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

News & Feature Articles
Rhythm Proficiency . . . . . . . . . . . . . . .3
The Achiever’s Journey . . . . . . . . . . . .6
New DVD Films Highlight Davis
Program and Methods . . . . . . . . . . . .8
Free Audio Books from Librivox.org . . .9
Famous Dyslexics Remember . . . . . . . .9
Telling it Like it Is . . . . . . . . . . . . . . .11
ReadOn Receives iAward . . . . . . . . . .12
From the Heart . . . . . . . . . . . . . . . . .13
Recent Recommendations from The
Lazy Readers’ Book Club . . . . . . . . .14
Cause for Celebration in
New Zealand . . . . . . . . . . . . . . . . . .19
Diary of a Success Story . . . . . . . . . .23
Regular Features
In the Mail . . . . . . . . . . . . . . . . . . . . . .2
Q&A . . . . . . . . . . . . . . . . . . . . . . .16-18
New Davis Licensees . . . . . . . . . .27-29
Davis Workshops . . . . . . . . . . . . . 30-32
way I live my life, but this program
Celebrates taught me how to correct my problems
and overcome not being able to read,
Dyslexia write or do math.”
On May 26, 2007, Kayla graduated
By Mary Kay Frasier, Facilitator,
from Van Meter High School as
Des Moines, Iowa, and Kayla Heetland
Valedictorian of her senior class.
When Kayla Heetland was in the third
Kayla also was selected to receive the
grade, she read at only a first grade
Governor’s Scholar award. And she has
level. She couldn’t do math on paper,
(Cont’d on p. 10)
had very poor handwriting and couldn’t
read directions well enough to do her
homework.
Fortunately, Kayla had the
opportunity early in her school career
to do a Davis Dyslexia Correction
Program with Facilitator Mary Kay
Frasier of Des Moines. Mary Kay
helped her turn her dyslexia into a
positive. Kayla worked hard to
complete the follow-up clay work and
exercises, and in the course of many
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
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
non-LD children for rhythm perception
and performance she found that
“learning-disabled readers perceived
simple same and different rhythm
patterns similarly to normal readers,
but they perceived difficult rhythm
patterns less than normal readers.
Learning-disabled readers also
reproduced rhythm patterns less than
normal readers” (p. 267).1 Similarly,
when Janet Gilbert studied the motor
skills of LD and non-LD students she
found, “lower mean performance by
learning-disabled children on every
subtest except compound factors…”
(p. 151).3 Compound factors were
when the tests were combined. Perhaps
the dyslexic’s ability to multitask may
explain the higher test score in this area.
When a student with dyslexia
reads text or solves a math problem, if
he does not understand what he has
read, then he can always go back and
read the passage or problem again. It
is not ideal for him to do this, because
this will lead to slow reading speeds,
etc., but in music you cannot go back.
Music is an art form that takes place
in time. If, while performing or reading
music, the student goes back to a
previous note, he changes the piece
of music.
Music is demanding. In order to
sight read music, a musician has to be
able to instantly recognize and execute
the note, and put it in its proper place
within the rhythmic structure, all at
glance. Janet Horvath, in her injury
prevention manual Playing (less) Hurt,
PAGE 3
offered this illustration of the demands
of playing an instrument, “A highly
proficient typist can type 60 words a
minute. Typing 60 words a minute…
translates roughly into five letters per
second, 15 letters per three seconds.
Frank Wilson, admired neurologist and
author of Tone Deaf and All Thumbs
and The Hand, in a 1994 lecture at an
American Symphony Orchestra
League conference, calculated that
musicians are able to execute 38 notes teaching music is to break tasks into
small, manageable steps. I usually
“Musicians are able to have a student clap the rhythm before
execute 38 notes in trying to read the notes. I continue
this practice with the student right up
three seconds. That is until she is ready to start playing and
more than twice the counting. If a student seems to have
number of letters a trouble “seeing” the notation, have her
proficient typist can count and point at the notes. Pointing
execute in the same at the notes helps the student see that
amount of time.” her action is linked to the symbols on
the page.
For young students, a good
in three seconds. That is more than
introduction to rhythm is to use rhythmic
twice as much” (Horvath, p. 24-25).4
syllables. Students pick these up very
One of the secrets of sight reading
quickly, because the syllables are so
is the rhythm. My first year ear-training
intuitive. Atterbury has this to add, “
teacher at U-Mass Lowell, Prof. L.
the addition of syllables (ta, ti-ti, etc.)
Vasta, said that a student often feels
aided the rhythm pattern ability of all
he needs to work on the notes first
children in the study… the results of
and then rhythm, but the opposite is
the present study suggest that the
true; the student needs to work on the
addition of rhythm syllables to
rhythm first, and then notes have a
nonmelodic rhythm patterns makes
way of falling into place.
performance easier for children”
Unfortunately, with dyslexic
(p. 266).1
students, the notes do not always fall
Rhythmic syllables are not a
into place, so we need a way for them
permanent solution. Unlike counting,
to perform accurate rhythms when
they do not give the student an
working on the notes.
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.
PAGE 4
order. “Children who have an inherent
sense of these three concepts can
learn and understand math …Without
an understanding of these underlying
concepts, there will never be any real
understanding of the subject or its
principles” (p. 43).2 In order for
students to truly understand rhythm,
they also have to understand time,
sequence, and order, and we have
to teach the student in a way that is
visual and concrete. Davis defines
sequence as, “…the way things follow
each other, one after another in
amount, in size, in time, or in
importance” (p. 43).2
It took me two years to devise a
visual image for sequence, but I finally
came up with the image of children
lined up in school (Figure 2). I picked
this because it is universal. All school
age kids line up in school, and even
home-schooled children will have
experienced standing in line at a store.
The script for explaining this
model to young students goes like
this: “C is the first guy (or gal) in the
line, D is the second guy in the line,
E is the third guy in the line, and F
is the fourth guy in the line. See that
bar line? It means that we now have a
new line. What are we lining up for?”
At this point I will have the student
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.
two places in the line. He is taking up and solid images (such as: her fingers
both beat 1 and 2.” (The parenthesis
around the count number helps show
that the note is held in beat 2.) “The
F is also a big gal, she takes up two
places in the line, beats 3 and 4. Now phonetic symbols are abstract. They are
“In order for students
to truly understand
rhythm, they also have
to understand time,
sequence, and order...
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.”
we’re lining up for gym, see the G,
he’s a really big note, he’s been working they see each note as an “event,” and
out; he’s so big he takes up the whole often give each event the same length
line.” With older children I trim the
cute language, and for adults I simply note shape is supposed to have. I have
begin with, “This is how I explain
rhythm to my young students.”
I have used clay to work with
THE DYSLEXIC READER
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
intertwined with mine, his face went
red and he clenched his fists, I could
smell Grandma’s cookies as I walked
up the front path). Mathematic and
ink on a page, not real objects. Clay,
by linking into the tactile sense, keeps
the symbols from flipping around.
Clay turns a symbol into a real object.
In other words, it resolves the ambiguity
of the stimulus, changing it from an
unstable object into a stable figure.
I have found that the clay also
helps the students distinguish the
lines and spaces on the staff better,
understand notes and relationships on
the instrument better, and name the
rhythmic symbols more accurately. It
is therefore a very useful tool, but it is
not as effective at helping the student
to actually execute the rhythms.
One way to think of rhythm is as
a series of events organized around a
beat. Many students do not seem to
intuitively feel the steady beat. Instead,
regardless of what rhythmic value the
come to realize that in order for such
students to perform rhythm accurately,
they need to be provided with all the
THE DYSLEXIC READER
“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
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
comprehensively, and have also added
the element of rests. Extended Counting
will not teach students to perform on a
steady beat, but it will help them see
how the rhythmic events are organized.
If the teacher claps and/or counts with
the student during every lesson, the
student eventually develops an internal
sense of pulse. The teacher can act as
a flexible metronome, focusing on
getting the student to perform each
measure with a steady pulse, then
each line, then the whole piece.
Figure 4. Is the bug on the front
or back of the box? With an
unstable object, the mind will
perceive the object as switching
spacial orientation. Dyslexics have
visual imaginations that are so
powerful that symbols—such as
those in reading, math, and
music—act like unstable objects.
Figure 5. Extended counting at the quarter and eighth note levels.
Figure 6. Extended counting at the quarter and sixteenth note levels.
Basically, you write out all of
the beats, “ands”, “e”s, and “a”s under
the rhythm. Then you place parentheses
around all of the parts of the beat that
the student does not clap on. In other
words, if the count is outside a set of
parentheses the student claps; if the
count is inside, the student does not
clap (Figure 5).
By giving the student all of the
beats and subdivisions and a guide for
when to clap, he should be able to
execute the rhythm without any undue
problems. For rests, draw a line, a
slash, or an X through the count to
indicate that you are inserting silence.
The student should move his hands to
“feel” the missing beat, but not make
a sound. This is called “physicalizing”
the beat. Extended Counting works
equally well with 8th and 16th notes
(Figure 6).
Use Extended Counting until the
student has gained proficiency with
rhythm. When the student has gained
mastery, Extended Counting, or for
that matter, writing in any counting
numbers, will be unnecessary.
However, keep in mind that,
assuming the student is oriented, it
will take two to five years to get to
this point. 
PAGE 5
References
1. Atterbury, B. W. “A Comparison of
Rhythm Patter Perception and
Performance in Normal and Learning
Disabled Readers, Age Seven and Eight.”
Journal of Research in Music Education.
31.4 (1983a): 259-70.
2. Davis, Ronald D., and Eldon M. Braun.
The Gift of Dyslexia. New York: Perigee,
1997.
3. Gilbert, J. P. “A Comparison of the
Motor Skills of Nonhandicapped and
Learning Disabled Children.” Journal
of Research in Music Education. 31.2
(1983): 147-155.
4. Horvath, Janet. Playing (less) Hurt.
Kearney: Morris, 2002.
About the author
Geoffrey Keith received his
music degree from U-Mass
Lowell in 1993 and now
runs his own music lesson
studio, Success Music Studio,
specializing in multisensory
strategies for teaching music to young
students, students with dyslexia, AD/HD,
and visual-spatial learning styles
(successmusicstudio.com). He has taught
music for the last 18 years, nine of them
working with multisensory strategies; he
is also a visual thinker.
PAGE 6 THE DYSLEXIC READER
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.
THE DYSLEXIC READER PAGE 7
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

