On July 31st of 2006, it was my pleasure as a Davis Learning Strategies Presenter to train 17 Elbert staff members in the DLS Basic Teacher Workshop. Those staff members included: administration, regular education teachers of preschool through fifth grade, paraprofessionals, Exceptional Education teachers, Title I, IN THIS ISSUE News & Feature Articles Elbert Elementary – DLS Model School . . . . .1 Adult Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . .1 Time for a Slow Speech Movement? . . . . . . .3 Ecology of Learning . . . . . . . . . . . . . . . . . . . .6 Light as a Feather . . . . . . . . . . . . . . . . . . . . . .8 Book Review . . . . . . . . . . . . . . . . . . . . . . . . .12 EU Ritalin Warning . . . . . . . . . . . . . . . . . . . .15 Addicted to Vowels . . . . . . . . . . . . . . . . . . . .16 SHIFT 2008! . . . . . . . . . . . . . . . . . . . . . . . . .17 Too Much Academic Focus . . . . . . . . . . . . . .18 The Bloke Who Stacks The Shelves . . . . . . .20 Regular Features In the Mail . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Famous Dyslexics Remember . . . . . . . . . . . .11 Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 New Davis Licensees . . . . . . . . . . . . . . . . . . .22 Davis Workshops . . . . . . . . . . . . . . . . . . 26-28 Congratulations, Elbert Elementary A New DLS Model School! lbert Elementary School has been declared a Davis Learning Strategies Mod e l School. The teachers and support staff at Elbert have demonstrated competency and efficiency in their implementation of DLS. Watching this staff blossom in their knowledge and application of DLS the past two years has been truly rewarding. The staff at Elbert Elementary has demonstrated the willingness and dedication necessary to meet the needs of ALL children regardless of their learning style. I would like to take this opportunity to personally thank the Elbert School Board, Administration, and staff for their support of these life-long learning strategies for children. E Dys lex ic Read er • ´• ´• ~ The t is estimated that ten to fifteen percent of the population (or approximately 30 million Americans) struggle with dyslexia. This includes adults. Some may find that number surprising, but the truth of the matter is that dyslexic adults today are often undiagnosed and, therefore, unaware that their difficulties may be caused by dyslexia. (continued on page 14) DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL ISSUE 1 • 2009 VOLUME 51 and some Jr. High and High School teachers as well. Kelli Loflin, Elbert Superintendent and Elementary Principal, was instrumental in bringing this valuable training to the school. In Kelli’s opinion, Davis Learning Strategies are some of the most important that teachers can share with By Kristi Thompson, Davis Facilitator and DLS School Mentor/Presenter in Walsh, Colorado (continued on page 4) Adult Dyslexia – The Best Kept Secret in the Workplace By Karen LoGiudice, Davis Facilitator in Amesbury, MA I
Newsletter of Davis Dyslexia Association International Contents: Elbert Elementary, Davis Learning Strategies Model School; Adult Dyslexia in the workplace; Time for a slow speech movement?; Ecology of Learning; Book Review: When your child has dyslexia; Understanding Controversial Therapies; EU Ritalin warning; Addicted to Vowels; Too Much Academic Focus; Never underestimate the bloke who stacks the shelves; Gift of Dyslexia published in Slovenian; Q&A: clay modeling vs. phonics; dyslexic spelling strategies;
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On July 31st of 2006, it was mypleasure as a Davis Learning StrategiesPresenter to train 17 Elbert staffmembers in the DLS Basic TeacherWorkshop. Those staff membersincluded: administration, regulareducation teachers of preschoolthrough fifth grade, paraprofessionals,Exceptional Education teachers, Title I,
Congratulations, Elbert ElementaryA New DLS Model School!
lbert Elementary Schoolhas been declared a Davis
Learning Strategies Mod el School. The teachers and support staff at Elberthave demonstrated competency andefficiency in their implementation of DLS. Watching this staff blossom in their knowledge and application of DLS the past two years has beentruly rewarding.
The staff at Elbert Elementary hasdemonstrated the willingness anddedication necessary to meet the needsof ALL children regardless of theirlearning style. I would like to take thisopportunity to personally thank theElbert School Board, Administration,and staff for their support of these life-long learning strategies forchildren.
E
Dys lex ic Read er• •́ •́~
The
t is estimated that ten to fifteen percent of the population (or approximately
30 million Americans) struggle with dyslexia. This includes adults. Some may
find that number surprising, but the truth of the matter is that dyslexic adults
today are often undiagnosed and, therefore, unaware that their difficulties may
be caused by dyslexia. (continued on page 14)
DAVIS DYSLEXIA ASSOCIA TION INTERNATIONAL ISSUE 1 • 2009VOLUME 51
and some Jr. High and High Schoolteachers as well. Kelli Loflin, ElbertSuperintendent and ElementaryPrincipal, was instrumental in bringingthis valuable training to the school. In Kelli’s opinion, Davis LearningStrategies are some of the mostimportant that teachers can share with
By Kristi Thompson, Davis Facilitator and DLS School Mentor/Presenter in Walsh, Colorado
(continued on page 4)
Adult Dyslexia –The Best Kept Secret in the Workplace
By Karen LoGiudice, Davis Facilitator in Amesbury, MA
I
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; andto present methods for improving literacy, education and academic success. We believe that all people’s abilities andtalents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD: Laura Zinkde Díaz, Alice Davis & Abigail Marshall. DESIGN: Michael Troller. SUBSCRIPTIONS: one year $25 in US, add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS:We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075 VIA E-MAIL: [email protected] INTERNET: www.dyslexia.com
Dear Ron DavisI live in Kiev, Ukraine. In 2005, my
friend, who lives in Germany, told me
about your book. She read it because
she thought her child was dyslexic. She
told me about dyslexia symptoms she
read from the book, and some of them
were similar to what I had experienced.
I bought this book for myself, and now
am very thankful to you for your work
that has helped me to change my life to
much, much better.
Before reading your book I thought
I was stupid, because I couldn’t manage
understanding things. After reading
your book, especially after learning
about disorientation, I started to control
myself and could do things which
seemed impossible before. For several
years at work I struggled understanding
and analyzing legal texts. There was
always stress, firstly because of much
responsibility that was on me for a legal
reason, and secondly because of self
helplessness to become more attentive.
No matter how hard I tried, the text
seemed one thing at the moment I read
it, and a different thing one or two
weeks later when I re-read it. After I
learned from your book that the reason
of that problem was disorientation, I
never had that problem again. The book
helped me to gain self-esteem, and I
stopped thinking that I was stupid. I
started to consult our clients and my
friends on legal matters. Thank you for
writing The Gift Of Dyslexia.
– Olena – Kiev, Ukraine
THE DYSLEXIC READER PAGE 3
Time for a “SlowSpeech” Movement?By Laura Zink de Díaz, Davis
Facilitator in Bogotá, Colombia
or many years before I stumbled
onto Davis Dyslexia Correction,
I was a teacher.
I taught foreign languages at the
high school level and I truly LOVED
my job. That is, I loved it once I got
rid of the traditional grammar
textbooks used all over the country in
foreign language classes. “Covering”
material by following the scope,
sequence and pace recommended in
commercially produced textbooks
never worked for me. That’s because
it clearly didn’t
work for at least
50% of my
students, who
stared back
at me with that
startled “is-she-
callin’-on-me?”
look whenever I spoke to them in
whatever language we were studying.
Fortunately, my principal was as
much of a rebel as I was. She allowed
me to lock all those grammar books in
a closet. Like me, she believed we
teach children, not subjects. But I had
to do a lot of PR work with the school
board and my colleagues in the other
high schools. Initially, they thought I
was a nut. Eventually my principal
and I brought them around. Partially.
