The Dyslexic Reader 2007 - Issue 46

The
~
Dys•lex´•ic Read´•er
VOL. 46 Davis Dyslexia Association International ISSUE 3 & 4 • 2007
Davis Honored at World’s First

Dyslexia Discovery Exhibit
Excerpted from www.dfnz.org.nz OPENING DAY OF THE DYSLEXIA DISCOVERY EXHIBIT
THE WORLD’S FIRST EVER DYSLEXIA
Discovery Exhibit was officially opened
to the public on April 29, 2007 by
Cookie Munchers Charitable Trust as
an initiative in support of the work of
the Dyslexia Foundation of New
Zealand. The DDE is an outdoor
gallery experience located at 21
Worcester Boulevard, on the main city
square of Christchurch, New Zealand.
This world-class exhibit was created
in collaboration with Richard Taylor,
Weta Workshop, Mackenzie Thorpe,
Ron Davis, the Britten family, and Paul
(Cont’d on p. 20)
IN THIS ISSUE Valedictorian says, “Dyslexia will always affect the

way I live my life, but this program
News & Feature Articles Celebrates taught me how to correct my problems
and overcome not being able to read,
Rhythm Proficiency . . . . . . . . . . . . . . .3 Dyslexia write or do math.”
The Achiever’s Journey . . . . . . . . . . . .6 On May 26, 2007, Kayla graduated
By Mary Kay Frasier, Facilitator,
New DVD Films Highlight Davis from Van Meter High School as
Des Moines, Iowa, and Kayla Heetland
Program and Methods . . . . . . . . . . . .8 Valedictorian of her senior class.
Free Audio Books from Librivox.org . . .9 When Kayla Heetland was in the third
Kayla also was selected to receive the
Famous Dyslexics Remember . . . . . . . .9 grade, she read at only a first grade
Governor’s Scholar award. And she has
Telling it Like it Is . . . . . . . . . . . . . . .11 level. She couldn’t do math on paper,
(Cont’d on p. 10)
ReadOn Receives iAward . . . . . . . . . .12 had very poor handwriting and couldn’t
From the Heart . . . . . . . . . . . . . . . . .13 read directions well enough to do her
Recent Recommendations from The homework.
Lazy Readers’ Book Club . . . . . . . . .14 Fortunately, Kayla had the
Cause for Celebration in opportunity early in her school career
New Zealand . . . . . . . . . . . . . . . . . .19 to do a Davis Dyslexia Correction
Diary of a Success Story . . . . . . . . . .23 Program with Facilitator Mary Kay
Regular Features Frasier of Des Moines. Mary Kay
helped her turn her dyslexia into a
In the Mail . . . . . . . . . . . . . . . . . . . . . .2
positive. Kayla worked hard to
Q&A . . . . . . . . . . . . . . . . . . . . . . .16-18
complete the follow-up clay work and
New Davis Licensees . . . . . . . . . .27-29
exercises, and in the course of many
Davis Workshops . . . . . . . . . . . . . 30-32
months, her difficulties with reading
and writing diminished greatly. Kayla Kayla Heetland, Valedictorian.
PAGE 2 THE DYSLEXIC READER
In the Mail:
in every school in the district. The
program has changed my son’s life. “Never never
We do not say that lightly, either. My
Letter to Facilitator Sher Goerzen, son, Darren, has changed so much never give up!”
Davis Facilitator in Maple Ridge, BC, since you have been working with –Winston Churchill
Canada and the Coquitlam School him. Darren was going through a very (1874-1965) Prime Minister
District: tough time with school. He was reading of Great Britain during WWII
First and foremost let me say “thank far below the reading level for a grade
you” for all that you do. We really felt 4 student. Part of his behaviours and classroom teacher, Mrs. Wong, and our
there was no better way to start this acting out were because he realized resource Teacher, Mrs. Baboi, with the
letter to you and the district of that he was getting farther and farther concerns we were having and the
Coquitlam for all that you have done. behind all his peers. possibilities that we were going to have
We can not begin to tell you the We were at a loss as to how to to hold our child back a year because
change it has made to our child. help him with his reading and spelling. he was clearly not ready for grade five.
This program most definitely We attended a meeting with the This was not an option we took lightly,
cannot stay on the shelf as a “pilot administrator of Ranch Park but under the circumstances, felt we
project.” This should be implemented Elementary, Mrs. Ponsart, the were running out of options within a
school system that really did not have
Copyright 2001 Randy Glasbergen. www.glasbergen.com the resources to help our child.
We realize that the district, like
all others, is facing enormous cutbacks,
but it would be to a child’s loss to not
have this program available. We know
that our child is not the only one that
will benefit from this program if it
continues on. We know we were very
fortunate to have had this opportunity
for our child and believe me, my thank
yous will only go a small way to show
you how much it was valued. Darren’s
reading and confidence in himself has
improved to such an amazing degree.
As we all know, children all learn
in different ways and this program allows
children to learn in a way that works for
them. That is truly amazing.
Sincerely,
Tracey Mathieson & Warren Williams
The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy.,
Suite 260, Burlingame, CA 94010 USA. Tel. +1 (650) 692-7141.
OUR GOALS are to increase worldwide awareness about the positive aspects of dyslexia and related learning styles;
and to present methods for improving literacy, education and academic success. We believe that all people’s abilities
and talents should be recognized and valued, and that learning problems can be corrected. EDITORIAL BOARD:
Laura Zink de Diaz, Alice Davis & Abigail Marshall. DESIGN: Gideon Kramer. SUBSCRIPTIONS: one year $25 in US,
add $5 in Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS & LETTERS:
We welcome letters, comments and articles. Mail to DDAI at the above address. VIA FAX: +1 (650) 692-7075
VIA E-MAIL: editor@dyslexia.com INTERNET: www.dyslexia.com
The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis™, Dyslexia Correction®, Davis Symbol Mastery®, Davis
Orientation Counseling®, and Davis Learning Strategies® are trademarks of Ronald D. Davis. Copyright © 2006 by DDAI, unless otherwise noted.
All rights reserved.
THE DYSLEXIC READER PAGE 3
Rhythm Proficiency
Getting the student to play accurately is one
of the biggest challenges for the music teacher
attempting to teach a student with dyslexia.
By Geoffrey Keith
When Betty Atterbury tested LD and offered this illustration of the demands
non-LD children for rhythm perception of playing an instrument, “A highly
and performance she found that proficient typist can type 60 words a
“learning-disabled readers perceived minute. Typing 60 words a minute…
simple same and different rhythm translates roughly into five letters per
patterns similarly to normal readers, second, 15 letters per three seconds.
but they perceived difficult rhythm Frank Wilson, admired neurologist and
patterns less than normal readers. author of Tone Deaf and All Thumbs
Learning-disabled readers also and The Hand, in a 1994 lecture at an
reproduced rhythm patterns less than American Symphony Orchestra
normal readers” (p. 267).1 Similarly, League conference, calculated that
when Janet Gilbert studied the motor musicians are able to execute 38 notes teaching music is to break tasks into
skills of LD and non-LD students she small, manageable steps. I usually
found, “lower mean performance by “Musicians are able to have a student clap the rhythm before
learning-disabled children on every execute 38 notes in trying to read the notes. I continue
subtest except compound factors…” this practice with the student right up
(p. 151).3 Compound factors were
three seconds. That is until she is ready to start playing and
when the tests were combined. Perhaps more than twice the counting. If a student seems to have
the dyslexic’s ability to multitask may number of letters a trouble “seeing” the notation, have her
explain the higher test score in this area. proficient typist can count and point at the notes. Pointing
When a student with dyslexia execute in the same at the notes helps the student see that
reads text or solves a math problem, if amount of time.” her action is linked to the symbols on
he does not understand what he has the page.
read, then he can always go back and For young students, a good
in three seconds. That is more than
read the passage or problem again. It introduction to rhythm is to use rhythmic
twice as much” (Horvath, p. 24-25).4
is not ideal for him to do this, because syllables. Students pick these up very
One of the secrets of sight reading
this will lead to slow reading speeds, quickly, because the syllables are so
is the rhythm. My first year ear-training
etc., but in music you cannot go back. intuitive. Atterbury has this to add, “
teacher at U-Mass Lowell, Prof. L.
Music is an art form that takes place the addition of syllables (ta, ti-ti, etc.)
Vasta, said that a student often feels
in time. If, while performing or reading aided the rhythm pattern ability of all
he needs to work on the notes first
music, the student goes back to a children in the study… the results of
and then rhythm, but the opposite is
previous note, he changes the piece the present study suggest that the
true; the student needs to work on the
of music. addition of rhythm syllables to
rhythm first, and then notes have a
Music is demanding. In order to nonmelodic rhythm patterns makes
way of falling into place.
sight read music, a musician has to be performance easier for children”
Unfortunately, with dyslexic
able to instantly recognize and execute (p. 266).1
students, the notes do not always fall
the note, and put it in its proper place Rhythmic syllables are not a
into place, so we need a way for them
within the rhythmic structure, all at permanent solution. Unlike counting,
to perform accurate rhythms when
glance. Janet Horvath, in her injury they do not give the student an
working on the notes.
prevention manual Playing (less) Hurt, indication of what beat he is on within
One of the best strategies for
the bar.
Ronald Davis has said that
students with dyslexia often have a
problem with time, sequence, and
Figure 1. Rhythmic syllables,
a good introduction to rhythm
for young students.
Figure 2. A visual and tactile
explanation of rhythm as devised
by the author.
students in the style of Davis’ Symbol