Cruel Clever Cat
Sally, having swallowed cheese,
Directs down holes the scented breeze,
Enticing thus with baited breath
Nice mice to an untimely death.
From A Dash of Garlic
by Geoffrey Taylor, 1933
Ever heard someone say, “I’ll be waiting
with bated breath?” A lot of people spell it
“baited,” and in Taylor’s clever poem about that sneaky
cat, he shows us what the phrase means when we
write it that way.
is that we no longer use that word in modern English.
“Bated” is a shortened form of the verb “abate,” which
means “to reduce in amount, degree, intensity; to
lessen; to diminish.” Our breathing abates–slows
down–when we’re anxious, awe-struck or
terrified. But since the word only survives
in this phrase, and we so rarely see it
written, it’s understandable that many
people substitute a word they’re more
familiar with.
Next time you need to write
the expression, remember that
crafty feline, Sally – baiting her breath with
the odor of cheese–and I bet you’ll spell it right! 
PAGE 8
New DVD Films Highlight the
Davis Program & Methods
In the making for two years, DDAI
has just released four new informative
films on DVD–the culmination of a
five-year project masterminded by
Alice Davis to develop film and text
archives to serve both as a legacy and
to preserve the basic simplicity and
standards of the methods and programs
developed by Ronald D. Davis, author
of The Gift of Dyslexia and The Gift
of Learning.
These films are possible thanks
to the participation of the clients and
staff of the Reading Research Council
– especially Dee White, Lexie White-
Strain and Ray Davis – the staff of
DDAl, and the film crew of Morgan
Communications.
The Davis Dyslexia
Correction Program
This 18-minute documentary film
includes interviews with Davis
Program clients, parents, Davis
Facilitators, Dee White, Ron Davis,
and Alice Davis. It provides an audio-
visual tour of the Davis Program with
demonstrations and visual effects
answering the following questions:
• How do dyslexics think and perceive?
• Why is dyslexia a gift?
• What causes dyslexia?
• What is Disorientation?
• How can it be corrected?
• What happens during and after a
Davis Program?
DVD Price: $8.00
Unlocking the Power
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.
• The International scope of Davis
Dyslexia Correction.
DVD Price: $8.00
THE DYSLEXIC READER
Davis Symbol Mastery
and Reading Exercises
This DVD features sessions with
real Facilitators and clients and
demonstrates how to facilitate the
Davis Symbol Mastery and Reading
Exercises described in The Gift of
Dyslexia and The Gift of Learning,
including one or more demonstrations of:
• Alphabet Mastery
• Punctuation Mastery
• Pronunciation Mastery
• Word Mastery
• Three Steps to Easier Reading
Running time: 27 segments (1-9
minutes each) totaling 117 minutes
DVD Price: $85.00
(This DVD is included with every Davis
Symbol Mastery Kit)
Davis Dyslexia Correction
Orientation Procedures
In actual facilitation sessions with real
Facilitators and clients, this DVD
demonstrates the various Davis
Orientation Procedures described in
The Gift of Dyslexia and The Gift of
Learning. Procedures shown include:
• Davis Perceptual Ability Assessment
• Davis Orientation Counseling
• Reading for Disorientation
• Alignment & Alignment Fine-Tuning
• Release Procedure
• Dial-Setting and Fine-Tuning
• Koosh® Ball Exercise
Running time: 11 segments (2-11
minutes each) totaling 79 minutes
DVD Price: $85.00

