The
~
Dys•lex´•ic Read´•er
Vol. 27 Davis Dyslexia Association International
Symbol Mastery for Multi-Lingual Students
and Second Language Acquisition
by Alice E. Davis
Once upon a time, before Ron
Davis wrote a book called The Gift of
Dyslexia, we only knew how to
provide dyslexia correction with
English-speakers. Today, with the
book available in twelve languages
and Davis Facilitators on every
continent except Antarctica, this is no
longer the case. It is remarkable to
know that the principles of Davis
Symbol Mastery can be applied in
any language to help dyslexic
learners.
Over the last five years, we have
accumulated various tips from our
colleagues around the world who
have done Davis programs with
clients who must learn to read two or
more languages. Language
acquisition is a fascinating field. It
touches on many areas of our lives
including cognitive development,
cultural identity, and education.
Recently I consulted with two
wonderful women who have studied
Second Language Acquisition
extensively. They are Maria Seranno
who teaches Second Language
Acquisition at the University of
Arizona, and Helen Brittle Matsuki
who teaches English as a second
language in Tokyo, Japan. Both
women are world travelers and speak
two or more languages. Both feel that
Davis Symbol Mastery is a very
useful tool for not only addressing
dyslexia but also mastering a second
language. Here is some of what we
have learned from them and the
many Davis Facilitators world wide
who provide Davis Programs in
multiple languages.
In some countries such as
Germany and Switzerland, children
must learn High German in school to
pass their exams, while speaking a
German dialect at home and in their
community. Anyone who has studied
Issue 2 • 2002
classic Parisian French and visits
Quebec becomes instantly aware of
the difference in the “same”
language. Many people who speak
Spanish can quickly tell what country
a fellow-Spanish speaker comes from
because of accents, idioms and slang.
These vary between Cuba, Puerto
Rico, Mexico, and the other Latin
American countries, and are easily
distinguishable from the Spanish
spoken in Spain. In the United States,
we can differentiate someone from
Texas, Boston, and New York by
their accent or grammar. Brazilian
Portuguese is both written and
spoken differently from the
Portuguese in Portugal. South
Africans, in addition to all the tribal
languages in their environment, must
learn both Afrikaans and English.
continued on page 4
In This Issue
News & Feature Articles:
Symbol Mastery for Multi-Lingual
Students . . . . . . . . . . . . . . . . . . . . . . .1
Dreams Really Do Come True . . . . . . . .3
Davis Symbol Mastery Procedure
for Words . . . . . . . . . . . . . . . . . . . . . .4
Symbol Master Q&A . . . . . . . . . . . . . . . .5
Regular Features:
Viewpoints on Motivation . . . . . . . . . . . .2
Q & A . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Book & Product Reviews . . . . . . . . . . .7
Workshops . . . . . . . . . . . . . . . . . . . 10, 11
New Facilitators & Specialists . . . . .12-13
Davis Providers (U.S. & Canada) . .14-15
PAGE 2 T HE DYSLEXIC READER

1. Help me to focus - Please teach me 7. I didn’t know I wasn’t in my seat!

through my sense of touch. I need
"hands on" and body movement.
2. I need to know what comes next -
Please give me a structured
environment where there is a
dependable routine.
3. Wait for me, I’m still thinking -
Please allow me to go at my own
pace. If I am rushed, I get confused
and upset.
4. I’m stuck, I can’t do it! - Please
offer me options for problem
solving. If the road is blocked, I
need to know the detours.
5. Is it right? I need to know now -
Please give me rich and immediate
feedback on how I am doing.
6. I didn’t forget, I didn’t hear it in
the firt place! - Please give me
directions one step at a time, and
ask me to say back what I think
you said.
Cartoonist, John Baumann, is a 16 year old high school student who recently completed the
Davis Program at Reading Research Council in California.
- Please remind me to stop, think,
and act.
8. Am I almost done? - Please give
me short work periods with short
term goals.
9. What? - Please don't say, "I already
told you that." Tell me again, in
different words. Give me a signal.
Draw me a symbol.
10. I know it’s all wrong isn’t it? -
Please give me praise for partial
success. Reward me for self-
improvement, not just for
perfection.
11. But why do I always get yelled
at? - Please catch me doing
something right and praise me for
the specific positive behavior.
Remind me about my good points
when I am having a bad day.
submitted by Judy Cohen,
www.pleasetutorme.com
Restoring Motivation
by Alice. J. Pratt, Facilitator,
Jacksonville, Florida
Because the Davis methods are
based on utilizing the imagination
and creating word concepts with
clay, it encourages dyslexics to
value their natural picture learning
style. At the core of motivation is a
person’s will or intention. When a
person’s will is engaged in a
creative endeavor, the heart is
involved and motivation is free
flowing. We have all seen this in
ourselves when we do something we
love. We see this in children when
they are playing earnestly.
The Davis Orientation procedures
use a person’s imagination and
perceptual talent to take control of
perceptions when dealing with
symbolic language. The Symbol
Mastery procedure is a rich
language process utilizing the hands
and critical thinking to create
models for the meanings of words.
This creative process connects and
taps the emotional and motivational
systems of the dyslexic learner.
As a parent and/or support
person, it is important to realize that
motivation is restored gradually and
needs time to emerge. The dyslexic
person may need to stop trying to
meet the developmental time table
of word thinking people. They need
time, respect, and freedom to
practice and control using their
newly acquired skills, and thus
restore their belief in the validity of
their natural learning style.

The Dyslexic Reader is published quarterly by Davis Dyslexia Association International (DDAI), 1601 Bayshore Hwy., Suite 245,
Burlingame, CA 94010 USA +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: Alice Davis,
Abigail Marshall, Michele Plevin, Maria Fagioli and Dee White. DESIGN: Julia Gaskill. SUBSCRIPTIONS: one year $25 in US, add $5 in
Canada; add $10 elsewhere. BACK ISSUES: send $8.00 to DDAI. SUBMISSIONS AND 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:
http://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 registered trademarks of Ronald D. Davis. Copyright © 1999
by DDAI, unless otherwise noted. All rights reserved.
T HE DYSLEXIC READER
Dreams Really Do Come True
For all of us who have had the
privilege of using the Davis Dyslexia
Correction Program to help
individuals worldwide, we know that
dreams really do come true as
learning barriers are removed. Ron
Davis often begins his workshops by
stating that he is a “lucky
man…because he has a dream and
that dream is coming true.” But what
about Davis Facilitators? Do they
have dreams come true?
Picture this… The mom and dad
with the dyslexic child who 20 years
ago was not learning to read; the
teacher who works with children who
recognize letters, words or concepts
one day, but seems to forget them the
next; the learning center director who
is trying to unlock a child’s learning
potential, yet for some reason just
can’t find the right key; and the
person who cares deeply about others
and has a dream.
Now picture the dream coming
true…On September 27, 2001 at 7:00
pm at the Creekside Community
Center in Bloomington, Minnesota,
Cyndi Deneson (Davis Facilitator,
Specialist, Workshop Presenter), and
her husband, Paul, co-director of
New Hope Learning Centers, Inc.
realized a dream come true. Cyndi,
who is the mom, the teacher, the
director, and the dreamer welcomed
approximately 100 people from the
Twin Cities and surrounding area to
hear Ron Davis publicly share his
story and touch the hearts of the
community. Ron and Alice Davis
joined Cyndi, Paul and their staff for
an evening of public lecture,
questions and answers, and personal
greetings as New Hope Learning
Centers commenced the Grand
Opening Celebration of their
Minnesota office.
Among the guests were many who
have benefited over the years from
the work of Ron Davis, Cyndi
Deneson and New Hope Learning
Centers. They were excited to
welcome many former clients,
parents, teachers, mental health
professionals, psychologists, and
physicians from the surrounding
community.
The excitement didn’t end there.
For those of you who know Cyndi,
you realize that she believes if you’re
going to dream, then dream big and
go for it! On Saturday, September 29,
2001, New Hope Learning Centers
continued their outreach to the
community with a Fall Family Fun
Festival.
The Festival began under a
glorious white tent with a ribbon
cutting ceremony by Mayor Gene
Winstead of Bloomington, Minnesota
and representatives from the
Bloomington-Minneapolis Chamber
of Commerce. The sun was shining,
and the smiles were welcoming. New
Hope Learning Centers’ Wisconsin
Facilitators Darlene Bishop, Pam
Kretz, Margie Hayes, and
Administrative Assistant Linda
Johannes were present, along with
Minnesota Facilitators Ginny
Bushman of New Visions Integrated
Learning Systems and Cindy Bauer
of Partners in Learning, and Iowa
Facilitator Mary Kay Frasier of
Innovative Learning Professionals,
truly making the event a Midwest
celebration.
Once again, Ron was able to share
his story and message of hope. Cyndi
considered it an honor to host such
PAGE 3
Top Photo:
Ribbon Cutting with Mayor Gene
Winstead of Bloomington,
Minnesota.
Bottom Photo:
Left to right: Darlene Bishop,
Linda Johannes, Paul Deneson,
Cyndi Deneson, Margie Hayes,
Ron Davis, Alice Davis, Pam
Kretz.
an event and publicly introduce Ron
to the Twin Cities and Midwest area.
As usual, his presentations were
informative and encouraging to all
who attended.
During the Festival, a local radio
station was broadcasting the event
live, and children were jumping in a
big inflated castle, getting their faces
painted, or eating cookies. Twenty-
one local businesses gave their
support to the festivities by donating
food, beverages and prizes. Many
spoke about their own struggles and
experiences and became encouraged
with the potential the Davis Program
holds for the dyslexic learner.
Cyndi wanted to let people in the
area know that she cares about them
and their families and she did just
that. Her hope for the future is that
she will be able to increase the
awareness of what dyslexia really is
and how the Davis Program can
bring new hope to the dyslexic
learner.
For Cyndi Deneson, this event
represented a dream come true. For
those she and her staff are reaching
in the community, it is a dream
beginning to come true. t
PAGE 4 T HE DYSLEXIC READER