There are always some who insist we
must all march in lock step….
At that time it was popular in
academic circles to insist that foreign
language teachers not slow down their
speech in the classroom. The theory
was that if we did, students who later
encountered native speakers of the
language they’d studied would be so
used to a slower pace that they’d find
it hard to understand “real” speech.
I never subscribed to this policy.
I always slowed down my speech in
the classroom. Not so slow as to be
artificial, but slow enough to allow
my kids to follow. I did this because I
considered it most important for their
motivation and future learning, that
students understand and feel
comfortable with their new language.
Secondly, I believe that if something
is important enough for me to mention
in class – in the “target” language or
in English – it’s important enough
for me to be certain that it’s heard,
understood and remembered.
Otherwise why
say it at all?
What could
possibly be the
benefit of speaking
so quickly that
my students only
“catch” a third of what I say? Still, the pressure on
teachers to conform is always great; I
was just rebellious enough to go my
own way, but there was always a little
voice in the back of my head telling
me I should listen to my elders and
betters….
Recently, I saw an on-line article
titled, “Slowing
Speech Eases
Child’s Ability
to Listen” by
Suzanne Perez
Tobias of the
Wichita Eagle. In
the article she
quotes Dr. Ray
Hull, a Wichita
State University professor of
audiology, who believes that if
teachers and others who work with
children slowed their rate of speech
we would see fewer learning
disabilities, hearing problems and
behavior issues in schools.
”
What could possibly be the benefit of speaking
so quickly that my students only “catch” a third of what I say?
“
“The gap between what a child
hears and what he or she understands
can appear to parents and teachers
as inattention, confusion or outright
defiance… If teachers would slow
down, they would be less frustrated,
the children would be less frustrated,
and children would learn with
greater ease.”
Dr. Hull informs us that most
adults speak at a rate of 160 to 170
words per minute, while 5- to 7-year-
olds can only process speech at about
120 words per minutes. And the
average high school student processes
just 140 to 145 words per minute.
Ha! So much for that irritating
little voice, urging me to go against
my instincts! Here
was Dr. Hull,
suggesting that
teachers and
parents would do
well to slow down
their speech in
order to respond to
the needs of ALL
children, not just
foreign language students!
Hull pointed out that the late, great
Fred Rogers, so beloved among the
under-five set, understood his target
audience so well that he consistently
spoke at about 124 words per minute
whenever he was on the air.
”
Most adults speak at a rate of 160 to 170
words per minute, while 5 to 7-year-olds can
only process speech at about 120 words
per minutes.
“
(continued on the next page)
F
PAGE 4 THE DYSLEXIC READER
No wonder he drove parents and
teenagers crazy while toddlers totally
adored him! As Hull states in the
interview with Tobias, Rogers was
probably one of few adults the littlest
kids could easily understand. Now I
realize, it must have been SOOO
relaxing for my own toddlers to listen
to Mr.Rogers and “get” everything he
said!
These days, I provide Davis
services in Spanish, a language I love,
and speak well. But I am not a native
Spanish speaker. I’m aware that I
generally speak Spanish a bit more
slowly (some days
a LOT slower!)
than most of my
Colombian
neighbors and
clients. But I don’t
worry about that.
Even when I
facilitate programs
in English, I speak
relatively slowly and as clearly as
I can. We don’t rush our clients,
after all. Things take as long as they
take. One way we communicate our
willingness for clients to take the
time they need, is by not rushing
our speech.
My last few years in education
I was an administrator. Part of my
job involved observing teachers of
English language learners and offering
them feedback on their lessons. One
of the problems I saw most often
was nothing technical, but simply
a tendency by teachers to speak
REALLY fast. Sometimes they raced
because they had too little time to
cover an enormous amount of
material; sometimes fast speech was
simply part of who they were as
individuals. Because many of their
students didn’t yet understand
academic English, my most frequent
suggestion was that teachers slow
down their speech. Few of them were
willing to try it. I understood that it
was uncomfortable to have to think
about how fast they were talking
while they simultaneously
concentrated on the 15 other crucial
things going on during class time.
But with Dr. Hull’s information in
mind, who knows how many of their
English speaking students might also
have benefited if they had?
I’m quite sure all teachers would
like to see their students more
engaged, and less inclined to act out
when they’re bored or feeling like
they have no idea what’s going on.
Slowing down
instructional
speech would
be a good start.
A “slow food”
movement has
been growing for
several years.
At least in the
classroom,
perhaps it’s time for a “slow speech”
movement as well.
References: I’d like to give you the URL
for the article by Suzanne Perez Tobias,
but it is no longer available at the
Wichita Eagle website. However, if
this topic interests you, other similar
interviews and quotes from Dr. Ray Hull
are available on the internet.
Here are three to get you started:
Teachers Should Talk Slower -
Children Don’t Understand Words
at the Adult Rate of Speed
http://educationalissues.suite101.com/arti
cle.cfm/teachers_should_talk_slower
Professor Researches
How to Speak to Children
http://www.hearingreview.com/insider/200
8-08-07_09.asp
Speak More Slowly To Your Students,
Says Audiology Professor
http://dyslexia.wordpress.com/2008/08/28/
help-students-hear-your-words-speak-
slower-says-audiology-professor/
”
If teachers would slow down, they would
be less frustrated, the children would
be less frustrated, andchildren would learn
with greater ease.
“
children! “DLS is totally unique to the educational process, not onlybecause it helps children master thebasics in academics, but because itaddresses each student’s individualneeds. Children not only gaintechniques for learning through DLS, but also the knowledge andawareness of how to managethemselves”, states Ms. Loflin.
Elbert School District #200 is arural school located about 45 milessoutheast of Denver and 35 milesnortheast of Colorado Springs.Approximately 280 students are
enrolled in grades Preschool through12. The average class size ranges from15 to 25 students. Most students inElbert come from hardworking,middle class families and their parentscommute to work in Denver orColorado Springs. Bob Beebe, theHigh School Principal at Elbert says,“We’re close to everything, but farenough away to give the impressionwe live more remotely. One thing Ilove about our school is thestudents…no matter where we go,people compliment us on theoutstanding behavior they exhibit.They have integrity and takeresponsibility for their actions, makingElbert a fun and rewarding place towork!”
DLS is utilized primarily inpreschool through grade 3, includingExceptional Education and Title Iprograms. It is supported orsupplemented in grades 4 and higher.Diane Pursell, second grade teacher atElbert said, “Because of DLS, myclass this year has gone farther in
Elbert Elementary (continued from page 1)Slow Speech (continued from page 3)
Kids are browsing dictionaries for fun!
PAGE 5
(continued on the next page)
reading than any class I’ve had so far.The DLS Basic Word Mastery reallycarries over.” Mrs. Becky Crabbs, firstgrade teacher at Elbert said, “Mystudents leave the classroom with somuch more than they had before DLS!These students are reading thedictionary for fun! Not only can theyuse it, but they are so interested in it - and it is due to DLS.” Herparaprofessional, Linda Kitzmannoted, “DLS adds so much morestructure to the madness of theeducational process.”