THE DYSLEXIC READER
Free Audio
Books from
LibriVox.org
LibriVox features free, downloadable
audio files of public-domain literary
works recorded by volunteers from
around the world. LibriVox’ objective
is to eventually make all books in the
public domain available, for free, in
audio format on the internet. Librivox
is non-commercial, non-profit and its
website is free of advertisements.
Here’s how it works, according to the
website:
“LibriVox volunteers record
chapters of books in the public
domain, and then we release the audio
files back onto the net (through a
podcast, catalog, and bit torrents). We
are a totally volunteer, open source,
free content, public domain project,
and we operate almost exclusively
through Internet communications. We
Famous Dyslexics Remember
Diane Swonk is a
senior managing
director and chief
economist for
Mesirow Financial, a
diversified financial
services firm based
in Chicago. One of
the most sought-after economists in
the world, Diane is called upon by
policymakers and business leaders
from Washington to Tokyo. Yet, she
is dyslexic, and as a student, multiple-
choice tests gave her headaches and
blurred her vision. “It looked like the
letters were dancing on the page,”
she recalls. “I give a lot of speeches,
and I start out by saying, ‘I’m a
dyslexic economist. I flip numbers.
So I like it when an indicator is up
by 3.3 percent. I can’t mix that up.”
have a flat structure, designed to let
people do just what they want to do.” • The Divine Comedy in English &
Founder Hugh McGuire says
that since a different reader records
each chapter, the project offers a more
intimate feel than that of professionally • Call of the Wild (Jack London)
read audio books. So even YOU can
record public domain books for
LibriVox, if you’d like to volunteer.
All you need is a computer, some free on Sundays. Listeners can subscribe to
software, and a voice!
LibriVox currently offers 727
titles, and the list is growing every
month. To mention only a few of the
Jack (John F.)
Sandner is an
executive of ETrade
Group and a former
longtime chairman
of the Chicago
Mercantile Exchange.
He became chairman
of the CME in 1986 and served for 13
years, the longest serving exchange
chairman in the history of the futures
industry. Sandner graduated from
Southern Illinois University and
received a law degree from the
University of Notre Dame. Sandner has
ADHD but wasn’t diagnosed as a child.
Sitting still at a desk was impossible. In
his own words: “I’d rock, and I’d never
know I was rocking; I can study better
in an atmosphere where there is a little
chaos; I had to work hard and study
harder than everyone else. I have to
work hard at everything I do. It takes a
lot of things to be a success, and it isn't
luck. It’s seizing the opportunity and
taking advantage of it.”
PAGE 9
books available at LibriVox:
• The Road to Oz (Frank L. Baum)
• Alice’s Adventures in Wonderland
(Lewis Carroll)
• Call of the Wild (Jack London)
• Treasure Island (Robert Lewis
Stevenson)
• A Christmas Carol (Charles Dickens)
• The Light Princess (George
MacDonald)
• War of the Worlds (H.G. Wells)
• Pride and Prejudice (Jane Austen)
Italian (Dante Alighieri)
• The Odyssey (Homer)
• Just So Stories (Rudyard Kipling)
• Common Sense (Thomas Paine)
LibriVox also produces podcasts
three times a week, with a poem reading
the podcasts at:
http://librivox.org/podcast.xml

Chicago restauranteur
Jerry Kleiner (left)
has an uncanny knack
for spotting the next
hot neighborhood. In
2006 he opened his
latest chic eatery,
Carnivale, to rave reviews. But as a
high school student, he said, “I was
lost. I was really lost. If someone had
said, ‘Do your homework or you’ll be
shot and killed,’ I still couldn’t have
done it.” Kleiner came to this country
from Eastern Europe at age seven.
He was never assessed for learning
differences, but looking back, he’s
certain he fits the mold for ADHD.
He could never read more than
three paragraphs to himself because,
“A little further, and my mind would
drift and fantasize in 15 different
directions.” And, “in the classroom,
if the teacher told me to read some-
thing and remember it, I could never
do it. And if I was called on to read,
I’d have panic attacks.”
PAGE 10 THE DYSLEXIC READER
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:
(888) 805-7216 [Toll Free] anything less than their best effort. What a approached to congratulate her, some of them
or (650) 692-7141 or visit wonderful opportunity to educate the public thinking that dyslexia is a serious illness, and
www.dyslexia.com/ about a condition that affects so many! Kayla asking if she was going to be all right. This
providers.htm
has given us permission to print her gave her yet another opportunity to educate
 Argentina Commencement Speech. people about the “gift” she possesses.
Silvana Ines Rossi After Kayla’s speech many people Congratulations Kayla! 
Buenos Aires
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Brenda Baird
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Sally Beulke By Kayla Heetland,
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Anne Cupitt
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Caringbah NSW
have come as an individual. When I was in third grade, I couldn’t read. In third grade I was
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Barbara Hoi
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Manly / Sydney
Now I stand here in front of you today as valedictorian of my high school class. A
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Crows Nest, Sydney
pursuing a career in engineering. Most people think that dyslexia is a disability, but I believe
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Lochau +43 (05574) 446 98 best, think your best, act your best, and never ever settle for less than your best. 
THE DYSLEXIC READER PAGE 11

 Austria (cont’d)
Telling it Arne, age 12, completed the Davis
Dyslexia Correction® Program at New
Rosa Ruech
Plainfeld
+43 (6991) 180 20 16

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

Wien +43 (01) 888 61 44

 Bahrain
facilitator Darlene Bishop the week of
Sameera Sadiq Al Baharna
From Linda Johannes, Administrative Assistant March 5-9, 2004. At the end of the
New Hope Learning Center, Inc. program Arne thanked Paul Deneson, Manama
+973 555 201
NHLC’s Director, and ‘his business’ for
 Belgium
That’s what clients often do, isn’t it? So we
thought we’d share a couple of those “tell it letting him do the program! Shortly
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Roeselare
like it is” moments with you. We hope they after his program, Arne sent the following
bring a smile to your face.  letter to his facilitator, Darlene: +32 (051) 24 63 40
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March 20, 2007 Inge Lanneau
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Dear Mrs. Darlene Bishop,
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I worked on trigger words every Borgerhout (Antwerpen)
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school day since I came home. I Viki Vandevenne
read three Psalms yesterday, Ps. Bonheiden
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From, Daniela Boneva
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Wayne Aadelstone-Hassel
Arne North Vancouver
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Raylene Barnhill
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Renée Figlarz
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Paul Forster
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Kirsten, at age 8, completed the Davis Dyslexia Correction®
Program at New Hope
Sher Goerzen
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2004. During her week with us, Kirsten drew a picture and wrote a note letting us Maple Ridge/Vancouver
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PAGE 12 THE DYSLEXIC READER

 Canada (cont’d) ReadOn Receives

Gerry Grant
Supervisor-Specialist iAward!
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Sue Jutson creators Jane and Phil Mangano
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and word skills.
+1 (604) 732-1516 “It was a great thrill for us to be (center and right).
Mary Ann Kettlewell recognized with an iAward, and to see that and word recognition challenges within our
London, Ontario the ICT industry appreciates the potential
+1 (519) 652-0252
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impact our product can have on improving
Carol Livermore
added.
Ottawa, Ontario the education of people with dyslexia and ReadOn was also recognized in the
+1 (800) 394-1535 [Toll Free] other learning difficulties,” commented Jane Learning category of the Secrets of
Julie Locke Mangano, Director of ReadOn Software.
Truro, Nova Scotia
Australian ICT innovation awards which
+1 (902) 895-9015 “Approximately ten percent of were held in Melbourne earlier this year.
Yuko Kimura McCulloch, Ph.D. Australians are dyslexic to some degree. ReadOn is a powerful learning tool that
Vancouver, B.C. However, there is no imperative on our
+1 (604) 222-2258
taps into the natural strengths of the dyslexic
education system to ensure
Helen McGilivray
thinking style to build certainty, confidence
Oakville/Toronto
that information presented and enjoyment around the reading
+1 (905) 464-4798 in the classroom is provided process. It enables users to experience
Susan Nikolic-Vicentic in a format that can be
Newmarket/Toronto
reading with minimal supervision
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comprehended by students and support so that mistakes can
Tina Panaritis
with dyslexia or other learning be made and risks taken in an
Montreal, Quebec difficulties. Reading is a
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Judy Parley
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Sharon Roberts and personal development, they can struggle and as a result, improves self esteem.
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to become independent readers – something ReadOn is a valuable resource for class-
Kendra Rodych
which can have a huge impact on their day room teachers, tutors and parents who want
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+1 (306) 979-7323 “We hope that the visibility ReadOn has skills of all types of learners, including
Catherine Smith
Oakville/Toronto
gained as a result of our iAwards win will help dyslexic students. The program is suitable for
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be put into place to assist people with learning www.dyslexia.com. 
Kim J. Willson-Rymer
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Laura Zink de Díaz best known for Little Women
Bogotá +57 (1) 429-6312
THE DYSLEXIC READER PAGE 13