Symbol Mastery . . . Davis Symbol Mastery can be a structure of written language.

continued from page 1
Such examples are endless.
Because of such diversity, we are
often asked for recommendations
about how best to apply Davis
Symbol Mastery when working with
students and clients who speak more
than one language or must learn
another language. There is no one pat
formula because of the individual
variations in situation, needs, and
background. Some people want to
learn a second language for personal
enrichment. Some need to pass
exams to graduate or to better their
employment prospects. Some
children speak one language at home
but are being educated in another
language at school. Dyslexics want to
master reading, writing and spelling
no matter the language. Some people
first experience severe dyslexia
symptoms only when trying to learn
a second language. Others find
learning a second language enriches
their skills in their native language.
Fig. 1
Three Parts of a Letters
Symbol
What it means pronunciation or
speech sound
What it looks like shape, case, position
on a line
What it sounds like* name of the letter
* For deaf students, “what it sounds like” could be replaced with “what the sign is.”
useful tool for both enrichment and
remedial purposes.
Whatever is done should be based
on the client’s goals, age, and
educational needs. Bear in mind that
the objective of Symbol Mastery is
mastery of the three elements of any
symbol as shown in the chart [see
Fig. 1].
For the dyslexic learner, the
objective is to make sure all three
elements are mastered and no longer
cause confusion or trigger
disorientation.
General Guidelines
When working with children ages
8-9 or less, it is best to start Symbol
Mastery on the letters, alphabet and
punctuation marks in the child’s
mother language. At early ages,
cognitive development and language
development go hand in hand. Thus,
for the young child first learning to
read, the language that is most fluent
will be the easiest for opening the
door to emphasizing the basic
Punctuation Marks Trigger Words &
Vocabulary
function mental picture of the
concept or definition
shape and placement letters in a specific
order/spelling
name of the mark pronunciation
For an age 10 or older bilingual
person, assess strengths in Speaking,
Reading & Writing in each language.
Start Symbol Mastery with the
strongest language for reading and
writing.
For someone just starting to learn
a second language, begin with
mastering the basics symbols and
trigger words of the language that is
already spoken, before starting this
process with the second language.
If the Davis Orientation
Counseling procedures are needed,
do them in the language that is most
easily comprehended or with the help
of a good interpreter.
Be sensitive to the fact that many
of the words on our Trigger Word list
are used to describe our temporal
(having to do with time) and spatial
relationship to the world, and that
these relationships can vary from
language to language.
Letters, Alphabets, Punctuation,
and Words
1. Do the alphabet and punctuation
marks together, one language at time,
in distinctly separate time frames for
each language. For Roman alphabets
that contain more letters than the
English, when possible, do the longer
alphabet first (reduction is better than
increasing the number of letters to
learn). The reason to do them
completely separately is to avoid
referencing, e.g., ‘It is the same in
French as in English except for .…”
continued on page 5