Mastery. Symbol Mastery’s strength
seems to lie in its ability to make a
symbol real for the dyslexic student.
The clay gives solidity and texture to
something that is abstract in nature
(Figure 3).
Abstract language (such as: love,
anger, and joy) does not necessarily
bring up mental images. Conversely,
concrete language will bring up real
order. “Children who have an inherent two places in the line. He is taking up and solid images (such as: her fingers
sense of these three concepts can both beat 1 and 2.” (The parenthesis intertwined with mine, his face went
learn and understand math …Without around the count number helps show red and he clenched his fists, I could
an understanding of these underlying that the note is held in beat 2.) “The smell Grandma’s cookies as I walked
concepts, there will never be any real F is also a big gal, she takes up two up the front path). Mathematic and
understanding of the subject or its places in the line, beats 3 and 4. Now phonetic symbols are abstract. They are
principles” (p. 43).2 In order for ink on a page, not real objects. Clay,
students to truly understand rhythm, by linking into the tactile sense, keeps
they also have to understand time, “In order for students the symbols from flipping around.
sequence, and order, and we have to truly understand Clay turns a symbol into a real object.
to teach the student in a way that is rhythm, they also have In other words, it resolves the ambiguity
visual and concrete. Davis defines to understand time, of the stimulus, changing it from an
sequence as, “…the way things follow sequence, and order... unstable object into a stable figure.
each other, one after another in I have found that the clay also
Symbol Mastery’s
amount, in size, in time, or in helps the students distinguish the
strength seems to lie in
importance” (p. 43).2 lines and spaces on the staff better,
It took me two years to devise a its ability to make a understand notes and relationships on
visual image for sequence, but I finally symbol real for the the instrument better, and name the
came up with the image of children dyslexic student. The rhythmic symbols more accurately. It
lined up in school (Figure 2). I picked clay gives solidity and is therefore a very useful tool, but it is
this because it is universal. All school texture to something not as effective at helping the student
age kids line up in school, and even that is abstract in to actually execute the rhythms.
home-schooled children will have One way to think of rhythm is as
nature.” a series of events organized around a
experienced standing in line at a store.
The script for explaining this beat. Many students do not seem to
model to young students goes like we’re lining up for gym, see the G, intuitively feel the steady beat. Instead,
this: “C is the first guy (or gal) in the he’s a really big note, he’s been working they see each note as an “event,” and
line, D is the second guy in the line, out; he’s so big he takes up the whole often give each event the same length
E is the third guy in the line, and F line.” With older children I trim the regardless of what rhythmic value the
is the fourth guy in the line. See that cute language, and for adults I simply note shape is supposed to have. I have
bar line? It means that we now have a begin with, “This is how I explain come to realize that in order for such
new line. What are we lining up for?” rhythm to my young students.” students to perform rhythm accurately,
At this point I will have the student I have used clay to work with they need to be provided with all the
pick a “line:” for the bus, art, music,
lunch, etc. Let’s suppose the student
has just chosen “lunch” as the activity
we are lining up for. I continue, “See
the E, he is a big guy, he is taking up
Figure 3. Davis Symbol Mastery

style for defining rhythm.
“One way to think of

rhythm is as a series
of events organized
around a beat.”
rhythmic information in the “counting”

and a way to know when to clap and Figure 5. Extended counting at the quarter and eighth note levels.
when not to. In other words, all the
divisions of the measure and all the
subdivisions of the beat need to be
incorporated into the student’s counting
without confusing him. I use a system
I call Extended Counting.
Many lesson book series–such as
Fast Track Bass, Guitar Rock Shop,
Alfred’s Basic Guitar Method, and the
FJH Young Beginner Guitar Method–
introduce new rhythms by placing
parentheses around selected beats and
parts of beats. I use parentheses Figure 6. Extended counting at the quarter and sixteenth note levels.
comprehensively, and have also added
the element of rests. Extended Counting Basically, you write out all of References
will not teach students to perform on a the beats, “ands”, “e”s, and “a”s under 1. Atterbury, B. W. “A Comparison of
the rhythm. Then you place parentheses Rhythm Patter Perception and
steady beat, but it will help them see
around all of the parts of the beat that Performance in Normal and Learning
how the rhythmic events are organized. Disabled Readers, Age Seven and Eight.”
If the teacher claps and/or counts with the student does not clap on. In other
words, if the count is outside a set of Journal of Research in Music Education.
the student during every lesson, the 31.4 (1983a): 259-70.
student eventually develops an internal parentheses the student claps; if the
count is inside, the student does not 2. Davis, Ronald D., and Eldon M. Braun.
sense of pulse. The teacher can act as
clap (Figure 5). The Gift of Dyslexia. New York: Perigee,
a flexible metronome, focusing on 1997.
getting the student to perform each By giving the student all of the
beats and subdivisions and a guide for 3. Gilbert, J. P. “A Comparison of the
measure with a steady pulse, then
when to clap, he should be able to Motor Skills of Nonhandicapped and
each line, then the whole piece.
execute the rhythm without any undue Learning Disabled Children.” Journal
problems. For rests, draw a line, a of Research in Music Education. 31.2
slash, or an X through the count to (1983): 147-155.
indicate that you are inserting silence. 4. Horvath, Janet. Playing (less) Hurt.
The student should move his hands to Kearney: Morris, 2002.
“feel” the missing beat, but not make
About the author
a sound. This is called “physicalizing”
Geoffrey Keith received his
the beat. Extended Counting works
music degree from U-Mass
equally well with 8th and 16th notes
Lowell in 1993 and now
(Figure 6).
runs his own music lesson
Use Extended Counting until the
studio, Success Music Studio,
student has gained proficiency with
specializing in multisensory
rhythm. When the student has gained
strategies for teaching music to young
mastery, Extended Counting, or for
Figure 4. Is the bug on the front students, students with dyslexia, AD/HD,
that matter, writing in any counting
or back of the box? With an and visual-spatial learning styles
numbers, will be unnecessary.
unstable object, the mind will (successmusicstudio.com). He has taught
However, keep in mind that,
perceive the object as switching music for the last 18 years, nine of them
assuming the student is oriented, it
spacial orientation. Dyslexics have working with multisensory strategies; he
will take two to five years to get to
this point.
visual imaginations that are so is also a visual thinker.
powerful that symbols—such as
those in reading, math, and
music—act like unstable objects.
Mum took a ruler and wrote the
The Achiever’s Journey letters in the right order in a row, so
I could see just that one word on the
By Genevieve Dawid paper. Instantly, I could see the word.
Using a ruler I copied the letters in
Genevieve Dawid of land, and was one of the reasons my
order, again and again, until I got it.
was born dyslexic parents moved into the area.
I had finally learned how to spell my
and dyspraxic, her However, for all this idyllic child-
name! Next Mum got my school
feet “the wrong way hood, and the wonderful new facilities
reading book and used a card to cover
round.” Her early life the school had to offer, learning was a
everything on the page, revealing only
challenges in learning nightmare for me as a child. I just
one word at a time. I could now start
to cope with dyslexia hated trying to learn and so school
to make sense and learn each word.
led her to explore and was a place where I didn’t achieve.
We progressed to me holding a card
adopt some unique ways of coping, I had no idea how other children
under each word to separate them so
which she discovered worked not just knew the answers to questions and
I only saw one word at a time. In this
for dyslexia but were applicable in all
way, during the school holidays, Mum
areas of life including education, “You have to know your actually taught me to read.
confidence-building, relationships,
and later on, career development. own mind to identify the I returned to school thrilled that
While still at school, she found problem, before you can I could now read and write and was
go forward, and then instantly taken out of the additional
herself sharing her strategies with other
remedial class. Can you believe it, the
students, and this was just the beginning you will go forward teachers were furious with my parents
of her journey as a personal mentor. with speed.” and accused them of interfering with
Because they proved so popular and
my learning! At that time, the education
effective, she gradually improved
authorities appeared not to welcome
these methods further, to the point
interference from parents in their
where she developed them into a
child’s education and despite the fact
service and gained a well earned
that for the first two years at that
reputation within the corporate sector.
school their methods hadn’t worked
Genevieve has been working as a
for me, they didn’t like it that my
consultant, mentoring senior managers
parents had found a way to help me.
in the corporate sector internationally
understood figures With practice at home in the
now for nearly a decade.
and numbers. I kept evenings, within weeks I could read
Genevieve recently published
the same school reading any book a child of my age should
The Achiever’s Journey, a special
book for weeks on end; be able to read. It was like a miracle.
self-mentoring book, providing readers
one of my worst struggles was with I continued to have some
with tried-and-tested ways of learning
writing my name. difficulty with spelling and grammar.
long-term disciplines and habits to
Then one Christmas, my elder My mathematics was poor and every
enable them to achieve what they
brother, who was a great artist, new thing that I started to learn was
desire in all areas of their life. It also
received a drawing set. He would do a incredibly difficult for me, but my
includes a partial biography of her
drawing and then run and show Mum. parents had proved to me that there
extraordinary life experiences. She
When it came to my turn, instead of was always going to be a way for me
has graciously given us permission to
trying to create a picture, I took the to be as good as my peers. They just
reprint a portion of her book, below.
note pad and drew each of the letters needed to help me identify the problem
Background of of my name over the whole page–but and together we would find the answer
“Transcending the Mind” not in the right order nor in a straight by finding an alternative way to learn.
When I look back, I was quite a line, as I didn’t know how. This was a revelation to me.
privileged child in more ways than When I ran to show Mum what That Christmas, a simple plain
one. I had a wonderful family, and I had drawn, she looked closely at it sheet of paper and pen allowed me to
friends, lived in a lovely house, with a and was obviously thinking about what transcend what was in my mind–to see
large garden to play in. We went on I had done. Then she said, “Well look a solution to something that I knew
marvelous family holidays by the sea, at that, you do know the letters of your was a problem, but couldn’t explain.
and traveled abroad, something I adored. name, don’t you?” She then asked me From then on I always had an
I didn’t have a private education but if I could try and put the letters in the exercise book and pen nearby, and by
went to a local school close to home right order and in a straight line. As I using the page like a mirror to reflect
that was known as ‘state of the art.’ It didn’t know how to do either of those what was in my mind, the problem was
was a beautiful new school, set on acres things, I shook my head. copied as a visual image on a page.
Seeing it on the page enabled my As my education continued,
parents and me to identify and resolve I still found the school’s teaching
the problem. methods virtually impossible to learn
You have to know your own from and almost gave up. I learned in
mind to identify the problem, before secret at home and to cure my boredom
you can go forward, and then you will whilst at school, I talked through
go forward with speed. nearly all my lessons. I started to
Gradually my mother found share the benefits of transcending the
many ways of teaching me, and these mind with my classmates using paper
are some of the things that I developed and pencil to jot down spontaneous
further and are included in this book. words and drawings.
By the time I hit senior school, the
“Without realising it, education of my peers had developed
I had begun to mentor well and I was now helping them
other people . . . little did through all sorts of teenage problems,
and encouraging them to achieve by
I know then that I was If you liked this taste of The
getting them to know themselves better Achiever’s Journey, you can
training for my own and find creative ways to develop purchase the book at Amazon.com
future work as a mentor.” themselves, their futures and careers. or at Ms. Dawid’s website,
Without realising it, I had begun www.theachieversjourney.com.
to mentor other people. Most of what
I did with them involved writing and same technique of transcending the
drawing spontaneously. Little did I mind through spontaneous words and
know then that I was in training for drawings.
my own future work as a mentor. Everyone has benefited from
Although I did not achieve very understanding and getting to know
good qualifications at school, by the themselves better on paper, through
time I started college at sixteen I was this method. Sometimes this has
As I got older, I started to fortunate that the lecturers identified completely changed people’s lives.
interpret my mind through writing and within days that I had learning Happily, I discovered very recently,
drawing. What became really interesting difficulties and gave me the help I that the process of putting thoughts
was that many other people found it needed to progress. I then thrived at down on paper in words and images,
useful, including those without any college and did extremely well in is now no longer considered silly, but
learning difficulties at all. I couldn’t my examinations. recognised as a highly effective tool.
believe it, what a revelation to find Since then, whether working with –From The Achiever’s Journey
out that others didn’t really know their those starting out in their career or by Genevieve Dawid
own minds either! those at the very top, I have used this www.theachieversjourney.com
Baited or Bated? 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,” which
Cruel Clever Cat
means “to reduce in amount, degree, intensity; to
Sally, having swallowed cheese, lessen; to diminish.” Our breathing abates–slows
Directs down holes the scented breeze, down–when we’re anxious, awe-struck or
Enticing thus with baited breath
terrified. But since the word only survives
Nice mice to an untimely death.
in this phrase, and we so rarely see it
From A Dash of Garlic written, it’s understandable that many
by Geoffrey Taylor, 1933
people substitute a word they’re more
Ever heard someone say, “I’ll be waiting familiar with.
with bated breath?” A lot of people spell it Next time you need to write
“baited,” and in Taylor’s clever poem about that sneaky the expression, remember that
cat, he shows us what the phrase means when we crafty feline, Sally – baiting her breath with
write it that way. the odor of cheese–and I bet you’ll spell it right!
New DVD Films Highlight the Davis Symbol Mastery

