Dys • lex´•ic Read´• er

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The
THE DYSLEXIC READER PAGE 1

VOLUME 56 DAVIS DYSLEXIA ASSOCIATION INTERNATIONAL ISSUE 3 • 2010

A Totally Davis Family

By Cathy Dodge Smith, Ed. D., Davis Dyslexia Program Facilitator and Autism
Approach Facilitator/Coach in Oakville, Ontario, Canada

“
Louis Breithaupt difficulty with
first came to me several aspects of
in September The follow-up work at ADD, including
of 2009 for a home became a family time awareness
Davis Dyslexia and management,
affair, with a table set up
Correction shifting gears from
in the family room to

Program. He was
10 years old, and keep all materials
could not read at a ready for use.
second grade level.
By the end of the
week, he was able
to comfortably read at the third grade up for teasing and bullying. He did all
level, and felt quite proud of himself. the concept work, and then returned for
Both parents, Anne and Lou Breithaupt,
came for the support training session, and
agreed on who would do what to assist
in Louis’ follow-up work. The follow-up
work at home became a family affair,
with a table set up in the family room to
keep all materials ready for use.
Louis returned in November to master
the ADD concepts. He had been having
IN THIS ISSUE
News & Feature Articles
A Totally Davis Family . ......................... 1, 3, 4
No I Won't Read...................................... 1, 5
Davis Facilitators at BDA Family Day............. 6
The Gift of Dyslexia I Discovered................... 7
Why ‘Tyrannosaurus’, But Not ‘If’? Part 2.... 8-10
The Ballad of Johnny Jacobs........................14
¿Por qué ‘Tyranosauro’
Pero No ‘Cual’? Segunda Parte...............19-21
Rise Above................................................. 22
Riddles....................................................... 22
Regular Features
In the Mail................................................... 2
Q&A..................................................... 11-13
Lazy Reader Book Club......................... 15-17
Famous Dyslexics....................................... 18
New Davis Licensees.................................. 23
Davis Workshops...................................26, 27
”
one activity to
another, and being
bullied at school.
He could not see
his own role in
setting himself
Louis with his Davis Facilitator,
Cathy Dodge Smith
(continued on page 3)
No!… I won’t read!!!
writing, but also in their relationship
to life in general.
When 8-year-old Jordan first came to
my office for a dyslexia assessment, he
was extremely quiet. He barely looked
at me. His hair covered his eyes, his
shoulders were slouched down, and he
answered questions minimally, mostly
a “yes” or a “no.” When it came to the
reading part of the assessment, he quickly
put his head down on his folded arms
By David C. Rosen, Davis Facilitator in on the table and in a loud, firm voice
San Rafael, CA, USA exclaimed, “No… I won’t read!”
His mom, sitting behind us, put her
I work with special needs young people head down and sadly shook her head.
who have dyslexia. I help them overcome Quietly, I moved around the table and
their difficulties in reading, writing, sat next to Jordan.
speaking and thinking clearly, and “If I read with you, would that help?”
focusing attention. Jordan looked up at me. There were tears
Dyslexia is not just a learning in his eyes. He looked directly at me for a
disability. It carries with it enormous time and then said, “Maybe…”
emotional frustration, shame, and lack “Ok, we will share the reading… I will
of self-worth. Every once in a while you start, OK?” He looked at me and sat up.
get the privilege of working with a young I picked the simplest, most visually based
person who is so ready to make major page in the reading choices. I told him a
changes–not only in their reading and bit about the story we were going to read.
(continued on page 5)
PAGE 2 THE DYSLEXIC READER

In The Mail

New Hope for a Family
Dear Ron Davis,
I wanted to offer you some feedback
about the correction method contained
in your book, The Gift of Dyslexia. I
am a senior at Liberty University, in
Lynchburg, VA. I am an online student
working on a BA in Psychology
to enhance my family counseling
capabilities as a full time pastoral
staff member at a church in Lafayette,
Louisiana.
I discovered your book while working
on a research project involving my son,
Trevor. He was diagnosed with mild
dyslexia in the 4th grade. He is now
16. I wish that in all of our floundering
trying to understand and help our son
with his dyslexia, we’d come across this
wonderful book sooner, rather than so
much later.
In my research project, I used your
correction procedure with my son. In
the tenth grade his grade point average
spiked dramatically. Before we performed
the correction procedure, his average for
the year was 2.4. His GPA for the last
mid-term report was 3.43. Perhaps it is
too early to say that it was the orientation
correction sessions that made the
difference, but my son has stated that he
is able to recognize disorientation when it
happens, and interrupt it. He even added
a verbal cue to complement moving back
to the orientation point: “lock and load.” I
thought that was neat!
I want to thank you for writing this
book and turning your own experience
into such a marvelous contribution to
others who are struggling to understand
their gift. You have given this family new
hope. Thank you!
Sincerely,
Rick H., Lafayette, LA

“ The society which

scorns excellence in
plumbing as a humble
activity and tolerates
shoddiness in
philosophy because it
is an exalted activity
will have neither good
plumbing nor good
philosophy: neither its
pipes nor its theories
will hold water.

John W. Gardner,
Secretary of Health,
Education and Welfare

”
under President Lyndon
Johnson (1912 - 2002)

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.
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The opinions and views expressed in articles and letters are not necessarily those of DDAI. Davis®, Davis Dyslexia Correction®, Davis Symbol Mastery®,
Davis Orientation Counseling®, Davis Math Mastery®, Davis Autism Approach®, Seed of Genius®, and Davis Learning Strategies® are trademarks
of Ronald D. Davis. Copyright © 2010 by DDAI, unless otherwise noted. All rights reserved.
THE DYSLEXIC READER
A Totally Davis Family (continued from page 1)
one more day to specifically work on the
bullying situation. At the end of that day,
I went to the family home to guide Louis
through the exercise for establishing
order in his room, an exercise the
entire family found intriguing, and we
celebrated, sharing a glass of wine (for
the adults).
A Leopard’s Routine
By Louis Y. Breithaupt, 10 years old, Grade 4
With food in his jaws and powerful paws
He climbs a tree.
Then he eats. Then sleeps.
All through the day he dozes about
When nightfall comes, he wakes and sets out.
He takes a little midnight stroll.
Trusting his senses he looks for food.
Suddenly, he smells something yummy.
He follows the smell then, he sees an impala.
Wasting no time he drops to the ground.
Stalking his prey as silent as the night.
Once he is right behind the impala, he stops.
He takes a breath. Then, he leaps!
Gliding through the air with claws unsheathed,
He lands on its back and takes it to its knees,
And kills it without much fight.
Then, with food in his jaws and powerful paws,
He climbs a tree.
Then he eats. Then Sleeps.
PAGE 3
In March of 2010, Louis came back The way in which Louis and his entire
once more to complete the Davis Math family embraced the Davis methods is
Mastery Program. At the completion of making sure that Louis will henceforth be
that program, he wanted to know if there an enthusiastic and successful learner.
wasn’t another program he could do, While Louis was working with me
and his little sister is quite determined in November, he shared a poem he
to have her own week with “Dr. Cathy”, had written for a school project. It is
even though she is showing no signs of reproduced here for your enjoyment!
dyslexia! I think she loves the clay and
the big red exercise ball in the waitingLouis' reflections
room. It was a great experience. I think other
people would enjoy it. Before I did the
reading program, I could not read very
well. But when I got out of there, I was
in a brand new world! I could read!
Whenever I went to the library, I could
pull a book off the shelf and read it –
it was great! I love to read!
Before the Ron Davis program, I
dreaded reading. Then I heard the word
“dyslexia” and thought, “Oh boy, mom
and dad are about to teach me some weird
thing again.” But it was not weird. It was
great and fun (even today).
Homework can be boring at times, but
is all worth it (which is the clay model
I made for the trigger word “but”).
The clay is great fun too.
Now at school my favourite class is
reading and I am a good reader and love
books. I just finished my first big long
book The Dragon Boy - 245 pages. It feels
so good to read by myself (besides, it is
such a good story, you should read it too!).
Then I heard about the math program
and I thought “This is so exciting, I can’t
“
wait!” So I did the
math program and
it was great. It was
We all learned that fantastic to get the
dyslexia isn’t a synonym feeling of math
for shame. Louis’ brain is and understanding
simply wired differently, it. I used to have a
and therefore traditional
”
hard time at school
teaching methods understanding
weren’t working. simple arithmetic
and my classmates
would laugh at me.
And nobody laughs
at me anymore. Thank you Dr. Cathy for
being such a great teacher.
Louis’ Father Speaks
Some time ago, I began to suspect
that my son, Louis, might have dyslexia.
He was quite a gregarious child who
loved people and loved life, but he was
(continued on the next page)
PAGE 4 THE DYSLEXIC READER
A Totally Davis Family (continued from page 3)

struggling in school. His pediatricians By then Louis was 10 years old, in As a parent, I know we were lucky.
said that writing numbers and letters grade four, and he learned to read in that It was mere chance that we found
backwards was a phase many children one-week program. Five intense and fun a solution for Louis. But they say