Davis Symbol Mastery Procedure for Words

1. Look up the word.
2. Pronounce the word.
3. Read the first definition and any example sentences
aloud.
4. Establish a clear understanding of the definition.
Discuss it. Make up sentences or phrases using the
word with that definition. Do this until you can picture
this definition in your mind.
5. Make a clay model of the concept described by the
definition.
6. Make the word with clay. Make sure the spelling is
correct. Make lower case letters unless the word
normally begins with a capital letter.
7. Say aloud to the model of the concept: “This is
[word] meaning [definition].”
Example: “This is [tall] meaning [of more than
normal height].
8. Say aloud to the word or symbol: “This
says[word].”
Example: “This says [tall ].”
9. Make a mental picture of what has been created.
Intentionally make the picture above eye level.
Looking at the mental picture, name the letters of the
word starting from the reverse direction of reading to
ensure an accurate picture has been made. Then name
the letters in the normal reading direction.
Additional Exercises: These are optional.
A. Touch and say the letters of the word.
B. Write the word.
C. Make up more sentences and phrases until you can do
so easily. Be sure the usage of the word matches the
definition you just made.
T HE DYSLEXIC READER
Symbol Mastery . . .
continued from page 4
as this can prevent true mastery.
However, when such comparison/
referencing occurs naturally and is
“discovered” by the client (as
opposed to being taught or hinted at),
it can aid mastery.
2. To avoid confusion and
referencing, it can be helpful to have
the client say aloud to the clay letters,
“This is the French alphabet!” or
“You are the letter A in French!” in
the respective language.
3. When mastering words, it may
also be helpful to have the client say
aloud to the model, “You are (word)
meaning (definition) in Spanish!” in
the appropriate language and in a
Symbol Mastery Q&A
by Abigail Marshall
I have “The Gift of Dyslexia” book
and have read it to my 13-year-old
son. We are both eager to start the
process. He is definitely a candidate
for the program per the Perceptual
Ability Assessment we did on
Friday. There are some things that I
don’t quite get from the book about
the clay:
Q1. When doing Symbol Mastery
from day to day, do you keep the
letters previously done or smoosh
them and reform them again?
A1. Ordinarily, you would just put
the clay away and start fresh during
the next session. Some kids like to
save letters or even frequently
modeled items (such as a model of a
person). There’s no harm in doing it
that way, as long as the model itself
is new, even though it incorporates
previously-modeled figures. The
main issue is the expense involved if
you keep running out of clay, and
the space to store all the old models.
Taking photos of the models is
another way to “save” the creations.
Q2. The only clay we could find
here is self-hardening clay - is this a
problem?
A2. That would be a problem in
commanding tone of voice. This
allows all the mental pictures to stay
separate and distinct in their
respective languages.
4. Trigger words should be done
separately in each language in their
own time frames to ensure mastery.
Especially the prepositions which can
vary from language to language
depending on context. (example:
“for” in English meaning “with the
intent to present to” as in “I got a gift
for Ann,” would be “para” in
Spanish. However, “for” with the
meaning “to get” as in “I went for the
groceries,” would be “por” in
Spanish.) The model of the concept
may remain the same but the sound
and form of the word changes in
Spanish but not in English.
terms of expense. You would end up
having to buy new clay all the time;
the reason that we use a non-
hardening clay with a single neutral
color is that the same clay can be
reused again and again, with no
need for special storage
arrangements to keep it fresh. Try a
local art supply store to find the clay
you want; the brand we use is called
Klean Klay. You might consider
purchasing the Davis Symbol
Mastery Kit from us; this has all the
materials you need, including clay.
Of course it has much more than
clay, including a manual and video
that will provide you a lot more
information about the process.
Q3. I see that you form lower case
and upper case printed letter. Do
you do the same with script letters?
A3. With the initial clay modeling,
we use only printed letters. The first
objective is to find and eliminate
confusions associated with
recognizing individual letters, not
with writing letters. Later on, if you
are working on mastering
handwriting, you could do some
modeling of script letters, but I
would not advise it when you are
just starting out.
I worked with my own son, and I
realized that I did not have the
knowledge or training to do
everything that might be done in a
formal Davis program, such as
PAGE 5
5. Models of the meaning of nouns
and adjectives usually remain
consistent. But with some languages
the concept of feminine, masculine or
neuter becomes involved in learning
them. So it is best to master all words
separately in their own time frame.
6. Doing Symbol Mastery on the
irregular and auxiliary (helping)
verbs can also be a good opportunity
to increase fluency and to master
conjugation and tense in any
language. However, these should be
mastered slowly and thoroughly, in
short sessions, to avoid confusion.
The basic procedures for Davis
Symbol Mastery are outlined in detail
in The Gift of Dyslexia, and in the
Symbol Mastery Kit and Teacher Kits
available from DDAI. t
helping my son with handwriting.
Instead, I just decided to focus on
the biggest problem for him–reading
–and nothing else. We just asked his
teacher at school to excuse him from
any assignments requiring
handwriting, so that he could print
or type instead. Later on, when my
son felt ready, he started working on
handwriting on his own, using a
workbook he borrowed from his
younger sister. He was about 12 at
the time and did not need extra
support. This was about a full year
after we had completed the Davis
Orientation, clay alphabet, and
Symbol Mastery on trigger words.
Q4. I’ve seen some posts on the
dyslexiatalk discussion board that
indicate the letters should be formed
within a certain amount of time. Is
this true? If so, how quickly should
he be forming them before we move
on?
A4. You should simply be working
at a pace that is comfortable for
your son. It should not be dragged
out for too long, but if he can’t
finish in one day and he comes back
to the task the following day, that is
OK. It just should be done very
close in time—that is, he shouldn’t
do half the alphabet, and then wait a
week before finishing. If you can
manage it, it’s a good idea to find
some large blocks of time that you
can devote to this. t
PAGE 6
Phoneme Awareness
Is direct instruction in phoneme
awareness or symbol-sound
correspondences necessary to correct
dyslexia?
It is important that dyslexics be
able to perceive phonetic components
of language accurately - for example,
to be able to hear the difference
between the short “e” in “then” and
the short “i” in “thin”. It is also
important that dyslexics understand
that letters generally represent
specific sounds, and to make sure
that they can accurately perceive the
letters - for example, to see the
difference between the letter “b” and
letter “d”, and to tell the difference in
order and sequence of letters in the
words “from” and “form.”
Davis methods address all of these
factors. However, once these basic
concepts are mastered, our reading
program is geared to developing
whole word recognition and
comprehension skills, relating words
to their meanings rather than merely
to their sounds. Our primary physical
tools are a dictionary and clay.
We do not find it necessary to do
extensive tutoring in phoneme
awareness or symbol-sound
correspondence. However, it should
What is a phoneme?
Phonemes are the smallest unit of
meaningful sound in a word. When
we talk about phonemic awareness,
it refers to the ability to hear these
individual speech sounds.
For example- the word "for" has 2
sounds- two phonemes: /f/ and
/the r-controlled o/
The word "example" has 8 sounds -
8 phonemes: /e/ /g/ /z/ /ae/ /m/ /p/
/schwa(uh)/ /l/
Submitted by Jen on the
DyslexiaTalk Discussion Board.
be noted that the Davis Dyslexia
Correction program is geared to
individuals ages 7 and above. Most
of our clients have already had basic
instruction in phonetic principles, and
their problems arise generally from
the fact that they cannot apply what
they have been taught.
Some possible problems are:
1. They cannot hear the difference
between similar-sounding
phonemes.
2. They understand phonetic
principles, but cannot apply them
because they have inconsistent
perceptions of the sequence,
direction, and order of letters, or of
the sounds of words, due to
disorientations or poor sequencing
skills.
3. They understand phonetic
principles, but are confused by
words that are not spelled exactly
the way they sound, and are
impeded by their over-reliance on
phonetic strategies.
4. They simply do not think with the
sound of words, and cannot gain
meaning from what they read until
they learn to relate the letters of
the words they see to a mental
picture of what the words mean.
Each of these problems can be
solved by providing the student with
tools geared to mastering the
underlying concepts, rather than
through tutoring, drill or
memorization.
Picture-at-Punctuation
Where can I access some
research that tells about the Picture-
at-Punctuation method?
There’s an excellent article
called Mental Imagery in Reading
which summarizes the many studies
that have been done in this area. It is
at:
www.readingonline.org/
research/Sadoski.html
T HE DYSLEXIC READER
As this article makes clear, the
concept of incorporating visualization
into reading has been around long
enough to generate fertile ground for
studies. Basically, it has been
repeatedly shown that readers who
have strong mental imagery have
better recall and comprehension, and
that the visualizing skill can be
taught to students to improve
comprehension. Davis isn’t the only
method that teaches imagery as part
of an overall approach to improving
comprehension skills.
Picture-at-Punctuation is described
in the book, The Gift of Dyslexia, in
the section called “Three Steps to
Easier Reading.” The main
distinction of Picture-at-Punctuation
is that we have included it within a
three-step process that connects to
building visual tracking, accurate
spelling, reading sequencing, and
word recognition skills. Our approach
probably encourages more frequent
image association, as opposed to
reading methods that instruct students
to form an image after a paragraph or
passage.
We also focus on punctuation
because our experience has been that
many dyslexic students often don’t
see, understand, or respond to
punctuation. Our particular approach
reinforces the habit of recognizing
and responding to certain punctuation
marks that signal a pause or stop in
speech when the text is spoken.
These include commas, periods,
semicolons, and quotation marks.
Our goal is for Picture-at-
Punctuation to become ingrained as a
habit, so that the dyslexic reader
naturally pauses at frequent and
appropriate intervals in the reading
process to visualize the meaning of
the preceding clause or sentence.
This encourages and utilizes the
strong visual-spatial thinking skills
which usually go hand in hand with
dyslexia, and ensures excellent
comprehension.
T HE DYSLEXIC READER
PRODUCT REVIEW
by Abigail Marshall, DDAI Information Services Director
One of the toughest hurdles for a
dyslexic student is the test of verbal
reasoning skills that comprises the
College Board SAT I. The single
most important thing students can do
to improve SAT Verbal scores is to
increase their vocabulary. But to the
picture thinker, studying words by
reading definitions can quickly
become overwhelming.
That is why I was delighted to
discover a new product, designed by
reading specialist Rebecca L. Lev,
M.Ed.—picture vocabulary cards.
The introductory set has 150 cards,
each with the definition of an
advanced vocabulary word,
pronunciation, sample sentences, and
a whimsical cartoon illustration to
reflect the meaning of the word.
Ms. Lev says, “I tried many
Humor Corner
One day, the
phone rang,
and a little
boy
answered.
“May I
speak to your
parents?”
“They’re busy.”
“Oh. Is anybody
else there?”
“The police.”
“Can I speak to
them?”
“They’re busy.”
“Oh. Is anybody
else there?”
“The firemen.”
“Can I speak to them?”
“They’re busy.”
“So let me get this straight—
your parents, the police, and
the firemen are there, but
they’re all busy. What are they
doing?”
“Looking for me.”
PAGE 7
Visual SAT
Vocabulary
Cards
techniques to help my average, above by Rebecca L.
average, and learning-disabled Lev, M.Ed.
students learn vocabulary words and
keep these words in their long-term $19.95
memory,” and couldn’t believe the Mail order
results when she created her Visual only. See our
catalog or visit
SAT Vocabulary Cards: “All of my the bookstore at www.dyslexia.com
students eagerly learned the words.
Two months later they still was amazed at how easy it was to
remembered the meanings by retain the meaning of the word. I
associating the words with the don’t know whether the results would
wonderful, and many times actually carry through to increased
humorous, pictures. As a result, every scores on the SAT, but I am pretty
one of my students easily acquired a certain that if a student plans to study
large bank of vocabulary words and vocabulary for the SAT, this probably
used these cards to increase their is a fun and effective way for most
scores on the verbal section of the students to learn the words.
SAT.” I would highly recommend this
I tried the cards myself, following product to students, home schooling
the suggested visualization approach parents, and to middle school and
that is included with the card set, and high school teachers.
BOOK REVIEW
by Abigail Marshall, DDAI Information Services Director
Learning How to Learn is a no- Learning
nonsense, comprehensive source How to
book that provides college-bound Learn:
students with the basic facts they
need to know if they believe they will Getting Into
need or want accommodations or and
support for their learning differences. Surviving
Students will appreciate the large College
print titles and well-organized When You
chapters. The book takes the student
Have a
through the process of documenting a
learning disability and asking the Learning Disability
right questions about the type of
support or accommodations. It offers by Joyanne Cobb
practical suggestions for organization
and study at college, and how LD CWLA Press (Child Welfare League of
students can highlight their learning America)
strengths. Also included is a guide to ISBN 0878687769
LD-friendly colleges and universities $14.95 118 pages, softcover
and a list of further resources.
Although there are other books others to follow, and gives an
which provide similar information, empowering message to high school
this book is one of the most useful I and college students with learning
have seen. Joyanne Cobb draws on differences: You can!
her own experiences as a student with
learning differences—she states that (Note: this book is geared to U.S.
it took her seven years to complete students. The information concerning
her undergraduate degree; she since typical accommodations and legal
has earned a Masters degree. Her rights may not apply in other
book functions as a road map for countries.)
PAGE 8 T HE DYSLEXIC READER

