking style andhow it affects his reading. If he thinks mostlyin pictures, then small words like “at” or“my” have no meaning for him, so he skipsover them, recognizing only the words thathe has pictures for.

That also explains why he has troublecomprehending individual sentences. He canunderstand the story as a whole because he is bright and the plot lines for stories at thesecond and third grade level are simple andusually predictable. When he reads the wholestory he generally has enough information to piece it all together. But he’s missinginformation at the detailed, sentence-by- sentence level because he doesn’t get themeaning of those small words.

Based on the fact that your son isalready reading above grade level, my sense


� Netherlands (cont’d)

Sue Hillier-SmithBreukelen+31 (0346) 265 059

Judith HolzapfelDeventer +31 (0570) 619 553

Will HuntjensHorn +31 (0475) 589 238

Mia JenniskensEindhoven+31 (040) 245 9458

Trudy JolingLaren +31 (035) 531 00 66

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

Irma LammersBoxtel +31 (411) 68 56 83

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

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

Sjan MelsenArnhem +31 (026) 442 69 98

Cinda MustersAmsterdam +31 (20) 330-78 08Marianne 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

Jacqueline van RijswijckVenray+31 (0478) 58 73 98

Lydia RogowskiHelmond+31 (0492) 513 169

Hanneke SchoemakerWageningen+31 (0317) 412 437

Ilse SchreuderAalzum/Dokkum +31 (051) 922-0315

How Many Tests Can a Test Taker Take?

Found at: http://susanohanian.org/show_nclb_atrocities.html?id=2867

Finally, I would suggest that you talkdirectly with the Facilitator you plan to workwith about the possibility of speaking with oneof his or her adult clients. Most experiencedFacilitators have worked with many adultsand it’s very likely that one or more wouldbe willing to talk to you about the experience.

Post-Program Follow-Through

Q: I understand that after our child completesthe 30 hours of program facilitation, we aresupposed to work on the program with ourchild at home. Is this follow-up work reallynecessary?

A: During the program week that a childwill spend with a Facilitator many learningbarriers are broken down, and the childacquires tools for continued learning andimprovement. Usually there is significantimprovement observed during that first week.If the methods learned during the week areput into practice, the child will continue toimprove and reliance on the Davis techniqueswill eventually become habitual.

However, if the Davis tools are notpracticed regularly, and the recommendedcourse of clay modeling is not followed, thechild will soon fall back into old habits.Typically, when the program is not followed,the same old problems will re-emerge, withina few weeks to a few months after the programis completed. In essence, what happens isthat all the Davis tools are forgotten, in thesame way any other skill may be lost withoutregular practice.

So yes, it is absolutely essential thatyou be prepared to work at home with thechild after the program, or that you makearrangements for someone else to work withthe child (such as a teacher at his school, aprivate tutor, or willing relative). The follow upwork is not difficult, but it is does take time. �

front-page article in the last issue of TheDyslexic Reader (exerpt above).

In general, adults tend to progress muchfaster with Davis methods than younger children. You can see a chart depicting thisdifference here:http://www.dyslexia.com/library/results.htm.A bar chart on that page shows that thegreatest reading improvement during theone-week program was with individuals age15 and over.

There are also case studies of severalindividuals in their late teens presented onthe British Department for Education andSkills web site. Look for those studies at:http://www.dfes.gov.uk/readwriteplus/under-standingdyslexia/approachesprogrammes/personcentred/davis/ or with this shortcut link: http://www.dyslexia.com/dfes

On YouTube, you’ll find a filmed testimonial by an adult who completed aDavis program. The URL is: http://youtube.com/watch?v=PNYP2GwxGAg

How many tests can a test taker take if atest taker detests tests? Not enough teststo test the stuff test givers give to test thestuff they stuff… Enough! By Richard Lakin, May 16, 2007

“My memories of the DavisProgramme are of discovery andjoy. . . I liken it to a dense fog

lifting, or putting on spectacles for the first time, or waking up from avivid dream, something clicked into place that had been missing.”

–David Whyte, successfulNew Zealand researcher,who was diagnosed as“severely to extremely”dyslexic in his third yearof university study.

Davis for Adults? Absolutely!


� Netherlands (cont’d)

Silvia Jolanda SikkemaDrachten +31 (0512) 538 815

Suzan SintemaartensdijkAkersloot +31 (25) 131-26 62

Romina TorozUtrecht +31 (61) 280-1821

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

Marieke UiterwijkLeiden +31 (071) 576 2533

Mieke van DeldenLeek +31 (059) 4514985

Agnes van den Homberg-JacobsAmerica 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

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

� New Zealand

Kirsteen BrittenChristchurch+64 (3) 348 1665

Vivienne CarsonAuckland+64 (09) 520-3270

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

Jennifer ChurtonAuckland+64 (09) 360 494

Martine FalconerChristchurch+64 (03) 383-1988

Konstanca Friedrich-PalzerMotueka/Nelson+64 (03) 527 8060

In late April The Dyslexia Foundation of NewZealand (DFNZ) sponsored a “DyslexiaAwareness Week” aimed a raising awarenessof dyslexia. Schools, dyslexia solutionproviders, parents and dyslexic individuals wereall involved in a diverse range of activities. Thateffort was a great success, but it also turnedinto a celebration. In April the New ZealandMinistry of Education decided to embrace the term “dyslexia” and work to develop initiatives to support the learning needs ofdyslexic students.

“The implications of this announcementfor the over 70,000 children who most oftenstruggle with dyslexia is life changing for them,their families, and their future education,” saidChair of the Trustees of the DyslexiaFoundation of New Zealand, Guy Pope-Mayell.

“Dyslexia will no longer be a hiddendisability in New Zealand, and all dyslexicNew Zealanders can feel proud that their wayof thinking has been recognised.”

learning in the classroom. New Zealand nowhas the opportunity to adopt international bestpractices to remove the severe disadvantagethat dyslexic children presently experience.”