“
go through. When Louis was in days. When the coincidence
Kindergarten, professional school system week began, Louis happens for a
consultants, including a doctor of child wasn’t even sure reason. (Perhaps

psychiatry from the Hospital for Sick
Children, suggested we put our son
on drugs, Ritalin or Concerta. “Why
wouldn’t we want to open a portal to
learning,” she seductively asked, “he’s
borderline ADHD!” Ritalin was her
answer to it all, supposedly a lifetime
cure. At that time Louis was just five
years old!! “Really,” we thought,
“Ritalin?”
Then one day, someone called
“Dr. Cathy” referred to what was
happening with Louis as, “the gift
”
of the alphabet. The library is our that’s why you’re
A month later he new best friend. reading this now.
was reassessed I wish you and
as reading at the your child luck
fourth grade level. on your journey.)
This is the good news. The new bad The Davis Dyslexia Correction Program
news is that he won’t stop reading! works, not just for my son, but clearly
If we can’t find him, it always turns for many others. If only school boards,
out that he’s curled up somewhere in governments, and the medical community
the house, reading. The library is our would embrace it, the world could truly
new best friend. He reads stories to his be a better place for thousands more. The
6-year-old sister at bedtime. True, the Davis solution is powerful. It requires
writing/spelling/grammar part is still effort and commitment, but what better

“
of dyslexia.” I beg
your pardon? A gift
you say? Who is
this Dr. Cathy? It
turned out, she was
Dr. Cathy Dodge of the alphabet. A month
Smith, a disciple of
Ron Davis, author
of the book, The
Gift of Dyslexia. Dr.
Cathy offered to do
catching up, but gift can you give your child? v
Dr. Cathy assures
us the gap will
When the week began, narrow with time,
Louis wasn’t even sure as he practices,
and hones his
later he was reassessed reading skills.
as reading at the
fourth grade level.
This is the good news.
The new bad news

”
an assessment. We
waited for the date,
is that he won’t
then the time, then stop reading!
the results. Dyslexia
confirmed. Several
deep breaths. Now what?
We had the opportunity to hear Ron
Davis speak. He came to our city to
share his concept, his life story, and the
remarkable outcomes for those with
challenges like his own, dyslexia and
autism. The Davis approach seemed to
work for so many others, turning their
lives around, and we met many of them
the evening we heard Ron speak.
We enrolled Louis in the Davis
Program. It involved only 5 days of
coaching. Somehow “coaching” doesn’t
seem to describe the program, which was
much more than coaching. We all learned
that dyslexia isn’t a synonym for shame.
Louis’ brain is simply wired differently,
and therefore traditional teaching
methods weren’t working.
THE DYSLEXIC READER PAGE 5
No! I Won't Read (continued from page 1)

I started, and then I urged him to read explored the “dreaded” dictionary and I suggested, and the teacher agreed
the words. He struggled tremendously. how to look up words. To my surprise, that somehow his new-found abilities had
He was hardly able to get through most Jordan did not complain, or even hesitate. opened up Jordan’s energy. That cork on
words. We did a very short reading, and He worked with me to understand how to his energy was a result of his frustration
then I praised his effort, and ended that look up words, and I read the definitions and shame when reading and writing.
part of the assessment. to him. He clearly enjoyed it. We kept it Now it was opening up.
The initial program with Jordan took fun and gradually increased the difficulty To my delight, Jordan’s teacher told
five days. We started with the alphabet. of the words. After a short time, he was me that after the outburst and laughter,
He was unable to write or speak most of able to look up most words on his own. he humorously told Jordan in front of
the letters. There were lots of reversals and Several weeks after the initial program, the class that it was good to be energetic
confusion. He would confuse the sound Jordan’s teacher called. I had made him and expressive in his relationships, but
of a letter with its name. I am sure he had aware of the tools Jordan acquired during maybe eventually he should find a way
proper instruction in school, but it was our work together and had shown him the to communicate that did not involve
not well suited to Jordan’s thinking style, reading exercises and dictionary skills. shouting! Jordan smiled sheepishly

“
predominantly “I cannot believe and nodded his head in agreement.
visual. It took the enthusiasm Throughout the next few months I
nearly two full Sometimes it was slow Jordan has for got weekly reports from Jordan’s teacher
days, with lots of learning right now! about his progress. One morning Jordan
going, but Jordan
breaks, to identify I’ve never seen this and I worked on writing a simple story.
and correct issues was starting to feel in him. Today after Slowly but steadily we worked on
accomplishments,