Improve Children's Reading Skills and Creative Talents

with Davis Learning Strategies® Kits
Designed Especially for K-3
Teachers and Parents of
Children Ages 5-8
Each Kit includes:
• Sturdy Nylon Briefcase
• Reusable Modeling Clay (2 lbs.)
• Kindergarten & Grade One Manual or Grades Two
& Three Manual
• Webster's Children's Dictionary (Hardcover)
• Checking Your Grammar (Softcover)
• Punctuation Marks & Styles Booklet
• Two Koosh Balls
• Letter Recognition Cards
• Laminated Alphabet Strip (upper & lower case)
• Stop Signs for Reading Chart
• One-year subscription to The Dyslexic Reader
newsletter ($25.00 value). If you are already a
subscriber, your subscription will be extended for Kit price: $119.95
an additional year
Recommended materials for classroom
What is different in each Kit is the Manual. These implementation:
include suggested curriculum, lesson plans, and
activities appropriate for each grade level and age. • One Kit per teacher or aide
Teachers or home-schooling parents who teach • Four Koosh Balls per Classroom
multiple grade level students may purchase a • Six Letter Recognition Card sets per classroom
combination kit, containing both Manuals for $149.90. • One Alphabet Strip per student
Previous purchasers of the Davis Symbol Mastery Kit • Six Punctuation & Styles Booklets per Classroom
may purchase either Manual separately for $29.95 • Six Dictionaries per Classroom
each. • One Pound of modeling clay per student

ORDER FORM Discount Schedule

Qty Item Price in US Dollars Quantity Non-Member DDAI Member
Davis Learning Strategies® Teacher Kit 0-5 0% 10%
__ K-1 __ Grades 2-3 (Check one) $119.95
6-10 10% 15%
Davis Learning Strategies® Teacher Kit with
11-20 15% 20%
both Manuals $149.90
Davis Learning Strategies® K-1 Teacher Kit Manual 21-40 20% 25%
(sold separately only to previous purchasers of a full More than 40 25% 30%
Teacher Kit or Davis Symbol Mastery Kit) $29.95
Davis Learning Strategies® Grades 2-3 Teacher Kit TO ORDER:
Manual (sold separately only to previous purchasers
of a full Teacher Kit or Davis Symbol Mastery Kit) $29.95 · By phone: Call 1-888-999-3324 toll-free
in the USA or Canada.
Alphabet Strip $7.95
Punctuation & Styles Booklet
Letter Recognition Cards
$9.95
$9.95
· Fax this order form with your name,
shipping address, credit card
Pronunciation Key Cards $12.95
Symbol Mastery Procedure Chart $1.95 authorization to +1 (650) 692-7075. We
Stop Signs for Reading Chart $1.95 will add shipping and handling
Koosh Balls (2) $11.00
Clay - 2 pounds $8.00 charges.
Webster’s Children’s Dictionary (Hardcover)
Checking Your Grammar (Softcover)
$16.95
$6.95
· E-mail your order to
DDAorders@aol.com
DDAI Membership $50/year US$60/year non-US
(not including shipping charges) UPS Shipping Charges will be added to all orders
T HE DYSLEXIC READER PAGE 9

The Light and Knife

Congratulations to Larry Smith,
My name is blue and flowing like the
ripples in a pond Jr. of Calgary, Alberta!
When you skip smooth stones across On November 1, 2001, Larry was
it’s crystal clear surface awarded the Alberta Literacy Award
It moves like a gentle breeze rustling of Merit. This award recognizes and
the leaves and whispering words. highlights individuals for their
It is long and flowing like a pale exceptional performance,
moonbeam accomplishments, and dedication;
Streaming through a window just and significant achievements in
before you fall asleep. service of professional activities in
It means “the bearer of light.” literacy in Alberta, Canada.
My first name, Camille. During the presentation it was
stated, “The nominations we received
My middle name has a sharp edge to for Larry Smith were full of letters
it. from former clients, parents, teachers
When I say it, it feels sharp and doctors who have seen lives
Like my tongue is a knife, dramatically impacted by the help
And I can slice through any word. they received at Rocky Point “Before the program I was trying to
Even so, it is quiet and secretive Academy.” adapt to a world that did not fit. It
And no one can guess it when I ask, Some quotes from nominations that was like putting the wrong puzzle
“What’s my middle name?” were mentioned during the piece in the wrong space. Now I
presentation: know how I learn and I know that I
-Camille Meyers
“The program works wonders.” can do anything that I want to do.”
“My son who has dyslexia and ADD, “I have seen dramatic changes in his
This is a poem my daughter, Camille, spent a week with Larry which has ADD and would no longer consider
wrote in response to a classroom made a very positive change in his prescribing Ritalin. He’s beat it
assignment. It has been four years since personality and the way he looks at himself!”
she went through her Davis Dyslexia learning.”
Correction Program and it has made such “He has a willingness to work and Larry is a licensed Davis
a difference in her life. Words used to Facilitator, and travels to many
read now after 7 years of tears.” schools and communities sharing the
confuse her and control her. Now as you
can see, she is the one in control. I found “ I am so glad I took the program, it positive side of dyslexia and ADD.
it particularly interesting and meaningful has changed me and my family’s He is a credit to us all.
that she alluded to “words” several times. life.” Congratulations again Larry! t

Growing Space isn't

knowing
from a seed remote at all. It's
showing beauty
only an hour's drive
fighting weeds.
Velvet petals on the trees. away if your car
So softly buzzing com the bees.
Juicy peaches clinging on, could go straight
warmed and ripened in the sun, upwards.
slightly swaying in the wind.
Peach pie for many families.
Jams and Jellies that we made.
Years of writing diaries in the shade.
-Fred Hoyle,
Axes cut all the memories. Astronomer,
Elena Bronisz, age 10 (4th grade) Elena Bronisz mathematician,
Bellingham, WA 11-5-01 writer (1915- )
PAGE 10 T HE DYSLEXIC READER