Pope-Mayell also commented that byrecognising that they must support thedyslexic child’s strengths in order to make adifference in their learning outcomes, theMinistry has opened the door to new class-room strategies designed for visual thinkers.This will validate what leading teachers arealready embracing and will encourage othersto explore what are often simple yet effectivetechniques. Pope-Mayell believes it is criticalnow that teachers receive the training theyrequire so they can easily recognise dyslexiaand provide the empathy and learning strategies that allow dyslexic children to naturally engage.

The DFNZ looks forward to workingwith the Ministry of Education and others to improve understanding and services fordyslexic students. If you would like to makea donation to the Dyslexia Foundation ofNew Zealand, you can call their fundraisingphone number, 0 900 39753 or by [email protected]. You can also visit theDFNZ website atwww.dyslexiafoundation.org.nz or www.cookiemuncherstrust.org.nz for moreinformation on the work of the foundation. �

Cause for Celebration in New Zealand!

“The implications of thisannouncement for the over70,000 children [in NewZealand] who most oftenstruggle with dyslexia

is life changing for them,their families, and their

future education.”

Hon. Steve Maharey, New ZealandMinister of Education, with DFNZTrustees: Guy Pope-Mayell, SuzannePope-Mayell & Lorna Timms.

Pope-Mayell applauded the completionof the Ministry’s initiative to undertake ananalysis of international research and toexamine the various international definitionsand science around the topic of dyslexia, saying,

“Based on its findings, the Ministry hasacknowledged dyslexia and will now work onspecific initiatives with the DyslexiaFoundation of New Zealand and other stake-holders in the education sector to define howthis will result in changes in delivery of


� New Zealand (cont’d)

Tina GuyNelson +64 (03) 547 4958

Wendy HaddonMosgiel +64 (03) 489-8572

Rochelle HardenWanganui +64 (027) 306-6743

Margot HewittKaiapoi +64 (03) 312-0496

Alma HoldenAlexandra+64 (027) 485-6798

Bronwyn JeffsChristchurch+64 (03) 344-2526

Glenys KnoppDarfield +64 (03) 317-9072

Raewyn MathesonDLS MentorInglewood+64 (027) 411-8350

Sally Ann McCueNelson +64 (03) 545-1779

Tania McGrathChristchurch +64 (03) 322 41 73

Shelley McMeekenDunedin +64 3 456 5058

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

� PhilippinesImelda CasugaBaguio City +63 (744) 42 29 01

� PolandAgnieszka OsinskaWarsaw +48 (22) 658-2237

� PortugalAna Catarina Gil deAlmeidaLisboa +35 (121) 781-6090

Maria Teresa HenriquesLisboa+351 (21) 847-3515

Sofia Vassalo SantosLisboa+35 (191) 911-2565

Cristina Rocha VieiraCoimbra +35 (123) 943-7732

� Republic of SingaporePhaik Sue ChinSingapore +65 6773 4070

Constance ChuaSingapore +65 6873 3873

� SerbiaJelena RadosavljevicKraljevo +38 (163) 762 87 92

Dyslexia Discovery Exhibit . . . (cont’d from p. 1)

Dibble. It was funded primarily by CookieTime Limited and a private family trustalong with others who supported the projectwith in kind donations.

Inner Struggle by Richard Taylor andWeta Workshop. “Celebrating theimaginative power of the dyslexic mind.”

Ron’s Shoes by WetaWorkshop. “Combininginsight with wisdom, RonDavis invites us to nurturethe seed of genius that lies within us all.”

Ron Davis was born autisticand dyslexic. When he was12 his mother was told thathe couldn’t be educated and that he was “mentally retarded.” She didn’t give up. At age 17, when his intelligence was tested, it

was discovered that his IQ was 137. Years ofexperimentation, observation, and introspectionled Ron Davis to create the Davis Dyslexia

Richard Taylor is the co-founder and head of WetaWorkshop, a New Zealandfilm prop and specialeffects company. Richardand his team have created anumber of elements for theExhibit. Central to thetheme of the gallery is a

bronze sculpture Inner Struggle and a steelplasma-cut ribbon of words that float whimsically through the air.

A close friend of Peter Jackson, Richardoffered his company for the creation of manyof the props, costumes, prosthetics, miniaturesand weaponry for Jackson’s epic film trilogyThe Lord of the Rings. As a result of his workon the three films, Richard’s company sharedin Jackson’s accomplishment of garneringfour Academy Awards. This included two forThe Fellowship of the Ring in Makeup and

The outdoor gallery provides knowledge,inspiration, and encouragement for all dyslexicsby showcasing the artistic, engineering, creative and business achievements of fourleading picture thinkers:

Correction Program. This successful programand his best selling book The Gift of Dyslexiahave changed the way the world understandsdyslexia and placed Davis in a position ofauthority in the world of dyslexia.

Reflecting Ron’s modest nature theWeta Workshop created in bronze a simplepair of Ron’s Shoes for visitors to step into.

Visit the Davis Dyslexia AssociationInternational website at www.dyslexia.com.

Visual Effects, and two for The Return of theKing in Costume Design and Makeup. VisitRichard’s website at:www.wetaworkshop.co.nz.

Listen to the Voice of Inner Struggle and watch the video at:www.cmct.org.nz/ribbonvideo/video.html


� South AfricaSharon GerkinDurban +27 (82) 82 85 180

� SpainSilvia María SabatésRodrigoMadrid +34 (091) 636 31 44

� Switzerland/CHTinka Altwegg-ScheffmacherSt. Gallen+41 (071) 222 07 79

Monika AmreinZurich +41 (01) 341 8264

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

Priska BaumgartnerWettingen +41 (056) 426 28 88

Mieke Blommers-FriederichsBasel +41 (061) 378 9060

Renate Blum-MullerFull-Reuenthal +41 (56) 246-18 66

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

Vicki BrignoliLumino +41 (091) 829 05 36

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

Ursula FischbacherOrpund +41 (032) 355 23 26

Ruth Froels Basel +41 (061) 272 24 00

Heidi Gander-BelzDLS Presenter-MentorMonchaltorf+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

Karin KislakDornach+41 (61) 701-88 61

Consuelo LangLumino +41 (091) 829 05 36

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

Beatrice LeutertStein am Rhein +41 (052) 232 03 83

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

Verena Luisa MoserAarau +41 (062) 823 65 92

Free Flight by PaulDibble, inspired byJohn Britten: “agifted engineer whodared to dream.”