”
he had with letters class he walked up selecting a topic (rock climbing!). Then I
of the alphabet. and there were daily to me and handed helped him develop a way to sequence all
The reading breakthroughs. me his dictionary the aspects of his subject. Sequencing can
exercises we did and asked, ‘Can be very difficult for dyslexic individuals.
were initially very you help me look up When we finished writing the three
challenging for Jordan. One day I took him words?’ When we did the reading exercises, paragraphs of his story, Jordan briskly
for a walk to a nearby shopping center. As Jordan finished several sentences without put his pencil down on the table and
we walked I asked him what his favorite difficulty, smiled at me and said, ‘What does smiled ear to ear. When his parents came
stores were. Without hesitation he pointed that word mean?’ We explored this in his to pick him up he very proudly showed
to the video game store. He saw the name dictionary. He is slowly gaining the ability them his writing. Then he said in a loud
of one of his favorite games on the store to read short sentences. When he finishes a voice, “Wanna hear me read it?”
window, and some writing under it. short reading, he initiates a conversation It took several tries for him to get all
“What does that say?” he asked. asking me, ‘What does that mean?’ David, of the words right. The last reading was
“Let’s do the reading exercise together this is quite interesting and wonderful to almost a play, with Jordan as writer, actor,
on that!” Jordan moved quickly towards see what is opening up for Jordan. Let me and director!
the window. know whatever I can do to help him further Success stories like Jordan’s make
Slowly we did a reading exercise develop his skills!” working with dyslexic youngsters
that helps to ensure the person is seeing A few weeks later completely worth
and saying each letter in a word and Jordan’s teacher it. Beneath the
tracking his eyes across the word left to called again. complication, shame,
right. Usually we do this exercise in my “Something struggle, and behavior
office, drawing a large index card across interesting happened issues they suffer,
the letters one at a time. But this time today. Jordan was they are intelligent,
we walked up to the window. My hand trying to do a project creative, motivated,
became the card and we did the reading in the classroom and and immensely
exercise right in front of the store with several students next to talented people. I’m
people watching us wondering what we him were talking very very fortunate to have
were doing. loudly. Without any the wonderful job
Jordan made good progress that day! notice Jordan yelled of helping them
In the mall he read a number of signs of at the top of his lungs unlock all that
interest to him, visibly excited about his ‘Be quiet!!!’ There potential! v
new-found skill. That walk became part was a dead silence in the room. This was so
of our daily routine. uncharacteristic of Jordan! Then in a roll
The rest of the program went that spread throughout the room, everybody
quite well. Sometimes it was slow started giggling, then laughing, and finally
going, but Jordan was starting to feel clapping. Even Jordan smiled and enjoyed
accomplishments, and there were daily the whole event.”
breakthroughs. On the last day we
PAGE 6
UK Davis Facilitators Association Active
at BDA June 2010 Family Day
By Sara Kramer, Davis Facilitator in Wimbledon, London, UK and Jacqui Stewart,
Davis Facilitator, in Eastbourne, East Sussex, UK
A young girl busily models a dinosaur
at the Davis Facilitators Association
booth during Family Day
The Davis Facilitators’ Association
(DDFA) in the United Kingdom hosted
an exhibit at the British Dyslexia
Association’s Family Day on June
19, 2010. One of their activities that
day involved clay, and the children in
attendance were keen to take part in it.
They each picked up a card bearing two
written words, one noun and one trigger
word. One card might say, for example,
tyrannosaurus and the other if. The
children were asked to make a three-
dimensional model of each word.
A great dinosaur modeled by a young
girl during the BDA event in June
Not surprisingly the children produced
a good number of dinosaurs and dogs,
but very few attempted to create models
of the abstract words, which are difficult
to visualise. That fact gave rise to
considerable conversation about this issue
with the parents, who looked on with
interest as their children worked the clay.
A model of both “dog” and “again”
There were some beautifully crafted
models, and a selection of them will
be displayed at the British Dyslexia
Association’s art exhibition in London
this coming November.
Also in attendance at the Family Day
was Edward Vickerman, who was named
New Teacher of the Year in the UK in
2009. Vickerman was featured in the first
issue of The Dyslexic Reader in 2010.
Upon receiving the award, Vickerman
said, “I was told I could never be a
teacher, so this…is for everyone like me
who is dyslexic but who wants to teach.”
He has been described as witty, funny,
innovative and an absolute dynamo in
the classroom, and the colleague who
nominated him said: “He is the most
talented, exciting and enthusiastic teacher
we have ever had, with skills way beyond
our expectations.” At the Family Day he
told the Davis Facilitators in attendance,
“My dyslexia is a gift – it is the reason
that I teach the way that I teach.”
Davis Facilitators also had the
opportunity to meet Louis Barnett.
Barnett is a gifted dyslexic who started
his own chocolate business at the age of
twelve. Today, at the ripe old age of 18,
he is a hugely successful entrepreneur,
and is featured in Famous Dyslexics
Remember in this issue. In addition
to running his business, Louis is very
involved in charities dedicated to
protecting endangered species, such as
the orangutan.
At the Family Day, 14-year-old
Megan Stewart, a Davis graduate and
daughter of Davis Facilitator Jacqui
Stewart, was nominated for the Young
Achiever's Award. Ultimately, Megan
didn't win but, after all, just being
nominated is a fantastic honor! She will
receive a runners-up award at the Annual
General Meeting of the British Dyslexia
Association later this year.
Megan’s nomination form described
some of the challenges that she faced
and conquered. At nine years of age
Megan was unable to read her own
handwriting and had a reading age of
four years. This affected her self-esteem
and self-confidence, so she embarked
THE DYSLEXIC READER
on a Davis programme that gave her the
tools to control the negative symptoms of
her dyslexia. In the four years since her
program Megan has achieved a ‘B’ grade
in the General Certificate of Secondary
Education (GCSE) test in science taken
Talking with parents in front of the
Davis Facilitators Association booth
two years earlier than would be expected
with no additional time or reader present.
Megan is an avid reader now, even
sharing books with her mother. She has
also worked for a year as a volunteer with
the program “Buddy Scheme,” helping
children with disabilities live fuller
lives by providing support at events and
during days out. As part of this program
Megan was also part of a small team that
successfully applied for lottery grant of
a £2,000 to fund an event for the group.
She also secured a place at Plumpton
College to undertake a Higher Diploma
in Land Base & Bio-diversity Studies.
But Megan has decided to keep her
subject options open, because she wants
to become a teacher!
Megan Stewart, Young Achievers
Award Nominee for 2010
Megan’s mother says of her, “I am
so very proud of Megan and all that she
has achieved, always giving it her best
shot and being strong. She has received
a Davis Programme and demonstrates
the use of her tools exceptionally well
in academic situations. What makes me
the proudest of all is that she has always
been true to herself, always been her own
person and is proud to have a dyslexic
style of thinking.” v
THE DYSLEXIC READER
The Gift of Dyslexia
I Discovered
By Sierra Smith
Many people think that dyslexia is
a disorder. But I learned that it is a gift
when treated properly. I have learned
how to make dyslexia a convenient gift
for me to use daily in both academic and
physical areas, in and outside of school.
This is my story:
My mother and father (Stacey and
Larry Smith) were trying to find me a
school to enroll in for grade one. We
came across a certain school where they
said they would let me take part in the
school if I passed a qualification test. The
first question they asked me was, “What’s
your name?”
I simply answered, “Sierra.”
“And, how do you spell that?”
“My name? Ummm... S... And I don’t
know the rest.”
Of course they wouldn’t take me
because I could not answer any of the
questions on their enrollment test. I was
eventually accepted at another school
near Spring Bank. Then I moved to a
school called Red Deer Lake. I remember
taking 30 seconds to read a single, simple
word at that school. It was a word like
“the” or “and” and many more. These are
called trigger words.
My parents put me in their Davis
Dyslexia Correction Program so that
I could start learning to overcome my
reading struggles. They taught me that
dyslexics think way faster in pictures than
the normal person does in words. Since
dyslexics think in pictures they need a
picture for every word they come across.
Quotable Quotes
Fear paralyzes;
curiosity empowers.
Be more interested
than afraid.
Patricia Alexander
American educational psychologist
PAGE 7
“
For example:
Cat =
”
Dyslexia is not
On the other hand,
The = ??????? an obstacle, but a gift
that I am grateful for.
Dyslexics can’t find a picture for “the”
until they make a correct one. So, my
parents worked with me. We used clay to Sierra Smith is the daughter of Stacey
make the word “the” and a model for me Borger-Smith and Lawrence Smith, Jr.,
to get a picture of what the meaning of both of whom are Davis Facilitators
“thet looks like. and Autism Facilitator/Coaches.
They also taught me how to be They founded
oriented and aware instead of disoriented and operate
and unaware. Since then I have improved the Rocky Point
in academic, social and physical skills Academy in
that are important for succeeding in life. Calgary,
In the past year I have earned a lot of Alberta,
recognition for my development of skills Canada.
by being awarded the following:
• The Winston Parker Award- for being respectful and academically rounded
(given to one person in all Junior High – voted on by the staff).
• The Citizens Award-for being a helpful student (given to one person in
Junior high – voted on by the students).
• Took part in 14 extracurricular activities.
• Got 2nd prize in the Science Fair at Red Deer Lake School.
• Came in second in Zones Shot Put.
• Came in second in our grade’s foot race and 15th at the divisional foot race.
• Received a grade of 94% in Band.
• Received honours in four subjects (one was in Language Arts).
I feel all this has happened because
I learned how to make my dyslexia a
talent, not a disability. Dyslexia is not an
obstacle, but a gift that I am grateful for.
We never understand a
thing so well, and make it
our own, as when we have
discovered it for ourselves.
Rene Descartes
French mathematician
and philosopher
PAGE 8
International
Davis Dyslexia
Correction®
Providers
The Davis Dyslexia
Correction program is
now available from more
than 450 Facilitators
around the world.
For updates, call:
(888) 805-7216 [Toll free]
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v Argentina
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Buenos Aires
+54 (114) 865 3898
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Brenda Baird
Brisbane +61 (07) 3299 3994
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Melbourne
+61 (03) 572 51752
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+61 (074) 128-2470
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Caringbah NSW
+61 (02) 9531 8106
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Wien +43 (01) 888 90 25
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Lochau +43 (05574) 446 98
THE DYSLEXIC READER
Why ‘Tyrannosaurus’, Things To Try Out
But Not ‘If’? Part Two If appropriate, have a lesson
with your class on human
By Richard Whitehead, DDA Director, Great energy. Have your class role-
Malvern, Worcestershire, UK play progressively “energetic”
activities, starting with being
asleep and gradually moving
to higher-energy activities such
as running a race.
Think up some fun activities –
card games, dance manoeuvres,
tongue-twisters or challenging
activities such as patting
your head while rubbing
your tummy – and have your
students try them out: first
slowly and on a low level
Richard Whitehead offered a free on-line course of energy; then on medium
designed to help teachers understand why some smart energy; and finally, on a high
students struggle so much to master basic academic level of energy. Have them tell
you which energy level seemed
publish his course in The Dyslexic Reader in several best for each activity.
installments. The first part appeared in our spring
issue, and here, for your reading pleasure, is the Finally, discuss some common
second part of this valuable course. classroom activities and
ask your class which energy
Energy Management – A Simple Key level seems best for each of
to Turbo-Charging Our Students’ the activities. In subsequent
Learning lessons, remind the class to
Imagine you’re in hospital for a major check their energy levels
operation. The surgeon comes bouncing into the before important tasks, or
room at about thirty miles an hour, shakes your whenever students seem
hand vigorously, rubs his hands with glee and overly tired or unruly.
announces how much he’s looking forward to the
operation. His energy levels are super-charged,
and he reminds you of Tigger from Winnie-the-
on people with energy management problems
Pooh.
such as hyper- and hypoactivity. Great fun can
I guess you’d be running down the corridor in
be had with it in role-playing exercises, juggling,
your hospital gown, looking for the nearest exit,
and other games. Full instructions on how to
wouldn’t you? Because a job can go wrong when
administer the Dial are in Davis’s second book,
it’s done with too much energy - or with too little.
The Gift of Learning.
Every task needs to be done with the right level
of energy. Too little, and you lack forward thrust.
One Thing at a Time – The Importance
Too much, and you lose control.
of Task Analysis and Sequentially
Musicians know this very well. When
Ordered Learning
mastering a new piece, they’ll practise the
Imagine arriving at a hospital to visit a sick
difficult passages slowly, then gradually speed
relative and being handed a scalpel and asked
up as they gain mastery and control.
to finish a brain operation on a certain patient
Yet in the classroom, students often do the
because the regular surgeon has just fainted on
opposite. Have you noticed how a child with a
the job. Imagine your driving instructor turning
reading difficulty will often speed up when asked
up to your first ever lesson in an articulated
to read out loud? The increased energy level is a
lorry and suggesting you take a drive in it on the
result of mental tension – but it leads to mistakes
motorway. Or being invited to ride a unicycle
that otherwise wouldn’t have been made.
across a tightrope during a circus visit when you
In the Davis approach, we have our students
have barely learnt how to ride a regular bicycle
create an imaginary dial which they can use as
across terra firma.
a tool to match their energy level to the task in
hand. The Davis Dial has had dramatic effects
THE DYSLEXIC READER PAGE 9