 Costa Rica
From the Heart it for its poor grammar, spelling, and lack
of cohesion. Maria Elena Guth Blanco
San Jose
By “Bev” and Wendy Haddon,
This really knocked Bev, and her +506 296-4078
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 Cyprus
Bev is in her fifties, and what she wants most Dyslexia Correction Program. Fortunately,
of all is to be a writer. Bev had a ghastly time Bev took that enormous step, and after an Alexis Mouzouris
at school. She was always in the lowest class, Limassol
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 Finland
with the worst teachers, and always felt she programme, popped out the other end a
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was a lesser person than everyone else. Bev whole new person.
really wanted the opportunity to learn, but Bev hopes the words in her verse say Borga +358 400 79 54 97
felt it was denied her. what clients feel but are not always able to  France
Recently Bev and some friends traveled say–in a sense, she feels she is speaking for Christine Bleus
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to Nepal, and she felt moved to write a book them. I think it’s lovely, and obtained Bev’s
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After all there are many useful and meaningful nouns, verbs, pronouns and some Segny/Geneve
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PAGE 14 THE DYSLEXIC READER
 Germany/Deutschland
(cont’d) Recent Recommendations from
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Berlin +49 (0179) 896 8007 A couple of issues ago, we published an article of Danny’s picks, as well as archives of past
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THE DYSLEXIC READER PAGE 15

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+354 564 2890
International Herald-Tribune? USA Today?
in reading, and once your boys zip
Ingibjörg Ingolfsdóttir
Those are all fine, but my preference is
Mosfellsbaer
through this book, hand them copies of The Weekly World News. It is the only
its predecessors, Slot Machine and tabloid I feel is harmless, as its stories +354 899-2747
Extreme Elvin. Any teenage boy will be Sigrún Jensdóttir
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are so completely out there that, even a
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able to identify with Lynch’s loveable caveman could figure out the articles are
protagonist, Elvin Bishop.” false but funny. I am not ashamed to Valgerdur Jónsdóttir
DLS Presenter-Mentor
admit that one of my greatest joys in life Kópavogur
is relaxing with a cup of coffee (or other +354 863 2005
Sturla Kristjansson
DLS Presenter-Mentor
Dream Job Profiles potent beverage) and a copy of The
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by Donna Hayden Green
a great book for reluctant readers, as it
Ásta Olafsdóttir
Young Adult - 180 pages
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Erla Olgeirsdóttir
Akranes
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Thorbjörg Sigurdardóttir
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PAGE 16
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Anne Marie Beggs
Old Portmarnock/Dublin
+353 (86) 239-1545
Paula Horan
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Sister Antoinette Keelan
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or 054-441-0789
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Elisa De Felice
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THE DYSLEXIC READER
By Abigail Marshall
Medications & Dyslexia complains of feeling in any way uncomfortable,
take him seriously, at his word. If it works for
Q: My home-schooled son is dyslexic and I
your son – great – and if not, it most likely is
intend to go through the program with him. My
because of the medication, and is something
son also has epilepsy and takes medication
that you may have to accept. As long as you
every day. I note that whenever possible you
take each step slowly and gradually and try
recommend that during the program students
to remain sensitive to your son’s needs, there
not take medication that might interfere with
is a good chance that your son will be able to
their perceptions. If I go through the Davis
benefit from the Davis approach.
procedures with him, are they likely to have an
Our Facilitators have successfully worked
adverse effect on him, or will his medication
with many clients taking medication for
limit the effects of the program?
epilepsy. Our problem is that because
A: Our primary concern is that medications medications and dosages vary, and individual
which interfere with thought or perception responses differ, we simply don’t know when
may limit the benefits of the program. Quite a particular medication will be a barrier for
simply, the medication is a factor that a student.
potentially interferes with the ability to get Even if your son cannot do Orientation
full benefit from our procedures, specifically or Alignment, he can still work with clay.
the mental techniques such as Davis The results may not be as dramatic or appear
Orientation or Alignment. as quickly as they would with the added tool
of Orientation, but as long as the clay modeling
Since we can’t predict how the
is done in a relaxed setting, it should help
medication may influence the child’s ability,
our Facilitators prefer to work with children over time. (In any case, it can’t hurt and it
who are free of such medications, when they can be a lot of fun!) Your son can also practice
are not medically necessary, as is often the the “three steps to easier reading” with or
case with children taking medication for without the added tool of Orientation.
ADHD or mild seasonal allergies. Of course,
Summer Timing
we always expect that the decision as to
Q: In your experience, is it better for a child
whether to take medication will be made in
to start the program at the beginning or end
consultation with the child’s physician–we
would never recommend or advise that a child of his summer holiday?
be taken off medication during a program A: When possible, it’s best for a youngster
without the doctor’s approval. In the case of
to start the program at the beginning of his
a more serious condition like epilepsy, we vacation period. This way, he and his support
would assume that the medication was person will have plenty of time to put the
necessary and would not expect a doctor to Davis techniques into practice while there are
approve any change in recommended dosages.
no competing academic demands on his time.
When working with your child at
home, the most important thing is simply
not to push if your child seems unable to
feel positive effects from Orientation or
Alignment (see The Gift of Learning for
information on Alignment). Likewise, it’s
very important to be sensitive to the impact
the medication may have at other times even
if the child is able to learn and use these
tools. By sensitive, I mean that if your son
THE DYSLEXIC READER PAGE 17
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
Supervisor-Specialist
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
PAGE 18 THE DYSLEXIC READER

 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
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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
THE DYSLEXIC READER PAGE 19

 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. 
PAGE 20 THE DYSLEXIC READER
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
THE DYSLEXIC READER PAGE 21
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
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Michelle Bonardi
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Vicki Brignoli
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Carole Dubosson
Veyras/Sierre
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Ursula Fischbacher
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Ruth Froels
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Mackenzie Thorpe is an Heidi Gander-Belz
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Mettmenstetten
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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
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and individual triumphs. His works are a Lumino
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Claudia Lendi
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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
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At the centre of the exhibit, surrounded
Erika Meier-Schmid
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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
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component into the exhibit.  follow his heart, bringing courage to +41 (062) 823 65 92
others.”
PAGE 22 THE DYSLEXIC READER