Falling in Love by Mackenzie Thorpe:“an artist who found the courage tofollow his heart, bringing courage toothers.”

John Britten built go-kartsout of old packing cases as achild. By age twelve he hadsaved enough money to buyan engine and build his firstmotor-powered go-kart.From these beginnings,Britten became a Kiwi legend

whose distinctive hand-built pink-and-bluemotorcycle broke four world speed recordsand reached iconic status worldwide.

Mackenzie Thorpe is aninternationally acclaimedartist who works with charities all over the world.His humble childhood beganin Middlesbrough, NorthYorkshire, an industrial town

in Northern England where he had to overcome tremendous odds to pursue hisartistic dreams. Struggling with dyslexiathroughout his childhood, Mackenzie foundpersonal expression in painting and drawing.His works express an entire range of humanemotion, from the special bond of love andfriendship, to the importance of self-reflectionand individual triumphs. His works are a tribute to the creativity within us all and are a vivid expression of hope and the humanspirit. Visit Mackenzie Thorpe’s website at:www.mackenziethorpeart.com

At the centre of the exhibit, surroundedby a water feature, is one of Mackenzie’smonumental bronze sculptures. Mackenzie’slife story, accompanied by his sculpture,Falling in Love, weaves an emotional component into the exhibit. �

Britten’s grades in school did not reflect hisbrilliance. Rather, his teachers repeatedlystated “this boy could do better.” Visit JohnBritten’s website at: www.britten.co.nz.

Inspired by the life of John Britten, Paul Dibble, one of New Zealand’s leading sculptors, created Free Flight, a large bronzewing-like sculpture designed to allow itsaudience to touch and climb –a fitting tributeto Britten and his dreams of speed and flight.


� Switzerland/CH (cont’d)

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

Véronique PfeifferZürich +41 (01) 342 22 61

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

Regine Roth-GloorMohlin/Basel+41 (061) 851 2685

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

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

Lotti Salivisberg Basel +41 (061) 263 33 44

Sonja SartorWinterthur+41 (052) 242 4015

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

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

� United Arab EmiratesLinda RademanDubai +9714 348 1687

� United KingdomNicky Bennett-BaggsGt. Gaddesden, Herts+44 (01442) 252 517

Sue BullenAyrshire, Scotland+44 (01292) 591 797

Sarah DixonEast Horsley, Surrey +44 (01483) 283 088

Susan DuguidLondon+44 (020) 8878 9652

Dyslexia Correction CentreGeorgina DunlopJane E.M. HeywoodDLS Mentor & PresenterAscot, Berkshire+44 (01344) 622 115

Christine EastKingsbridge, Devon+44 (01548) 856 045Hilary FarmerOxford, Oxon+44 (01865) 326 464 Nichola FarnumLondon +44 (0208) 977 6699

Jacqueline Ann FlisherHungerford Berks+44 (1488) 72 291

Maureen FloridoHarleston, Norfolk+44 (01379) 853 810

Dyslexia is often referred to as “the hidden disability.” Hidden because it is not physical,and a disability because it so often presentsitself in the form of learning difficulties.

The primary motivation behind the creation ofthe Dyslexia Discovery Exhibit is the desire to confrontthis reality, challenge the views that create it, and offer aseed of hope that may grow in power to shift mindsets andremove the shame that so often surrounds dyslexia.

By moving earth, pouring concrete, laying bluestone,planting trees and shrubs, and then installing artistic elementscreated or inspired by the dyslexic mind, we confront andreflect dyslexia in three dimensions. We make the hiddenvisible and allow it to be experienced.

By telling the stories of four gifted individuals, wedemonstrate the genius of the dyslexic mind and offer analternative view to those engaged in the struggle, eitherdirectly, or as parents, caregivers, teachers and friends.

Based on international statistics, approximately 10%of New Zealand children are dyslexic. This is over 70,000children and young people aged 5-18 years throughoutNew Zealand.

Dyslexia has been most widely presumed to be a disability, or more precisely, a specific learning disability. However, dyslexia is now understood byleading researchers to be an alternative way of thinking and perceiving the world. It offers diversityto the human race and thus needs to be respectedand nurtured.

The Cookie Munchers Charitable Trust hasworked over the past few years to raise awareness andincrease understanding about dyslexia. It has also offered a scholarship program for families of dyslexic children not able to afford the help thatthey so desperately need.

In November 2006, the Trust sponsored the establishment of theDyslexia Foundation of New Zealand (DFNZ). This has created a unifiedvoice for all dyslexic people in New Zealand.

The original goal of the DFNZ was to create circumstances whichwould permit a paradigm shift about dyslexia to occur in New Zealand,particularly in the educationsector. With the recent changein policy by The Ministry ofEducation (19 April 2007) weare well on the way towardsthat goal.

In New Zealand, we cannow look forward to specificsupport and assistance fordyslexic students. �

Dyslexia DiscoveryExhibit Background


By Laura Zink de DíazFacilitator, Bogotá, Colombia(But mostly, by Gertrudis Pardo, Mom!)

I moved my Davis practice to Colombia inlate 2006. By December I was delighted thatthe Escobar family approached me about a program for their son, Joaquín.* He wouldbe the first client in my new practice! I wasdetermined to provide the best program Icould, but I couldn’t help feeling a little worried. Thebusiness of moving to a newcountry, getting my businessapproved by the government,obtaining a visa that wouldallow me to work legally, hadtaken nearly all of 2006. Ihadn’t worked with a flesh and blood clientsince January, nearly a year before! Would Ibe too “rusty” to do the job right? The weekbefore Joaquín’s program I feverishlyreviewed all my materials...