and Reading Exercises
Davis Program & Methods This DVD features sessions with
real Facilitators and clients and
In the making for two years, DDAI demonstrates how to facilitate the
has just released four new informative Davis Symbol Mastery and Reading
films on DVD–the culmination of a Exercises described in The Gift of
five-year project masterminded by Dyslexia and The Gift of Learning,
Alice Davis to develop film and text including one or more demonstrations of:
archives to serve both as a legacy and • Alphabet Mastery
to preserve the basic simplicity and • Punctuation Mastery
standards of the methods and programs • Pronunciation Mastery
developed by Ronald D. Davis, author • Word Mastery
of The Gift of Dyslexia and The Gift
• Three Steps to Easier Reading
of Learning.
These films are possible thanks Running time: 27 segments (1-9
to the participation of the clients and minutes each) totaling 117 minutes
staff of the Reading Research Council DVD Price: $85.00
– especially Dee White, Lexie White- (This DVD is included with every Davis
Strain and Ray Davis – the staff of Symbol Mastery Kit)
DDAl, and the film crew of Morgan Unlocking the Power
Communications. of Dyslexia
This 15-minute documentary offers
information and inspiration about the
Davis philosophy and approach to
dyslexia. It features:
• Background and history of Ronald
D. Davis.
• The talents and frustrations
associated with dyslexia.
• An audio-visual tour of what occurs
during a Davis Program.
• How creativity and clay modeling
ensures mastery.
• Interviews with Davis Program grads,
their parents, and Davis Facilitators
about their clients’ successes.
Davis Dyslexia Correction
• The International scope of Davis
Orientation Procedures
Dyslexia Correction.
The Davis Dyslexia In actual facilitation sessions with real
Correction Program DVD Price: $8.00 Facilitators and clients, this DVD
This 18-minute documentary film demonstrates the various Davis
includes interviews with Davis Orientation Procedures described in
Program clients, parents, Davis The Gift of Dyslexia and The Gift of
Facilitators, Dee White, Ron Davis, Learning. Procedures shown include:
and Alice Davis. It provides an audio- • Davis Perceptual Ability Assessment
visual tour of the Davis Program with • Davis Orientation Counseling
demonstrations and visual effects • Reading for Disorientation
answering the following questions: • Alignment & Alignment Fine-Tuning
• How do dyslexics think and perceive? • Release Procedure
• Why is dyslexia a gift? • Dial-Setting and Fine-Tuning
• What causes dyslexia? • Koosh® Ball Exercise
• What is Disorientation?
Running time: 11 segments (2-11
• How can it be corrected?
minutes each) totaling 79 minutes
• What happens during and after a
Davis Program? DVD Price: $85.00
DVD Price: $8.00
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Famous Dyslexics Remember