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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
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Regine Roth-Gloor and a disability because it so often presents
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or (079) 719 31 18 remove the shame that so often surrounds dyslexia.
Lotti Salivisberg
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By moving earth, pouring concrete, laying bluestone,
Sonja Sartor
planting trees and shrubs, and then installing artistic elements
Winterthur created or inspired by the dyslexic mind, we confront and
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Maya Semle-Muraro
Stäfa +41 (079) 704 03 07
visible and allow it to be experienced.
Andreas Villain By telling the stories of four gifted individuals, we
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Catherine Warner
Geneva
alternative view to those engaged in the struggle, either
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Margit Zahnd Based on international statistics, approximately 10%
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of New Zealand children are dyslexic. This is over 70,000
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Linda Rademan Dyslexia has been most widely presumed to be
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a disability, or more precisely, a specific learning
 United Kingdom disability. However, dyslexia is now understood by
Nicky Bennett-Baggs
Gt. Gaddesden, Herts leading researchers to be an alternative way of
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Sue Bullen to the human race and thus needs to be respected
Ayrshire, Scotland
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Sarah Dixon The Cookie Munchers Charitable Trust has
East Horsley, Surrey worked over the past few years to raise awareness and
+44 (01483) 283 088
increase understanding about dyslexia. It has also offered a scholarship
Susan Duguid
London program for families of dyslexic children not able to afford the help that
+44 (020) 8878 9652 they so desperately need.
Dyslexia Correction Centre
Georgina Dunlop
In November 2006, the Trust sponsored the establishment of the
Jane E.M. Heywood Dyslexia Foundation of New Zealand (DFNZ). This has created a unified
DLS Mentor & Presenter
Ascot, Berkshire
voice for all dyslexic people in New Zealand.
+44 (01344) 622 115 The original goal of the DFNZ was to create circumstances which
Christine East would permit a paradigm shift about dyslexia to occur in New Zealand,
Kingsbridge, Devon
+44 (01548) 856 045
particularly in the education
Hilary Farmer sector. With the recent change
Oxford, Oxon in policy by The Ministry of
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Nichola Farnum
Education (19 April 2007) we
London are well on the way towards
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Jacqueline Ann Flisher
Hungerford Berks
In New Zealand, we can
+44 (1488) 72 291 now look forward to specific
Maureen Florido support and assistance for
Harleston, Norfolk dyslexic students. 
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THE DYSLEXIC READER PAGE 23

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Carol Forster
Gloucester
+44 (01452) 331 573
Achsa Griffiths
Sandwich, Kent
+44 (01304) 611 650
Axel Gudmundsson
London
+44 (020) 8341-7703
Tessa Halliwell
Barrow upon Soar, Leics
+44 (01509) 412 695
Karen Hautz
London
+44 (0207) 228-2947
Annemette Hoegh-Banks
Berkhamsted, Herts
+44 1442 872185
Phyllida Howlett
Haverfordwest,
Pembrokeshire
+44 (01437) 766 806
Angela James
Joaquín, proud of his model (and
with a characteristically mischievous Reading, Berkshire
twinkle in his eye!) during his Davis +44 (0118) 947 6545
Liz Jolly
Fareham, Hants
program in December, 2006.
+44 (01329) 235 420
By Laura Zink de Díaz
Lisa Klooss
Facilitator, Bogotá, Colombia During his program Joaquín and I code-
(But mostly, by Gertrudis Pardo, Mom!) London
+44 (0208) 960 9406
switched, English to Spanish and Spanish to
Sara Kramer
I moved my Davis practice to Colombia in English, quite often. (This ease in code-
late 2006. By December I was delighted that switching like Joaquín’s, by the way, is a flag London
for giftedness among bilingual school children +44 (0208) 946 7613
the Escobar family approached me about a
Marilyn Lane
Redhill +44 (0173) 776-9049
program for their son, Joaquín.* He would in the U.S.) On the other hand, Joaquín had a
be the first client in my new practice! I was hard time with reading and spelling, had Fionna Pilgrim
difficulty attending, getting along with class- Keighley, West Yorkshire
+44 (01535) 661 801
determined to provide the best program I
mates, and was hyperactive.
Maxine Piper
could, but I couldn’t help
Carterton, Oxon
feeling a little worried. The “I can see a huge Joaquín did his program
business of moving to a new during his Christmas vacation +44 (01993) 840 291
difference in his
and a few weeks passed before Elenica Nina Pitoska
London
country, getting my business
behavior before
+44 (020) 8451 4025
approved by the government, he was due back in school.
and after the
Rebecca Ross
obtaining a visa that would Rather than to tell you what
allow me to work legally, had program.” happened – the ups and downs Tonbridge, Kent
as Joaquín progressed – here +44 (01892) 838 109
Pauline Royle
taken nearly all of 2006. I
hadn’t worked with a flesh and blood client are some excerpts from the next few months Poulton-le-Fylde, Lancs
since January, nearly a year before! Would I of email correspondence from his mother, as +44 (01253) 899 875
be too “rusty” to do the job right? The week she updated me on how he was doing: Ian Richardson
Blaisdon Longhope, Glos
before Joaquín’s program I feverishly . . . January 7, 2007: +44 (0145) 283 0056
Rosemary Savinson
reviewed all my materials... Thank you for offering to give Joaquín’s
Ten-year-old Joaquín is a very bright London
+44 (0208) 316-1973
Learning Center teacher the support training
child who was laboring under the weight of
Janice Scholes
when she gets back into town after vacation.
Liversedge, West Yorkshire
some pretty serious disorientation when I I’ve worked with him at home since the
met him for assessment. His parents both program. Last Saturday we had a clay session +44 (01274) 874 712
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Isle of Wight
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Spanish, and the family travels frequently to a bit high. Today I suggested another session,
Judith Shaw
the United States. Joaquín attends Colegio but he kept making excuses and putting it
Nueva Granada, a bilingual school in Bogotá off. So I told him that doing clay work is his Supervisor-Specialist
St. Leonards on
Sea/Hastings, East Sussex
where most of his instruction – including decision, although I’m a little frustrated that
instruction in reading – is in English and I couldn’t persuade him. Nonetheless, my +44 (01424) 447 077
most of his textbooks come from the U.S. Elizabeth Shepherd
Crowborough, East Sussex
observation is that generally he’s much
calmer since the program. He’s begun reading +44 (0189) 266-1052
* Joaquín is pronounced “hwah-KEEN” signs he sees on the street–something he never
PAGE 24
 United Kingdom (cont’d)
Lynne Smith
Brighton, East Sussex
+44 (01273) 723 920
Anna Stephens
Rothley, Leics
+44 (0116) 230-3283
Drs. Renée van der Vloodt
Supervisor-Specialist
Reigate, Surrey
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Frank Walker
Greasby Wirral/Liverpool
+44 (0151) 678 14 99
Evelyn White
Walton-on-Thames, Surrey
+44 (01932) 230 624
Dyslexia Kent
Margarita Whitehead
DDA Director
Richard Whitehead
DDA Director
DLS Presenter-Mentor
Fundamentals Presenter
Canterbury, Kent
+44 (01227) 732 288
Rachel Williamson
Hassocks, West Sussex
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Francis Wright
Exeter, Devon
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 United States
Alabama
Lisa Spratt
Huntsville
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Arizona
Dr. Edith Fritz
Phoenix
+1 (602) 274-7738
Nancy Kress
Glendale/Phoenix
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John F. Mertz, Jr.
Tucson
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Rebecca Landes
Mulberry / Fort Smith
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California
Reading Research Council
Dyslexia Correction Center
Dr. Fatima Ali, Founder
Alice Davis, DDAI Director,
Ray Davis
Ronald D. Davis, Founder
Sharon Pfeiffer,
Specialist Trainer
DLS Presenter-Mentor
Dee Weldon White
Lexie White Strain
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Janet Confer
Rancho Santa Margarita
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Anette Fuller
Walnut Creek
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“he is very calm, he’s stopped
resisting at school, and he’s
become very interested in
learning.”
did before – and he seems more balanced,
emotionally. I can see a huge difference in
his behavior before and after the program.
Our close friends have also noticed that he’s glad they learned about this new method that
much calmer lately. This is wonderful for our helps kids who have trouble learning. On the
family life.
. . . January 10, 2007:
The other day Joaquín said that he wants to
go back to your place to work with you
because you’re the only one who knows how
to work with him and since I didn’t do the
program, I don’t. Of course, he’s got a point,
because I do still feel a little unsure about
how to do the some the exercises. I’d like to
attend the support training again when you
do it for his Learning Center teacher, or
perhaps even do it with Joaquín again, to
make sure we’re doing things right.
. . . February 8, 2007:
Joaquín has been making two models a week
from the list of trigger words, as well as
making models for his ten weekly spelling
words. Sometimes he learns them all, other
times, about half, but his spelling test scores
have improved from an average of 20% to
50% and sometimes he even gets 100%. He
seems much calmer. He is willing to do the
follow up work and at school his Learning
Center teacher is doing the three reading
exercises with him. So at home I work with
him on clay and the Koosh ball exercise.
. . . February 20, 2007:
I attended the parent/teacher meeting on
Joaquín today. His classroom teacher showed to read now, so he doesn’t need any help. But
me a general assessment that the kids took a
few days ago and there are no problem areas. ** The Everything Parent’s Guide to Children
His reading teacher gave a very positive
report on his progress since he’s been using
the Davis tools. The school psychologist was dyslexia.com.
THE DYSLEXIC READER
delighted with the results. I suggested that
they switch to AVKO spelling (which I read
about in The Everything Parent’s Guide to
Children with Dyslexia**). The teachers
agreed and will begin to use that approach to
see if his spelling scores improve. The class-
room teacher says that Joaquín is sometimes
“silly” in class, and challenges his teachers.
We came to the conclusion that he is feeling
more self confident than before and is pushing
to find the limits. I suggested that the teacher
ask him if he’s ready to hear her instructions,
because this will remind him that it’s time for
him to get aligned. We all agree that he’s on
the right road. There will be another meeting
in April.
. . . March 9, 2007:
I wanted to let you know that the school sent
me a report on Joaquín’s progress, which is
very good, and exciting. They are especially
other hand, Joaquín doesn’t want to work
with the clay. I finally said, “well, your kit is
always there and the day you want to do clay
again, we can.” Nevertheless, he is very
calm, he’s stopped resisting at school, and
he’s become very interested in learning. He
seems happy to me, although he still has
some challenges with spelling. He’s learning
cursive and is doing very well at it and that
makes him feel proud.
“at home he picks up books
all the time, regardless of
reading level ... I find
him very interested in
KNOWLEDGE, which I
think is more important
than knowing how to read
grade-level books of no
interest to him.”
. . . April 24, 2007:
I really have told a lot of people about the
Davis method. Our friends who knew
Joaquín from before are astonished to see
him so calm and easy going, compared to
how “accelerated” he was. Joaquín still isn’t
doing the clay work. He says he knows how
with Dyslexia by Abigail Marshall, published by
Adams Media, 2004 and available at
THE DYSLEXIC READER PAGE 25