As teachers at Elbert have becomemore knowledgeable about DLSthrough practice and experience, theyare finding that it enhances everythingthey were already doing. Many staffmembers have commented that thesestrategies give them the flexibility toweave in DLS at various timesthroughout the school day, not justprior to “planned” or “key” times suchas reading, writing, or math. ShellyGould, elementary librarian at Elbert,incorporates DLS into whole groupstory time. In the library she reinforces the strategies which helps childrentake responsibility for their learningand behavior outside the classroom.Playground teachers ask children touse DLS before entering the building,establishing an expectation ofappropriate behavior – and it’s alldone with a “key” word that has been learned through these amazingstrategies.According to Mrs. Crabbs, “Itdoesn’t matter ifchildren areconsidered to beat risk, average,or above averagestudents; DLSaddresses theirneeds no matter where they’re at.”
Kim Stichler, paraprofessional atElbert, stated, “I work with somefairly timid students. Because of thereading exercises DLS offers, they areable to figure out some pretty bigwords - and they are as impressed with themselves as I am! I also workwith a student who was considered to
In just two years of implementation of DLS, Elbert Elementary is alreadyenjoying the many benefits that come as a result of implementing DLS in their classrooms. Anne Stewart-Green, Elbert Elementary Title Iteacher, has noted that many moreKindergartners than ever before stillremember their sight words when theyenter first grade. Teachers are alsoreporting that classroom behavior is
more manageable and disciplineproblems have dwindled significantly.Elbert’s third grade has gone fromscoring the lowest on the readingCSAP in the Pikes Peak Region toscoring the highest for two years in a row.
I want to wish Elbert School District#200 continued success with DavisLearning Strategies. The teachers whoutilize DLS are to be commended fortheir efforts to meet the needs of ALLstudents. Thanks again to the staff andadministration at Elbert for givingALL students the confidence to learn!
Kristi Thompson, Davis Facilitator and
DLS School Mentor/Presenter in Walsh,
Colorado
be at risk early in the school year.Now this student has gained a lot ofconfidence and has turned into areading machine! I’m sure that DLSis a large part of that success! As aparent, too, I believe that DLS canonly be more and more beneficial forchildren as they grow up, because ofthe self-regulation abilities DLS helpsthem build.”
Vikki Gould, elementaryExceptional Education teacher atElbert uses DLS in the resource room.Along with classroom teacher MickySimms, she also facilitates DLS BasicWord Mastery for the whole class inthe fourth grade, and in the fifth gradewith classroom teacher Kathy Franek.This helps supplement vocabularyand spelling, and supplies thosechildren with “hands-on” learningactivities.
“I think that classroom and schoolcommunity behavior has improved,after having DLS in the school fortwo full years now. The teachers alluse the same language, and the kidsknow what to expect as they advancethrough the grades with DLS,” saysMary Anderson, Elbert Kindergartenteacher. Mary also adds, “Ouradministration is fully committed toDLS and is always supportive andwilling to help us accomplish ourgoals.”
Elbert Preschool teacher, ConnieSchaffer, and her paraprofessional,
Lynne Ferguson,have noted that when thepreschoolers get alittle wild, and areasked to use theDLS strategies, allare able to adjusttheir energy leveland calm down.
Mrs. Shaffer also told me that as theygain more awareness about self-control, these preschool children havethe ability to determine “when” theyneed to use DLS strategies. Thiswould indicate that they are alreadylearning the importance that self-regulation has on the learningprocess.
An Elbert student, creating a
clay model of a basic word.
”
Elbert’s third gradehas gone from scoring
the lowest on the readingCSAP in the Pikes Peak
Region to scoring thehighest for two years
in a row.”
“
THE DYSLEXIC READER
to block, contain, or combat the symptoms
that the problem has brought forth.
In the field of medicine, this philosophy
resonates with many holistic approaches
which apply these exact same principles in
the ecology of the human body. Rather than
combating external symptoms, holistic
medicine attempts to track back to the reason
why the illness came about. In an attitude of
profound respect for the human body’s own
healing power, it then applies a minimal,
gentle force to the root
cause, enabling sometimes
dramatic recovery from
severe ill-health.
To date, however,
little attention has been
paid to the application of
the self-same principles in
the field of learning. We mine and plunder
the minds of our children, teaching them that
learning can only come through hard work.
We set them one-dimensional, linear tasks
that make little use of creative expression and
lateral thinking. We tell them to concentrate
on these tasks; and when our most creative
and spontaneous thinkers find themselves
unable to comply, we ply them with repetitive
exercises and mind-bending drugs such as
Ritalin and Strattera – out of the best
intentions, because we have nothing better to
offer them.
Dyslexia – A Gift Going to WasteMy organisation has the experience of
working and communicating with hundreds
of dyslexic children and adults. Without
exception, our dyslexic clients display one or
more – often several – of the following traits:
• Strong sense of justice
• Strong curiosity about one or more subject
areas and/or their environment
• Strong intuitive ability
• Vivid visual imagination and/or spatial
awareness (e.g., good at tracking a football
across a pitch)
• Unusually high speed of thinking (to the
point that some express irritation at the
slow pace at which others think)
• Practical or entrepreneurial skill
• Skill in art, design, engineering, architecture,
Kim J. Willson-RymerMississauga, Ontario+1 (905) 825-3153
Cheryl WoodHuntsville, Ontario+1 (705) 783-2763
v China
Yvonne Wong Ho HingHong Kong+852-7323-7702
Livia WongHong Kong+852-6398-3734
v Colombia
Laura Zink de DíazBogotá +57 (1) 704-4399
v Costa Rica
Maria Elena Guth BlancoSan Jose+506 296-4078
Gabrielle did a Davis
Program with Gerry Grant
at age seven. Recently, at
age 11, she completed the
Establishing Order Exercises
with her mother, Shelly
Cotton, Davis Facilitator in
Waterloo, Ontario.
Here she is, feeling light as a
feather, in the stress-free
room environment she
created.
ROOM STRESS
By Gabrielle Cotton,budding poet!
You have a room,a room that is a disaster.
Put a sign on the door saying,a hurricane passed through not me!
You feel so stressed out, like a weight inside of you.
You are grumpy,in a bad mood,
frustrated, yelling person,All because of your room.
You had a fan on one night,you woke and felt disgusted.
Stay home the next day.
Take everything out of your room,
but your bed and furniture.You dusted and worked hard,
assigning a place for each thing.
Once you finish, you feel,light as a feather.
Why do you feel so happy,joyful,
cheerful,and happiness
is over flowing you?Well, because you got rid of a
lot of stress.
You feel like you now have,no energy to fight anymore.All because of your room.
The Gift of Dyslexia – In One More Language!
The Slovenian edition of The Gift of Dyslexia was publishedin late December and is now on sale. This groundbreakingbook is now available in 18 languages:
American and
British English
Croatian
Danish
German
Spanish
French
You may not have heard of Slovenia (or officially, the
Republic of Slovenia), but it has a long and rich role in the history
of Central Europe. During most of the 20th Century Slovenia was
part of Yugoslavia, but in June of 1991, its people voted for and declared independence.
A “Ten-Day War” ensued, during which time Yugoslavia tried military intervention to retain
control of the region. Nonetheless, Slovenia remained independent and joined NATO and the
European Union in the spring of 2004. Slovenia is the first post-Communist country to hold
the Presidency of the Council of the European Union, for the first six months of 2008.
(The presidency is held by an entire government and rotates every six months. Currently
the Czech Republic holds the Presidency of the Council.)