Improve Your Primary Classroom Reading & Classroom Management Skills

With the Davis Learning Strategies ® Basic Teacher Workshop
Davis Learning Strategies give K-3 Feedback from Teachers
teachers immediately usable and effective
tools that:
"I really saw
• Tap the creative learning process in all children. a difference.
• Significantly improve language arts skills without I go once a
week with
paper/pencil and worksheets. the class to
• Efficiently and effectively teach reading and pre- the school
reading skills to multiple learning styles. library. In
• Quickly and easily give children self-management previous
skills for paying attention and staying on task. years my
pupils would
• Make classroom and behavior management easy just check
and positive. out the
• Children find fun, engaging, and motivating. picture books. They were content to look at the
• Can be flexibly applied in a variety of school and pictures. This class has become very 'knowledge
thirsty.' They check out general education books,
learning activities. everything from volcanoes to Indians. Better yet, they
look at them AND read them!"
Research Based —AA, primary school teacher
The workshop
represents the results of
six years of research and "The biggest change that I have seen in this first
development in several K- semester of using Davis? Short and simple: energy
3 elementary classrooms management. Nowadays, my class comes back from
by an experienced teacher, even the most turbulent playground breaks and can
Sharon Pfeiffer. In August, quickly adjust to the classroom. They can pay attention
2001, a research paper and actually listen to me."
detailing the effects of —GE, primary school teacher, Switzerland
these strategies on first grade word recognition and gifted education
placement was published in Reading Improvement, a peer-reviewed "I am using it in the class, and yes it's working. In the
journal. Davis Learning Strategies are based on methods developed by children I saw change: caring for one another, helping
Ronald D. Davis.
another and realizing that no one in our class is stupid.
Davis Learning Strategies There is no more such a thing as a naughty child
With Davis Focusing Skills™, a series of exercises which use because you can focus your friend next to you, you can
imagination and coordination, children can easily develop the self focus your group. With spelling and reading there is
directed ability to be physically and mentally focused on the learning definitely a great improvement in my class. I've got 38
task at hand. children in my class (in South Africa we can go up to
Through Davis Symbol Mastery®, children master the alphabet, 45 or 50 per class) all focused. The other teachers
punctuation marks, and basic sight words with a simple, easy and fun often tell me they don't think I have children in my
alternative to pencil-paper activities and drill exercises.
Davis Reading Exercises provide a fun and cooperative method for class: the reason being they are focused AND use there
increasing word recognition and reading comprehension skills. This dial setting! Even if they come to class wild and
reading method can be used alone or as a supplement to a current active, within minutes I have the most well behaved
reading program. class in the whole school. Thanks to Davis Learning
With these Davis Learning Strategies, children become well Strategies!"
prepared for a successful first four years of schooling and for a —Stephany van Dyk,
lifetime of learning! Educator in Johannesburg, South Africa
Visit the Davis Learning Strategies web site:
www.davislearn.com "In essence, I believe that this is the gift that we are
able to give our children if we implement the Davis
2002 DATES & LOCATIONS Learning Strategies in our classrooms. We are able to
June 10-13 San Antonio, Texas give each learner, regardless of their individual
June 24-27 San Francisco, California learning style, the ability and opportunity to learn
July 8-11 Minneapolis, Minnesota successfully. As educators, what greater reward do we
July 15-18 Milwaukee, Wisconsin require? I wish to encourage all educators who have
August 12-15 San Francisco, California the opportunity to learn the Davis methods to do so.
August 26-29 Vancouver, Canada They truly are a life-line to help ALL children, and in
so doing, we can enable them to reach their full
Call 1-888-805-7216 for U.S. Registration
Call +1 (604) 921-1084 for Canada Registration potential."
THREE ACADEMIC UNITS AVAILABLE —Gillian Rookyard, A final year teaching student
(with no homework)
T HE DYSLEXIC READER PAGE 11

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

Workshop Outline
DAY ONE DAY THREE
Background and Development of the Davis Dyslexia Orientation Review Procedure (a method for checking
Correction® Procedures orientation skills)
· Research and discovery. The “gifts” of dyslexia. Anatomy and · Demonstration & Practice Session
developmental stages of a learning disability. Overview of the Davis Symbol Mastery® (the key to correcting dyslexia)
steps for dyslexia correction. · What is Symbol Mastery? Why clay?
Davis Perceptual Ability Assessment (a screening for dyslexic Mastering Basic Language Symbols
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-Punctuation
strengths & weaknesses; set goals; and establish motivation)
· Demonstration and Practice Session DAY FOUR
Fine-Tuning Procedure (checking and adjusting orientation
DAY TWO using balance)
Davis Orientation Counseling Procedures (methods to Symbol Mastery Exercises for Words
control, monitor and turn off perceptual distortions) · Demonstrations, Group Exercises and Practice Sessions
· What is Orientation? Demonstration and Practice Session Implementing the Davis Procedures
Release Procedure (method for alleviating stress and
headaches)
Alignment (an alternative to Orientation Counseling)
· What is Alignment? How is it used? Group Demonstration To register for US workshops
Dial-Setting Procedure (a method for controlling ADD call 1-888-805-7216 (toll-free)
symptoms)

2002 WORKSHOP SCHEDULE

9 - 12 April 2002 (English) 30 May - 2 June (German) 29 Aug - 1 Sep 2002 (German) 19-22 October (English)
Instructor: Jürg Peter Instructor: Ioannis Tzivanakis Instructor: Bonny Beuret Instructor: Robin Temple
Location: Ipoh, Malaysia Location: Karlsruhe, Germany Location: Basel, Switzerland Location: Winchester, England
Contact: singapore@dyslexia.com Contact: germany@dyslexia.com Contact: ch@dyslexia.com Contact: uk@dyslexia.com

15 - 18 April 2002 (English) 6-9 June (German) 7-10 or 12-15 Sept (English) 4-7 December (English)
Instructor: Jürg Peter Instructor: Ioannis Tzivanakis Instructor: Bonny Beuret Instructor: Bonny Beuret
Location: Singapore Location: Munich, Germany Location: Sydney, Australia Location: Singapore
Contact: singapore@dyslexia.com Contact: germany@dyslexia.com Contact: australia@dyslexia.com Contact: sg@dyslexia.com