Diane Swonk is a Jack (John F.) Chicago restauranteur
senior managing Sandner is an Jerry Kleiner (left)
director and chief executive of ETrade has an uncanny knack
economist for Group and a former for spotting the next
Mesirow Financial, a longtime chairman hot neighborhood. In
diversified financial of the Chicago 2006 he opened his
services firm based Mercantile Exchange. latest chic eatery,
in Chicago. One of He became chairman Carnivale, to rave reviews. But as a
the most sought-after economists in of the CME in 1986 and served for 13 high school student, he said, “I was
the world, Diane is called upon by years, the longest serving exchange lost. I was really lost. If someone had
policymakers and business leaders chairman in the history of the futures said, ‘Do your homework or you’ll be
from Washington to Tokyo. Yet, she industry. Sandner graduated from shot and killed,’ I still couldn’t have
is dyslexic, and as a student, multiple- Southern Illinois University and done it.” Kleiner came to this country
choice tests gave her headaches and received a law degree from the from Eastern Europe at age seven.
blurred her vision. “It looked like the University of Notre Dame. Sandner has He was never assessed for learning
letters were dancing on the page,” ADHD but wasn’t diagnosed as a child. differences, but looking back, he’s
she recalls. “I give a lot of speeches, Sitting still at a desk was impossible. In certain he fits the mold for ADHD.
and I start out by saying, ‘I’m a his own words: “I’d rock, and I’d never He could never read more than
dyslexic economist. I flip numbers. know I was rocking; I can study better three paragraphs to himself because,
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by 3.3 percent. I can’t mix that up.” chaos; I had to work hard and study drift and fantasize in 15 different
harder than everyone else. I have to directions.” And, “in the classroom,
work hard at everything I do. It takes a if the teacher told me to read some-
lot of things to be a success, and it isn't thing and remember it, I could never
luck. It’s seizing the opportunity and do it. And if I was called on to read,
taking advantage of it.” I’d have panic attacks.”
Valedictorian Celebrates . . . (cont’d from p. 1)
International
Davis Dyslexia already been accepted at Iowa State “Most people think that dyslexia
Correction ®
University where she will study engineering. As is a disability, but I believe it’s a
Providers Valedictorian, Kayla gave a Commencement gift, and I believe that having
The Davis Dyslexia Speech in which she courageously highlighted
Correction program is dyslexia has gotten me to
her dyslexia as a gift and encouraging her
now available from more where I am today.”
than 450 Facilitators fellow graduating seniors never to stop
around the world. believing in themselves and never to accept
For updates, call:
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providers.htm
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Telling it Arne, age 12, completed the Davis
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+91 (22) 2667 3649 or
for those in need of ‘focus.’”
+91 (22) 2665 0174
Ireland
Anne Marie Beggs
Old Portmarnock/Dublin
+353 (86) 239-1545
Paula Horan
Mullingar
+353 44 934 1613
Sister Antoinette Keelan
Dublin +353 (01) 884 4996
Israel
Luba Alibash By Abigail Marshall
Ramat Hasharon/Tel Aviv
+972 (09) 772-9888 or
(052) 272-9532 Medications & Dyslexia complains of feeling in any way uncomfortable,
Mira Ashoosh take him seriously, at his word. If it works for
Kiron +972 (03) 635-0973
Q: My home-schooled son is dyslexic and I
your son – great – and if not, it most likely is
Goldie Gilad intend to go through the program with him. My
Kfar Saba/Tel Aviv
because of the medication, and is something
son also has epilepsy and takes medication
+972 (09) 765 1185 that you may have to accept. As long as you
Eliana Harpaz
every day. I note that whenever possible you
take each step slowly and gradually and try
Ma’Ale Adumim recommend that during the program students
+972 (02) 590-2110
to remain sensitive to your son’s needs, there
or 054-441-0789
not take medication that might interfere with
is a good chance that your son will be able to
Judith Schwarcz
their perceptions. If I go through the Davis
benefit from the Davis approach.
DDA-Israel Director procedures with him, are they likely to have an
Our Facilitators have successfully worked
Pearl Zarsky
adverse effect on him, or will his medication
with many clients taking medication for
Ra’anana/Tel Aviv limit the effects of the program?
+972 (09) 772 9888
epilepsy. Our problem is that because
Italy
A: Our primary concern is that medications medications and dosages vary, and individual
Elisa De Felice which interfere with thought or perception responses differ, we simply don’t know when
Roma +39 (06) 507 3570 may limit the benefits of the program. Quite a particular medication will be a barrier for
Piera Angiola Maglioli
Occhieppo Inferiore / Biella
simply, the medication is a factor that a student.
+39 (015) 259 3080 potentially interferes with the ability to get Even if your son cannot do Orientation
Alessandro Taiocchi
Settimo Milanese
full benefit from our procedures, specifically or Alignment, he can still work with clay.
+39 (333) 443 7368 the mental techniques such as Davis The results may not be as dramatic or appear
Silvia Walter Orientation or Alignment. as quickly as they would with the added tool
Bagno a Ripoli Florence of Orientation, but as long as the clay modeling
+39 (055) 621 0541
Since we can’t predict how the
is done in a relaxed setting, it should help
Rafaella Zingerle
medication may influence the child’s ability,
Corvara In Badia our Facilitators prefer to work with children over time. (In any case, it can’t hurt and it
+39 (0471) 836 959 who are free of such medications, when they can be a lot of fun!) Your son can also practice
Kenya are not medically necessary, as is often the the “three steps to easier reading” with or
Christel Flowers
Langata/Nairobi
case with children taking medication for without the added tool of Orientation.
+ 254 (20) 72 271 4578 ADHD or mild seasonal allergies. Of course,
Summer Timing
Diana Smit-Jurgens we always expect that the decision as to
Nairobi Q: In your experience, is it better for a child
+254 733 895 603
whether to take medication will be made in
to start the program at the beginning or end
Kimberly Swallow
consultation with the child’s physician–we
Nairobi would never recommend or advise that a child of his summer holiday?
+ 254 (20) 712 0472 be taken off medication during a program A: When possible, it’s best for a youngster
Lebanon without the doctor’s approval. In the case of
Samar Riad Saab
to start the program at the beginning of his
Beirut +961 3 700 206
a more serious condition like epilepsy, we vacation period. This way, he and his support
Malaysia
would assume that the medication was person will have plenty of time to put the
Hilary Craig
necessary and would not expect a doctor to Davis techniques into practice while there are
Kuala Lumpur approve any change in recommended dosages.
+60 (36) 201 55 95
no competing academic demands on his time.
When working with your child at
Mexico home, the most important thing is simply
Sivia B. Arana García
Mexico, D.F.
not to push if your child seems unable to
+52 (55) 5520-1883 feel positive effects from Orientation or
Cathy Calderón de la Barca Alignment (see The Gift of Learning for
México D.F.
Fundamentals Presenter
information on Alignment). Likewise, it’s
+52 (55) 5520 1883 very important to be sensitive to the impact
or 5282 4196 the medication may have at other times even
Hilda Fabiola Herrera Cantu
Culiacan, Sinaloa
if the child is able to learn and use these
+52 81 6677 15 01 19 tools. By sensitive, I mean that if your son
It’s best if he completes the Davis program is that he is very bright and you probably Mexico (cont’d)
La Puerta de las Letras
and can model many words BEFORE he has would be able to work successfully with him
to face the pressures of school. at home, IF you have the time to spend with María Silvia Flores Salinas
Lydia Gloria Vargas
him. Follow the instructions in the book The
Troubling Little Words
Gift of Dyslexia, for the Perceptual Ability Olga Zambrano de Carrillo
Q: Recently I found out that my son has DDA-Mexico Director
Garza García, Monterrey
Assessment and Orientation Counseling. If
+52 (81) 8335 9435
some problems with reading. (He is in first your son has difficulty with the Perceptual
Laura Lammoglia
grade, but reading second and third grade Ability Assessment, you will need to get Ron
books). Often, he reads “at” as “on,” “my” as Tampico, Tamaulipas
+52 (833) 213 4126
Davis’ second book, The Gift of Learning,
“me,” “those” as “these,” etc. It seems and use the Alignment procedure in that
Alejandra Garcia Medina
Huixquilucan
strange to me since these are not new words book instead.
for him. He does this quite often. He gets Likewise, your son should master the +52 (55) 1085 5608
frustrated when I correct him, and thinks Sociedad de Consultatoria
Organizacional
small words of language, according to the
Maria Lourdes Gutierrez
reading is no fun. His reading comprehension instructions in The Gift of Dyslexia and the
scores are not good because he also has trouble Mexico D.F.
+52 (55) 5595 8442
manual that comes with the Davis Symbol
understanding what individual sentences mean.
Lucero Palafox de Martin
Mastery Kit. Even though he is already reading,
Veracruz
Nonetheless, he can usually understand the it is best to begin by modeling the alphabet
whole story. I did your online assessment because that is a good way to find out if +52 (229) 935 1302
with him. I do think he has some symptoms Ana Elena Payro Ogarrio
Corregidora, Queretaro
there are particular letters that trigger his
+52 442 228 1264
of dyslexia, but it looks like his problem is disorientations. Since your son already reads
Netherlands
slight, not even moderate. What's the best fairly well, once he has modeled a few easy
Karin Bakkeren
way to help him? Should I seek correction words, you can probably focus right away on
help, or just buy a Davis Symbol Mastery the particular words that seem to give him Breda +31 (076) 581 57 60
Kit to help him myself? Liesbeth Berg-Schagen
Vleuten +31 (030) 604-9601
the most trouble.
Ineke Blom
The “Three Steps to Easier Reading”
exercises in the book The Gift of Dyslexia will Dorpstraat
improve your son’s reading comprehension, +31 (020) 436-1484
especially the most advanced exercise, Lot Blom
Utrecht +31 (030) 271 0005
“Picture at Punctuation.” When this is
Hester Brouwer
combined with mastery of the small words Groningen
through Symbol Mastery, you’ll be amazed +31 (050) 52 61 146
Lieneke Charpentier
Nieuwegein
at how well your son can comprehend and
remember what he reads. This is because he +31 (030) 60 41 539
will begin to have very detailed imagery of Hester Cnossen
everything he reads, rather than trying to Veghel +31 (495) 641 920
Monique Commandeur
Sterksel +31 (06) 13 94 97 54
piece together fragments at the end. And if
Ratnavali de Croock
A: I think that you will find that Ron Davis’ your son likes computers, he can also do the
reading exercises with the assistance of the Oudorp (Aalkmaar)
+31 (072) 511 6881
book, The Gift of Dyslexia, will answer your
ReadOn software package, which will allow
Alexandra De Goede
questions about your son’s thinking style and
Aerdenhout
how it affects his reading. If he thinks mostly him to work more independently.
in pictures, then small words like “at” or +31 (023) 524 3263
Mine de Ranitz
Yes, Davis is for Adults, Too!
“my” have no meaning for him, so he skips Driebergen
+31 (0343) 521 348
Q: I have been assessed and have been told
over them, recognizing only the words that
Christien De Smit
that a Davis program could help me. I would
he has pictures for.
like to do it, and my company is willing to Sluis +31 (0117) 461 963
Leonardus D’Hoore
That also explains why he has trouble
pay for it as long as it’s a program for adults.
comprehending individual sentences. He can
The web site talks about successes with kids, Sluis +31 (0117) 56 29 40
understand the story as a whole because he Marijke Eelkman Rooda-Bos
is bright and the plot lines for stories at the
but are there any testimonials or studies on Gouda +31 (0182) 517-316
how well it helps adults? Johanna Fokkens
Beilen +31 (0593) 540 141
second and third grade level are simple and
Ina Gaus
usually predictable. When he reads the whole A: Actually, the Davis program was originally
story he generally has enough information developed for adults. All of Ron Davis’ original Santpoort-Zuid
research was with adult volunteers. You will +31 (023) 538-3927
Pérola Gonçalves
to piece it all together. But he’s missing
information at the detailed, sentence-by- find the postings of many adults who have Amsterdam
sentence level because he doesn’t get the been successful with the Davis program at +31 (020) 636 3637
meaning of those small words. our forum at http://www.dyslexiatalk.com. Jan Gubbels
Maastricht
+31 (043) 36 39 999
Based on the fact that your son is And you will find other reports by adults at
already reading above grade level, my sense www.dyslexia.com/experience, as well as the
Netherlands (cont’d)
Finally, I would suggest that you talk
Davis for Adults? Absolutely! directly with the Facilitator you plan to work
Sue Hillier-Smith
Breukelen “My memories of the Davis
with about the possibility of speaking with one
+31 (0346) 265 059 of his or her adult clients. Most experienced
Judith Holzapfel
Programme are of discovery and Facilitators have worked with many adults
Deventer joy. . . I liken it to a dense fog
+31 (0570) 619 553
and it’s very likely that one or more would
lifting, or putting on spectacles for
Will Huntjens
be willing to talk to you about the experience.
Horn +31 (0475) 589 238 the first time, or waking up from a
Mia Jenniskens vivid dream, something clicked Post-Program Follow-Through
Eindhoven into place that had been missing.” Q: I understand that after our child completes
+31 (040) 245 9458
Trudy Joling
the 30 hours of program facilitation, we are
Laren +31 (035) 531 00 66
–David Whyte, successful supposed to work on the program with our
Marie Koopman
New Zealand researcher, child at home. Is this follow-up work really
Bilthoven who was diagnosed as
necessary?
+31 (030) 228 4014 “severely to extremely”
Carry Kuling dyslexic in his third year A: During the program week that a child
Heemstede
+31 (0235) 287 782
of university study. will spend with a Facilitator many learning
Edith Kweekel-Göldi
barriers are broken down, and the child
Soest +31 (035) 601 0611 acquires tools for continued learning and
Imelda Lamaker
front-page article in the last issue of The improvement. Usually there is significant
Hilversum Dyslexic Reader (exerpt above).
+31 (035) 621 7309
improvement observed during that first week.
In general, adults tend to progress much If the methods learned during the week are
Irma Lammers
Boxtel +31 (411) 68 56 83
faster with Davis methods than younger put into practice, the child will continue to
Yvie Leenaars-de Rooÿ
children. You can see a chart depicting this improve and reliance on the Davis techniques
Bavel +31 (0161) 433 449 difference here: will eventually become habitual.
ZeiZei Lerninstitut http://www.dyslexia.com/library/results.htm.
Drs. Siegerdina Mandema
However, if the Davis tools are not
Specialist Trainer
A bar chart on that page shows that the practiced regularly, and the recommended
Advanced Workshop greatest reading improvement during the
Presenter
course of clay modeling is not followed, the
one-week program was with individuals age child will soon fall back into old habits.
DDA-Nederland Director
Robin Temple 15 and over. Typically, when the program is not followed,
Specialist Trainer There are also case studies of several
Workshop Presenter the same old problems will re-emerge, within
Maria Hoop individuals in their late teens presented on a few weeks to a few months after the program
+31 (0475) 302 203 the British Department for Education and is completed. In essence, what happens is
Sjan Melsen Skills web site. Look for those studies at:
Arnhem that all the Davis tools are forgotten, in the
+31 (026) 442 69 98
http://www.dfes.gov.uk/readwriteplus/under- same way any other skill may be lost without
Cinda Musters standingdyslexia/approachesprogrammes/per regular practice.
Amsterdam soncentred/davis/ or with this shortcut link:
+31 (20) 330-78 08 So yes, it is absolutely essential that
Marianne Oosterbaan http://www.dyslexia.com/dfes you be prepared to work at home with the
Zeist On YouTube, you’ll find a filmed
+31 (030) 691 7309 child after the program, or that you make
Ineke Pijp
testimonial by an adult who completed a arrangements for someone else to work with
Groningen Davis program. The URL is:
+31 (050) 542 0817
the child (such as a teacher at his school, a
http://youtube.com/watch?v=PNYP2GwxGAg private tutor, or willing relative). The follow up
Fleur van de Polder-Paton
Schiedam work is not difficult, but it is does take time.
+31 (010) 471 58 67
Petra Pouw-Legêne
DLS Presenter & Mentor
Beek +31 (046) 437 4907
Karin Rietberg How Many Tests Can
Holten +31 (0548) 364 286
Jacqueline van Rijswijck a Test Taker Take?
How many tests can a test taker take if a
Venray
+31 (0478) 58 73 98
test taker detests tests? Not enough tests