Perhaps some day soon, not only will The Gift of Dyslexia be available in Slovenian,
Tommy SmothersBorn Thomas Bolin Smothers,III, Tommy Smothers is anacclaimed Americancomedian, composer andmusician from New York,New York. With his brother,Dick, he formed the musical comedy team,The Smothers Brothers, in 1959. Dick wassmooth and articulate, while Tommyportrayed “the dumb one”. They produced anenormously popular TV program, TheSmothers Brothers Comedy Hour, from 1967to 1969, and continued to appear in programsand specials throughout the 1970s and 1980s.Since then, the Smobro have continued todelight audiences of all ages in coast-to-coasttours. Tommy says, “I was dyslexic and I hadno idea what that was. I was always the lastone to get the spelling thing–the dumb one. Ialways played that, pretending I wasstupid…The thing about being dyslexic, Ialso have to search for words–it’s not justreading. I think of things and words don'tcome. I never did stutter, but there were theselittle lapses. It was a gift as far as comedytiming was concerned.”
Dr. Edward Hallowell Edward M. Hallowell is achild and adult psychiatristwho specializes inADD/ADHD and who alsohas ADHD. In spite of hisown challenges, he graduatedand became a faculty member at HarvardUniversity. He has authored a number ofbooks about learning challenges, the mostwell known of which may be Driven toDistraction (1994) and Delivered fromDistraction (2005, co-authored with Dr. JohnRatey). In 1996 Dr. Hallowell establishedThe Hallowell Center for Cognitive andEmotional Health in Sudbury, MA. Throughthe Center website (www.drhallowell.com) and his blog, he has much to share withparents and children about dyslexia otherlearning challenges: “At the end of firstgrade, I was still a poor reader, and, to thisday, I’m painfully slow at getting through abook...I have a dyslexic brain, a disorderedbrain, call it what you will. My brain got me
through Harvard as an English major and apre-med minor. I graduated magna cum laudeand went on to medical school, residency,and fellowship...If you’re born with a brainthat harbors dyslexia, I would say, ‘Luckyyou!’ You have untestable and immeasurablepotential. You’re a surprise package; no oneknows what you can do, including you. But I can tell you from years of experiencethat you can do special things. You havemany talents that can’t be taught, and a brainthat eludes the predictive powers of ourwisest sayers of sooth.”
Victor VillaseñorVictor Villaseñor was raisedon a ranch four miles northof Oceanside. His parentswere Mexican, and Victorspoke only Spanish until heentered school. After yearsof language and cultural barriers,discrimination and undiagnosed dyslexia, hedropped out of high school as a junior andmoved to Mexico. There he discovered awealth of Mexican art, literature, and music,that helped him recapture and understand thedignity and richness of his heritage. Upon hisreturn to the US at age 20 Victor returned tothe ranch (where he lives even today), andbegan to write. His books deal with manyissues he and other Mexican-Americans faceas members of a minority cultural group.Along with a number of non-fiction works,his bestselling novel, Rain of Gold (1991), isstill used by thousands of teachers and schoolsystems across the United States to teachabout the Mexican-American experience. Hisnovel, Burro Genius (2004) was nominatedfor a Pulitzer prize. Today, a best-sellingauthor and accomplished public speaker,Villaseñor has said, “First of all, I’d like youto know that dyslexia is a gift. It allowed meto see patterns that other people couldn’t see.In high school, it was very difficult at firstfor me to learn how to play chess, but thenonce I learned, I quickly became the bestchess player at our whole school, evenbeating our faculty and some of them thoughtthey were great chess players.”
Understanding ControversialTherapies for Children WithAutism, Attention Deficit Disorder,and Other Learning Disabilities: AGuide to Complementary andAlternative Medicine by Lisa A. Kurtz
Jessica Kingsley Publishers, 2008 $19.95
I have recently discovered another book
that should also prove valuable to parents
who are interested in exploring non-
traditional interventions and therapies for
their children with a variety of learning and
behavioral difficulties: Understanding
Controversial Therapies for Children with
Autism, Attention Deficit Disorder & Other
Learning Disabilities: A Guide to
Complementary and Alternative Therapies,
by Lisa A. Kurtz. This book provides exactly
what the title indicates – a comprehensive
guide to just about every outside-the-box
therapy you might run across, and then some.
Approaches are listed in alphabetical order
within broad categories: Alternative Medical
Systems, Mind-Body Interventions,
Biologically-Based Interventions,
Manipulative and Body-based Methods,
and Energy Therapies. From Acupuncture
to Zero Balancing, this book will provide
an objective description and overview
of just about everything you might want
to know about the sort of stuff that your
child’s doctor or school
teachers are unlikely
to tell you about.
I would note that
even though the title
refers to “controversial”
therapies, many of the
approaches detailed are
quite mainstream these
days. For example, it includes Art Therapy
and Yoga – no one is likely to look at you
funny for enrolling your child in one of these
programs. I think that what unites the
programs detailed in this book is simply that
they are far less likely to be on the menu of
established options at your child’s school –
and, more important, that this may well be
the ONLY book where you will find so many
different approaches so clearly laid out and
described. The book makes no attempt to
pass on the validity or advisability of any
particular approach – rather, it gives the
reader the information needed to understand
the options and to begin to learn more, such
as references for further reading and websites
and other contact information for the
providers or advocates of each approach.
After receiving my copy, I feel this book
is an absolutely essential reference for
anyone who wants to know and explore
available options; this is a book that I would
highly recommend to librarians and
professionals as well as to parents and
teachers.
”
may well be the ONLY bookwhere you will find so
many different approachesso clearly laid out
and described
“
THE DYSLEXIC READERPAGE 14
vNetherlands (cont’d)
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Marijke Eelkman Rooda-BosGouda +31 (0182) 517-316
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Carry KulingHeemstede+31 (0235) 287 782
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Marianne OosterbaanZeist +31 (030) 691 7309
Fleur van de Polder-PatonSchiedam+31 (010) 471 58 67
Petra Pouw-LegêneDLS Nederlands DirectorDLS Mentor-PresenterBeek +31 (046) 437 4907
Karin RietbergHolten +31 (548) 364 286
Lydia Rogowski WijnbergHelmond +31 (0492) 513 169
Hanneke SchoemakerWageningen+31 (0317) 412 437
Ilse SchreuderAalzum/Dokkum +31 (051) 922-0315
Every dyslexic is different. Symptoms
and struggles vary depending upon the person
and the situation. Despite the increasing
shift in perception for our younger generation
that dyslexia is a gifted thinking style, the
stigma that remains for adults can lead to
low self-esteem…and wasted talent in the
workplace.
Many adult dyslexics conceal their
difficulties and are forced to compensate to
get through tasks that do not suit their skill-
set. According to Kerri St. Jean, Senior Vice
President, HR & Organizational Effectiveness
at Comcast’s NorthCentral Division,
“Today’s workplace is filled with diverse and
complex issues such as dyslexia, workplace
injuries, language barriers, family care and
elder care needs, just to mention a few.
Employers and individual managers who are
open to these unique circumstances and
provide both a supportive work environment
and actual support of the specific individuals
needs, always win in the end with higher
productivity, loyalty and morale. Employees
will give their best and thrive when they
know they can trust their manager to truly
care about them as an individual and value
them for their talents as well as their
developmental areas.”
There are many adult dyslexics who
thrive in their fields of talent, rising above
their challenges and succeeding well beyond
the non-dyslexic population. These adults
include the likes of Jay Leno, Charles
Schwab, Whoopi Goldberg, Richard Branson,
Henry Winkler, and Tommy Hilfiger (to
name a few). All of these amazing
individuals are dyslexic and attribute much of
their success to it. Their multi-dimensional,
picture-thinking style enables dyslexics to be
highly intuitive, out-of-the-box thinkers with
excellent problem-solving skills and creative
talents.