 United States/
in spite of that the other day he said, “Mom,
Laura said she’d do the second part of the “What we want is California (cont’d)
program with me in April.” So maybe he’s Richard A. Harmel
ready to start the rest of the concept words. I to see the child in Marina Del Rey/Los Angeles
+1 (310) 823-8900
haven’t pushed, but I think it’s about time to pursuit of knowledge, David Hirst
Riverside
ask if he wants to do it. As far as school goes,
since we switched to the AVKO spelling and not knowledge in +1 (951) 653-9251 or
(909) 241-6079
approach he’s been getting 100, 94, etc. on pursuit of the child.”
Angela Dean Educators
Nicole Melton
his spelling tests. He received an award for –George Bernard Shaw, playwright
Special Effort for improving his class work Karen Thorworth-Pongs
Diamond Bar
+1 (909) 229-5251
and I can see that he’s more confident. His
Cheryl Rodrigues
teacher sent me a letter thanking me for appropriate help at school. Yesterday he
introducing her to you and the Davis method, came home with two MORE awards he Sunnyvale / San Jose
because she feels that now she knows just received in the monthly assembly. One was +1 (408) 983-0968
David Carlos Rosen
San Rafael
how to work with Joaquín, who she has seen for outstanding performance in PE and the
progress so much since his program. other in Character Education, for “Learning to +1 (415) 479-1700
Share with the Class.” The teacher explained Dwight Underhill
“Yesterday he came home El Cerrito/Berkeley
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that it’s because he’s stopped fighting with
with two MORE awards he everybody, and now he’s showing leadership, Colorado
received in the monthly encouraging the whole class to play together. Annie Garcia
Wheat Ridge / Denver
assembly.” There you have it. The comment about +1 (303) 423-3397
Joaquín’s interest in “knowledge” seems very Crystal Punch
. . . May 2, 2007: Centennial/Denver
+1 (303) 850-0581
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
Janet Slavenski
Denver +1 (303) 431-0027
teacher. She says that Joaquín has improved George Bernard Shaw:
Kristi Thompson
enormously, that he is at grade level now, but
DLS Presenter-Mentor
he doesn’t want to keep doing the reading “What we want is to see the child in pursuit
exercises. My feeling is that if he’s reached of knowledge, and not knowledge in pursuit Walsh +1 (719) 324-9256

grade level, and doesn’t need so much help, of the child.” Florida
Terry DeMeo
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
Lutz/Tampa/St. Petersburg
. . . May 30, 2007: books, the kind adults actually “use,” rather
Today I attended the last meeting at school than in the simple stories in his reading text- +1 (813) 956-0502
Tina Kirby
about Joaquín. The two teachers spoke highly books, is a major step. Allowing him to Navarre +1 (850) 939-2313
of him. His reading teacher says he’s greatly explore and develop his own interests through Alice J. Pratt
improved but not interested in continuing to reading will motivate him to read more, talk Jacksonville
+1 (904) 389-9251
work so hard on reading. I let her know that about what he’s reading with others, and this
Rita & Eugene Von Bon
at home he picks up books all the time now, in turn will maintain, reinforce and further Navarre +1 (850) 939-2313
regardless of reading level, even some of my develop his reading skills. His Davis tools Georgia
Lesa Hall
husband’s, and he will spend hours looking have freed him – and it’s time to allow him
to use them to stretch and grow. Pooler/Savannah
+1 (912) 330-8577
through them, asking about this, that or the
Joaquín’s mother deserves a lot of credit
other thing he finds in them. I find him very Martha Payne
Suwanee
interested in KNOWLEDGE, which I think for figuring out how to encourage without
controlling – not easy for any parent. And +1 (404) 886-2720
Scott Timm
is more important than knowing how to read
Joaquín’s teachers deserve credit for their
grade level books of no interest to him. I’m Woodstock/Atlanta
sure that at this stage we need to give him patience and willingness to learn how to +1 (866) 255-9028 (Toll-Free)
the opportunity to find books he’s interested work better with him. My fingers are crossed Hawaii
that after summer vacation Joaquín will Vickie Kozuki-Ah You
Ewa Beach/Honolulu
in and figure out how to read them. Both
+1 (808) 664-9608
teachers are of the opinion that his self regain his enthusiasm for the clay work
Illinois
esteem has improved substantially, which I because I know it’s key to keeping his other
Davis tools sharp. But meanwhile, I hope Kim Ainis
Chicago +1 (312) 360-0805
think is due to the work you did with him on
Joaquín recognizes that HE HIMSELF created
his emotions, and of course, the successes he’s Indiana
had. He’s still getting 94s, 95s and 100s on his all these positive changes in his young life, Jodi R. Baugh
Cloverdale/Indianapolis
spelling tests and he’s delighted with that. I’m by using his tools so well at school and at +1 (765) 526-2121
Myrna Burkholder
very happy, because he’s being promoted to home, and accepting the support of so many
the next grade, and it’s clear that the method people who care deeply about him! Goshen/South Bend
+1 (574) 533-7455
helped him and he’ll continue to receive Yay, Joaco! 
PAGE 26 THE DYSLEXIC READER