Lydia Rogowski
to test the stuff test givers give to test the

Helmond
+31 (0492) 513 169
Hanneke Schoemaker
Wageningen stuff they stuff… Enough!
+31 (0317) 412 437
Ilse Schreuder By Richard Lakin, May 16, 2007
Aalzum/Dokkum
+31 (051) 922-0315 Found at: http://susanohanian.org/show_nclb_atrocities.html?id=2867
Netherlands (cont’d)
Silvia Jolanda Sikkema
Drachten
+31 (0512) 538 815
Suzan Sintemaartensdijk
Akersloot
+31 (25) 131-26 62
Romina Toroz
Utrecht +31 (61) 280-1821
Cause for Celebration Karima P.A. Turkatte
Amsterdam
+31 (020) 696 4379
in New Zealand! Marieke Uiterwijk
Leiden +31 (071) 576 2533
In late April The Dyslexia Foundation of New Mieke van Delden
Zealand (DFNZ) sponsored a “Dyslexia Leek +31 (059) 4514985
Agnes van den
Homberg-Jacobs
Awareness Week” aimed a raising awareness
of dyslexia. Schools, dyslexia solution America Limburg
providers, parents and dyslexic individuals were +31 (077) 464 23 22
Annette van der Baan
Amsterdam
all involved in a diverse range of activities. That
effort was a great success, but it also turned +31 (020) 420-5501
into a celebration. In April the New Zealand Hetty van der Well
Ministry of Education decided to embrace Oss +31 (041) 263 6403
Annemarie van Hof
Utrecht +31 (030) 65 86 700
the term “dyslexia” and work to develop
Hon. Steve Maharey, New Zealand
Juchke van Roozendaal
initiatives to support the learning needs of Minister of Education, with DFNZ
dyslexic students. Trustees: Guy Pope-Mayell, Suzanne Oss +31 (0412) 690 312
“The implications of this announcement Willem Van Ulsen
Groningen
Pope-Mayell & Lorna Timms.
+31 (050) 542 3941
for the over 70,000 children who most often
Tienke Veenstra-Sierhsma
struggle with dyslexia is life changing for them,
learning in the classroom. New Zealand now
their families, and their future education,” said
has the opportunity to adopt international best Meppel +31 (0522) 254 453
Chair of the Trustees of the Dyslexia practices to remove the severe disadvantage Lia Vermeulen
Foundation of New Zealand, Guy Pope-Mayell. that dyslexic children presently experience.” Huizen +31 (062) 3671530
Christien Vos
Tolbert +31 (0594) 511 607
“Dyslexia will no longer be a hidden Pope-Mayell also commented that by
Lucie Wauben-Cruts
disability in New Zealand, and all dyslexic recognising that they must support the
New Zealanders can feel proud that their way dyslexic child’s strengths in order to make a Elsloo +31 (046) 437 0329
of thinking has been recognised.” difference in their learning outcomes, the Christa Wiersma
Onna (bij Steenwijk)
+31 (0521) 523 303
Ministry has opened the door to new class-
“The implications of this Gerda Witte-Kuijs
room strategies designed for visual thinkers.
announcement for the over This will validate what leading teachers are Heerhugowaard
+31 (072) 571 3163
70,000 children [in New already embracing and will encourage others
Astrid Zanen-vander Blij
Zealand] who most often to explore what are often simple yet effective Aerdenhout
techniques. Pope-Mayell believes it is critical +31 (023) 524 3485
struggle with dyslexia now that teachers receive the training they New Zealand
is life changing for them, require so they can easily recognise dyslexia Kirsteen Britten
their families, and their Christchurch
+64 (3) 348 1665
and provide the empathy and learning
future education.”
Vivienne Carson
strategies that allow dyslexic children to
naturally engage. Auckland
The DFNZ looks forward to working +64 (09) 520-3270
Pope-Mayell applauded the completion
Catherine Churton
DDA-Pacific Director
of the Ministry’s initiative to undertake an with the Ministry of Education and others
analysis of international research and to to improve understanding and services for Supervisor-Specialist
Auckland
+64 (021) 448 862
examine the various international definitions dyslexic students. If you would like to make
a donation to the Dyslexia Foundation of
Jennifer Churton
and science around the topic of dyslexia,
saying, New Zealand, you can call their fundraising Auckland
“Based on its findings, the Ministry has phone number, 0 900 39753 or by emailing +64 (09) 360 494
Martine Falconer
Christchurch
acknowledged dyslexia and will now work on amanda@dfnz.org.nz. You can also visit the
specific initiatives with the Dyslexia DFNZ website at +64 (03) 383-1988
Foundation of New Zealand and other stake- www.dyslexiafoundation.org.nz or Konstanca Friedrich-Palzer
holders in the education sector to define how www.cookiemuncherstrust.org.nz for more Motueka/Nelson
+64 (03) 527 8060
this will result in changes in delivery of information on the work of the foundation.
The outdoor gallery provides knowledge,
New Zealand (cont’d)
Dyslexia Discovery Exhibit . . . (cont’d from p. 1)
inspiration, and encouragement for all dyslexics
Tina Guy
Nelson +64 (03) 547 4958
Dibble. It was funded primarily by Cookie by showcasing the artistic, engineering,
Wendy Haddon
Time Limited and a private family trust creative and business achievements of four
Mosgiel +64 (03) 489-8572 along with others who supported the project leading picture thinkers:
Rochelle Harden with in kind donations.
Wanganui
+64 (027) 306-6743
Margot Hewitt
Ron Davis was born autistic Correction Program. This successful program
Kaiapoi +64 (03) 312-0496 and dyslexic. When he was and his best selling book The Gift of Dyslexia
Alma Holden 12 his mother was told that have changed the way the world understands
Alexandra
+64 (027) 485-6798 he couldn’t be educated dyslexia and placed Davis in a position of
Bronwyn Jeffs and that he was “mentally authority in the world of dyslexia.
Christchurch
+64 (03) 344-2526
retarded.” She didn’t give Reflecting Ron’s modest nature the
Glenys Knopp
up. At age 17, when his Weta Workshop created in bronze a simple
Darfield +64 (03) 317-9072 intelligence was tested, it pair of Ron’s Shoes for visitors to step into.
Raewyn Matheson was discovered that his IQ was 137. Years of Visit the Davis Dyslexia Association
DLS Mentor
Inglewood
experimentation, observation, and introspection International website at www.dyslexia.com.
+64 (027) 411-8350 led Ron Davis to create the Davis Dyslexia
Sally Ann McCue
Nelson +64 (03) 545-1779
Ron’s Shoes by Weta
Tania McGrath
Workshop. “Combining
Christchurch insight with wisdom, Ron
+64 (03) 322 41 73 Davis invites us to nurture
Shelley McMeeken
Dunedin +64 3 456 5058
the seed of genius that
Sandra Moetra
lies within us all.”
Whangarei
+64 (09) 435 6822
Kerrie Palma
Rodney +64 (09) 425 5941
Jocelyn Print
Kaikoura +64 (03) 319 6711
Alison Syme
Darfield +64 (03) 318-8480
Lorna Timms
Christchurch +64 3 359 8556 Richard Taylor is the co- Visual Effects, and two for The Return of the
Philippines founder and head of Weta King in Costume Design and Makeup. Visit
Imelda Casuga Workshop, a New Zealand Richard’s website at:
Baguio City
+63 (744) 42 29 01
film prop and special www.wetaworkshop.co.nz.
Poland
effects company. Richard
Agnieszka Osinska and his team have created a
Warsaw +48 (22) 658-2237 number of elements for the
Portugal Exhibit. Central to the
Ana Catarina Gil de
Almeida
theme of the gallery is a
Lisboa bronze sculpture Inner Struggle and a steel
+35 (121) 781-6090 plasma-cut ribbon of words that float
Maria Teresa Henriques
Lisboa
whimsically through the air.
+351 (21) 847-3515 A close friend of Peter Jackson, Richard
Sofia Vassalo Santos offered his company for the creation of many
Lisboa
+35 (191) 911-2565
of the props, costumes, prosthetics, miniatures
Cristina Rocha Vieira
and weaponry for Jackson’s epic film trilogy
Coimbra The Lord of the Rings. As a result of his work
+35 (123) 943-7732 on the three films, Richard’s company shared
Republic of Singapore in Jackson’s accomplishment of garnering Inner Struggle by Richard Taylor and
Phaik Sue Chin
Singapore +65 6773 4070
four Academy Awards. This included two for Weta Workshop. “Celebrating the
Constance Chua
The Fellowship of the Ring in Makeup and imaginative power of the dyslexic mind.”
Singapore +65 6873 3873
Serbia
Jelena Radosavljevic Listen to the Voice of Inner Struggle and watch the video at:
Kraljevo
+38 (163) 762 87 92
www.cmct.org.nz/ribbonvideo/video.html
John Britten built go-karts Britten’s grades in school did not reflect his South Africa
out of old packing cases as a brilliance. Rather, his teachers repeatedly Sharon Gerkin
child. By age twelve he had stated “this boy could do better.” Visit John Durban +27 (82) 82 85 180
Spain
Silvia María Sabatés
saved enough money to buy Britten’s website at: www.britten.co.nz.
an engine and build his first Inspired by the life of John Britten, Rodrigo
motor-powered go-kart. Paul Dibble, one of New Zealand’s leading Madrid +34 (091) 636 31 44
From these beginnings, sculptors, created Free Flight, a large bronze Switzerland/CH
Tinka Altwegg-Scheffmacher
St. Gallen
Britten became a Kiwi legend wing-like sculpture designed to allow its
whose distinctive hand-built pink-and-blue audience to touch and climb–a fitting tribute +41 (071) 222 07 79
motorcycle broke four world speed records to Britten and his dreams of speed and flight. Monika Amrein
and reached iconic status worldwide. Zurich +41 (01) 341 8264
Regula Bacchetta-
Bischofberger
Horw /Luzern
Free Flight by Paul
Dibble, inspired by +41 (041) 340 2136
John Britten: “a Priska Baumgartner
Wettingen
+41 (056) 426 28 88
gifted engineer who
dared to dream.”
Mieke Blommers-Friederichs
Basel +41 (061) 378 9060
Renate Blum-Muller
Full-Reuenthal
+41 (56) 246-18 66
Michelle Bonardi
Castel S. Pietro, Ticino
+41 (091) 630 23 41
Vicki Brignoli
Lumino +41 (091) 829 05 36
Carole Dubosson
Veyras/Sierre
+41 (027) 452 62 02
Ursula Fischbacher
Orpund +41 (032) 355 23 26
Ruth Froels
Basel +41 (061) 272 24 00
Mackenzie Thorpe is an Heidi Gander-Belz
Monchaltorf
internationally acclaimed
artist who works with +41 (01) 948 1410