Employers who place their dyslexic
employees in positions where their strengths
are utilized will most likely report that these
are some of the highest producing employees
on their payroll. If not employed in an area
of strength, dyslexics may well exhibit
inconsistent work, struggle with spelling,
writing skills, fear of public speaking, or
may pass up promotions that would require
more administrative work.
“It is important for all of us to find
careers in industries, companies and
organizational cultures that play to our
strengths and value our natural talents. But
for dyslexics, the importance of finding this
match early on is critical,” says Kristine
Steinberg, CEO of Kismet Consulting, LLC,
a Business Consulting and Executive
Coaching firm. Steinberg further states,
“Dyslexics need mentors and managers
that can see through some of the surface
weaknesses, such as written communication
or need for validation/approval, and tap into
the vast creativity, perspective, and ingenuity
that dyslexics possess, but are sometimes not
realized. Managers and Supervisors would be
wise to learn more about dyslexia – how to
identify the symptoms and help employees
develop the confidence to fully express the
positive aspects of their thinking and learning
differences.”
Many adult dyslexics are undiagnosed or
unaware of their dyslexia. Some common
characteristics for adult dyslexics are:
• Employed in job/position that will conceal
difficulties, or not require dealing with
problematic areas.
• Hides difficulties from co-workers, friends
and even family.
• Difficulty with tests – passing standardized
tests can be a barrier to career
advancement.
• Highly successful over achiever, or
considered “not working up to potential.”
Either way, displays extreme work ethic.
Adult Dyslexia (continued from page 1)
“ Their multi-dimensional,picture-thinking style enables
dyslexics to be highlyintuitive, out-of-the-boxthinkers with excellent
problem-solving skills andcreative talents. ”
Dyslexics need mentors andmanagers that can see
through some of the surfaceweaknesses… and tap into
the vast creativity,perspective, and ingenuity
that dyslexics possess… ”
“
(continued on page 15)
Unlocking the Power of DyslexiaA brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes)
The Davis Dyslexia Correction Program This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics thinkand perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)Davis Dyslexia Correction Orientation ProceduresThis detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientationdescribed in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual confu-sion, improve physical coordination, and control energy levels. DVD: $85.00
Davis Symbol Mastery and Reading ExercisesFeatures 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading Exercises. Included are mastering the alphabet, punctuationmarks, pronunciation, and words; and reading exercises to build visual tracking and whole word recognition skills, and toimprove reading fluency and comprehension. (This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00
Dyslexia - The Gift
This documentary introduces the concepts and methods
in The Gift of Dyslexia. Viewers of all ages will find the
interviews and animated sequences highly informative
and entertaining.
Gift of Dyslexia Audio CD SetThis 4 CD set contains fullnarration of The Gift of Dyslexia,read by author Ron Davis.
Video or DVD $39.95
4-CD Set $39.95
ReadOn Interactive SoftwareA comprehensive learning tool, designed to assist people of all
ages learn to read or overcome reading problems associated with
dyslexia. Operating Systems: Windows 98, ME, NT4 (SP 6),
Win2000, XP Languages: English only
Software $175.00
I Can Do it–The Confidence to LearnTeachers, parents, and students discussbenefits of Davis Learning Strategies.Includes scenes of a DLS program at aschool in Vale, Oregon.
DVD: $9.00 (running time: 12 min.)
DVD/Audio CD/Software
Davis Symbol Mastery KitContains everything needed to do Davis
Symbol Mastery: A manual in checklist
format, 117-minute instructional DVD,
laminated alphabet strip, letter
recognition cards, dictionary, grammar
book, punctuation booklet, pronunciation
key cards, and clay—all in a sturdy nylon
shoulder bag. Suitable for work with
students of any age.
Symbol Mastery Kit $139.95
Davis Young Learner Kit for Home-UseProvides parents with the
instructions and materials needed
to provide 5-7 year olds with
effective and fun learning
strategies for improving pre-
reading and language arts skills.
Young Learner Kit for Home-Use $119.95
Davis Dyslexia Association BookstoreBooks & Tools for Doing it on Your Own
NEW!The Everything ParentsGuide to Children withAutism: Know What toExpect, Find the Help YouNeed, and Get Throughthe Day
by Adelle Jameson Tilton
Softcover: $14.95
From finding support groups to planning fortheir child's future, this book provides par-ents with all the information they need toensure that their child's--and their families'--needs are met.
A Parents Guide toAsperger Syndrome & High FunctioningAutism by Sally Ozonoff,Geraldine Dawson andJames McPartland
Softcover: $14.95
An indispensable guide packed withreal-life success stories, practicalproblem-solving ideas, and matter-of-fact advice.
UnderstandingControversial TherapiesFor Children with Autism,ADD and Other LearningDisabilities
by Lisa Kurtz
Softcover: $19.95
A comprehensive guide to just about
every outside-the-box therapy you might
run across, and then some. An absolutely
essential reference for anyone who wants
to know and explore available options
The Gift of Dyslexia: Why some of the smartestpeople can’t read and howthey can learn.by Ronald Davis, Eldon BraunExplains the theories behindDavis Dyslexia Correctionmethods, and details basicprocedures in an easy-to-follow, scripted format. Largetype, illustrations and photosmake this book dyslexic-friendly.
Softcover $14.95
The Gift of Learningby Ronald D. Davis, Eldon M. Braun
Expands the Davis Methodswith theories and correctionprocedures that address the three basic areas oflearning disability other thanreading, which children andadults experience.
Softcover $14.95
Strong-Willed Child or Dreamer?
by Dana Spears & Ron Braund
A must for parents of childrenwho are imaginative,sensitive,moody, stubborn, andcompassionate.Softcover $12.99
You Don’t Have to be Dyslexic
by Dr. Joan Smith
Case histories illustrate auseful and easy-to-usecollection of assessmentmethods, skill-buildingexercises, and learningstrategies geared to thedyslexic learning style.
Softcover $19.95
Attention Deficit Disorder:A Different Perception
by Thom Hartmann
Explores the benefits of an ‘A.D.D.’ mind, andprovides good reasons for ‘distractable’ people to celebrate their creativethinking style.
REVISED EDITIONSoftcover $12.00
The Myth of the ADD Child
by Thomas Armstrong, Ph.D.
Essential for any parent of anactive child. Detailed profilesof behavior patterns are keyedto suggested strategies forgetting each child on track,without drugs or coercion.
Softcover $15.00
Right-Brained Children in a Left-Brained World
by Jeffrey Freed & Laurie Parsons
Innovative ideas and visual-spatial approaches for helping A.D.D. kids to tune in and excel ineducational endeavors.
Softcover $14.00
Learning Outside the Lines:
Two Ivy League Studentswith Learning Disabilitiesand ADHD Give You theTools for AcademicSuccess and EducationalRevolution
by Jonathan Mooney & David Cole
Softcover $14.00
In the Mind’s Eye-UPDATED
by Thomas West
An in-depth look at theconnections between creativeability, visual thinking, andacademic learning difficulties.Explores the minds of famousdyslexics from Einstein toChurchill.
Hardcover $29.00
Smart But Stuck: WhatEvery Therapist Needs to Know About LearningDisabilities and ImprisonedIntelligence
by Myrna Orenstein, Ph.D.
Deals largely with ndiagnosedlearning disabilities in adults.
Softcover $24.95
Teaching Kids withLearning Difficulties in the Regular Classroom
Find proven and powerfulstrategies and techniques to help any student become asuccessful learner.Softcover $36.95
The Right Mind: Making Sense of theHemispheres
Explores how our brainhemispheres work togetherto make sense of languageand accomplish other tasks.