Ten-year-old Joaquín is a very brightchild who was laboring under the weight ofsome pretty serious disorientation when Imet him for assessment. His parents bothspeak English fluently as well as their nativeSpanish, and the family travels frequently tothe United States. Joaquín attends ColegioNueva Granada, a bilingual school in Bogotáwhere most of his instruction – includinginstruction in reading – is in English andmost of his textbooks come from the U.S.

* Joaquín is pronounced “hwah-KEEN”

During his program Joaquín and I code-switched, English to Spanish and Spanish toEnglish, quite often. (This ease in code-switching like Joaquín’s, by the way, is a flagfor giftedness among bilingual school childrenin the U.S.) On the other hand, Joaquín had ahard time with reading and spelling, had difficulty attending, getting along with class-

mates, and was hyperactive.Joaquín did his program

during his Christmas vacationand a few weeks passed beforehe was due back in school.Rather than to tell you whathappened–the ups and downsas Joaquín progressed–here

are some excerpts from the next few monthsof email correspondence from his mother, asshe updated me on how he was doing:

. . . January 7, 2007:Thank you for offering to give Joaquín’sLearning Center teacher the support trainingwhen she gets back into town after vacation.I’ve worked with him at home since the program. Last Saturday we had a clay sessionand I noticed he was a bit distracted, his diala bit high. Today I suggested another session,but he kept making excuses and putting itoff. So I told him that doing clay work is hisdecision, although I’m a little frustrated thatI couldn’t persuade him. Nonetheless, myobservation is that generally he’s muchcalmer since the program. He’s begun readingsigns he sees on the street–something he never

Joaquín, proud of his model (andwith a characteristically mischievoustwinkle in his eye!) during his Davisprogram in December, 2006.

�United Kingdom (cont’d)

Carol ForsterGloucester+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

Karen HautzLondon+44 (0207) 228-2947

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

Sara KramerLondon+44 (0208) 946 7613

Marilyn LaneRedhill +44 (0173) 776-9049

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

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

Nigel SharpIsle of Wight +44 (07736) 251 258

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

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

“I can see a hugedifference in hisbehavior beforeand after the program.”


�United Kingdom (cont’d)

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

Anna StephensRothley, Leics+44 (0116) 230-3283

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

Frank WalkerGreasby Wirral/Liverpool+44 (0151) 678 14 99

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

Dyslexia KentMargarita WhiteheadDDA DirectorRichard WhiteheadDDA DirectorDLS Presenter-MentorFundamentals PresenterCanterbury, Kent+44 (01227) 732 288

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

Francis WrightExeter, Devon+44 (077) 9684 0762

� United States

AlabamaLisa SprattHuntsville +1 (256) 426-4066

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

Nancy KressGlendale/Phoenix+1 (480) 544-5031

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

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

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

Janet ConferRancho Santa Margarita+1 (949) 589-6394

Anette FullerWalnut Creek+1 (925) 639-7846

did before – and he seems more balanced,emotionally. I can see a huge difference inhis behavior before and after the program.Our close friends have also noticed that he’smuch calmer lately. This is wonderful for ourfamily life.

. . . January 10, 2007 :The other day Joaquín said that he wants togo back to your place to work with youbecause you’re the only one who knows howto work with him and since I didn’t do theprogram, I don’t. Of course, he’s got a point,because I do still feel a little unsure abouthow to do the some the exercises. I’d like toattend the support training again when youdo it for his Learning Center teacher, or perhaps even do it with Joaquín again, tomake sure we’re doing things right.

. . . February 8, 2007 :Joaquín has been making two models a weekfrom the list of trigger words, as well asmaking models for his ten weekly spellingwords. Sometimes he learns them all, othertimes, about half, but his spelling test scoreshave improved from an average of 20% to50% and sometimes he even gets 100%. Heseems much calmer. He is willing to do thefollow up work and at school his LearningCenter teacher is doing the three readingexercises with him. So at home I work withhim on clay and the Koosh ball exercise.

. . . February 20, 2007 :I attended the parent/teacher meeting onJoaquín today. His classroom teacher showedme a general assessment that the kids took afew days ago and there are no problem areas.His reading teacher gave a very positivereport on his progress since he’s been usingthe Davis tools. The school psychologist was

delighted with the results. I suggested thatthey switch to AVKO spelling (which I readabout in The Everything Parent’s Guide toChildren with Dyslexia**). The teachersagreed and will begin to use that approach tosee if his spelling scores improve. The class-room teacher says that Joaquín is sometimes“silly” in class, and challenges his teachers.We came to the conclusion that he is feelingmore self confident than before and is pushingto find the limits. I suggested that the teacherask him if he’s ready to hear her instructions,because this will remind him that it’s time forhim to get aligned. We all agree that he’s onthe right road. There will be another meetingin April.

. . . March 9, 2007 :I wanted to let you know that the school sentme a report on Joaquín’s progress, which isvery good, and exciting. They are especiallyglad they learned about this new method thathelps kids who have trouble learning. On theother hand, Joaquín doesn’t want to workwith the clay. I finally said, “well, your kit isalways there and the day you want to do clayagain, we can.” Nevertheless, he is verycalm, he’s stopped resisting at school, andhe’s become very interested in learning. Heseems happy to me, although he still hassome challenges with spelling. He’s learningcursive and is doing very well at it and thatmakes him feel proud.

“at home he picks up books all the time, regardless ofreading level ... I find him very interested in KNOWLEDGE, which I think is more important than knowing how to readgrade-level books of no

interest to him.”

“he is very calm, he’s stoppedresisting at school, and he’sbecome very interested in

learning.”

. . . April 24, 2007 :I really have told a lot of people about theDavis method. Our friends who knewJoaquín from before are astonished to seehim so calm and easy going, compared tohow “accelerated” he was. Joaquín still isn’tdoing the clay work. He says he knows howto read now, so he doesn’t need any help. But

** The Everything Parent’s Guide to Childrenwith Dyslexia by Abigail Marshall, published byAdams Media, 2004 and available atdyslexia.com.