charities all over the world. Elisabeth Gerber
Mettmenstetten
+41 (044) 767 10 54
His humble childhood began
Katharina Grenacher
in Middlesbrough, North
Yorkshire, an industrial town Bern +41 (031) 382 00 29
in Northern England where he had to Elisabeth Gut
Grut +41 (044) 932 3242
overcome tremendous odds to pursue his
Ursula Hirzel Egler
Stäfa +41 (01) 926 2895
artistic dreams. Struggling with dyslexia
throughout his childhood, Mackenzie found Christa Jaeger
personal expression in painting and drawing. Riehen +41 (061) 641 4667
His works express an entire range of human Karin Kislak
Dornach
emotion, from the special bond of love and +41 (61) 701-88 61
Consuelo Lang
friendship, to the importance of self-reflection
and individual triumphs. His works are a Lumino
tribute to the creativity within us all and are +41 (091) 829 05 36
Claudia Lendi
St. Gallen
a vivid expression of hope and the human
spirit. Visit Mackenzie Thorpe’s website at: +41 (071) 288 41 85
www.mackenziethorpeart.com Beatrice Leutert
Stein am Rhein
+41 (052) 232 03 83
At the centre of the exhibit, surrounded
Erika Meier-Schmid
by a water feature, is one of Mackenzie’s
monumental bronze sculptures. Mackenzie’s Bonstetten
life story, accompanied by his sculpture, Falling in Love by Mackenzie Thorpe: +41 (01) 700 10 38
Falling in Love, weaves an emotional Verena Luisa Moser
Aarau
“an artist who found the courage to
component into the exhibit. follow his heart, bringing courage to +41 (062) 823 65 92
others.”
Switzerland/CH (cont’d)
Christine Noiset Dyslexia Discovery
Renens/Lausanne
+41 (021) 634 35 10 or
(079) 332 2775
Véronique Pfeiffer
Exhibit Background
Zürich +41 (01) 342 22 61
Hilary Rhodes
Chesieres-Villars
Dyslexia is often referred to as “the hidden
+41 (024) 495 38 20 disability.” Hidden because it is not physical,
Regine Roth-Gloor and a disability because it so often presents
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Georgina Dunlop
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Ascot, Berkshire
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Carol Forster
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Liz Jolly
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and a few weeks passed before Elenica Nina Pitoska
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as Joaquín progressed – here +44 (01892) 838 109
Pauline Royle
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hadn’t worked with a flesh and blood client are some excerpts from the next few months Poulton-le-Fylde, Lancs
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observation is that generally he’s much
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* Joaquín is pronounced “hwah-KEEN” signs he sees on the street–something he never
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“he is very calm, he’s stopped they switch to AVKO spelling (which I read
Lynne Smith
Brighton, East Sussex
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Anna Stephens
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learning.” agreed and will begin to use that approach to
+44 (0116) 230-3283 see if his spelling scores improve. The class-
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because this will remind him that it’s time for
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Margarita Whitehead
DDA Director
in April.
Richard Whitehead . . . March 9, 2007:
DDA Director
DLS Presenter-Mentor did before – and he seems more balanced, I wanted to let you know that the school sent
Fundamentals Presenter
Canterbury, Kent emotionally. I can see a huge difference in me a report on Joaquín’s progress, which is
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+44 (077) 9684 0762 . . . January 10, 2007:
always there and the day you want to do clay
United States
The other day Joaquín said that he wants to
again, we can.” Nevertheless, he is very
Alabama
go back to your place to work with you
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to work with him and since I didn’t do the
seems happy to me, although he still has
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Dr. Edith Fritz because I do still feel a little unsure about
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how to do the some the exercises. I’d like to
+1 (602) 274-7738 makes him feel proud.
attend the support training again when you
Nancy Kress
Glendale/Phoenix
do it for his Learning Center teacher, or
+1 (480) 544-5031 perhaps even do it with Joaquín again, to “at home he picks up books
John F. Mertz, Jr. make sure we’re doing things right. all the time, regardless of
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+1 (877) 219-0613 (Toll Free) . . . February 8, 2007:
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Arkansas KNOWLEDGE, which I
Rebecca Landes
from the list of trigger words, as well as
Mulberry / Fort Smith making models for his ten weekly spelling think is more important
+1 (479) 997-1996 words. Sometimes he learns them all, other than knowing how to read
California times, about half, but his spelling test scores
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Alice Davis, DDAI Director,
Ray Davis seems much calmer. He is willing to do the
Ronald D. Davis, Founder follow up work and at school his Learning . . . April 24, 2007:
Sharon Pfeiffer, I really have told a lot of people about the
Specialist Trainer
Center teacher is doing the three reading
DLS Presenter-Mentor exercises with him. So at home I work with Davis method. Our friends who knew
Dee Weldon White Joaquín from before are astonished to see
Lexie White Strain
him on clay and the Koosh ball exercise.
Burlingame/San Francisco
him so calm and easy going, compared to
+1 (800) 729-8990 (Toll Free)
. . . February 20, 2007: how “accelerated” he was. Joaquín still isn’t
+1 (650) 692-8990 I attended the parent/teacher meeting on doing the clay work. He says he knows how
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Rancho Santa Margarita
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me a general assessment that the kids took a
Anette Fuller
few days ago and there are no problem areas. ** The Everything Parent’s Guide to Children
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with Dyslexia by Abigail Marshall, published by
report on his progress since he’s been using Adams Media, 2004 and available at
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in spite of that the other day he said, “Mom,
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Nicole Melton
his spelling tests. He received an award for –George Bernard Shaw, playwright
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and I can see that he’s more confident. His
Cheryl Rodrigues
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because she feels that now she knows just received in the monthly assembly. One was +1 (408) 983-0968
David Carlos Rosen
San Rafael
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that it’s because he’s stopped fighting with
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to the point to me. One of my favorite quotes
I received my monthly report from the reading about learning is this one by playwright
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teacher. She says that Joaquín has improved George Bernard Shaw:
Kristi Thompson
enormously, that he is at grade level now, but
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why not let him have a little rest from the I agree with Gertrudis: Joaquín’s interest Miami +1 (305) 567-0611
exercises? What do you think? in learning and acquiring knowledge in “real” Random (Randee)
Garretson
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Today I attended the last meeting at school than in the simple stories in his reading text- +1 (813) 956-0502
Tina Kirby
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Lesa Hall
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Joaquín’s mother deserves a lot of credit
other thing he finds in them. I find him very Martha Payne
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that after summer vacation Joaquín will Vickie Kozuki-Ah You
Ewa Beach/Honolulu
in and figure out how to read them. Both
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teachers are of the opinion that his self regain his enthusiasm for the clay work
Illinois
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Marcia Maust
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Providence for a while before starting a am licensed in educational psychology. I found
+1 (401) 301-7604 family. I re-entered education in the Davis Method an important complement
South Carolina as a Teacher Aide for a special for my studies and professional development.”
Angela Keifer
Greenville
needs student. Later I trained Av. Defensores De Chaves 85, 4 DTO Lisboa,
+1 (864) 420-1627
in special education and coor- 1049-063 Portugal. +351 (21) 781 60 90.
South Dakota
dinated Special Needs services catarina.almeida@fundacaorenascer.pt
Kim Carson at a high school. Then I heard Ron Davis speak.
Kimberly Swallow is a
His ideas were completely foreign to me–so
Brookings/Sioux Falls mother of four and holds a Ph.D.
+1 (605) 692-1785
different from my training. I told my struggling
in Development Studies from
Carina Little
students about Ron. They all knew what he’d
the University of Wisconsin,
Watertown been talking about. I’d been missing a vital key!
+1 (605) 886-8415
U.S.A. She and her two sons
I attended a Fundamentals Workshop in 2005,
Lillian “Lee” Miles
are corrected dyslexics. The
and tried to integrate the Davis methods into my
Sioux Falls school experiences of Kimberly’s
+1 (605) 274-2294
teaching. But it became increasingly clear that
eldest reminded her of her
Tennessee
the best way to get lasting results for students