Softcover $12.00
Beyond ADD: Hunting forReasons in the Past &Present
by Thom Hartmann
Explore a variety of theories as to why ADD has become so prevalent in modernsociety, and solutions relatedto many of the theories.
Softcover $12.95
Learning How to Learn:Getting Into andSurviving College WhenYou Have a LearningDisability-REVISED
by Joyanne Cobb
Softcover $18.95
El Don de la Dislexia
The Gift of Dyslexiain Spanish. Newly revisedwith additional chapters,illustrations and photographs.Published in Spain by Editex
Softcover $28.95
Getting The Horse To
Drink: How To Motivate
Unmotivated Students
by Suzanne H. Stevens
Practical teachingstrategies for motivatingstudents who have lost allinterest in academicachievement.
Softcover $9.95
$19.95
THE DYSLEXIC READERSUPPLEMENT PAGE A2
Everything Parent’s GuideTo Children With Dyslexia:All You Need To Ensure
Your Child’s Success
by Abigail Marshall
A “must read” for every parent
who knows or suspects their
child has dyslexia.
Softcover $14.95
The Secret Life of the
Dyslexic Child: How She
Thinks, How He Feels,
How They Can Succeed
by Robert Frank, Ph.D.
with Kathryn Livingston
Full of gentle advice and
practical suggestions for
parents to help build
self-esteem and confidence.
Softcover $14.95
The Everything Sign Language Book
by Irene Duke
The Language that let’s
you talk with your hands
and listen with your eyes.
More than 300 easy-to
-follow illustrations, including
expressions, songs,
emotions, ASL alphabet,
money, and time.
Softcover $14.95
BOOKS FOR CREATIVE LEARNING
All Cats have AspergerSyndromeBy Kathy Hoopman
Insightful and humorouslook at the AspergerSyndrome, especiallyendearing for cat lovers.$14.95 Hardcover
Ten Things Every Child WithAutism Wishes You Knew
by Ellen Notbohm
A must have for parents to
read and share. Provides
the insight needed to better
understand, love and support
an autistic family member
Softcover $14.95
Born on a Blue Day
by Daniel Tammet
First-person account of
living with synesthesia
and savantism, a rare
form of Asperger’s
syndrome
Softcover $14.00
Cursive ConnectionsWorkbook and Guide for Students, Parents and Teachers
by Kathryn Libby
Over 70 reproducible pages fordeveloping cursive writing skillsSoftcover $15.99
How to Read Music by Roger Evans
Fundamentals of Musical Notation Made EasySoftcover $11.95
Visual SAT Vocabulary Cardsby Rebecca L. Lev, M.Ed.$24.95
KID’S CORNER
Math-a-pedia: A visual
mathematical reference forintermediate students
Homework Without Tears: AParent’s Guide for MotivatingChildren to do Homework and to Succeed in School?
by Lee Canter & Lee Hausner, Ph.D.
Detailed, step-by-step approach to turningthe responsibility of homework over to your children. Hardcover $13.95
Barron’s Mathematics Study Dictionary
by Frank Tapson
Comprehensive definitions and explanations of
mathematical terms, organized by concept. Geared
to ages 10 to adult.
Softcover $14.99
Yes You Can! Help Your Kid Succeed in Math Even if You Think You Can’t
by Jean Bullard & Louise Oborne
Advice for parents and strategies for overcoming
math anxiety and other barriers to learning.
Softcover $18.00
Math on Call
by Andrew Kaplan,
et al
Softcover $23.00
Charlie’s Challenge
by Ann Root & Linda Gladden
This richly illustrated story offers apositive view and encouraging newsfor youngsters struggling in school.Geared to ages 5-9.
Softcover $14.95
The Hate to Write But Have To Writer’s Guide
by Jim Evers
Practical tips and guidelines help visualthinkers improve their writing skills.
Softcover $9.95
Peterson’s Colleges with Programs for Studentswith Learning Disabilitiesor Attention DeficitDisorders
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THE DYSLEXIC READERSUPPLEMENT PAGE A4
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European Union Issues Warning on RitalinAccording to the Associated Press in a January 22, 2009 article in the Wall Street Journal
(http://online.wsj.com/article/ SB123266775105208041.html), medical regulators in the European
Union recommend that before prescribing Ritalin or other similar-acting medications, doctors
should screen patients of all ages for heart-rate or blood-pressure problems, as well as for family
history of heart disease. Likewise, as long as the patient takes these drugs, doctors should monitor
their blood pressure and heart rate and should watch for possible psychiatric symptoms.
Drugs containing methylphenidate are sold generically and under various brand names, such
as Ritalin (Novartis AG) and Concerta (Johnson & Johnson). Methylphenidate is considered a
safe treatement for ADHD in children and adolescents over six years of age. However,
precautions are recommended because these drugs have been linked to depression, suicidal
thoughts, hostility, psychosis and mania.
If you are considering a Davis Dyslexia Correction Program for a loved one taking Ritalin in
any form, please be sure to advise your facilitator during assessment. Davis Dyslexia Correction
is a drug-free approach. Ritalin can interfere with the efficacy of the Davis tools and methods.
The Hebrew alphabet has twenty-two letters, allconsonants. There is a systemof dots and dashes placedabove and below consonants,but vowels are not used innewspapers, magazines orbooks for general use. The ideais, if you speak Hebrew, youdon’t really need to see vowels:the context and combinationsof consonants allow you torecognize and pronouncewritten words. Vowels are only included in school books, textbooks forforeigners, and prayer books. I’ve studied a fewlanguages in my time, but I’ve never learned a language without written vowels. I wonder if we could get along without writing vowels in English?
We’re so accustomed to seeing our a-e-i-o-u’severywhere, that a sentence without them wouldlook funny even when it’s readable: “Vwls rn’tncssry fr gd rdrs.”Of course, words out ofcontext would present a few problems: Is “bth”bath or both? But then, words IN context are thewhole point of most reading anyway. On theother hand, “I” and “a”would present problems.Hmmm… would “y” be you or why?
Thinking about this, I removed all the vowelsexcept “I” from one full page of my journal theother day. The page had contained 6,331characters, includingspaces. After the vowelswere gone, it containedjust 4,546 – a 29%savings in space! We could reduce the length ofall books by nearly 30%! We’d save on paperand ink, on the energy we use to print… And I
Addicted to Vowels
could still read my page … well, most of it. I,too, am addicted to vowels, so it took a littleconcentration to decide whether “s”meant as,is, us or so. Ultimately, context solved thatissue, just as it tells us how to pronounce read insentences like “I used to love to read and whenmy eyes were younger and stronger, I read allthe time.”
On the other hand, if we tossed out all thevowels, we’d throw all the publishers of readingprograms into disarray. That has some appeal…who would buy all their phonics drills? Mostwould become irrelevant overnight! Thedemand for reading specialists in our schoolswould probably be cut in half. Not great forthem, but a lot of kids would celebrate!
In the end, though, we’d never convincepeople to make such a change. We take pride in
our crazy spelling. Weenjoy being one of thehardest languages forforeigners to master! No,
wait a minute… There’s a little stealth spellingreform going on right under our noses anyway:txt mssgng!