 United States/
Indiana (cont’d)
Carol K. Williams
Jeffersonville
Young Learner Kit
+1 (651) 324-9156
Iowa
Mary Kay Frasier
for Home-Use
Des Moines
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Kansas
Carole Coulter
Overland Park/Kansas City
Based on the Davis Dyslexia
+1 (913) 831-0388 Correction methods, this Kit
Kentucky enables parents of children, ages
Rochelle Abner
Winchester
5-7, to home-teach and help young
+1 (859) 513-2662 learners to:
Louisiana
Wendy Ware Gilley
• focus attention
Baton Rouge • control energy levels
+1 (225) 751-8741 • improve eye-hand coordination
Massachussetts • learn the alphabet
Karen LoGiudice
Newburyport • learn basic punctuation
+1 (978) 337-7753 • develop and strengthen pre-reading
Carolyn Tyler
Fairhaven
and basic reading skills
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Michigan
problem
Nicki Cates • improve sight word recognition and
Saint Clair Shores/Detroit
+1 (586) 801-0772
comprehension The Kit includes:
Sandra McPhall • establish life-long “how-to-learn” skills.
Grandville/Grand Rapids
• Instruction Manual
+1 (616) 534-1345 The Davis Methods • Sturdy nylon briefcase
Dean Schalow • Reusable modeling clay (2 lbs.)
Manistee
for Young Learners
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Michele Wellman Davis Focusing Strategies provide • Webster’s Children’s Dictionary
Mt. Pleasant/Lansing
+1 (989) 772-3084
children with the self-directed ability to (hardcover)
Minnesota
be physically and mentally focused on the • Punctuation Marks & Styles Booklet
Cindy Bauer learning task at hand. • Two Koosh Balls
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+1 (612) 483-3460 Davis Symbol Mastery enables children to • Letter Recognition Cards
Cyndi Deneson • Laminated Alphabet Strip
Supervisor-Specialist
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Bernadette Peterson
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+1 (763) 229-4550
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Missouri
Cathy Cook
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+1 (573) 819-6010
or 886-8917
The Kit is priced at $119.95
Gretchen FitzGerald
(Shipping and Handling will be added)
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+1 (816) 806-8611 To purchase a kit, use our secure on-line
Montana
ordering at:
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Miles City
+1 (406) 781-4642 or call our toll-free number:
Kimberly Bezanson 1-888-999-3324
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The Young Learner Kit
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Manhatten
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THE DYSLEXIC READER PAGE 27

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Hirschaid near Bamberg (Bavaria). heard about a Davis Dyslexia
I found the Davis Method while Program for teachers. Once I completed the first Forest Hills
going through some difficult course I was totally convinced that this was a +1 (212) 781-3689
times with my dyslexic son. simple and yet extremely effective way of under- Wendy Ritchie
Hilton/Rochester
+1 (585) 233-4364
That experience motivated me to standing and helping my young students. It was
North Carolina
follow my calling to become a wonderful to be able to do the training as a Davis
Davis Facilitator. I’m happy that in the future I Dyslexia Practitioner here in Africa. To be able Gerri W. Cox
will be able to pass along this fundamentally to combine my teaching practice with this training DLS Presenter-Mentor
Shallotte/Wilmington
+1 (910) 754-9559
positive attitude towards life to children and has been greatly beneficial for my class and for
Ruth Mills
their parents.” Wienstrasse 15 Hirschaid, 96114 me. Thank you to everyone who helped make
Pineville/Charlotte
Germany. +49 (954) 341 70 00. this happen.” Pengo, Ltd. PO Box 15083 Code
anna-maria_gunselmann@web.de 00509 Langata, Nairobi, Kenya. +1 (704) 541-1733
+254 (20) 72 271 4578 christel@swiftkenya.com Jean Moser
Winston-Salem
Maria Sofia Pizarro C. Miranda
Vassalo Santos is an educational psychologist Martine Falconer “My +1 (336) 830-2390
working with children and adolescents with journey with Davis began when Ohio
I sought help for my 8-year-old Lorraine Charbonneau
Mason/Cincinnati/Dayton
dyslexia, ADHD and other learning difficulties.
+1 (513) 850-1895
“I completed the Facilitator Training in 2007. For son, Ian. The anxiety, frustration
Lisa Thatcher
me it was a discovery of a method that matches my and many tears he endured,
professional needs and really makes a difference along with the desperation I Mount Vernon/Columbus
with clients. Every programme is a new and felt as a parent, were truly +1 (740) 397-7060
exciting adventure! The greatest gift of all is to heart breaking. Thanks to Davis, Oklahoma
Ashley Grice
Tulsa +1 (918) 779-7351
work with such talented people, help them over- my son has now returned to the happy confident
boy he was before starting school. I am very
Rhonda Lacy
come their difficulties, watch them meet their
Clinton +1 (580) 323-7323
goals, and let their talents shine through.” Pr. excited to have completed my training and look
Oregon
Rainha Santa, 3-R/C Lisboa, 1600-687 Portugal. forward to working with others, to help them
Rhonda Erstrom
+351 (91) 911 25 65. sofia.vassalo@netcabo.pt reach their true potential. I feel very privileged
to be a part of the Davis network. I am very Vale +1 (541) 881-7817
Melissa Slominski
Cristina Rocha Vieira
grateful for the wonderful support I received
began teaching Portuguese and Tigard / Portland
+1 (503) 957-2998
during my training and would like to thank
History in 1987, and is now a
Pennsylvania
Catherine Churton for her encouragement and
Special Education teacher. She
Marcia Maust
endless support.” True Perception, 183 Beach
Berlin/Pittsburgh
has always been puzzled and
Road, North Beach, Christchurch, New Zealand.
fascinated by dyslexic students.
+64 (03) 383 1988 trueperception@xtra.co.nz +1 (814) 267-5765
Seeking to help these brilliant
PAGE 28
Rhode Island
Linda M. Daniels
Providence
+1 (401) 301-7604
South Carolina
Angela Keifer
Greenville
+1 (864) 420-1627
South Dakota
Kim Carson
DLS Presenter-Mentor
Brookings/Sioux Falls
+1 (605) 692-1785
Carina Little
Watertown
+1 (605) 886-8415
Lillian “Lee” Miles
Sioux Falls
+1 (605) 274-2294
Tennessee
Jackie Black
Dover
1-866-218-1614 (Toll-Free)
Texas
Kellie Antrim-Brown
Ft. Worth
+1 (877) 230-2622 (Toll Free)
+1 (817) 989-0783
Glyndene Burns
Lubbock
+1 (806) 781-4891
Janalee Beals
Bedford/Dallas/Ft. Worth
+1 (877) 439-7539 (Toll Free)
or +1 (817) 354-2896
Success Learning Center
Rhonda Clemons
DLS Presenter-Mentor
Colleen Millslagle
DLS Presenter-Mentor
Tyler/Dallas
+1 (866) 531-2446 (Toll Free)
+1 (903) 531-2446
Shari Chu
Helotes /San Antonio
+1 (210) 414-0116
Jodie Harber
Cedar Park/Austin
+1 (512) 918-9247
Lori Johnson
Boerne / San Antonio
+1 (210) 843-8161
Susan Lewis
Lubbock
+1 (806) 771-1385
Leslie McLean
Amarillo
+1 (806) 331-4099 or
+1 (877) 331-4099 (Toll Free)
Amanda Meyer
Burleson/Ft. Worth
+1 (817) 426-4442
Dorothy Owen
Supervisor-Specialist
Irving +1 (817) 919-6200
Paula Roberts
Tyler +1 (903) 570-3427
Casey Linwick-Rouzer
Sugar Land/Houston
+1 (832) 724-0492
Laura Warren
DLS Presenter-Mentor
Lubbock
+1 (806) 771-7292
Glenys Knopp I trained as
a primary teacher and taught
for a while before starting a
family. I re-entered education
as a Teacher Aide for a special
needs student. Later I trained
in special education and coor-
dinated Special Needs services
at a high school. Then I heard Ron Davis speak.
His ideas were completely foreign to me–so
different from my training. I told my struggling
students about Ron. They all knew what he’d
been talking about. I’d been missing a vital key!
I attended a Fundamentals Workshop in 2005,
and tried to integrate the Davis methods into my
teaching. But it became increasingly clear that
the best way to get lasting results for students
was to provide programmes one-on-one. So, in
late 2006 I resigned from teaching. I am really
excited to be starting this new venture: already
I have learned such a lot. The more I understand
the dyslexic way of thinking, the more I am in
awe of this Gift!” Clarity Dyslexia Solutions,
McLaughlins Road, RD1, Darfield, Canterbury,
New Zealand. +64 (0) 3 317 9072
clarity@callsouth.net.nz
Tina Guy “After six years
working at a primary school,
watching children struggle
despite their own efforts, and
those of their teachers, helpers
and parents, I looked for a reason
and a way to do something to
help them. For me “Davis” is
that answer. I am excited and proud to be a part
of a highly professional and caring group of
people. They are not only helping individuals as
clients, but are also working together to get
dyslexia into the public eye, to increase awareness
of the difficulties faced by people with dyslexia,
and to show the positive, “gifted” side of what is
essentially a different learning style. I look forward
to my journey as a Davis Facilitator, and to helping
my clients achieve their goals and fulfill their
potential.” Dyslexia Correction Services, 296
Nayland Road, Stoke 1, Nelson, New Zealand,
7011. +64 (03) 547 4958.
tinadyslexiacorrection@xtra.co.nz
Sharon Gerkin “I have a small centre but
a big picture. I am proud to bring the Davis
Program into South Africa.” ABC Read It Right,
16 Dolphin Crescent, Salt Rock, Durban, South
Africa, 4391. +27 (82) 82 85 180
gerken@iafrica.com
Alessandro Taiocchi Certified Life Coach
and Business Coach, Certified NLP Master
Practitioner, special interest in advanced learn-
ing systems. Alessandro Taiocchi, Via Giuseppe
di Vittorio 42, Settimo, Milanese, Italy, 20019.
+39 (333) 443 7368. atalessandro@yahoo.it
THE DYSLEXIC READER
Ana Catarina Gil De Almeida “I have
been a pre-school teacher for 14 years and I also
am licensed in educational psychology. I found
in the Davis Method an important complement
for my studies and professional development.”
Av. Defensores De Chaves 85, 4 DTO Lisboa,
1049-063 Portugal. +351 (21) 781 60 90.
catarina.almeida@fundacaorenascer.pt
Kimberly Swallow is a
mother of four and holds a Ph.D.
in Development Studies from
the University of Wisconsin,
U.S.A. She and her two sons
are corrected dyslexics. The
school experiences of Kimberly’s
eldest reminded her of her
own, but a year and a half of special education,
occupational therapy and tutors seemed to add
fuel to an emotional fire threatening to run out
of control. She offered both her sons the option
of a Davis Dyslexia Correction Programme.
Both boys’ academic paths continue to take
unusual turns, but the skills they learned during
their programs, combined with Kimberly’s
encouragement and facilitation, have increased
their confidence and academic competence.
Their transformation and reading The Gift of
Dyslexia gave her a new understanding of her
own learning style. Kimberly became a Davis
Facilitator so she can offer fellow dyslexics the
same empowerment. Kimberly Ann Swallow,
c/o ICRAF, P.O.Box 30677, Nairobi, Kenya.
254-2-7120472 swallow@wananchi.com
Jacqueline Ann Flisher “As a qualified
adult education and E-learning tutor, I have been
fortunate to work with children, young people
and adults. My current employment has taken
me into the world of workplace education. There
I am always amazed by the large number of
talented, creative and highly intelligent students
I assist, whose bad experiences at school and
work, with little or no help, has made them feel
they are failures, or even worse, stupid. I qualified
in conventional dyslexia teacher training, but
was constantly aware that my efforts to help my
students were very inadequate. I believed that
there must be a ‘better way.’ Then I heard Ron
Davis speak at Reading University. From that day,
I knew instantly that I had found that better way,
(A-New-Way). The Davis training has allowed me
to give practical help, hope and self-confidence
to students who were previously considered
unlikely to succeed in their studies. Becoming a
facilitator will now enable me to help even more
children, young people and adults to realize and
unlock the potential they already possess.”
A-New-Way, 1 Kingwood Cottages, Ermin Street,
Lambourn Woodlands, Hungerford, Berkshire.
RG17 7TS, United Kingdom. +44 (1488) 72 291.
fresxa-dyslexia@yahoo.co.uk
THE DYSLEXIC READER PAGE 29