� United States/California (cont’d)

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

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

David Carlos RosenSan Rafael+1 (415) 479-1700

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

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

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

Janet SlavenskiDenver +1 (303) 431-0027

Kristi ThompsonDLS Presenter-MentorWalsh +1 (719) 324-9256

FloridaTerry DeMeoMiami +1 (305) 567-0611

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

Tina KirbyNavarre +1 (850) 939-2313

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

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

GeorgiaLesa HallPooler/Savannah+1 (912) 330-8577

Martha PayneSuwanee+1 (404) 886-2720

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

HawaiiVickie Kozuki-Ah YouEwa Beach/Honolulu+1 (808) 664-9608

IllinoisKim AinisChicago +1 (312) 360-0805IndianaJodi R. BaughCloverdale/Indianapolis+1 (765) 526-2121Myrna BurkholderGoshen/South Bend+1 (574) 533-7455

in spite of that the other day he said, “Mom,Laura said she’d do the second part of theprogram with me in April.” So maybe he’sready to start the rest of the concept words. Ihaven’t pushed, but I think it’s about time toask if he wants to do it. As far as school goes,since we switched to the AVKO spellingapproach he’s been getting 100, 94, etc. onhis spelling tests. He received an award forSpecial Effort for improving his class workand I can see that he’s more confident. Histeacher sent me a letter thanking me forintroducing her to you and the Davis method,because she feels that now she knows justhow to work with Joaquín, who she has seenprogress so much since his program.

appropriate help at school. Yesterday hecame home with two MORE awards hereceived in the monthly assembly. One wasfor outstanding performance in PE and theother in Character Education, for “Learning toShare with the Class.” The teacher explainedthat it’s because he’s stopped fighting witheverybody, and now he’s showing leadership,encouraging the whole class to play together.

There you have it. The comment aboutJoaquín’s interest in “knowledge” seems veryto the point to me. One of my favorite quotesabout learning is this one by playwrightGeorge Bernard Shaw:

“What we want is to see the child in pursuitof knowledge, and not knowledge in pursuitof the child.”

I agree with Gertrudis: Joaquín’s interestin learning and acquiring knowledge in “real”books, the kind adults actually “use,” ratherthan in the simple stories in his reading text-books, is a major step. Allowing him toexplore and develop his own interests throughreading will motivate him to read more, talkabout what he’s reading with others, and thisin turn will maintain, reinforce and furtherdevelop his reading skills. His Davis toolshave freed him – and it’s time to allow him to use them to stretch and grow.

Joaquín’s mother deserves a lot of creditfor figuring out how to encourage withoutcontrolling – not easy for any parent. AndJoaquín’s teachers deserve credit for theirpatience and willingness to learn how towork better with him. My fingers are crossedthat after summer vacation Joaquín willregain his enthusiasm for the clay workbecause I know it’s key to keeping his otherDavis tools sharp. But meanwhile, I hopeJoaquín recognizes that HE HIMSELF createdall these positive changes in his young life,by using his tools so well at school and athome, and accepting the support of so manypeople who care deeply about him!

Yay, Joaco! �

“What we want is to see the child in pursuit of knowledge,and not knowledge inpursuit of the child.”–George Bernard Shaw, playwright

“Yesterday he came homewith two MORE awards hereceived in the monthly

assembly.”

. . . May 2, 2007 :I received my monthly report from the readingteacher. She says that Joaquín has improvedenormously, that he is at grade level now, buthe doesn’t want to keep doing the readingexercises. My feeling is that if he’s reachedgrade level, and doesn’t need so much help,why not let him have a little rest from theexercises? What do you think?

. . . May 30, 2007 :Today I attended the last meeting at schoolabout Joaquín. The two teachers spoke highlyof him. His reading teacher says he’s greatlyimproved but not interested in continuing towork so hard on reading. I let her know thatat home he picks up books all the time now,regardless of reading level, even some of myhusband’s, and he will spend hours lookingthrough them, asking about this, that or theother thing he finds in them. I find him veryinterested in KNOWLEDGE, which I thinkis more important than knowing how to readgrade level books of no interest to him. I’msure that at this stage we need to give himthe opportunity to find books he’s interestedin and figure out how to read them. Bothteachers are of the opinion that his selfesteem has improved substantially, which Ithink is due to the work you did with him onhis emotions, and of course, the successes he’shad. He’s still getting 94s, 95s and 100s on hisspelling tests and he’s delighted with that. I’mvery happy, because he’s being promoted tothe next grade, and it’s clear that the methodhelped him and he’ll continue to receive


� United States/Indiana (cont’d)

Carol K. WilliamsJeffersonville+1 (651) 324-9156

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

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

KentuckyRochelle AbnerWinchester+1 (859) 513-2662

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

MassachussettsKaren LoGiudiceNewburyport+1 (978) 337-7753

Carolyn TylerFairhaven+1 (508) 994-4577

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

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

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

Michele WellmanMt. Pleasant/Lansing+1 (989) 772-3084

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

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

Gretchen FitzGeraldKansas City+1 (816) 806-8611

MontanaAshley BenjaminMiles City+1 (406) 781-4642

Kimberly BezansonMissoula +1 (406) 541-3076or 677-4014

Elsie JohnsonManhatten +1 (406) 257-8556

Based on the Davis DyslexiaCorrection methods, this Kit enables parents of children, ages 5-7, to home-teach and help younglearners 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 learningproblem

• improve sight word recognition andcomprehension

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

Young Learner Kitfor Home-Use

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 children tomaster 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


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 HellmanForest Hills +1 (212) 781-3689

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

North CarolinaGerri W. CoxDLS Presenter-MentorShallotte/Wilmington+1 (910) 754-9559

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

Jean MoserWinston-Salem+1 (336) 830-2390

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

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

OklahomaAshley GriceTulsa +1 (918) 779-7351

Rhonda LacyClinton +1 (580) 323-7323

OregonRhonda ErstromVale +1 (541) 881-7817Melissa SlominskiTigard /Portland+1 (503) 957-2998