6-9 May, 2002 (English)
Instructor: Bonny Beuret
Location: Muscat, Oman
Contact: Hodge@omantel.net.om
(Pat Hodge)
27-30 May (English)
Instructor: Robin Temple
Location: Winchester, England
Contact: uk@dyslexia.com
4 - 7 July 2002 (French)
Instructor: Bonny Beuret
Location: Geneva, Switzerland
Contact: ch@dyslexia.com
8 - 11 July 2002 (English)
Instructor: Ronald D. Davis
Location: San Francisco, CA
Contact: training@dyslexia.com
7-10 October (English)
Instructors: Gerry Grant &
Ronald D. Davis
Location: Toronto, Canada For updated workshop
Contact: canada@dyslexia.com
17-20 October (Spanish) schedules visit
Instructor: Ronald D. Davis
Location: Monterrey, Mexico
www.dyslexia.com/train.htm
Contact: mexico@dyslexia.com
PAGE 12
Newly Licensed Davis Facilitators and Specialists and
Davis Learning Strategies School Mentors & Workshop Presenters
Congratulations and welcome to our growing international family of Davis providers!
Margarete (Margie)
Hayes became interested
in the Davis Dyslexia
Correction Program when
her granddaughter,
Heather, went through the
program in January 2000.
The positive changes in
Heather began that week
and continues. Margie wanted to be part of
this exciting program. She holds a BS in
Education. Margie works at New Hope
Learning Centers, 2525 N. Mayfair Road,
Suite 107, Wauwatosa, WI 53226. USA. (888)
890-5380 or (414) 774-5380.
Newhope4dyslexia@aol.com
Georgina Dunlop has a
B.Ed. in Physics. She has
also worked in primary
schools providing reading
and literacy support. She
became interested in the
Davis Methods having
seen a close friend (also a
Davis Facilitator) use the
Davis Methods to help children and adults
improve their literacy skills. Georgina has
traveled widely and worked in Hungary. She
has lived in the US for four years and as a
result understands the differences in the
British and American education systems. She
has two sons who are currently working their
way through GCSEs and A Levels. Her
interests include literature and opera. Dyslexia
Correction Centre, Holtwood, Brockenhurst
Road, Ascot, SL5 9HA, United Kingdom. +44
(1344) 62 21 15.
Gerogina.dunlop@btinternet.co.uk
Catherine Warner
became interested in
dyslexia through her
volunteer work with
refugee children in
Geneva, Switzerland. She
is looking forward to
using her bilingual skills
to work with clients, both
French and English, in this very international
city. 25 Av. Du Mail, CH-1205, Geneva,
Switzerland. +41 (0223) 21 70 42.
Dyslexie@romandie.com
Crystal Punch is a
mother of two and has
been teaching for ten
years at experiential
schools. “I was puzzled
because many students
were brilliant, out-of-the-
box thinkers, but could
not write down their
thoughts, or follow through with and complete
a project. My journey to understand this
dilemma lead me to Ron Davis. After the
Fundamentals Workshop, I discovered my
“brilliant” father was also dyslexic, and it
appears my son as well. How lucky! I am very
honored to be part of each person’s discovery
of talents.” Alternative Learning Solutions,
8142 East Briarwood Blvd., Englewood, CO
80112. USA. (303) 850-0581.
Pukooi@aol.com
Susanne Wild. St.
Johannes Strasse 5, D-
86316 Paar, Germany.
+49 (08205) 95 90 828.
BeratungSWild@aol.com
Yvonne Preisig. Albistrasse 11, CH-Thalwil,
Sitzerland +41 720 3270.
Gundula Patzlaff achieved a degree as a
medical assistant and physiotherapist. As a
physiotherapist, Gundula acquired experience
through her work in various hospitals. Zur
Uhlandschohe 12B, D-70188 Stuttgart,
Germany. +49 (0711) 23 64 865.
Angelika Kohn has
worked as a teacher in
several trade schools
where she specialized in
teaching German. Von
Plieningenstr. 12, D-
71711 Steinheim-
Kleinbottwar, Germany.
+49 (071) 48 66 08.
Elisabeth Raberger has
worked as a goldsmith.
She has made a continued
education as teacher, has
taught socially
disadvantaged children,
and has acquired a degree
in German. She
specialized in teaching
German to foreigners. Currently she teaches
refugees. Bäderstr. 24, CH-5400 Baden,
Switzerland. +49 (040) 82 29 35 69.
Richard Whitehead has
a family-run centre
specializing in the
correction of a variety of
learning difficulties using
the Davis Methods, and
in the homeopathic
treatment of illness.
Besides English,
Richards is also fluent in German and Polish.
Centre for Natural Health and Learning. 75
Wheatfield Way, Cranbrook, Kent, TN17
3NB, United Kingdom. +44 (1580) 71 30 94.
Dyslexia@cnhl.info
T HE DYSLEXIC READER
Gerri Cox, BSN, RN
“My life and my son’s
life were affected in
many special ways as a
result of a very positive,
inspiring and successful
Davis program with our,
Facilitator, Bill Allen, in
Atlanta, Georgia. My son
received confidence and tools which enabled
him to improve his reading skills and he is
now willing to tackle high school honors level
English courses! For me, a journey began to
become a certified Davis Facilitator. After
receiving a Bachelor of Nursing degree from
the University of North Carolina at Chapel
Hill in 1982, I worked in a neonatal intensive
care unit and went on to teach nursing at a
local college. In more recent years, I have
served as the office manager of The Cox Law
Firm. This job allowed me the time to
volunteer in the school systems as a tutor as
well as see the needs of many special bright
children who display the signs of dyslexia. I
am excited to be opening the Coastal
Carolina’s Dyslexia Correction Center, located
at the beach!” P.O. Box 2439, Shallotte, NC
28459, USA. (910) 754-9559 or
(910) 754-6499. Cox2@mindspring.com
Janet Confer has been
married to her husband
Russ for twenty three
years and is the mother of
three children. After
enrolling her son in the
Davis Program and
observing the academic
success in Ben’s life,
Janet began her training as a Facilitator. “The
Davis philosophy, that each person is uniquely
created and endowed with personal gifts,
meant that becoming a Facilitator would be an
extension of my own heart. One of the
greatest joys I have as a Facilitator is
watching my clients and their families walk
out the door full of hope and knowing their
lives will never be the same.” Uniquely
Created Learning Solutions for Dyslexia, 159
Encantado Canyon, Rancho Santa Margarita,
CA. 92688, USA. (949) 589-9466.
conferj @aol.com
Gabi Justen is both a licensed Curative
Educator and a licensed Equitational
Therapist. “The most important thing for me
in facilitating is to have respect for the other
person. Then to understand my client’s nature.
From this understanding then develops the
form of how we work with each other. A good
portion of humor helps.” Schumannstrasse 30,
D-66111 Saarbrucken, Germany.
+49-681 595 9623. g.justen@t-online.de
T HE DYSLEXIC READER
Jeannette Myers has a
BA in Psychology with
an emphasis on
kinesthetics. For many
years she worked as a
Creative Arts Therapist
in hospitals and day care
centers. Jeannette used
art, movement and dance
as a way to connect and to help people
express themselves. Currently, she has her
own art studio where she paints and creates
ceramic sculptures. “A few years ago, I began
to do volunteer work with local schools
tutoring students with reading difficulties. I
found the Davis program while looking for a
new direction in my life. The combination of
reading and using clay was a natural
progression and the fit ‘feels’ exactly perfect.”
New Perspectives, 2415 Gracey Lane,
Fallbrook, CA.92028, USA. (760) 723-2989.
jeannette@tfp.com
Heidi Gander-Belz
Himmelsbergstr. 41, CH-
8617 Monchaltdorf,
Switzerland.
+41 (01) 948 1410.
hganderbelz@gmx.ch
Elizabeth (Betsy) Ratliff has a Masters
degree in Anthropology and spent two years
in the Peace Corps. “While raising three
daughters, I worked in a school as a computer
lab assistant. While there, I encouraged lab
usage for special education students. Since
my move to North Carolina, I have been a
vision therapist for six years. Realizing a few
clients could not consistently make forward
progress without an orientation point, I
trained to become a Davis Facilitator. I have a
firm commitment to help a child succeed in
school and have the chance to become
whatever he or she wants.” ZYX Learning
Center, 124 Chimney Rise Drive Cary, NC
27511 USA. (919) 461-3948.
beaeff@earthlink.com
Stacey Smith has a degree in Elementary
Education. In addition to her experience in the
classroom, she has been a therapist and a
coach with learning and physically challenged
individuals. She, her husband, children,
parents, and siblings have all participated in
Davis Correction Programs. “To be a Davis
Facilitator is the most fulfilling career I can
imagine. To work with children and adults
that come in with their heads hanging on
Monday, and then seeing them bounce out the
door with a smile on Friday is so rewarding.”
Rocky Point Academy, 128 Partridge Court.
Calgary, Alberta Canada T3Z 3M2 Tel: 1-
866-685-0067 or fax 1-403-685-0673.
info@rockypointacademy.com
Jennifer Delrieu was
born in the north of
England in 1947.
Jennifer married a
Frenchman and had three
children, one of whom is
married and lives in
Arizona, one is teaching
English in Turkey, and
the youngest is in high school. She has a
Bachelor of Arts Honours degree in French
and Italian and has worked in teaching for
over 30 years. It was the certainty that one
day she would find a method to teach those
bright yet bewildered children and adults who
“didn’t learn” that led her to train as a Davis
Facilitator. After traveling and living in
Europe and North America, she is presently
based in France in the Paris area and hopes to
develop learning differences awareness in
French schools as well as accompanying
clients through the Davis Program.
Apprendre, 44 Rue Serpentine, Voisins le
Bretonneux, 78960 France. +33 (01) 30-44-
19-91. jenniferdelrieu@yahoo.com
Tamera Richardson found the Davis method
while searching for help for her 7-year-old
daughter, Emily. After attending the
Fundamentals workshop and observing the
dramatic success of her daughter, she decided
to pursue a Davis Facilitator License. There
are many of Tammy’s family members who
have the gift of dyslexia. During the course of
the Facilitator training she was able to host a
Davis Learning Strategies Workshop at the
Charter School where she works. “Having the
opportunity to do Davis Correction while
seeing the Davis Strategies begin to be used
in the classroom is just incredible.” She now
works with clients and students at Sequoia
Charter School in Mesa, AZ. Dyslexia
Unlocked, 1050 South McDonald Street,
Mesa, AZ 85210, USA. (480) 649-7737
ext.2237. tammypr@yahoo.com
Wendy Gilley is a
teacher and mother who
was looking for a
solution to her daughter's
dyslexia and discovered
the Davis Methods.
"After my Katie's
remarkable success, my
interest in dyslexia
continued to grow and I realized that a Davis
Facilitator was desperately needed in our area.
I needed a career change and Davis was the
obvious choice for me. As a science teacher
with a keen interest and love for children I've
taught three-year-old Head Start, middle
school, high school and college, but nothing
has given me the sense of fulfillment I have
when helping a child discover that he or she
can succeed in school. Seeing a young mind
flourish and a life change is the ultimate
career." Dyslexia Correction Center of
Louisiana, 14174 Woodland Ridge, Baton
Rouge, LA 70816. (225) 751-8741.
Dg663@aol.com
PAGE 13
New Davis Specialist
Nic Carter of Basel, Switzerland has been a
licensed Facilitator since November, 1999.
+41 (061) 273 81 85 info@dda.ch
New Davis Learning Strategies
School Mentors
Marlene Easley of Bellingham, Washington
has been a Davis Facilitator since August,
1998. She has been mentoring classroom
teachers in her area to implement Davis
Learning Strategies since 1999. (360) 714-
9619. marlene@dyslexiaunlearned.com
Gerda Barakos-Jeger of Basel, Switzerland
was a primary school teacher before
becoming a Davis Facilitator in May, 1999.
She has been mentoring local primary school
teachers to implement Davis Learning
Strategies since 1999. +41 (061) 273 81 85
info@dda.ch
New Davis Learning Strategies
Workshop Presenters
Carol Hern of Spokane,
Washington taught in
elementary schools for 15
years. Currently she is an
adjunct instructor at
Gonzaga University and
supervises student
teachers. She holds a
Masters Degree in Special Education.
(509) 363-1771 hernsie@msn.com
Ethel Kellog of Spokane,
Washington taught
students with learning
disabilities for 16 years
and is an adjunct faculty
member at Gonzaga
University. She holds a
Masters Degree in
Special Education. (509) 363-1771
marethk@earthlink.net
Bonny Beuret, Director of DDA-CH in
Basel, Switzerland. +41 (061) 273 81 85
info@dda.ch
The Davis Facilitator training program requires
approximately 400 hours of course work.
The Davis Specialist program requires extensive
experience providing Davis programs and an
additional 260 hours of training. Specialists and
Facilitators are subject to annual re-licensing
based upon case review and adherence to the
DDAI Standards of Practice.
Davis Learning Strategies School Mentors and
Workshop Presenters are experienced teachers
and trainers who have had two-three years of
specialized training and experience mentoring
classroom teachers of children ages 5-9.
For information about training or a full directory of
Davis providers, see www.dyslexia.com/affil.htm,
or call +1 (650) 692-7141 or toll-free in the US at
1-888-805-7216.
PAGE 14
Davis Dyslexia Correction® Providers
The Davis Dyslexia Correction program is now available from more than 270 Facilitators around the world.
For updates, call: (888) 805-7216 [Toll Free] or (650) 692-7141 or visit www.dyslexia.com/affil.htm
Alabama
Paula Morehead, Dyslexia Center of
the South
(205) 822-9050 (Hoover)
Arizona
Edie Fritz, New Solutions Dyslexia
Correction
(602) 274-7738 (Phoenix)
Nancy Kress, Dyslexia Corrector
(602) 291-8528 (Glendale)
John Mertz, Arizona Dyslexia
Correction Center
Toll Free: (877) 219-0613
(520) 219-0613 (Tucson)
Tamera Richardson,
Dyslexia Unlocked
(480) 649-7737 ext.2237 (Mesa)
California
Dr. Fatima Ali • Ron Davis • Alice Davis
• Sharon Pfeiffer • Lexie White Strain •
Dee Weldon White
Reading Research Council Dyslexia
Correction Center
Toll Free: (800) 729-8990
(650) 692-8990 (Burlingame)
Janalee E. Beals,
The Dyslexia Mentor
(877) 439-7539 (Palm Springs)
Janet Confer,
Uniquely Created Learning Solutions
for Dyslexia
(949) 589-9466 (Rancho Santa
Margarita)
Richard A. Harmel,
Solutions for Dyslexia
(310) 823-8900 (Los Angeles)
Jeannette Myers,
New Perspectives
(760) 723-2989 (Fallbrook)
Dwight E. Underhill
(510) 559-7869 (El Cerrito)
Colorado
Kathy Bacon,
Creative Learning Center
(970) 669-0170 (Loveland)
Terry Demeo
(303) 850-7668 (Littleton)
Crystal Punch,
Alternative Learning Solutions
(303) 850-0581 (Englewood)
United States
Carol Stromberg,
Dyslexia Correction
Toll Free: (800) 290-7605
(970) 487-0228 (Collbran)
Florida
Randee Garretson
Dyslexia Correction
(813) 956-0502 (Lutz)
Alice J. Pratt & Gwin Pratt,
Dyslexia Plus
(904) 389-9251 (Jacksonville)
Georgia
Bill Allen,”THE” Dyslexia Coach
(770) 594-1770 (Atlanta)
Scott Timm, Dyslexia Masters
(770) 516-7294 (Woodstock)
Hawaii
Scott Shedko
(808) 377-3177 (Honolulu)
Illinios
Kim Ainis,
The Reading Center
(312) 360-0805 (Chicago)
Indiana
Myrna Burkholder,
Michiana Dyslexia Correction Center
(574) 533-7455 (Goshen)
Iowa
Mary Kay Frasier,
Innovative Learning Professionals
(515) 270-0280 (Des Moines)
Kansas
Carole Coulter, Dylsexia Correction of
Johnson County
(913) 831-0388 (Kansas City)
Louisiana
Wendy Gilley, Dyslexia Correction
Center of Louisiana
(225) 751-8741(Baton Rouge)
Michigan
Ann Minkel,
Michigan Dyslexia Resources
Tollfree: (866) 330-3671
(517) 365-3176 (Six Lakes)
Dean Schalow, Tri-Point
Toll Free: (800) 794-3060
(231) 899-5954 (Manistee)
Minnesota
Cindy Bauer
Partners In Learning-Minnesota
(612) 483-3460 (Plymouth)
T HE DYSLEXIC READER
Virginia Bushman, New Visions
Integrated Learning Systems
(320) 845-6455 (Albany)
Cyndi Deneson,
New Hope Learning Center
Toll Free: (888) 890-5380
(952) 820-4673 (Bloomington)
Mississippi
Nancy F. McClain & M. Elizabeth (Beth)
Cook
MDC Mississippi Dyslexia Center
(866) 632-2900 (Vicksburg)
Missouri
Patricia Henry,
Dyslexia Correction of KC
(816) 361-6563 (Kansas City)
Montana
Nancy Sitton, Dyslexia Deciphered
(406) 863-9844 (Whitefish)
Nebraska
Shawn Carlson, Education Insights
(402) 420-1025 (Lincoln)
Nevada
Barbara Clark, New Foundations for
Dyslexics
(775) 265-1188 (Gardnerville)
New Jersey
Charlotte Foster, Multivariant Learning
Systems
(908) 766-5399 (Basking Ridge)
Nancy Cimprich, Creative Learning
Systems
(856) 358-3102 (Elmer)
New Mexico
Annie Johnson-Goodwin, Dyslexia
Resource
(505) 982-9843 (Santa Fe)
New York
Carla Niessen,
Dyslexia Changed
(845 or 914) 883-5766 (Clintondale)
Wendy Ritchie,
Positive Perception Ltd.
(716) 233-4364 (Hilton)
North Carolina
Gerri Cox, Coastal Carolina’s Dyslexia
Correction Center
(910) 754-9559 or (910) 754-6499
(Shallotte)
Erin Pratt, Dyslexia Plus
(828) 231-2400 (Asheville)
THE D YSLEXIC READER PAGE 15