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
DLS Presenter-Mentor
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.
DLS Presenter-Mentor
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
PAGE 30 THE DYSLEXIC READER

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.
THE DYSLEXIC READER PAGE 31

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.
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 improving
reading, spelling, and motor coordination into a teaching,
home school, tutoring, or therapeutic setting.
See page 31 for more workshop details.
U.S. Course Schedule
• 8:30 - 9:00 Registration (first day)
• 9:00 - 5:00 Daily (lunch break 12:00-1:30)
U.S. Fees and Discounts
• $1175 per person
• $1125 for DDAI members or groups of two or more
• $1075 if paid in full 60 days in advance
• Advance registration and $200 deposit required
• Includes manual, one-year DDAI membership,
verification of attendance, and Symbol Mastery Kit
• Academic units and CEUs available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-Pacific
PO BOX 46023
Herne Bay
Auckland, New Zealand
Phone: +64 (09) 815-8626
Fax: +64 (09) 815-8627
E-mail: pacific@dyslexia.com
DDA-Israel
20 Ha’shahafim St.
Ra’anana 43724 ISRAEL
Tel: 972 (0523) 693 384
or (0)9 774 7979
Fax: 972 (09) 772-9889
E-mail: Israel@dyslexia.com
DDA-DACH
Deutschland-Austria-
Switzerland
Wandsbecker Chausee 132
D-22089 Hamburg
GERMANY
Tel: 49 (040) 25 17 86 22
Fax: 49 (040) 25 17 86 24
E-mail: germany@dyslexia.com
SWITZERLAND
Tel: 41 (061) 273 81 85
E-MAIL: ch@dyslexia.com
DDA- México
Río Volga #308 ote
Colonia del Valle
66220 Garza Garcia N.L
MEXICO
Tel/Fax: 52 (81) 8335-9435
or 52 (81) 8356-8389
E-mail: mexico@dyslexia.com
DDA-Nederland
Kerkweg 38a
6105 CG Maria Hoop, NEDERLAND Burlingame, CA 94010
Tel: 31 (0475) 302 203
Fax: 31 (0475) 301 381
E-mail: holland@dyslexia.com
DDA-UK
Davis Learning Foundation
Slaney Place
Headcorn Road
Staplehurst, Kent TN12 0DJ.
Tel: +44 (01580) 892 928
Fax: +44 (0)1580 893 429
E-mail: uk@dyslexia.com
DDAI-Int’l, Canada & USA
1601 Bayshore Highway, Ste 260
Tel: 1-888-805-7216
Fax: 1 (650) 692-7075
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.