own, but a year and a half of special education,
Jackie Black
was to provide programmes one-on-one. So, in
Dover
occupational therapy and tutors seemed to add
late 2006 I resigned from teaching. I am really
1-866-218-1614 (Toll-Free) excited to be starting this new venture: already
fuel to an emotional fire threatening to run out
Texas of control. She offered both her sons the option
Kellie Antrim-Brown
I have learned such a lot. The more I understand
of a Davis Dyslexia Correction Programme.
Ft. Worth the dyslexic way of thinking, the more I am in
+1 (877) 230-2622 (Toll Free)
Both boys’ academic paths continue to take
awe of this Gift!” Clarity Dyslexia Solutions,
+1 (817) 989-0783 McLaughlins Road, RD1, Darfield, Canterbury,
unusual turns, but the skills they learned during
Glyndene Burns
their programs, combined with Kimberly’s
Lubbock
New Zealand. +64 (0) 3 317 9072
encouragement and facilitation, have increased
+1 (806) 781-4891 clarity@callsouth.net.nz
their confidence and academic competence.
Janalee Beals
Bedford/Dallas/Ft. Worth
Tina Guy “After six years Their transformation and reading The Gift of
+1 (877) 439-7539 (Toll Free)
working at a primary school, Dyslexia gave her a new understanding of her
or +1 (817) 354-2896 watching children struggle own learning style. Kimberly became a Davis
Success Learning Center despite their own efforts, and Facilitator so she can offer fellow dyslexics the
Rhonda Clemons those of their teachers, helpers same empowerment. Kimberly Ann Swallow,
Colleen Millslagle
and parents, I looked for a reason c/o ICRAF, P.O.Box 30677, Nairobi, Kenya.
DLS Presenter-Mentor and a way to do something to 254-2-7120472 swallow@wananchi.com
Tyler/Dallas help them. For me “Davis” is
+1 (866) 531-2446 (Toll Free) Jacqueline Ann Flisher “As a qualified
+1 (903) 531-2446
that answer. I am excited and proud to be a part
adult education and E-learning tutor, I have been
Shari Chu
of a highly professional and caring group of
fortunate to work with children, young people
Helotes /San Antonio people. They are not only helping individuals as
+1 (210) 414-0116
and adults. My current employment has taken
clients, but are also working together to get
Jodie Harber
me into the world of workplace education. There
dyslexia into the public eye, to increase awareness
Cedar Park/Austin I am always amazed by the large number of
+1 (512) 918-9247
of the difficulties faced by people with dyslexia,
talented, creative and highly intelligent students
Lori Johnson
and to show the positive, “gifted” side of what is
I assist, whose bad experiences at school and
Boerne / San Antonio
essentially a different learning style. I look forward
+1 (210) 843-8161
work, with little or no help, has made them feel
to my journey as a Davis Facilitator, and to helping
Susan Lewis
they are failures, or even worse, stupid. I qualified
my clients achieve their goals and fulfill their
Lubbock
in conventional dyslexia teacher training, but
+1 (806) 771-1385
potential.” Dyslexia Correction Services, 296
was constantly aware that my efforts to help my
Nayland Road, Stoke 1, Nelson, New Zealand,
Leslie McLean students were very inadequate. I believed that
Amarillo
7011. +64 (03) 547 4958.
there must be a ‘better way.’ Then I heard Ron
+1 (806) 331-4099 or tinadyslexiacorrection@xtra.co.nz
+1 (877) 331-4099 (Toll Free)
Davis speak at Reading University. From that day,
Amanda Meyer
Sharon Gerkin “I have a small centre but I knew instantly that I had found that better way,
Burleson/Ft. Worth a big picture. I am proud to bring the Davis (A-New-Way). The Davis training has allowed me
+1 (817) 426-4442 Program into South Africa.” ABC Read It Right, to give practical help, hope and self-confidence
Dorothy Owen 16 Dolphin Crescent, Salt Rock, Durban, South to students who were previously considered
Irving +1 (817) 919-6200
Africa, 4391. +27 (82) 82 85 180 unlikely to succeed in their studies. Becoming a
Paula Roberts
gerken@iafrica.com facilitator will now enable me to help even more
Tyler +1 (903) 570-3427
children, young people and adults to realize and
Alessandro Taiocchi Certified Life Coach
Casey Linwick-Rouzer
unlock the potential they already possess.”
Sugar Land/Houston
and Business Coach, Certified NLP Master
A-New-Way, 1 Kingwood Cottages, Ermin Street,
+1 (832) 724-0492 Practitioner, special interest in advanced learn-
Lambourn Woodlands, Hungerford, Berkshire.
Laura Warren ing systems. Alessandro Taiocchi, Via Giuseppe
RG17 7TS, United Kingdom. +44 (1488) 72 291.
di Vittorio 42, Settimo, Milanese, Italy, 20019.
Lubbock fresxa-dyslexia@yahoo.co.uk
+1 (806) 771-7292
+39 (333) 443 7368. atalessandro@yahoo.it
Virginia
Gretchen FitzGerald much that she decided to become a Davis
“As a teacher, reading specialist, Facilitator herself. Her creativity combines very Donna Kouri
and private tutor, I have worked well with her interest in language and her natural Montpelier/Richmond
with many children with learning talent for working with children, and is expressed +1 (804) 883-8867
Angela Odom
disabilities. It was very in the name of her own practice: ‘Dancing Letters.’
frustrating not to be able to Dansende Letters, van Asch van Wijckskade 22d, Midlothian/Richmond
truly help these kids. When I 3512 VS Utrecht, Netherlands. +31 (61) 280-1821. +1 (804) 833-8858
read The Gift of Dyslexia I www.dansendeletters.nl or rtoroz@hotmail.com Jamie Worley
became intrigued. After my first workshop, I Yorktown/Williamsburg
knew this would be my path. I have come to
Anette Fuller “I am trained as a High School +1 (757) 867-1164
science teacher, but it was my experience as a Washington
Aleta Clark
understand that every person is unique, each has
mother of two dyslexic children and wife of a
different gifts. I look forward to helping clients Auburn/Tacoma
+1 (253) 854-9377
dyslexic husband which led me to Davis. It was
understand their gift and reach their goals using
Carol Hern
during my search for knowledge to support my
the Davis tools. Show-Me Dyslexia Correction
son, that I found and read The Gift of Dyslexia. It DLS Presenter-Mentor
Spokane
Center, 6301 B Main Street, Kansas City, MO
was such an overwhelming experience for me, and
Mary Ethel Kellogg
64112, USA. +1 (816) 806-8611.
after having 'tested' some of the theories on my
GretchenFitzGerald@showmedyslexia.com
Spokane
family, we decided to let my son do the program.
Rebecca Luera
Elizabeth (Bets) Gregory His success inspired me to become a facilitator
“I am delighted and privileged and I am now really looking forward to being able Fall City/Seattle
+1 (800) 818-9056 (Toll-Free)
+1 (425) 222-4163
to be a Davis Dyslexia to help gifted dyslexic adults or children achieve
Nancy Sitton
Facilitator. Dyslexia had been their full potential.” Eastbay Dyslexia Solutions,
Marysville
part of my family to varying Walnut Creek, CA 94598. USA +1 (925) 639
degrees without my knowledge, 7846. eastbaydyslexia@sbcglobal.net. +1 (360) 651-1241
until I became aware of it Renie Royce Smith
Spokane & Everett
+1-800-371-6028 (Toll-Free)
through my daughter, who has
+1 (509) 443-1737
all the talents and difficulties that are part of
Davis Training
Ruth Ann Youngberg
being very dyslexic. I hope to be able to continue
the great work that Davis facilitators do world- Programs Bellingham
wide. My background was in computing. I was +1 (360) 752-5723
West Virginia
Gale Long
involved in training, analysis and in a consulting
capacity. I have always found it rewarding helping The Davis Facilitator Training Elkview/Charleston
others through their business issues. I know that +1 (888) 517-7830 (Toll Free)
+1 (304) 965-7400
Program requires approximately 400
it will pale to insignificance when compared to
hours of course work. Wisconsin
New Hope Learning
helping someone achieve their goals through the
Davis facilitation process.” Focus on Learning, The Davis Specialist Training Centers, Inc.
8 Taylor Street, Gordon, NSW 2072, Australia. Darlene Bishop
Program requires extensive experience Margaret Hayes
Milwaukee
+64 (0) 9 375798. betsgregory@bigpond.com
+1 (888) 890-5380 (Toll Free)
providing Davis programs and an
+1 (262) 255-3900
Jodie Harber “My daughter’s
additional 260 hours of training.
Anne Mataczynski
struggle with reading led us to
Wausau
the Davis Program. Inspired by Specialists and Facilitators are subject
the improvement in her, I to annual re-licensing based upon case +1 (715) 551-7144
review and adherence to the DDAI Uruguay
decided to become a facilitator
and give people in the Austin Standards of Practice. Marcela Piffaretti
Montevideo
+598 (02) 600-6326
area access to this awesome
program. With a background in Davis Learning Strategies Mentors
social work, I look forward to helping children and Workshop Presenters are
and adults explore their gift of dyslexia.”
experienced teachers and trainers with
Dyslexia Solutions, 1605 Colton Way, Cedar
Park, Texas, 78613. (512) 918-9247 2-3 years of specialized training and
jodieh@austin.rr.com experience mentoring classroom This Directory is current
teachers of children 5- 9 years of age. as of August 1, 2007. It is
subject to change. Between
Romina Toroz has a degree
newsletter issues, new
in Modern Greek language and For information about training and a
Facilitators are added, and
philology from the University
full directory of Davis providers, go to:
of Amsterdam, is a professional occasionally, some become
inactive. However, the Davis
dancer and teaches flamenco at www.dyslexia.com/providers.htm
the Centro Flamenco in Utrecht, or call +1 (650) 692-7141 or Providers list at
Netherlands. Romina assisted www.dyslexia.com
is always up to date.
+1-888-805-7216 toll-free in the USA.
with listening therapy and
Symbol Mastery in the practice
of her mother, Lot Blom, and liked the work so
Basic Workshop for