Betsy Ratliff, ZYX Learning Center
(919) 461-3948 (Cary)
Ohio
Lisa C. Thatcher, Ohio Dyslexia
Correction Center
(740) 397-7060 (Mount Vernon)
Oklahoma
Christina Martin,
Reading Tree Dyslexia Solutions
(918) 492-0700 (Tulsa)
Toll Free: (866) 492-0700
Pennsylvania
Marcia Maust, Laurel Highlands
Dyslexia Correction Center
(814) 267-6694 (Berlin)
Texas
Kellie Brown, Texas Dyslexia Services
Toll Free: (877) 230-2622
(817) 989-0783 (Ft. Worth)
Rhonda Clemons & Colleen Millslagle,
Success Learning Center
Toll Free: (866) 531-2446
(903) 531-2446 (Tyler)
Susan Dickens
Discovery Learning Center
(512) 515-5591
(512) 267-4156 (Leander)
Dorothy Owen
DFW Dyslexia Correction
(817) 919-6200 (Dallas)
Margot Sampayo
(956) 544-6360 (Brownsville)
Laura Warren,
Dyslexia Correction Center
(806) 771-7292 (Lubbock)
Virginia
Angela Binns Odom,
Succeed Learning Center
(804) 833-8858 (Midlothian)
Washington
Marilyn Anderson & Aleta Clark,
Dyslexia Correction Center of WA
(253) 854-9377 (Kent)
Dorothy Jean Bennett, Jackie Black &
Renie Smith, Meadowbrook
Educational Services
Toll Free: (800) 371-6028
(509) 443-1737 (Spokane)
(425) 252-5184 (Everett)
Ray Davis & Suzanne Hailey, Reading
Research Council Northwest
Toll Free: (866) 677-7726 (Everett)
Marlene Easley,
Dyslexia Unlearned
(360) 714-9619 (Bellingham)
Kathy Hawley & Meliesa Hawley,
Cascade Dyslexia Correction
(509) 784-1927 (Entiat)
Carol Hern & Ethel Kellogg,
Dyslexia Mastery Center
(509) 363-1771 (Spokane)
Jo Del Jensen,
Learning Tools Northwest
(360) 679-9390 (Oak Harbor)
Rebecca Luera, Dyslexia Mastery
(800) 818-9056 (Fall City)
Sharon Polster,
Dyslexia Tutoring Services
(206) 780-8199 (Bainbridge Island)
Ruth Ann Youngberg,
Dyslexia Mastered
(360) 671-9858 (Bellingham)
West Virginia
Gale Long,
New Horizons Dyslexia Correction
Center
Toll Free: (888) 517-7830
(304) 965-7400 (Elkview)
Wisconsin
Darlene Bishop, Margie Hayes &
Pamela Kretz,
New Hope Learning Centers, Inc.
Toll Free: (888) 890-5380
(414) 774-4586 (Milwaukee)
Canada:
Stacey Borger-Smith & Lawrence
Smith, Jr., Rocky Point Academy
(403) 685-0067
Toll Free: (866) 685-0067
(Calgary, Alberta)
Darlene Brown,
Creative Learning Resource
(250) 847-3463
(Smithers, B.C.)
Gerry Grant,
Dyslexia Solutions Canada, Ltd.
Toll Free: (800) 981-6433
(Princeton, Ontario)