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PAGE 10
v Canada (continued)
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THE DYSLEXIC READER
individual action you needed to take. Mirror, Imaginative learning
signal, manoeuvre, footbrake, clutch, gears – To retain information, visual-spatial thinkers
remember the intensity of thought involved? It have to “get the picture.” For example, visual-
could leave a person feeling quite tense and tired. spatial students who struggle with reading may
Yet once you have passed your test and have frequently stumble on small abstract words
been driving for a while, these functions such as “a,” “the,” “if” and “but.” This happens
become mostly automatic. You may even be because it is more difficult to create a mental
able to daydream, listen picture of what those
to the radio or hold words mean than of
conversations while “When we teach to visual- words like “elephant”
performing them. spatial learners, it interests and and “tyrannosaurus.”
When all the stimulates advanced learners Coaching struggling
component skills of while also supporting the readers into recognizing
a new skill have been struggling learner” these words by their
not just learned, but phonemes may not
mastered, acquiring work. Targeted sessions
the next level of skill creating clay models
becomes easy. People who experience the Davis of the definitions of these words using Davis
methods often wonder at how easily and quickly Symbol Mastery, engages curiosity, imagination
they can acquire new skills that challenged and creativity – typical visual-spatial strengths.
them for years before. A key reason for this is
sequencing. Learning through experience
Visual-spatial learners respond far better to
How To Support Struggling Learners investigative approaches than to memorization.
And Stimulate Advanced Learners At They will not succeed in memorizing the times
The Same Time tables until they have grasped why they are true.
For us, as teachers, one of the biggest challenges
we have is supporting and nurturing struggling Sequentially ordered learning
learners while also helping more advanced Visual-spatial learners need to fully grasp a skill
learners to move forward. Sometimes, it feels as at base level before building more advanced skills
if we need to clone ourselves, as there just isn’t on top. They do not respond well to being rushed
enough of “me” to go around. And yet there’s an through a subject.
interesting thing about struggling learners.
Struggling learners are often visual-spatial Relaxed focus
thinkers. They can be imaginative, curious Struggling visual-spatial learners are particularly
individuals who have just failed to respond to susceptible to stress. They will not learn if asked
traditional auditory-sequential learning methods. to “concentrate” – they will do wonders if trained
But interestingly, very able learners are to pace themselves and “go easy.” And relaxed
often also visual-spatial thinkers. They too can focusing skills also benefit advanced learners.
be imaginative, curious individuals who enjoy The Davis approach to learning is founded
“getting the picture.” The difference is, they’ve on these key principles. When applied to mixed-
managed to adapt to auditory-sequential learning ability classrooms in three schools in the United
methods and thrive within the classroom as it is. States, not only were special needs referrals
So we find that, when we teach to visual- eliminated from the Davis classrooms, but
spatial learners, it interests and stimulates Talented and Gifted Education referrals soared
advanced learners while also supporting the to levels far above the national average. When
struggling learner. Because actually, there’s not appropriate, try out these principles with all our
as much difference as we might think between students and see what happens. v
how these two groups think, and therefore how
they learn.
Visual-spatial thinkers learn fast when certain Richard Whitehead offers
key principles are applied: Davis Learning Strategies
Workshops for Primary
Ownership of learning Teachers throughout the
Visual-spatial thinkers learn best what they have UK. Please visit: www.
created for themselves. Primary level teachers davislearningfoundation.org.
have sporadically dipped into creative media uk/dls.html
like clay over the years. When applied with a
clear philosophy and direction, they constitute a
powerful explorative learning medium.
THE DYSLEXIC READER PAGE 11

Disorientation lets you do all that in your v Estonia

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on following written, step-by-step instructions v Finland
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dyslexic people can carry out in their heads. v France
Christine Bleus
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PAGE 12
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Aiming for the 70%
Q: Why aren’t your methods used more often
in schools?
A: Some schools do use our methods, but the
reason we probably won't find them widely
used is simply that only a minority of students
are dyslexic. Even if 30% of students were
potentially dyslexic, that would mean that 70%
are not. Most schools want to use the one or two
teaching methods they believe are appropriate for
the majority of their students. So most schools
tend to stick with educational approaches that
are easy to implement and seem to work well for
non-dyslexic kids.
Another problem is that the method we use
for addressing dyslexia is not really teaching or
tutoring, but rather, a process that gives particular
students the tools they need and shows them
how to use them. This is great for self-motivated,
hands-on learners, and it would be a good fit at
schools where project-based or self-exploratory
“
Most schools tend to
stick with educational
approaches that are
easy to implement
”
and seem to work well
for non-dyslexic kids.
learning is emphasized. But most schools still
engage in what’s called “direct instruction.” That
is, the teacher teaches, and the students listen.
We believe that the creative process is essential
for learning, especially for dyslexic learners. So
any school for dyslexic students would need to
provide an avenue for creative exploration of
just about any subject or topic covered in the
curriculum. There are some schools organized
around this principle, which is sometimes called
a “constructivist” approach. Unfortunately,
this individualized and exploratory approach
is considered inefficient by most traditional
educators. They would prefer to stick with a
single set of lesson plans for all their students.
THE DYSLEXIC READER
The Best Point For Reading
Q: In The Gift of Learning, on page 162, there
is reference to orientation point locations for
specific senses, in addition to the one optimal
point recommended for dyslexic students. Where
are these others points located, and what senses
do they relate to?
A: Each person would have to experiment to
locate the optimum point for a specific sensation
or activity. We have not made any effort to
study these or collect even anecdotal data about
them, because they have no particular relevance
to our work. That is to say, our focus is on
achieving optimum orientation for reading and
communicating, not on other activities. The text
you referred to reads as follows:
“
We know from
experience that the
‘athlete’s point’ is
NOT optimal for reading,
”
and in fact may actually
cause letter reversals.
“There is only one optimum orientation point where
all sensory data is most accurate. However, there
are other orientation locations, one or more for
each of the senses, where that sense will be very
acute. The one for balance is two feet or more
directly above the head, or forward of the center
of gravity.”
The reason Ron Davis specifically mentioned
the athlete's or dancer's point referenced on page
162, is that it’s easy to run into problems during
Orientation Counseling if we are not aware of that
point, and it is fairly common for us to encounter
it in our work. An individual with a strong sense
of balance will naturally tend to revert back to
that very comfortable point when we do the
fine tuning step, because fine tuning is based
on achieving balance. Unfortunately, we know
from experience that the “athlete’s point” is NOT
optimal for reading, and in fact may actually
cause letter reversals. That's why Ron goes on to
explain,
“When working with athletes, dancers, et.al.
(anyone with excellent balance), make sure that they
are oriented above and behind the head and not
directly above or in front of it. Having students look
down while checking should ensure this.”
THE DYSLEXIC READER PAGE 13

Removing Barriers to v Iceland (continued)

Reading Success Hólmfridur Gudmundsdóttir

Gardabae
Q: Some research suggests that multiple reads most capable teenaged dyslexic readers appear +354 895-0252
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“
+354 897 4437
Each time the student don't get to the point where Valgerdur Jónsdóttir
reads a word, all of those they can benefit from mere Kópavogur
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stronger and process more
quickly the next time. Is
this also Davis procedure?
I like what I’m reading in
The Gift of Dyslexia, but I
wonder if Sally Shaywitz
and Ron Davis would
Dyslexic readers struggle
so hard to decipher
the words, often through
a veil of perceptual
confusion, that they
simply don't get to the
point where they can
They just don't have the Sturla Kristjansson
Hafnarfjordur
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Lambi
to studying. Before Akureyri +354 867 1875
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such practice, they must Vopnafjordur
+354 473-1164
first be able to read the

”
Thorbjörg Sigurdardóttir
agree on this point? material accurately and with Reykjavík
benefit from mere comprehension, even if their
+354 698 7213

A: Dr. Shaywitz is a
rereading of material. reading speed is slow.
Kolbeinn Sigurjonsson
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Hugrún Svavarsdóttir
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researcher. Some of what she reports in the part sounds, visual images into the brain,” then +354 698-6465
of her book about reading research appears to those elements have to be there in the first place v India

conflict with statements in the first part of her when the student reads the word. The dyslexic Kalpita Patel
Rajkot, Gujarat
book, about brain differences in dyslexia. This is learner simply isn't yet able to put those elements +91 (281) 244 2071
probably because the reading research reported in together.The Davis Dyslexia Correction Program Carol Ann Rodrigues
Mumbai
the second part was carried addresses the barriers +91 (22) 2667 3649 or
out by other researchers, that stand in the way. +91 (22) 2665 0174