Primary Teachers
Teachers, would you like to… “In the forefront of what I liked
• Improve the reading skills of all the children in your most was how easily the Davis
class regardless of their learning style? strategies fit into many areas
• Manage your classroom more effectively? of Kindergarten curriculum. It
• Prevent the onset of learning disabilities? relieved me of a paper-pencil
• Use research-based methods that are flexible and easily approach and gave me a hands-on,
fit into and enhance any existing curriculum? kinesthetic approach. It helped
This two-day workshop provides Primary Teachers (K-3) develop the little finger muscles
with unique and innovative strategies for improving to move on to coordinate
reading instruction and classroom management, and equips paper-pencil activities. Creating
young learners with proven life long skills in “how to learn.” the alphabet over time also
Instruction includes: accomplished the development
• Theory and Reasoning for each Strategy. of ownership, responsibility, and
• Video demonstrations of each Strategy and classroom a sense a pride in all the children. I believe all
implementation suggestions. Kindergarten children would benefit from Davis
• Supervised experiential practice on each Strategy. Learning Strategies.”
• Q&A and discussion about each Strategy. –LB, Kindergarten Teacher, Mission San Jose
Elementary School, Fremont, California
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)
2007-2008 DATES & LOCATIONS

Date Location Telephone
United States
Sept 6-8 Las Vegas, NV 1-866-531-2446
Sept 20-22 San Diego, CA 1-866-531-2446
Workshop hours: 9am-4pm with one hour lunch break. Oct 4-6 Tyler, TX 1-866-531-2446
Cost: $595 per person (US only) Nov 1-3 Tyler, TX 1-866-531-2446
Academic Units or CEUs (US and Canada only) Jan 3 - 5, 2008 Tyler, TX 1-866-531-2446
Apr 30 - May 2 2008 Richmond, VA 1-804-833-8858
Two Quarter Units are available through California State
June 9 -11 2008 Denver, CO 1-719-324-9256
University. Cost is $54 per unit, plus $35 administrative fee.
A written assignment, which can be completed before and July 22 - 24 2008 Brookings, SD 1-605-692-2785
during the workshop, is required. New Zealand

Sept 24-26 Christchurch +64 (09) 815 8626
Would you like to bring a DLS
workshop to your school/area? For more details, visit www.davislearn.com
Call 1-888-805-7216, and ask for Paula McCarthy.
Come Learn and

EXPERIENCE the Davis
Dyslexia Correction
Procedures!
Fundamentals of Davis Dyslexia Correction®
Workshop based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis
FUNDAMENTALS WORKSHOP OUTLINE
DAY ONE DAY THREE
Background and Development of the Davis Dyslexia Orientation Review Procedure
Correction® Procedures (a method for checking orientation skills)
• Research and discovery. The “gifts” of dyslexia. Anatomy • Demonstration & Practice Session
and developmental stages of a learning disability. Davis Symbol Mastery® (the key to correcting dyslexia)
Overview of the steps for dyslexia correction. • What is Symbol Mastery? Why clay?
Davis Perceptual Ability Assessment Mastering Basic Language Symbols
(a screening for dyslexic learning styles) • Demonstrations and Group Exercises
• Demonstration and Practice Session Reading Improvement Exercises
Symptoms Profile Interview (used to assess symptoms, • Spell-Reading. Sweep-Sweep-Spell. Picture-at-
strengths and weaknesses; set goals; establish motivation) Punctuation
• Demonstration and Practice Session
DAY TWO DAY FOUR
Davis Orientation Counseling Procedures (methods to Fine-Tuning Procedure (checking and adjusting
control, monitor and turn off perceptual distortions) orientation using balance)
• What is Orientation? Demonstration & Practice Session Symbol Mastery Exercises for Words
Release Procedure (method to alleviate stress, headaches) • Demonstrations
Alignment (an alternative to Orientation Counseling) • Group Exercises
• What is Alignment? How is it used? Group Demonstration • Practice Sessions
Dial-Setting Procedure (a method for controlling energy Implementing the Davis Procedures
levels)
To register for US workshops call 1-888-805-7216 (toll-free)
2007-2008 FUNDAMENTALS WORKSHOP SCHEDULE
GERMANY UNITED STATES

1- 4 Nov, 2007: Hamburg 28-31 January, 2008:
Presenter: Ioannis Tzivanikis San Francisco, California
Language: German/English translation
Presenter: Gerry Grant
Email: germany@dyslexia.com
Language: English
Tel: +49 (040) 25 17 86 22
Email: training@dyslexia.com
1- 4 May, 2008: Freiburg Tel: 1-888-805-7216 toll-free
Presenter: Ioannis Tzivanikis
Language: German 10-13 March, 2008:
Email: info@dyslexia.com Dallas, Texas
Tel: +49 (040) 25 17 86 22 Presenter: Gerry Grant
Language: English
Email: training@dyslexia.com
UNITED KINGDOM Tel: 1-888-805-7216 toll-free
2-5 October, 2007: Addington, Kent
Presenter: Richard Whitehead
Language: English
Email: uk@dyslexia.com
Tel: +44 (01227) 732 288
For updated workshop schedules visit: www.dyslexia.com/train.htm

The ~
Dys•lex´•ic Read´•er PRESORTED
STANDARD
1601 Old Bayshore Highway, Suite 260 U.S. POSTAGE
Burlingame, CA 94010 PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED
Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book
The Gift of Dyslexia by Ronald D. Davis 2007-2008 International Schedule
This 4-day workshop is an introduction to the basic theories,
2-5 Oct. 2007 Addington, Kent UK
principles and application of all the procedures described in
The Gift of Dyslexia. Training is done with a combination of 1-4 Nov. 2007 Hamburg Germany
lectures, demonstrations, group practice, and question and 28-31 Jan. 2008 San Francisco, CA USA
answer sessions. Attendance is limited to ensure the highest
quality of training. 10-13 Mar. 2008 Dallas, TX USA
Who should attend: 1 – 4 May, 2008 Freiburg Germany
Everyone involved in helping dyslexic individuals over the

age of eight.
U.S. Course Schedule
Participants will learn:
• 8:30 - 9:00 Registration (first day)
• How the Davis procedures were developed.
• 9:00 - 5:00 Daily (lunch break 12:00-1:30)
• How to assess for the “gift of dyslexia.”
U.S. Fees and Discounts
• How to help dyslexics eliminate mistakes and focus attention.
• $1175 per person
• The Davis Symbol Mastery tools for mastering reading. • $1125 for DDAI members or groups of two or more
• How to incorporate and use proven methods for improving • $1075 if paid in full 60 days in advance
reading, spelling, and motor coordination into a teaching, • Advance registration and $200 deposit required
home school, tutoring, or therapeutic setting. • Includes manual, one-year DDAI membership,
verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available
See page 31 for more workshop details.
For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Pacific DDA-DACH DDA- México DDA-UK
PO BOX 46023 Deutschland-Austria- Río Volga #308 ote Davis Learning Foundation
Herne Bay Switzerland Colonia del Valle Slaney Place
Auckland, New Zealand Wandsbecker Chausee 132 66220 Garza Garcia N.L Headcorn Road
Phone: +64 (09) 815-8626 D-22089 Hamburg MEXICO Staplehurst, Kent TN12 0DJ.
Fax: +64 (09) 815-8627 GERMANY Tel/Fax: 52 (81) 8335-9435 Tel: +44 (01580) 892 928
E-mail: pacific@dyslexia.com Tel: 49 (040) 25 17 86 22 or 52 (81) 8356-8389 Fax: +44 (0)1580 893 429
Fax: 49 (040) 25 17 86 24 E-mail: mexico@dyslexia.com E-mail: uk@dyslexia.com
DDA-Israel E-mail: germany@dyslexia.com
20 Ha’shahafim St. DDA-Nederland DDAI-Int’l, Canada & USA
Ra’anana 43724 ISRAEL SWITZERLAND Kerkweg 38a 1601 Bayshore Highway, Ste 260
Tel: 972 (0523) 693 384 Tel: 41 (061) 273 81 85 6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010
or (0)9 774 7979 E-MAIL: ch@dyslexia.com Tel: 31 (0475) 302 203 Tel: 1-888-805-7216
Fax: 972 (09) 772-9889 Fax: 31 (0475) 301 381 Fax: 1 (650) 692-7075
E-mail: Israel@dyslexia.com E-mail: holland@dyslexia.com E-mail: ddai@dyslexia.com
Enrollment limited ❖ Classes fill Early ❖ Call 1-888-805-7216 or 650-692-7141

For updated workshop schedules visit http://www.dyslexia.com/train.htm
For a full description of the Davis Facilitator Certification Program, ask forContinued on page 22
our booklet.

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What is the Davis Dyslexia Correction Program?

What is the Davis Dyslexia Correction Program?

What is the Davis Symbol Mastery?

What is the Davis Symbol Mastery?

The

Davis Honored at World’s First

IN THIS ISSUE Valedictorian says, “Dyslexia will always affect the

students in the style of Davis’ Symbol

Figure 3. Davis Symbol Mastery

“One way to think of

rhythmic information in the “counting”

Baited or Bated? But it really should be spelled “bated.” The problem

New DVD Films Highlight the Davis Symbol Mastery

Free Audio books available at LibriVox:

Famous Dyslexics Remember

Like it Is . . . Hope Learning Centers, Inc. with Christa Salcher

Canada (cont’d) ReadOn Receives

Bev’s Poem Françoise Magarian

test taker detests tests? Not enough tests

to test the stuff test givers give to test the

United Kingdom (cont’d)

United Kingdom (cont’d)

Newly Licensed Davis Facilitators Nebraska

Basic Workshop for

2007-2008 DATES & LOCATIONS

during the workshop, is required. New Zealand

Come Learn and

2007-2008 FUNDAMENTALS WORKSHOP SCHEDULE

GERMANY UNITED STATES

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

Fundamentals of Davis Dyslexia Correction Workshop

Who should attend: 1 – 4 May, 2008 Freiburg Germany

Everyone involved in helping dyslexic individuals over the

Enrollment limited ❖ Classes fill Early ❖ Call 1-888-805-7216 or 650-692-7141

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