Sue Hall, Positive Dyslexia

In Fond and Grateful Memory of (604) 921-1084
Elizabeth (Misty) Davis of Richmond, Virginia who (West Vancouver, B.C.)
passed away on February 7, 2002. Brian Grimes
Misty trained in 1997 and became one of the first US (604) 892-9117
(Squamish, B.C.)
Davis Facilitators. She was a good friend and mentor
to many colleagues. Her ever-present wit and wisdom Wayne Wolfram Hassell, Learning-
Abilities Enhancement Programs
are revealed in the following playful sonnet. (604) 988-7680
(Vancouver, B.C.)
The Dyslexic's Dilemma
D’vorah Hoffman,
Is this a passage which I see before Or to use vision against a sea of Living Hands Learning Centre
me, sounds, (416) 398-6779
The meaning toward my eye? Come, And through perception end them. (Toronto, Ontario)
let me grasp thee. To read: to grasp, Jeri Mcleod,
I have decoded thee not, and yet I To grasp? perchance to understand? Dyslexia Mind Masters
perceive thee still. Ay, there's the glory; (403) 503-0108
Art thou not glorious passage, For with thy comprehension what (Calgary, Alberta)
sensible to orientation as to sound? knowledge may be unveiled, Catherine (Cathy) Smith, C.M. Smith
Or art thou but a milieu for phonic To enhance thy life, to increase thy & Associates
babble? wisdom, (905) 844-4144
To think, or not to think, that is the Must give us pause. (Oakville, Ontario)
question: by Elizabeth Armistead Davis, with Wayman E. (Wes) Sole,
Whether `tis nobler to the mind to sincere apologies to William Dyslexia Help
suffer the process of decoding, Shakespeare (519) 472-1255 (London, Ontario)
 ~ PRESORTED
The
Dys•lex´•ic Read´•er STANDARD
U.S. POSTAGE
1601 Old Bayshore Highway, Suite 245
Burlingame, CA 94010 PAID
BURLINGAME, CA
PERMIT NO.14
RETURN SERVICE REQUESTED

Fundamentals of Davis Dyslexia Correction Workshop

Based on the best-selling book 2002 International Schedule
The Gift of Dyslexia by Ronald D. Davis Malaysia Ipoh April 9-12
Asia Singapore April 15-18
This 4-day workshop is an introduction to the basic
theories, principles and application of all the procedures Oman Muscat May 6-9
described in The Gift of Dyslexia. Training is done with a England Winshester May 27-30
combination of lectures, demonstrations, group practice, Germany Karlsruhe May 30 - June 2
and question and answer sessions. Attendance is limited to Germany Munich June 6-9
ensure the highest quality of training. Switzerland Geneva July 4-7
Who Should Attend: US San Francisco July 8-11
Switzerland Basel Aug 29 - Sept 1
Everyone involved in helping dyslexic individuals over the
Australia Sydney Sept 7-10 or 12-15
age of eight.
Canada Toronto Oct 7-10
Participants will learn: Mexico Monterrey Oct 17-20
• How the Davis procedures were developed. U.S. Course Schedule
• How to assess for the “gift of dyslexia.” • 8:30 - 9:00 Registration (first day)
• How to help dyslexics eliminate mistakes and focus • 9:00 - 5:00 Daily (Lunch break 12:00-1:30)
attention. U.S. Fees and Discounts
• $975 per person plus $95 materials fee
• The Davis Symbol Mastery tools for mastering reading. • $925 for DDAI members or groups of two or more
• How to incorporate and use proven methods for plus $95 materials fee
• $975 if paid in full 60 days in advance incl. materials
improving reading, spelling, and motor coordination into a • Advance registration and $200 deposit required
teaching, home school, tutoring, or therapeutic setting. • Includes manual, one-year DDAI membership,
verification of attendance, and Symbol Mastery Kit
See page 11 for more workshop details. • Academic units available

For a detailed brochure on enrollment, prices, group rates, discounts, location, and further information, contact the DDA in your country.
DDA-CH DDA-Israel DDA-Nederland DDAI-US
Freie Strasse 81 20 Ha’shahafim St. Kerkweg 38a 1601 Bayshore Highway, Ste 245
CH 4001 Basel, Ra’anana 43724 6105 CG Maria Hoop, Burlingame, CA 94010
SWITZERLAND ISRAEL NEDERLAND Tel: 1-888-805-7216
Tel: +41 (061) 273 81 85 Tel: +972 (053) 693 384 Tel: +31 (0475) 302 203 Fax: +1 (650) 692-7075
Fax: +41 (061) 272 42 41 Fax: +972 (09) 772-9889 Fax: +31 (0475) 301 381 E:mail: ddai@dyslexia.com
e-mail: ch@dyslexia.com E-mail: Israel@dyslexia.com E-mail: holland@dyslexia.com

DDA-Deutschland DDA- México DDA-UK For a full

Conventstrasse 14 Privada Fuentes #110, P.O. Box 40 description of the
D-22089 Hamburg esq. con Ricardo Margaín Winchester S022 6ZH
GERMANY Colonia Santa Engracia ENGLAND Davis Facilitator
Tel: +49 (040) 25 17 86 22 Garza García - Monterrey, 66220 +44 (01962) 820 005 Certification
Fax: +49 (040) 25 17 86 24 Nuevo León MÉXICO Fax: +44 (01962) 820 006
Tel/Fax: +52 (08) 335 9435 Program, ask for
E-mail: germany@dyslexia.com E-mail: uk@dyslexia.com
or +52 (08) 356-8389 our booklet.
E-mail: mexico@dyslexia.com
Enrollment Limitedu Classes Fill Early u Call 1-888-805-7216 or 650-692-7141
For updated workshop schedules visit http://www.dyslexia.com/train.htm