PennsylvaniaMarcia MaustBerlin/Pittsburgh+1 (814) 267-5765

Frank Walker “I am thefather of two children, Amy 22and Craig 19. My career as amarine engineer took a turn 18years ago and I have spent thelast few years working in thepharmaceutical/food industry asa technical trainer and service

engineer. While recovering from a motorcycleaccident in 2004, I read The Gift of Dyslexia.Naturally curious, I took it a step further andattended the Fundamentals Workshop. Thisspawned a new mission and another change ofdirection: to dedicate myself to making a differenceby helping people overcome their difficulties.What fun I have had training and what excitingtimes are around the corner!” Learning 4 Life, 1 Stanmore Park, Greasby, Wirral. CH49 3AP,United Kingdom. +44 (0151) 678 [email protected]

Anna-Maria Gunselmann“I have two children and live inHirschaid near Bamberg (Bavaria).I found the Davis Method whilegoing through some difficulttimes with my dyslexic son.That experience motivated me tofollow my calling to become a

Davis Facilitator. I’m happy that in the future Iwill be able to pass along this fundamentally positive attitude towards life to children and their parents.” Wienstrasse 15 Hirschaid, 96114Germany. +49 (954) 341 70 00. [email protected]

Maria Sofia Pizarro C. MirandaVassalo Santos is an educational psychologistworking with children and adolescents withdyslexia, ADHD and other learning difficulties.“I completed the Facilitator Training in 2007. Forme it was a discovery of a method that matches myprofessional needs and really makes a differencewith clients. Every programme is a new andexciting adventure! The greatest gift of all is towork with such talented people, help them over-come their difficulties, watch them meet theirgoals, and let their talents shine through.” Pr.Rainha Santa, 3-R/C Lisboa, 1600-687 Portugal.+351 (91) 911 25 65. [email protected]

Cristina Rocha Vieirabegan teaching Portuguese andHistory in 1987, and is now aSpecial Education teacher. Shehas always been puzzled andfascinated by dyslexic students.Seeking to help these brilliant

Newly Licensed Davis FacilitatorsCongratulations and welcome to our growing

international family of Davis Providers!

young students experience success in school,Cristina earned a Masters Degree in EducationalPsychology as well as a specialty in LanguageDisorders and Learning Disabilities. Yet none ofthese helped her understand dyslexia or gave herthe tools to get effective and consistent results inspite of her efforts and those of her students. Inthe Davis approach, she found the only workingmethod that explains the why of dyslexia, reallyhelps dyslexic students control their performanceat school, and allows them to achieve resultscommensurate with their gifted minds.” Quintado Rosario, Lote 7, Carvalhais de Baixo Coimbra3040-667, Portugal. +351 (23) 943 77 [email protected]

Christel Flowers “As apracticing Waldorf teacher, I wasastounded by how differentlychildren learn. Some read withinweeks, others took a year and yetothers really seemed to struggle.My interest was piqued when Iheard about a Davis Dyslexia

Program for teachers. Once I completed the firstcourse I was totally convinced that this was asimple and yet extremely effective way of under-standing and helping my young students. It waswonderful to be able to do the training as a DavisDyslexia Practitioner here in Africa. To be ableto combine my teaching practice with this traininghas been greatly beneficial for my class and forme. Thank you to everyone who helped makethis happen.” Pengo, Ltd. PO Box 15083 Code00509 Langata, Nairobi, Kenya. +254 (20) 72 271 4578 [email protected]

Martine Falconer “Myjourney with Davis began whenI sought help for my 8-year-oldson, Ian. The anxiety, frustrationand many tears he endured,along with the desperation Ifelt as a parent, were trulyheart breaking. Thanks to Davis,

my son has now returned to the happy confidentboy he was before starting school. I am veryexcited to have completed my training and lookforward to working with others, to help themreach their true potential. I feel very privilegedto be a part of the Davis network. I am verygrateful for the wonderful support I receivedduring my training and would like to thankCatherine Churton for her encouragement andendless support.” True Perception, 183 BeachRoad, North Beach, Christchurch, New Zealand.+64 (03) 383 1988 [email protected]


Rhode IslandLinda M. DanielsProvidence+1 (401) 301-7604

South CarolinaAngela KeiferGreenville+1 (864) 420-1627

South DakotaKim CarsonDLS Presenter-MentorBrookings/Sioux Falls +1 (605) 692-1785

Carina LittleWatertown +1 (605) 886-8415

Lillian “Lee” MilesSioux Falls+1 (605) 274-2294

TennesseeJackie BlackDover1-866-218-1614 (Toll-Free)

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 Presenter-MentorColleen MillslagleDLS Presenter-MentorTyler/Dallas+1 (866) 531-2446 (Toll Free)+1 (903) 531-2446

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

Jodie HarberCedar Park/Austin+1 (512) 918-9247

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-SpecialistIrving +1 (817) 919-6200

Paula Roberts Tyler +1 (903) 570-3427

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

Laura WarrenDLS Presenter-MentorLubbock +1 (806) 771-7292

Glenys Knopp I trained asa primary teacher and taughtfor a while before starting afamily. I re-entered educationas a Teacher Aide for a specialneeds student. Later I trainedin special education and coor-dinated Special Needs services

at a high school. Then I heard Ron Davis speak.His ideas were completely foreign to me–so different from my training. I told my strugglingstudents about Ron. They all knew what he’dbeen talking about. I’d been missing a vital key!I attended a Fundamentals Workshop in 2005,and tried to integrate the Davis methods into myteaching. But it became increasingly clear thatthe best way to get lasting results for studentswas to provide programmes one-on-one. So, inlate 2006 I resigned from teaching. I am reallyexcited to be starting this new venture: already I have learned such a lot. The more I understandthe dyslexic way of thinking, the more I am inawe of this Gift!” Clarity Dyslexia Solutions,McLaughlins Road, RD1, Darfield, Canterbury,New Zealand. +64 (0) 3 317 9072 [email protected]

Tina Guy “After six yearsworking at a primary school,watching children struggledespite their own efforts, andthose of their teachers, helpersand parents, I looked for a reasonand a way to do something tohelp them. For me “Davis” is

that answer. I am excited and proud to be a partof a highly professional and caring group ofpeople. They are not only helping individuals asclients, but are also working together to getdyslexia into the public eye, to increase awarenessof the difficulties faced by people with dyslexia,and to show the positive, “gifted” side of what isessentially a different learning style. I look forwardto my journey as a Davis Facilitator, and to helpingmy clients achieve their goals and fulfill theirpotential.” Dyslexia Correction Services, 296Nayland Road, Stoke 1, Nelson, New Zealand,7011. +64 (03) 547 4958. [email protected]

Sharon Gerkin “I have a small centre but a big picture. I am proud to bring the DavisProgram into South Africa.” ABC Read It Right,16 Dolphin Crescent, Salt Rock, Durban, SouthAfrica, 4391. +27 (82) 82 85 [email protected]

Alessandro Taiocchi Certified Life Coachand Business Coach, Certified NLP MasterPractitioner, special interest in advanced learn-ing systems. Alessandro Taiocchi, Via Giuseppedi Vittorio 42, Settimo, Milanese, Italy, 20019. +39 (333) 443 7368. [email protected]

Ana Catarina Gil De Almeida “I havebeen a pre-school teacher for 14 years and I alsoam licensed in educational psychology. I foundin the Davis Method an important complementfor my studies and professional development.”Av. Defensores De Chaves 85, 4 DTO Lisboa,1049-063 Portugal. +351 (21) 781 60 90. [email protected]

Kimberly Swallow is amother of four and holds a Ph.D.in Development Studies fromthe University of Wisconsin,U.S.A. She and her two sonsare corrected dyslexics. Theschool experiences of Kimberly’seldest reminded her of her

own, but a year and a half of special education,occupational therapy and tutors seemed to addfuel to an emotional fire threatening to run outof control. She offered both her sons the optionof a Davis Dyslexia Correction Programme.Both boys’ academic paths continue to takeunusual turns, but the skills they learned duringtheir programs, combined with Kimberly’sencouragement and facilitation, have increasedtheir confidence and academic competence.Their transformation and reading The Gift ofDyslexia gave her a new understanding of herown learning style. Kimberly became a DavisFacilitator so she can offer fellow dyslexics thesame empowerment. Kimberly Ann Swallow, c/o ICRAF, P.O.Box 30677, Nairobi, Kenya.254-2-7120472 [email protected]

Jacqueline Ann Flisher “As a qualifiedadult education and E-learning tutor, I have beenfortunate to work with children, young peopleand adults. My current employment has takenme into the world of workplace education. ThereI am always amazed by the large number of talented, creative and highly intelligent students I assist, whose bad experiences at school andwork, with little or no help, has made them feelthey are failures, or even worse, stupid. I qualifiedin conventional dyslexia teacher training, butwas constantly aware that my efforts to help mystudents were very inadequate. I believed thatthere must be a ‘better way.’ Then I heard RonDavis speak at Reading University. From that day,I knew instantly that I had found that better way,(A-New-Way). The Davis training has allowed meto give practical help, hope and self-confidenceto students who were previously consideredunlikely to succeed in their studies. Becoming afacilitator will now enable me to help even morechildren, young people and adults to realize andunlock the potential they already possess.” A-New-Way, 1 Kingwood Cottages, Ermin Street,Lambourn Woodlands, Hungerford, Berkshire.RG17 7TS, United Kingdom. +44 (1488) 72 [email protected]


The Davis Facilitator TrainingProgram requires approximately 400hours of course work.

The Davis Specialist TrainingProgram requires extensive experienceproviding Davis programs and anadditional 260 hours of training.Specialists and Facilitators are subject to annual re-licensing based upon casereview and adherence to the DDAIStandards of Practice.

Davis Learning Strategies Mentorsand Workshop Presenters areexperienced teachers and trainers with 2-3 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 to:www.dyslexia.com/providers.htm

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

�

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

Angela OdomDLS Presenter-MentorMidlothian/Richmond+1 (804) 833-8858

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

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

Carol HernDLS Presenter-MentorSpokane

Mary Ethel KelloggDLS Presenter-MentorSpokane

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

� UruguayMarcela PiffarettiMontevideo+598 (02) 600-6326

�

This Directory is current as of August 1, 2007. It issubject to change. Betweennewsletter issues, new

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

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

Davis TrainingPrograms

Gretchen FitzGerald“As a teacher, reading specialist,and private tutor, I have workedwith many children with learningdisabilities. It was very frustrating not to be able totruly help these kids. When Iread The Gift of Dyslexia I

became intrigued. After my first workshop, Iknew this would be my path. I have come tounderstand that every person is unique, each hasdifferent gifts. I look forward to helping clientsunderstand their gift and reach their goals usingthe Davis tools. Show-Me Dyslexia CorrectionCenter, 6301 B Main Street, Kansas City, MO64112, USA. +1 (816) [email protected]

Elizabeth (Bets) Gregory“I am delighted and privilegedto be a Davis DyslexiaFacilitator. Dyslexia had beenpart of my family to varyingdegrees without my knowledge,until I became aware of itthrough my daughter, who has

all the talents and difficulties that are part ofbeing very dyslexic. I hope to be able to continuethe great work that Davis facilitators do world-wide. My background was in computing. I wasinvolved in training, analysis and in a consultingcapacity. I have always found it rewarding helpingothers through their business issues. I know thatit will pale to insignificance when compared tohelping someone achieve their goals through theDavis facilitation process.” Focus on Learning, 8 Taylor Street, Gordon, NSW 2072, Australia.+64 (0) 9 375798. [email protected]

Jodie Harber “My daughter’sstruggle with reading led us tothe Davis Program. Inspired bythe improvement in her, Idecided to become a facilitatorand give people in the Austinarea access to this awesomeprogram. With a background in

social work, I look forward to helping childrenand adults explore their gift of dyslexia.”Dyslexia Solutions, 1605 Colton Way, CedarPark, Texas, 78613. (512) [email protected]

Romina Toroz has a degreein Modern Greek language andphilology from the Universityof Amsterdam, is a professionaldancer and teaches flamenco atthe Centro Flamenco in Utrecht,Netherlands. Romina assistedwith listening therapy andSymbol Mastery in the practice

of her mother, Lot Blom, and liked the work so

much that she decided to become a DavisFacilitator herself. Her creativity combines verywell with her interest in language and her naturaltalent for working with children, and is expressedin the name of her own practice: ‘Dancing Letters.’Dansende Letters, van Asch van Wijckskade 22d,3512 VS Utrecht, Netherlands. +31 (61) 280-1821.www.dansendeletters.nl or [email protected]

Anette Fuller “I am trained as a High Schoolscience teacher, but it was my experience as amother of two dyslexic children and wife of adyslexic husband which led me to Davis. It wasduring my search for knowledge to support myson, that I found and read The Gift of Dyslexia. Itwas such an overwhelming experience for me, andafter having 'tested' some of the theories on myfamily, we decided to let my son do the program.His success inspired me to become a facilitatorand I am now really looking forward to being ableto help gifted dyslexic adults or children achievetheir full potential.” Eastbay Dyslexia Solutions,Walnut Creek, CA 94598. USA +1 (925) 6397846. [email protected].


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 easilyfit 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 classroomimplementation suggestions.

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

Materials include:• Detailed Manual with suggested year-long guides, black-linemasters, 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. (Classroom materials 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

“In the forefront of what I likedmost was how easily the Davisstrategies fit into many areas of Kindergarten curriculum. Itrelieved me of a paper-pencilapproach and gave me a hands-on,kinesthetic approach. It helpeddevelop the little finger muscles to move on to coordinate paper-pencil activities. Creating the alphabet over time also accomplished the development of ownership, responsibility, and a sense a pride in all the children. I believe allKindergarten children would benefit from Davis Learning Strategies.” –LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California

2007-2008 DATES & LOCATIONSDate Location Telephone

United StatesSept 6-8 Las Vegas, NV 1-866-531-2446

Sept 20-22 San Diego, CA 1-866-531-2446

Oct 4-6 Tyler, TX 1-866-531-2446

Nov 1-3 Tyler, TX 1-866-531-2446

Jan 3 - 5, 2008 Tyler, TX 1-866-531-2446

Apr 30 - May 2 2008 Richmond, VA 1-804-833-8858

June 9 -11 2008 Denver, CO 1-719-324-9256

July 22 - 24 2008 Brookings, SD 1-605-692-2785

New ZealandSept 24-26 Christchurch +64 (09) 815 8626

For more details, visit www.davislearn.com


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

2007-2008 FUNDAMENTALS WORKSHOP SCHEDULE

DAY ONE

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

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

GERMANY1- 4 Nov, 2007: Hamburg Presenter: Ioannis TzivanikisLanguage: German/English translationEmail: [email protected]: +49 (040) 25 17 86 22

1- 4 May, 2008: FreiburgPresenter: Ioannis TzivanikisLanguage: GermanEmail: [email protected]: +49 (040) 25 17 86 22

UNITED KINGDOM2-5 October, 2007: Addington, KentPresenter: Richard WhiteheadLanguage: EnglishEmail: [email protected]: +44 (01227) 732 288

UNITED STATES28-31 January, 2008: San Francisco, CaliforniaPresenter: Gerry GrantLanguage: EnglishEmail: [email protected]: 1-888-805-7216 toll-free

10-13 March, 2008: Dallas, TexasPresenter: Gerry GrantLanguage: EnglishEmail: [email protected]: 1-888-805-7216 toll-free

Continued on page 22

The Dys•lex •́ic Read •́er1601 Old Bayshore Highway, Suite 260Burlingame, CA 94010

RETURN SERVICE REQUESTED

PRESORTEDSTANDARD

U.S. POSTAGE

PAIDBURLINGAME, CAPERMIT NO.14

~

DDA-PacificPO BOX 46023Herne BayAuckland, New ZealandPhone: +64 (09) 815-8626Fax: +64 (09) 815-8627E-mail: [email protected]

DDA-Israel20 Ha’shahafim St.Ra’anana 43724 ISRAELTel: 972 (0523) 693 384 or (0)9 774 7979Fax: 972 (09) 772-9889E-mail: [email protected]

DDA-DACHDeutschland-Austria-SwitzerlandWandsbecker Chausee 132D-22089 Hamburg GERMANYTel: 49 (040) 25 17 86 22 Fax: 49 (040) 25 17 86 24E-mail: [email protected]: 41 (061) 273 81 85E-MAIL: [email protected]

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

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

DDA-UKDavis Learning FoundationSlaney Place Headcorn RoadStaplehurst, Kent TN12 0DJ.Tel: +44 (01580) 892 928 Fax: +44 (0)1580 893 429E-mail: [email protected]

DDAI-Int’l, Canada & USA1601 Bayshore Highway, Ste 260Burlingame, CA 94010Tel: 1-888-805-7216 Fax: 1 (650) 692-7075E-mail: [email protected]

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

Based on the best-selling bookThe Gift of Dyslexia by Ronald D. 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 31 for more workshop details.

Enrollment limited ❖ Classes fill Early ❖ 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

2-5 Oct. 2007 Addington, Kent UK

1-4 Nov. 2007 Hamburg Germany

28-31 Jan. 2008 San Francisco, CA USA

10-13 Mar. 2008 Dallas, TX USA

1 – 4 May, 2008 Freiburg Germany

2007-2008 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

The Dyslexic Reader 2007 - Issue 46

Documents

ioannis tzivanikis language

gerry grant language

mary kay helped

hes stopped resisting

writing diminished greatly

weekly world news

young learner kit

davis symbol mastery