Quotable Quotes
The only realvoyage of discoveryconsists not in seeking newlandscapes but in havingnew eyes. --Marcel Proust,
novelist (1871-1922)
“A synonym is a word you use when youcan’t spell theword you firstthought of.”--Burt Bacharach,
pianist and composer
By Laura Zink de Díaz, Davis Facilitator, Bogotá, Colombia
Stuart ParsonsLowton/Warrington,Cheshire+44 (07754) 534 740
Shilpa PatelEaling, London+44 (0) 8000 272657
Fionna PilgrimKeighley, West Yorkshire +44 (0) 8000 272657
Maxine PiperCarterton, Oxon+44 (01993) 840 291
Elenica Nina PitoskaLondon +44 (020) 8451 4025
Rebecca RossLamberhurst, Kent +44 (0) 8000 272657
The study was carried out at the
University of Missouri-Columbia. Keith
Herman, Associate Professor of Education,
School and Counseling Psychology is quoted
in an article at ScienceDaily.com saying,
“We found that students in the first grade
who struggled academically with core
subjects, including reading and math, later
displayed negative self-perceptions and
symptoms of depression in sixth and seventh
grade, respectively. Often, children with
poor academic skills believe they have less
influence on important outcomes in their
life. Poor academic skills can influence
how children view themselves as students
and as social beings.”
The researchers did not look specifically
at students with learning challenges. They
studied 274 children in first
grade and followed up on
their behaviors and
performance in middle
school, discovering risk
factors for negative self-
beliefs and symptoms of
depression by sixth and
seventh grade. They also
discovered that these effects
were significantly stronger
in girls than in boys. To help
counteract this tendency,
Herman believes parents
and educators should take
pains to celebrate children’s achievements in
more than just the academics:
“One of the main ways children can get
others to like them in school is by being
good students. Children with poor academic
skills may believe that they have one less
method for influencing important social
outcomes, which could lead to negative
consequences later in life. Children’s
individual differences will always exist
in basic academic skills, so it is necessary
to explore and emphasize other assets in
students, especially those with lower
academic skill relative to their peers.
Along with reading and math, teachers
and parents should honor skills in other
areas, such as interpersonal skills,
non-core academic areas, athletics,
and music.”
I have a hard time not responding with a
deep sigh and a “Well, gee…” Why is it that
as a society we so often fail to consider
what’s right in front of us until somebody
validates it with a university study? And this
study does appear to validate what most
reasonable people have always known: that
although yes, we learn a great deal from our
mistakes and failures, being beaten over the
head with them, day after day, year after
year, while our talents in other areas are
consistently ignored as irrelevant, does not
always teach a child strength or persistence
in the face of adversity. Surely, some rebel
and gain strength after such treatment. But
I suspect those who do, gain that strength in
spite of their experience, not because of it,
and probably only because outside school
they have an understanding,
patient and encouraging
parent or other adult
influence, helping them
understand that they are
more than a test score,
greater than the sum of
all report cards.
I hope this study gets
disseminated widely. It’s
time to call a halt to the
Dickensian practices that
label children failures from
first grade on, simply
because they march to the
proverbial “different drum.” It’s not a case of
either we value academics or we don’t. It’s a
case of recognizing that our single-minded
focus on academics is not only unrealistic,
but damaging to children. If a society is
judged by how it treats its weakest members
– children and the aged – how are we to
judge one that creates depression in 12-year-
olds?
References:
University of Missouri-Columbia January 11, 2009
Recognizing Children’s Successes In All Areas
May Prevent Teenage Depression. ScienceDaily.
Retrieved January 12, 2009, from
http://www.sciencedaily.com/
releases/2009/01/090108111425.htm
Herman et al. Low academic competence
in first grade as a risk factor for depressive
cognitions and symptoms in middle school.
Journal of Counseling Psychology,
2008; 55 (3): 400 DOI: 10.1037/a0012654
But the more I read about Einstein the moreI found we had in common: poor memory,did badly at school, long periods ofunemployment....
So I was inspired to write a poem abouthim, which I have since read out in front of a crowd of a hundred people at Sheffield’s Words Aloud Poetry Night.(There is a recording of me reading it out on their website at http://wordsaloud.org.) It has also been read out by AnnieNightingale on Radio 1.
Now if someone had told me five yearsago I’d have a poem of mine read out onRadio 1, I’d have thought they were having alaugh. I currently work nights as a shelf fillerin a super market, but as I hope my poemmakes clear, I am capable of so much more! I want too prove to the world that dyslexicpeople have something to offer, that we arenot as stupid and lazy as people think weare. I think work like my poem can changepeoples’ attitudes about our condition. Afterall I am a bloke who stacks shelves butunderstands relativity! I often think I amliving the plot of the film “Good WillHunting.” I mean it’s quite funny when you think about it.
So here is the poem. I hope you enjoy it!Cheers, Rob.
Hello. My name is Rob Wheeldon and I aman adult dyslexic. I didn’tfind out I was dyslexicuntil I was 27, and I amnow 36. As I am sure youare highly aware, mostdyslexics have a hard timeat school and I was no exception. In fact my own father often told me I “didn’t tryhard enough at school and was lazy.” And it didn’t help that my sister was a high flyer who came out with a Masters degreeand I left with nothing. I felt like a bigdisappointment to everyone.
I loved science and history at school andcouldn’t understand how I failed. Howeverwhen I found out I was dyslexic, I did a lotof soul searching. I went back intoeducation, with mixed results. I came outwith a Higher National Diploma instead of adegree, which feels like a consolation prize.
However I have tried looking on thepositive side. I read up about all the famousdyslexics. (I never knew there was so manyof them!) I became fascinated with AlbertEinstein most of all. Now, all my life I’vebeen told I was thick because I was dyslexic.
Never Underestimate the Bloke
Who Stacks the Shelves!
Relativity rap
All the fools think they are real clever With their Burberry hats and eyes to close togetherBut check Einstein he wrote the lineRelativity he found divineMass and energy is the same thingE=mc squared is da bling
E equals energy M equals massAnd the Mc sparks the time to passThe square root of two holds the whole thing togetherAnd the workings of this process are both elegant and clever
The equation describes the speed of light’s accretionAnd properties of mass to energy conversionFrom the well of gravity springs space/timeThe structure of which creates the world line
A curved prism light gave Newton insightThat the flow of quantum chromodynamics is the structural wave form which lights the planetsThe sun is a changeable force with a moving boundary which gives heat and light to you and meSpectral light emissions are part of the effect that curves space/time to a constant effect
All the fools think they are real clever With their Burberry hats and eyes to close togetherBut check Einstein he wrote the lineRelativity he found divineMass and energy is the same thingE=mc squared is da bling
E equals energy M equals massAnd the Mc sparks the time to passThe square root of two holds the whole thing togetherAnd the workings of this process are both elegant and clever
The equation describes the speed of light’s accretionAnd properties of mass to energy conversionFrom the well of gravity springs space/timeThe structure of which creates the world line
A curved prism light gave Newton insightThat the flow of quantum chromodynamics is the structural wave form which lights the planetsThe sun is a changeable force with a moving boundary which gives heat and light to you and meSpectral light emissions are part of the effect that curves space/time to a constant effect
With energy the world resounds there’s are always motion where light is found E and mc squared gets it together and creates all kinds of cosmic weather Photons and electrons perform the trick that lets the clockwork universe tick It is not clockwork Newton’s bucket is wrong but try making that into a song
I understood Newtonian physics at school for every action an opposite I was no foolWell Dense energy equals mass they didn’t teach me that in class.Compressed energy is released in a dance a physical activity not left too chanceAll the sums must balance out and that’s what stars are all about
Nuclear fusion will cause no confusionIf you get over the simple delusion That every thing is in a fixed stateThat’s not how particles interrelate
A black hole it has no massProgress and motion towards its devotionNo light escapes this non-Euclidian potion Into what dimension does the energy emergeThe whole damn thing is truly absurd
Now please don't see this as a retraction Let me illustrate this action One two three all states emerge, mass and light and energyExtend from a singularity. Unleashed potential all around and that was how the light was found
The Lambda principle lets there be light who’s to say it’s not cosmologically right?A balanced creation of energy that creates everything mysteriouslyElectrons and photons Like to dance and will interact given half a chance
With its strange polarityThat exists on every scaleThe perfect geometry off this taleThe golden ratio that makes every thing goIt’s the strangest thing that we all know
Too all of us its quite clear the earths a sphereYou can not see the curve off the earth for its mighty girthThe curve of the line resting on the equatorIs the truth of the now in the past and the later?