on typical, nondyslexic, Davis Orientation (or v Ireland

Veronica Bayly
or undifferentiated Alignment) gives the Dublin
populations of children. individual the ability to +353 (86) 226 354
In the first part of her book, self-monitor and correct Paula Horan
Mullingar
Dr. Shaywitz makes it clear perceptual distortions. +353 44 934 1613
that the dyslexic brain is Spell Reading and Sweep- Sister Antoinette Keelan
wired differently, and that Sweep-Spell help build Dublin
+353 (01) 884 4996
the dyslexic students she the habit of processing v Israel
studied did not seem able the letters of the word Luba Alibash
to develop the ability to separately in correct left- Ramat Hasharon/Tel Aviv
+972 (052) 272 9532
store whole words in the to-right sequence. They Goldie Gilad
“visual word form area” of also help build a habit of Kfar Saba/Tel Aviv
+972 (09) 765 1185
the brain used by capable paying attention to the
Judith Schwarcz
readers. She also states that visual appearance of the Supervisor-Specialist
dyslexic students tend to letters and the sound of Ra’anana/Tel Aviv
+972 (09) 772 9888
be top-down, whole-to-part the whole word. Picture-
v Italy
learners, who do not do at-Punctuation builds the Stefania Bruno
well with rote learning. habit of associating mental Nuoro, Sardinia
I would agree with the view that it is important imagery with what is read. +39 (388) 933 2486
Elisa De Felice
to gain practice with reading in order to build Of course, the clay modeling we call Davis Roma
fluency, and that one way to do that would be Symbol Mastery, is built around an effort to +39 (06) 507 3570
through multiple readings of a the same material. connect meanings, sounds, and visual images Antonella Deriu
Nuoro, Sardinia
I believe that Dr. Shaywitz is right that such in the brain, through a creative, hands-on, +32 059 32 96
exercises will help “wire the brain” in most multisensory approach. The trigger words Piera Angiola Maglioli
typically developing readers. Ironically, those identified by Ron Davis overlap with the Dolch Occhieppo Inferiore/Biella
+39 (015) 259 3080
exercises are probably strengthening connections word list, and comprise the basic sight vocabulary
in the very parts of the brain that Dr. Shaywitz' that all readers need to have in order to gain
own research shows are not used by the dyslexic reading fluency.
readers. Her research also seems to show that the (continued on the next page)
PAGE 14 THE DYSLEXIC READER
After a child completes a Davis Dyslexia materials or exercises structured to give those
v Italy (continued)
Correction Program, I see no reason why a students repeated exposure to selected vocabulary
Sabina Mansutti
Tricesimo Udine teacher couldn’t work with a dyslexic child words or phrases in varied contexts, in order to
+39 (349) 272 0307 to build fluency in the way recommended by keep the student motivated and engaged.
Alessandro Taiocchi
Settimo Milanese
Dr. Shaywitz, assuming the child is willing. The specific technique of rereading material
+39 (333) 443 7368 With older children, we generally see a marked in order to gain fluency is not part of the Davis
Silvia Walter improvement in reading fluency simply by Program, but it is certainly a learning technique
Firenze
+39 (055) 22 86 481 going through the Davis program. But of course, that may be used by a student after completion
Rafaella Zingerle continued reading practice is necessary to sustain of the program. The goal of a Davis Dyslexia
Corvara In Badia
+39 (0471) 836 959
the gains achieved and to enable continued Correction Program is to eliminate the barriers
v Kenya
reading growth. that stood in the way of learning, and to provide
Manisha Shah However, as Dr. Shaywitz also notes (and of students with the ability to progress on the same
Nairobi course, we agree), dyslexics tend to be highly footing as others. We can anticipate that after a
+254 (0) 721 492 217
v Luxembourg
creative and imaginative. Some might find it program, students will be able to benefit from
Nadine Roeder boring to read the same passage several times. other strategies for reading and studying that
Luxembourg An alternative might be to use curriculum may have previously been too difficult or
+352 691 30 0296
frustrating for them. v
v Lebanon
Samar Riad Saab
Beirut +961 3 700 206
v Malaysia The Ballad of Johnny Jacobs by Mariah Siegmann
Hilary Craig
Kuala Lumpur
+60 (36) 201 55 95
v Mexico
Poor Johnny Jacobs is a sweet, young chap,
Silvia B. Arana García
Mexico, D.F. But society has led him to worse things than rap.
+52 (55) 5540-7205
Cathy Calderón de la Barca
Davis Workshop Presenter
Sometimes he drinks and sometimes he swears,
México D.F. And sometimes he says, “I don't give a care.”
+52 (55) 5540-7205
María Silvia Flores Salinas
DDA Director How and when it started, I wasn't there to know,
Supervisor – Specialist But he warned me this: the way he'd gone not to go.
Garza García Monterrey NL
+52 (81) 8378 61 75
Alejandra Garcia Medina Poor Johnny Jacobs - he could save the world,
Huixquilucan
+52 (55) 1085 5608l
Like Rosa on the bus, or the stars n' stripes unfurled.
Maria Lourdes Gutiérrez
Mexico D.F. He stands by his beliefs like a lamppost in the snow,
+52 (555) 593 18 22
Hilda Fabiola Herrera Cantu
Iron 'til the end, despite the winds that blow.
Culiacan, Sinaloa
+52 81 6677 15 01 19 But in the vast ocean his battles are just krill,
Laura Lammoglia
Tampico, Tamaulipas The ones who count - the ones in charge -
+52 (833) 213 4126 have marked him as a pill.
Maria Cristina Lopez-Araiza
Gonzalez
México, D.F. Poor Johnny Jacobs is branded like a cow,
+52 (55) 5536 5889 To teachers his forehead says, “Send to principal's now.”
Ana Elena Payro Ogarrio
Corregidora, Queretaro
+55 442 228 1264 And they don't bother to question it,
Ana Menéndez Porrero Johnny's a bug, a problem, a pit.
Puebla
+52 (222) 750 76 42
Lucero Palafox de Martin And he may finish high school the very same way,
Autism Facilitator/Coach
Veracruz
Because no one stopped to hear what he'd say.
+52 (229) 935 1302
Magarita Saucedo Alvarez
Icaza México, DF
+52 (55) 3538 5240
Lydia Gloria Vargas
Garza García Monterrey NL
+52 (81) 8242 0666
Mauro Salvador Villagomez
Santana
Celaya Guanajuato
+52 (461) 614 9892 Mariah Siegmann is the daughter of Davis Facilitator Michele Siegmann of Mason, NH, USA.
Mariah wrote and illustrated this poem when she was a freshman in high school. It was based on
a classmate who Mariah, as a corrected dyslexic herself, thought might have benefited from a
Davis program, as teachers at her school had long since given up on him. v
Davis Dyslexia Association Bookstore
Books & Tools for Doing it on Your Own
Davis Symbol Mastery Kit Davis Young Learner
Contains everything needed to do Kit for Home-Use
Davis Symbol Mastery: A manual in checklist Provides parents with the
format, 117-minute instructional DVD, instructions and materials needed
laminated alphabet strip, letter recognition to provide 5-7 year olds with
cards, dictionary, grammar book, punctuation effective and fun learning
booklet, pronunciation key cards, and clay—
strategies for improving pre-
all in a sturdy nylon shoulder bag. Suitable
reading and language arts skills.
for working with students of any age.
Young Learner Kit for
Symbol Mastery Kit $139.95
Home-Use $129.95

DVD/Audio CD/Software
I Can Do It – The Confidence to Learn
Teachers, parents, school administrators, and
students speak about the many benefits of
using Davis Learning Strategies at Vale
Elementary School in Oregon.
DVD: $9.00 (running time: 12 min.)
Dyslexia – The Gift
This documentary introduces the concepts and methods in
The Gift of Dyslexia. Viewers of all ages will find the interviews
and animated sequences highly informative and entertaining.
Video or DVD $39.95

ReadOn Interactive Software Gift of Dyslexia Audio CD Set

A comprehensive learning tool, designed to assist people
This 4 CD set contains full narration of The Gift
of all ages learn to read or overcome reading problems
associated with dyslexia. Operating Systems: Windows 98,
of Dyslexia, read by author Ron Davis.
ME, NT4 (SP 6), Win2000, XP Languages: English only 4-CD Set $29.95 $39.95
Software $195.00

Unlocking the Power of Dyslexia

A brief look at the life of Ronald Davis and the impact of his remarkable discoveries. DVD: $8.00 (Run time: 15 minutes)
The Davis Dyslexia Correction Program
This documentary film provides an excellent overview of Facilitators at work with Davis clients,explains how dyslexics think
and perceive, what causes dyslexia, and what occurs during and after a Davis Program. DVD: $8.00 (Run time: 18 minutes)
Davis Dyslexia Correction Orientation Procedures
This detailed instructional DVD provides demonstrations of each of the Davis® procedures for assessment and orientation
described in The Gift of Dyslexia and The Gift of Learning. These methods help focus attention, eliminate perceptual
confusion, improve physical coordination, and control energy levels. DVD: $85.00
Davis Symbol Mastery and Reading Exercises
Features 27 examples of Facilitators and clients using the Davis Symbol Mastery Kit and practicing the Davis Reading
Exercises. Included are mastering the alphabet, punctuation marks, pronunciation, and words; and reading exercises
to build visual tracking and whole word recognition skills, and to improve reading fluency and comprehension.
(This DVD is included with Davis Symbol Mastery Kit) DVD: $85.00

NEW!
The Gift of Dyslexia: Davis Symbol Mastery
Why Some of the Deluxe Kit
Smartest People Provides additional materials for
Can’t Read and How implementing the Davis methods that
They Can Learn address disorientation, build attention
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2010 edition) coordination. Includes everything in
the regular Symbol Mastery Kit plus:
$15.95 Softcover
• The Gift of Dyslexia-Classic Edition
Features a new Foreword • Deluxe Kit Manual
by Dr. Linda Silverman
• Davis Orientation Procedures DVD
and two new chapters
• Two Koosh Balls
on Davis methods for
correcting Dyslexia. Deluxe Kit $219.95
SUPPLEMENT PAGE A2
BOOKS FOR CREATIVE LEARNING
The Gift of Learning
by Ronald D. Davis,
Eldon M. Braun
Expands the Davis Methods
with theories and correction
procedures that address
the three basic areas of
learning disability other than
reading, which children and
adults experience.
Softcover $13.95 $15.95
Attention Deficit Disorder:
A Different Perception
by Thom Hartmann
Explores the benefits
of an ‘A.D.D.’ mind, and
provides good reasons
for ‘distractable’ people
to celebrate their creative
thinking style.
REVISED EDITION
Softcover $8.50 $12.00
Beyond ADD: Hunting for
Reasons in the Past &
Present
by Thom Hartmann
Explore a variety of theories
as to why ADD has become
so prevalent in modern
society, and solutions related
to many of the theories.
Softcover $9.10 $12.95
In the Mind’s Eye
by Thomas West
An in-depth look at the
connections between creative
ability, visual thinking, and
academic learning difficulties.
Explores the minds of famous
dyslexics from Einstein to
Churchill.
Hardcover $20.00 $29.00
Learning Outside
the Lines:
Two Ivy League Students
with Learning Disabilities
and ADHD Give You the
Tools for Academic
Success and Educational
Revolution
by Jonathan Mooney
& David Cole
Softcover $9.80 $14.00
Learning How to Learn:
Getting Into and
Surviving College
When You Have a
Learning Disability
by Joyanne Cobb
Softcover $13.25 $18.95
The Gift of Dyslexia
Classic Edition
by Ronald Davis,
Eldon Braun
Explains the theories behind
Davis Dyslexia Correction
methods, and details basic
procedures in an easy-to-follow,
scripted format. Large type,
illustrations and photos make
this book dyslexic-friendly.
Softcover $9.50 $15.95
El Don de la Dislexia
The Gift of Dyslexia
in Spanish. Newly revised
with additional chapters,
illustrations and photographs.
Published in Spain by Editex
Softcover $28.95
Smart But Stuck: What
Every Therapist Needs
to Know About Learning
Disabilities and Imprisoned
Intelligence
by Myrna Orenstein, Ph.D.
Deals largely with ndiagnosed
learning disabilities in adults.
Softcover $13.95 $19.95
Strong-Willed Child
or Dreamer?
by Dana Spears
& Ron Braund
A must for parents of children
who are imaginative,sensitive,
moody, stubborn, and
compassionate.
Softcover $9.25 $12.99
Teaching Kids with
Learning Difficulties in
the Regular Classroom
Find proven and powerful
strategies and techniques
to help any student become a
successful learner.
Softcover $29.50 $36.95
The Myth of the ADD Child
by Thomas Armstrong, Ph.D.
Essential for any parent of an
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of behavior patterns are keyed
to suggested strategies for
getting each child on track,
without drugs or coercion.
Softcover $11.00 $15.00
Everything Parent’s Guide
To Children With Dyslexia:
All You Need To Ensure
Your Child’s Success
by Abigail Marshall
A “must read” for every parent
who knows or suspects their
child has dyslexia.
Softcover $13.45 $14.95
THE DYSLEXIC READER
The Right Mind:
Making Sense of the
Hemispheres
Explores how our brain
hemispheres work
together to make sense
of language and
accomplish other tasks.
Softcover $8.40 $12.00
You Don’t Have
to be Dyslexic
by Dr. Joan Smith
Case histories illustrate a
useful and easy-to-use
collection of assessment
methods, skill-building
exercises, and learning
strategies geared to the
dyslexic learning style.
Softcover $15.95
Getting The Horse To
Drink: How To Motivate
Unmotivated Students
by Suzanne H. Stevens
Practical teaching
strategies for motivating
students who have lost all
interest in academic
achievement.
Softcover $9.95
The Secret Life of the
Dyslexic Child: How She
Thinks, How He Feels,
How They Can Succeed
by Robert Frank, Ph.D.
with Kathryn Livingston
Full of gentle advice and
practical suggestions for
parents to help build
self-esteem and confidence.
Softcover $10.50 $14.95
The Everything Sign
Language Book
by Irene Duke
The Language that let’s
you talk with your hands
and listen with your eyes.
More than 300 easy-to
-follow illustrations, including
expressions, songs,
emotions, ASL alphabet,
money, and time.
Softcover $10.50 $14.95
THE DYSLEXIC READER
Understanding
Controversial Therapies
For Children with Autism,
ADD and Other Learning
Disabilities
by Lisa Kurtz
Softcover: 17.95 $19.95
A comprehensive guide to just about every
outside-the-box therapy you might run
across, and then some. An absolutely
essential reference for anyone who wants
to know and explore available options
SUPPLEMENT PAGE A3
AUTISM BOOKS
The Everything Parents Guide A Parents Guide to
to Children with Autism: Asperger Syndrome
Know What to Expect, Find & High Functioning
the Help You Need, and Get Autism
Through the Day by Sally Ozonoff, Geraldine
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McPartland
Softcover: $13.45 $14.95
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From finding support groups to
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vides parents with all the information they need real-life success stories, practical
to ensure that their child's – and their families’ – problem-solving ideas, and matter-
needs are met. of-fact advice.

All Cats have Asperger Ten Things Every Child With Born on a Blue Day
Syndrome Autism Wishes You Knew by Daniel Tammet
By Kathy Hoopman by Ellen Notbohm First-person account of
Insightful and humorous A must have for parents to read living with synesthesia
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The Hate to Write Barron’s Mathematics Study Dictionary

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Homework Without Tears: A Parent’s
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Softcover $15.99 by Michael D. Davis
SUPPLEMENT PAGE A4 THE DYSLEXIC READER

ORDER FORM
How To Order ITEM DESCRIPTION
DAVIS DYSLEXIA MATERIALS
UNIT PRICE QTY TOTAL

Mail: Unlocking the Power of Dyslexia DVD . . . . . . . . . . $8.00

Davis Dyslexia Correction Program DVD . . . . . . . . .$8.00
DDAI Davis Orientation Procedures DVD. . . . . . . . . . . . . $85.00
1601 Old Bayshore Hwy. #260 Symbol Mastery & Reading Exercises DVD . . . . . . $85.00
I Can Do It—The Confidence to Learn DVD . . . . . . .$9.00
Burlingame, CA 94010 The Gift of Dyslexia 2010 Edition . . .. . . . . .NEW! . . . . . $15.95
The Gift of Dyslexia Classic Edition .LOWER . .. . . . .PRICE!
. . . . . .$9.50
The Gift of Learning . . . . . . . . . . . .LOWER
. . . . . .PRICE!
. . . . . $13.95
Fax: Dyslexia-the Gift Video (Specify: VHS or DVD . ). . . . $39.95
1-650-692-7075 Gift of Dyslexia Audio CD Set . . . . .LOWER . . . . . . PRICE!
. . . . . $29.95
Symbol Mastery Kit . . . . . . . . . . . . . . . . . . . . . .$139.95
Symbol Mastery Deluxe Kit . . . . . . . . . . . .NEW! . . . . .$219.95
Phone: Gift of Dyslexia - Spanish Edition . . . . . . . . . . . . .$28.95
Toll free 1-888-999-3324 OTHER BOOKS FOR REFERENCE & LEARNING
Local 1-650-692-7141 All Cats have Asperger Syndrome . . . . . . $10.50 . . . . . . .$14.95
ADD: A Different Perception . . . . . . . . . . . $8.50 . . . . . . .$9.95
Barron’s Math Dictionary . . . . . . . . . . . . . . . . . . .$14.99
Online: Beyond ADD . . . . . . . . . . . . . . . . . . . . . . . $9.10
. . . . . .$12.95
Born on a Blue Day . . . . . . . . . . . . . . . . . $9.80. . . . . .$14.00
www.dyslexia.com/bookstore Bumperly Bumper Bee . . . . . . . . . . . . . . $12.75 . . . . . . .$15.95
Charlie’s Challenge . . . . . . . . . . . . . . . . . $13.45
. . . . . . .$14.95
Checking Your Grammar . . . . . . . . . . . . . . . . . . . . .$8.99
Colleges That Change Lives . . . . . . . . . . $10.50 . . . . . . .$14.00
SAVE 10% ON Cursive Connections . . . . . . . . . . . . . . . . . . . . . . .$15.99
Everything Parent’s Guide To Autism . . . . $13.45 . . . . . . .$14.95
THIS ORDER! Everything Parent’s Guide To Dyslexia . . . $13.45
The Everything Sign Language Book . . . . . . $10.50
. . . . . . .$14.95
. . . . . . .$14.95
Gabby's Wordspeller . . . . . . . . . . . . . . . . . . . . . . .$25.95
Getting The Horse To Drink . . . . . . . . . . . . . . . . . . .$9.95
Become a DDAI Member and receive a 10% Hate to Write But Have To Writer’s Guide . . . $5.00 . . . . . . .$9.95
discount on all DDAI Bookstore orders and Homework Without Tears . . . . . . . . . . . . . $9.95 . . . . . .$13.95
How to Read Music . . . . . . . . . . . . . . . . . $7.95 . . . . . .$11.95
a FREE subscription to The Dyslexic Reader. In the Mind’s Eye . . . . . . . . . . . . . . . . . . $20.00
. . . . . . .$29.00
Learning How to Learn-Revised . . . . . . . $13.25 . . . . . . .$18.95
Learning Outside the Lines . . . . . . . . . . . . $9.80 . . . . . .$14.00
Your membership supports Math-a-pedia: Intermediate . . . . . . . . . . . . . . . . .$34.95
our efforts worldwide! Math-a-pedia: Primary . . . . . . . . . . . . . . . . . . . . .$24.95
Math On Call . . . . . . . . . . . . . . . . . . . . . $17.00
. . . . . . .$23.00
Math On Hand . . . . . . . . . . . . . . . . . . . . $17.00
. . . . . . .$23.00
Myth of the ADD Child . . . . . . . . . . . . . . $11.00. . . . . . .$15.00
Ship to: Parents Guide to Asperger Autism . . . . . $13.25 . . . . . . .$18.95
Ten Things Every Child With Autism Wishes .$10.50 . . . . . .$14.95
The Right Mind . . . . . . . . . . . . . . . . . . . . . $8.40
. . . . . .$12.00
Address: The Secret Life of The Dyslexic Child . . . . . . $10.50. . . . . . .$14.95
Smart But Stuck . . . . . . . . . . . . . . . . . . . $13.95
. . . . . . .$19.95
City/State: Strong-Willed Child or Dreamer? . . . . . . . $9.25 . . . . . .$12.99
Teaching Kids with Learning Difficulties . . . . . $29.50
. . . . . . .$36.95
Ultimate Visual Dictionary . . . . . . . . . . . . $32.00
. . . . . . .$39.95
Zip/Country: Understanding Controversial Therapies . . . .$17.95 . . . . . . .$19.95
Webster’s New World Children’s Dictionary . . . . . .$17.95
Check here if you would like to receive FREE INFORMATION on: Yes You Can! Help Your Kid Succeed in Math . . . .$18.00
You Don’t Have to Be Dyslexic . . . . . . . . $15.95 . . . . . . .$19.95
❑ Davis Dyslexia Correction Programs
❑ Professional Training in Davis Procedures OTHER ITEMS
ReadOn Interactive Software . . . . . . . . . . . . . . . .$195.00
❑ Sponsoring Davis Workshops in your area Young Learner Kit for Home Use . . . . . . . . . . . . .$129.95
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THE DYSLEXIC READER PAGE 15

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we haven’t published Danny’s most recent Hester Cnossen
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You can read lots more of Danny’s Aline de Bruijn
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website, www.lazyreaders.com. There you’ll These Children Who Come at You Judith de Haan
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about 10 recommendations per month, +31 (06) 33 79 63 44
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The Case of the Purloined Professor
Trudy Joling
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YA - 245 pages +31 (035) 531 00 66
Marie Koopman
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ISBN-13: 978-0761455448 Carry Kuling
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PAGE 16 THE DYSLEXIC READER

v Netherlands (continued)
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THE DYSLEXIC READER PAGE 17

Book Review
v New Zealand
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Down, Down, Down: A Journey Christchurch
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to the Bottom of the Sea Martine Falconer
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Konstanca Friedrich-Palzer
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# ISBN-10: 0618966366 Tina Guy
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PAGE 18 THE DYSLEXIC READER

v Poland
Agnieszka £ubkowska
Warsaw +48 (22) 658-2237
Famous Dyslexics
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Cristina Rocha Vieira
Coimbra
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Louis Barnett
Sofia Vassalo Santos Louis Barnett is an 18-year-old entrepreneur and chocolatier in the
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and radio programs, in Britain, Japan, Russia, Belgium Spain and the USA, and has often
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+ 972 (3) 635 0973 Barnett studied chocolate intensely and discovered that palm oil, a common ingredient,
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Durban animal endangerment and human impact and raise funds to charities and organisations that
+27 (82) 82 85 180 truly made a difference! These are called “Biting Back Bars.” Each bar of chocolate gives 10
v Spain
pence from every bar sold to a charity or organisation.”
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+34 (091) 636 31 44 outstanding achievement in the food industry and his active participation in charitable causes
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Tinka Altwegg-Scheffmacher
St. Gallen we need more emphasis on being positive and encouraging young people to get involved.”
+41 (071) 222 07 79 You can read more about Louis Barnett and the charities he supports at his website, http://
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+41 (041) 340 2136 Jerry Pinkney
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Heidi Gander-Belz
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THE DYSLEXIC READER PAGE 19

¿Por qué ‘Tyranosauro’ v Switzerland (continued)

Para Probar
Pero No ‘Cual’?
Consuelo Lang
Lumino +41 (091) 829 05 36

Segunda Parte
Claudia Lendi
Si lo consideras apropiado, St. Gallen +41 (071) 288 41 85
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siguiendo poco a poco hacia +41 (01) 700 10 38
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(continued on the next page)
PAGE 20
v United Kingdom (continued)
Jacqueline Ann Flisher
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Maureen Florido
Harleston, Norfolk
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Carol Forster
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Si tú y tus compañeros de clase hablan un
lenguaje europeo, escrito de izquierda a derecha,
debes tener la habilidad de distinguir entre la
derecha y la izquierda. Además, para comprender
el concepto de “comenzar” en la parte superior a la
izquierda, y saber adónde seguir después, te hará
falta tener conciencia del flujo del tiempo.
Finalmente, para producir nuevos escritos (a
diferencia del copiado) te será necesario tener
conocimiento del lenguaje y comprender el
propósito de las palabras. También deberás haber
dominado el deletreo de las palabras que piensas
utilizar, lo que involucra captar el concepto de la
secuencia y el hecho de que las palabras consisten
en cierta combinación de letras, y en cierta
secuencia de izquierda a derecha.
Algunas de estas destrezas parecen tan obvias
que ni siquiera hace falta mencionarlas. Pero no
tratamos de enseñar la escritura a los niños de
doce meses precisamente porque algunas de estas
destrezas son demasiado avanzadas para niños de
esa edad.
Y aún más importante, si tú posees un
entendimiento completo de las destrezas
componentes de la escritura y de las sub-
componentes de aquellas destrezas, podrás
ayudar a las personas con dificultades con la letra.
Porque cuando las personas tienen dificultades en
escribir a la edad en que sus compañeros ya lo han
dominado, la causa es que no han dominado del
todo una o más de las destrezas componentes o
sub-componentes.
Cuando el estudiante no haya dominado del
todo una destreza componente, es recomendable
que examines los sub-componentes de esa destreza
con el fin de identificar la destreza “problemática”
THE DYSLEXIC READER
PARA PROBAR
Escoge una o dos de las siguientes
destrezas que tú mismo has
dominado. A ver si puedes definir
las destrezas componentes que
se requiere para dominarlas. Mira
también a ver si cada destreza
involucra a otras. A ver qué tan
larga será tu lista:
1. Leer música
2. Montar a bicicleta
3. Construir un patio
4. Hablar otro idioma
5. Leer un libro
6. Redactar y enviar email
7. Jugar al tenis
8. Pintar un cuadro
9. Construir una silla de madera
10. Mantener al día tu diario
11. Amarrar los cordones de los
zapatos.
Observa que para hacer cualquiera
de estas tareas, debes saber la
destreza componente tan bien que
se vuelve automática; que la haces
sin tener que pensar o recordar
nada. Si has completado bien este
ejercicio, la razón será aparente.
Si para ejecutar tienes que pensar
en siquiera la cuarta parte de las
destrezas componentes, tu lista
será tan larga que no podrías
llevar a cabo la actividad.
que el estudiante debe primero dominar. Sabrás
que está “listo” cuando todas las destrezas
componentes en las que se basa el objetivo,
ya las haya dominado.
Para los educadores, es esencial la habilidad
de “identificar” los componentes de una destreza
específica, ya sea para diseñar una lección, una
esquema, un texto o un plan de estudios. Es
también la clave que nos permite comprender por
qué un estudiante no pudo completar la tarea que
le pusimos.
Si has aprendido a manejar, sabrás la diferencia
entre el aprendizaje y el dominio. Recordarás la
época que en aprendías y tenías que pensar en cada
acción que te tocaba hacer. Espejo, intermitentes,
maniobras, freno, embrague, engranajes –
¿recuerdas el enfoque intenso que involucraba?
A veces te dejaba en un estado bastante estresado
y fatigado.
Pero después de sacar la licencia de conducir
y manejar durante algún tiempo, estas funciones
se volvieron automáticas. Es posible que ahora
puedes escuchar la radio, conversar, hasta soñar
despierto mientras manejas.
THE DYSLEXIC READER PAGE 21

experimentado a veces con medios creativos como v United Kingdom (continued)

“Cuando diseñamos actividades la plastilina. Aplicando el uso de estos medios Drs. Renée van der Vloodt
pedagógicas para los estudiantes con una filosofía clara y con dirección específica, Supervisor-Specialist
con talentos viso-espaciales, podemos fomentar un ambiente de aprendizaje Reigate, Surrey
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mismo tiempo respondemos a las Aprendizaje imaginativo.
Evelyn White
necesidades de los estudiantes Para recordar la información, los estudiantes Walton-on-Thames, Surrey
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Por ejemplo, los que luchan con la lectura Paul Francis Wright
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Cuando el estudiante haya aprendido y como “un”, “los”, “si,” o “pero”. Esto sucede
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estudiantes con talentos viso-espaciales. Muchos comprendido por qué son ciertas.
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Ray Davis
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PAGE 22 THE DYSLEXIC READER

California (continued)

R i s e A b o v e – by Casey McGrath
Dee Weldon White
Lexie White Strain
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Myrna Burkholder Casey McGrath completed a Davis Dyslexia Correction Program in with Marcia Maust, Davis
Goshen/South Bend
+1 (574) 533-7455 Facilitator in Berlin, Pennsylvania. The Dyslexic Reader featured Casey in early 2008 when she
Iowa won admission to Georgetown University, and published her personal essay, Stepping Past Labels,
Mary Kay Frasier about how her life changed once she learned to “rise above adversity, push myself to discover
Des Moines
+1 (515) 270-0280 my potential and welcome life’s challenges.” Ultimately, Casey chose to enter the University of
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Carolyn Tyler
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Licensed Davis Facilitator in Pooler, GA to read for myself about animals now since
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Grandville/Grand Rapids
completing the reading program with Mrs. Lesa."
+1 (616) 534-1385 Michael McGuiness is 11 years old. In 2009
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he did a Davis Dyslexia Correction Program I have no shape to call my own yet prisoners
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THE DYSLEXIC READER PAGE 23

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PAGE 24 THE DYSLEXIC READER

Oregon (continued) Clark Brown “I was introduced to The Gift

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Milwaukee
• Reusable modeling clay (2 pounds) +1 (888) 890-5380 (Toll Free)

The Davis Methods • Clay cutter +1 (262) 255-3900

Anne Mataczynski
for Young Learners • Webster’s Children’s Dictionary Autism Facilitator/Coach

Davis Focusing Strategies provide (hardcover) Wausau

+1 (715) 551-7144

children with the self-directed ability • Punctuation Marks & Styles Booklet
to be physically and mentally focused • Two Koosh Balls
on the learning task at hand. • Letter Recognition Cards
• Laminated Alphabet Strip
Davis Symbol Mastery enables • Stop Signs for Reading Chart
children to master the alphabet
letters, punctuation marks and basic
sight words with a simple, easy
and fun alternative to pencil-paper
activities and drill.
Davis Reading Exercises improve
accuracy with word recognition and
comprehension.
This Directory is current
The Kit is priced at $129.95 as of August 31, 2010.
It is subject to change.
(Shipping and Handling will be added) Between newsletter issues,
To purchase a kit, use our secure new Facilitators are added,
on-line ordering at: and occasionally, some
www.dyslexia.com/bookstore become inactive. However,
the Davis Providers list at
or call our toll-free number: www.dyslexia.com
1 (888) 999-3324 is always up to date.

Note: For older children (ages 8 and up), we recommend

the Davis Symbol Mastery Kit.
PAGE 26 THE DYSLEXIC READER

Basic Workshop for

Teachers, would you like to…
• Improve the reading skills of all the children in your
class regardless of their learning style?
• Manage your classroom more effectively?
• Prevent the onset of learning disabilities?
• Use research-based methods that are flexible and easily fit
into and enhance any existing curriculum?
This two-day workshop provides Primary Teachers (K-3)
with unique and innovative strategies for improving
reading instruction and classroom management, and equips
young learners with proven life long skills in “how to learn.”
Instruction includes:
• Theory and Reasoning for each Strategy.
• Video demonstrations of each Strategy and classroom
implementation suggestions.
• Supervised experiential practice on each Strategy.
• Q&A and discussion about each Strategy.
Primary Teachers
“In the forefront of what I liked most was how easily
the Davis strategies fit into many areas of Kindergarten
curriculum. It relieved me of a paper-pencil approach
and gave me a hands-on, kinesthetic approach. It
helped develop the little finger muscles to move on
to coordinate paper-pencil activities. Creating the
alphabet over time also accomplished the development
of ownership, responsibility, and a sense a pride in all
the children. I believe all Kindergarten children would
benefit from Davis Learning Strategies.”
­–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.
• DVD demonstrating each classroom Strategy.
• Teacher Kit: alphabet strip, letter recognition cards, clay,
cutter, dictionary and two Koosh® balls.
(Classroom materials sold separately)
2010 DATES & LOCATIONS

Date Location Telephone

United States
Sept. 23-24 Springfield, MA +1 (903) 531-2446
Sept. 30 Oct. 1 Clinton, OK +1 (806) 790-7292
Oct. 7-8 Tyler, TX +1 (903) 531-2446
Oct. 11-12 Richmond, VA +1 (804) 833-8858

2011 DATES & LOCATIONS

Workshop hours: 9am-4pm with one hour lunch break.
Cost: $595 per person (US only)
Academic Units or CEUs (US and Canada only) Jan. 6 - 7 Tyler,TX +1 (903) 574-5505
Two Quarter Units are available through California State
University. Cost is $65 per unit, plus $35 administrative fee. June 20 - 21 Richmond, VA +1 (888) 805-7216
A written assignment, which can be completed before and June 21 - 22 Denver, CO +1 (719) 324-5825
during the workshop, is required.

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 27

The Gift of Dyslexia Materials included with workshop

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

Workshop Outline

DAY ONE DAY THREE

Background and Development of the Davis Dyslexia
Correction® Procedures
• Research and discovery. The “gifts” of dyslexia. Anatomy
and developmental stages of a learning disability. Overview
of the steps for dyslexia correction.
Davis Perceptual Ability Assessment (a screening for
dyslexic learning styles)
• Demonstration and Practice Session
Symptoms Profile Interview (used to assess symptoms,
strengths and weaknesses; set goals; establish motivation)
• Demonstration and Practice Session
Orientation Review Procedure
(a method for checking orientation skills)
• Demonstration & Practice Session
Davis Symbol Mastery® (the key to correcting dyslexia)
• What is Symbol Mastery? Why clay?
Mastering Basic Language Symbols
• Demonstrations and Group Exercises
Reading Improvement Exercises
• Spell-Reading. Sweep-Sweep-Spell. Picture-at-Punctuation

DAY TWO DAY FOUR

Davis Orientation Counseling Procedures (methods to control, Fine-Tuning Procedure (checking and adjusting orientation
monitor and turn off perceptual distortions) 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 levels) Implementing the Davis Procedures

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

2010 – 2011 INTERNATIONAL Schedule

France Netherlands United States
October 30 – November 2, 2010 September 24 – 26, 2010 St. October 5 – 8, 2010
Paris Odiliënberg (Limburg) Burlingame, CA
Presenter: Ioannis Tzivanakis Presenter: Robin Temple Presenter: Loma Timms
Language: English/French Language: English/Dutch Language: English
Email: info@dyslexia.de Email: training@davisdyslexie.nl Email: answers@davistraining.org
Tel: +49 (040) 25 17 86 22 Tel: +31 (0) 475 33 11 94 Tel: +1 (888) 805-7216

Germany New Zealand January 22 – 25, 2011

November 18 – 21, 2010 January 31 – February 3, 2011 Burlingame, CA
Hamburg Christchurch Canterbury Presenter: Loma Timms
Presenter: Ioannis Tzivanakis Presenter: Lorna Timms Language: English
Language: German/English Language: English Email: answers@training.org
Email: info@dyslexia.de Email: shelley@dyslexia.net.nz Tel: +1 (888) 805-7216
Tel: +49 (040) 25 17 86 22 Tel: +64 (3) 477 0056
March 9 – 12, 2011
Mexico United Kingdom Orlando, FL
October 20 – 23, 2010 December 16 – 19, 2010 Presenter: TBA
Guadalajara, Jalisco Malvern Worcestershire Language: English
Presenter: Cathy Calderón Presenter: Richard Whitehead Email: answers@training.org
Language: Spanish Language: English Tel: +1 (888) 392-1134
Email: davis@davislatam.com Email: uk@dyslexia.com
Tel: +52 (81) 8335 9435 Tel: +44 (0) 1684 566 300

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

The
Dys•lex´
PAGE 28 •ic Read´• er ˜
THE DYSLEXICstandard
READER
PRESorted
1601 Old Bayshore Highway, Suite 260
u.s. postage
Burlingame, CA 94010 paid
burlingame, ca
CHANGE SERVICE REQUESTED permit no.14

U.S.A. Workshop Information:

Questions?
Call Dorothy Owen
Davis Training Consultant:
Toll Free: 1 (888) 392-1134
Email: answers@davistraining.org

The Gift of Dyslexia Workshop

Based on the best-selling book 2010 – 2011 International Schedule
The Gift of Dyslexia by Ronald D. Davis
This 4-day workshop is an introduction to the basic theories,
principles and application of all the procedures described in Sept 24 – 26, 2010 St. Odiliënberg (Limburg) Netherlands
The Gift of Dyslexia. Training is done with a combination of lectures, Oct 5 – 8, 2010 Burlingame, CA USA
demonstrations, group practice, and question and answer sessions.
Attendance is limited to ensure the highest quality of training. Oct 20 – 23, 2010 Guadalajara, Jalisco Mexico

Who should attend: Oct 30 – Nov 2, 2010 Paris France

• Reading Specialists & Tutors Nov 18 – 21, 2010 Hamburg Germany
• Parents & Homeschoolers Dec 16 – 19, 2010 Malvern Worcestershire UK
• Resource Specialists
• Educational Therapists Jan 22 – 25, 2011 Burlingame, CA USA
• Occupational Therapists Jan 31 – Feb 3, 2011 Christchurch Canterbury New Zealand
• Speech/Language Therapists Mar 9 – 12, 2011 Orlando, FL USA
Participants will learn:
U.S. Course Schedule
• How the Davis procedures were developed • 8:30 - 9:00 Registration (first day)
• How to assess for the “gift of dyslexia.” • 9:00 - 5:00 Daily (lunch break 12:00-1:30)
• How to help dyslexics eliminate mistakes and focus attention. U.S. Fees & Discounts – Special Rates for 2010 - 2011
• The Davis Symbol Mastery tools for mastering reading. • $925 per person, normally $1175 ($200 deposit required)
• How to incorporate and use proven methods for improving • $875 early bird discount with full payment,
normally $1075
reading, spelling, and motor coordination into a teaching, • Advance registration required
home school, tutoring, or therapeutic setting. • Includes manual, one-year DDAI membership,
verification of attendance, and Workshop Kit
See page 27 for more workshop details. • 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.
DDAI-Int’l, Canada & USA DDA-DACH DDA-Latin America DDA-UK
1601 Bayshore Highway, Ste 260 Deutschland-Austria-Switzerland Calzada del Valle #400 Local 8 Davis Learning Foundation
Burlingame, CA 94010 Wandsbecker Chausee 132 Colonia del Valle 47-49 Church Street
Tel: 1-888-805-7216 D-22089 Hamburg Garza García, Monterrey Great Malvern
Fax: 1 (650) 692-7075 Nuevo León Worcestershire WR14 2AA
E-mail: ddai@dyslexia.com GERMANY México, CP 66220 Tel: +44 (0)1684 566300
Tel: 49 (040) 25 17 86 22 Tel: 52 (81) 8335-9435 E-mail: uk@dyslexia.com
Fax: 49 (040) 25 17 86 24 Email: spanish@dyslexia.com
E-mail: germany@dyslexia.com DDA-Pacific
DDA-Nederland 295 Rattray Street
SWITZERLAND Kerkweg 38a Dunedin, New Zealand 9016
Tel: 41 (061) 273 81 85 6105 CG Maria Hoop, Tel: 64 (0274) 399 020
E-MAIL: ch@dyslexia.com NEDERLAND Fax: 0064 3 456 2028
Tel: 31 (475) 520 433 Email: pacific@dyslexia.com
Fax: 31 (0475) 301 381
E-mail: info@davisdyslexie.nl
Enrollment limited v Classes fill Early v Call 1 (888) 805-7216 or 1 (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 for our booklet.