Now it all seems quite neat these marvels of scienceThe globe travelling in relative motion and geodesic complianceBut the point of an arrow that curves on a dimeThis is the essence of circular time, gravity curves nature too a constant degree andeven time is a singularity
Come on now, and don't be morons just innovate your interneurons The Wheeler-DeWitt equation freezes time But is quantum gravity the key too undoing this mystery?The Tachyon maybe faster than the speed of light and into history it sets flightI hope this rhyme found the time to show you that physics is so sublime
By Rob WheeldonRob Wheeldon is an Adult dyslexic from Macclesfield England, home of the famous band Joy Division. He has written a number of other poems and articles on a variety of subjects. “I want to use my words too help other dyslexics find their voice which has been silent for too long”.
v United States/Georgia (cont’d)
Scott TimmWoodstock/Atlanta+1 (866) 255-9028 (Toll-Free)
Shilpa Patel “My original background is inMathematics, Computing and Statistics. I retrained
to teach English as a Second Language (ESOL)
and am currently working in a Further Education
College (State). My journey with Davis started
when I found out that my youngest son is dyslexic.
Gabriela Scholter has been alicensed Davis Facilitator inStuttgart, Germany since August of1999 and has been a DavisSupervisor-Specialist sinceNovember 2002. Walter Flex Str. 48B, 70619Stuttgart, Germany. +49 (0711) 578 28 [email protected]
New Davis Autism Approach Facilitator-CoachesCongratulations to Gale Long and Gabriela Scholter,
who have recently achieved the status of Davis Autism Approach Facilitator and Coach.
Leslie McLeanAmarillo+1 (806) 331-4099 or +1 (877) 331-4099 (Toll Free)
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 toannual re-licensing based upon casereview and adherence to the DDAIStandards of Practice.
Davis Training Programs
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.
Gale Long has been a licensedDavis Facilitator since May of2000 in Elkview, West Virginia.New Horizons Dyslexia andAutism Center, 223 N. Pinch Road,Elkview, West Virginia 25071. +1 (888) [email protected]
v UruguayMarcela PiffarettiMontevideo+598 (02) 600-6326
v
This Directory is current as ofFebruary 1, 2009. It is subject to
change. Between newsletterissues, new Facilitators are
added, and occasionally, somebecome inactive. However, the Davis Providers list at
www.dyslexia.comis always up to date.
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
• 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
PAGE 26 THE DYSLEXIC READER
Teachers, would you like to…• Improve the reading skills of all the children in your
class regardless of their learning style?
• Manage your classroom more effectively?
• Prevent the onset of learning disabilities?
• Use research-based methods that are flexible and easily fit
into and enhance any existing curriculum?
This two-day workshop provides Primary Teachers (K-3)
with unique and innovative strategies for improving
reading instruction and classroom management, and equips
young learners with proven life long skills in “how to learn.”
Instruction includes:• Theory and Reasoning for each Strategy.
• Video demonstrations of each Strategy and classroom
implementation suggestions.
• Supervised experiential practice on each Strategy.
• Q&A and discussion about each Strategy.
Materials include:• Detailed Manual with suggested year-long guides, black-line
masters, and numerous tips for each implementing each
Strategy in various curriculum activities.
• Videotape or DVD demonstrating each classroom Strategy.
• Teacher Kit: alphabet strip, letter recognition cards, clay,
cutter, dictionary and two Koosh® balls. (Classroom
materials sold separately)
Workshop hours: 9am-4pm with one hour lunch break.
Cost: $595 per person (US only)
Academic Units or CEUs (US and Canada only)
Two Quarter Units are available through California State
University. Cost is $54 per unit, plus $35 administrative fee.
A written assignment, which can be completed before and
during the workshop, is required.
Would you like to bring a DLS workshop to your school/area?Call 1-888-805-7216, and ask for Paula McCarthy.
Basic Workshop forPrimary Teachers
“In the forefront of what I liked most was how easily theDavis strategies fit into many areas of Kindergartencurriculum. It relieved me of a paper-pencil approach andgave me a hands-on, kinesthetic approach. It helpeddevelop the little finger muscles to move on tocoordinate paper-pencil activities. Creating the alphabetover time also accomplished the development ofownership, responsibility, and a sense a pride in all thechildren. I believe all Kindergarten children would benefitfrom Davis Learning Strategies.”
–LB, Kindergarten Teacher, Mission San Jose Elementary School, Fremont, California
2009 DATES & LOCATIONS
Date Location Telephone
Nederland
March 20-21 2009 Barchem +31 046-437 4907
April 3-4 2009 Vught +31 046-437 4907
June 5-6 2009 Amsterdam +31 046-437 4907
United States
Aug. 4-5 2009 Brookings, SD +1 (605) 692-1785
Aug. 6-7 2009 Denver, CO +1 (719) 324-9256
Aug 7-8 2009 Lubbock, TX +1 (806) 790-7292
Oct. 1-2 2009 Tyler, TX +1 (866) 531-2446
For more details, visit www.davislearn.com
PAGE 27THE DYSLEXIC READER
The Gift of Dyslexia WorkshopFundamentals of Davis Dyslexia Correction®
Workshop based on the best-selling book The Gift of Dyslexia by Ronald D. Davis
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)
WORKSHOP OUTLINE
To register for US workshops call 1-888-805-7216 (toll-free)
For updated workshop schedules visit: www.dyslexia.com/train.htm
France11 - 14 June 2009: ParisPresenter: Ioannis TzivanakisLanguage: English with French translationEmail: [email protected]: +49 (040) 25 17 86 22
Germany31 April - 3 May 2009: FreiburgPresenter: Ioannis TzivanakisLanguage: German/English translationEmail: [email protected]: +49 (040) 25 17 86 22
29 Oct -1 Nov 2009: HamburgPresenter: Ioannis TzivanakisLanguage: German/English translationEmail: [email protected]: +49 (040) 25 17 86 22
DDA- Latin AmericaCalzada del Valle #400 Local 8Colonia del ValleGarza García, Monterrey Nuevo LeónMÉXICO, CP 66220Tel: 52 (81) 8335-9435Email: [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:• Reading Specialists & Tutors• Parents & Homeschoolers• Resource Specialists• Educational Therapists• Occupational Therapists• Speech/Language Therapists
Participants will learn:• How the Davis procedures were developed• How to assess for the “gift of dyslexia.”• How to help dyslexics eliminate mistakes and focus attention.• The Davis Symbol Mastery tools for mastering reading.• How to incorporate and use proven methods for improvingreading, spelling, and motor coordination into a teaching,home school, tutoring, or therapeutic setting.
See page 27 for more workshop details.
Enrollment limited ❖ 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.
U.S. Fees and Discounts• $925 per person• $875 early bird discount and group rates• Advance registration and $200 deposit required• Includes manual, one-year DDAI membership,
verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available
Questions?Call Dorothy Owen Davis Training Consultant: