The Whole Dyslexic Society The Whole Dyslexic Society

Newsletter June 2025

This month as our summer arrives, our news takes an international flavour… but first some exciting home news! WHO KNEW Dyslexia is a Way of Thinking, the 30 minute short is now entered for these Film Festivals: Victoria, Vancouver, Toronto, Whistler, Whitehorse, St John’s, New York, Los Angeles, Atlanta, Sedona and Edinburgh Scotland! She is looking out for a good fit in England.

 
 

This month as our summer arrives, our news takes an international flavour… but first some exciting home news!

Huge congratulations go to our Board Director in Calgary, Del Coburn, who has been accepted for a Junior Fellowship at Massey College, University of Toronto! In his interview he spoke about how he would love to have Sue go to Massey to give a talk on inclusive education. He wondered if we had heard of CBC Massey lectures, or Massey Dialogues… now we have! This is another example of WHO KNOWs where we will be going, but it is definitely upward and onward. Thank you Del, we wish you the huge success for which you are destined !

AND … WHO KNEW Dyslexia is a Way of Thinking, the 30 minute short is now entered for these Film Festivals:

Victoria,
Vancouver,
Toronto,
Whistler,
Whitehorse,
St John’s,
New York,
Los Angeles,
Atlanta,
Sedona and
Edinburgh Scotland!

Our Director is now looking for a good fit in England.

This feels so surreal, and so exciting… indeed, who knew?!? To read more & support our Documentary visit our page HERE.

Rachel Barwell (Davis Facilitator, New Zealand) was delighted to share the following poster presentation "At Play in the World of Dyslexia Education: Risking it All."  She created it for this year's Conference for Global Transformation, and it chronicles various developments around the world in dyslexia education spaces.  Thanks especially to Francisca Adagbon Cisca Ebony-Queen Adagbon for amazing video editing, and to Claire Ashmore without whose enduring partnership in dyslexia education - she couldn't have created this poster!

She hopes you enjoy watching it! You can follow Rachel for more at: https://www.facebook.com/MasterDyslexia

In May, Sue was invited to take part in a Davis UK Webinar Series. Two speakers, Cathie Geraci (Davis Facilitator, Italy) and Tessa Halliwell (Davis Facilitator, UK) gave the most interesting insights into Autism: how to reach a non-verbal autist; how to view an autist and how they view a typical learner. As the rate of autism continues to rise, it is very likely we all know someone on the spectrum.. we will be posting the talks shortly!

Some heartwarming news from Jan Stead (Davis Facilitator, Australia)

I just wanted to share a couple of photos I took of a gorgeous young 9 yr old boy I finished a program with today.  
He was so excited when I gave him his Gifted with Dyslexia pin and immediately put it on his soccer jersey and went home wearing it with pride, a huge grin across his face!!  You’ve made one young lad on the other side of the world very happy indeed!!! 

Fancy being up there with Manchester City !!!

Lovely to see that our message is confirmed by Dr Maryanne Wolfe, UCLA !

Home News

May 13 – Paddy Carson (Davis Facilitator, Alberta) hosted a successful private viewing of WHO KNEW Dyslexia is a Way of Thinking in Edmonton and on

May 24 – Nadine Schumont (Davis Facilitator, Ontario) also hosted WHO KNEW at her fabulous Spectrum Acres event near Stratford, Ontario.

Thank you to Paddy and Nadine for piloting our documentary expansion and your feedback.  We are now ready to extend the hosting invitation further afield.  We are still eagerly awaiting its general release…! If you are interested in hosting a private screening please contact Sue Blyth Hall at info@thewds.org.

Come to the Dyslexic Table Live Chat

July 1st, 2025 - 4:30PM Pacific

Join us for a look into Chasing Ideal Education: Series 7 -

Episode #6 - Sharon Roberts will be looking at Montessori Education, very ably assisted by Julie Brewer, our very own Montessori Early Childhood Educator.

Join us! To RSVP visit our page HERE

Summer Reading: 

Visual Thinking: The Hidden Gifts of People Who Think in Pictures, Patterns, and Abstractions by Temple Grandin

This could not be a better summary, found on Facebook:

1. There Are No "Bad" Thinkers—Just Different Kinds

I’d spent years apologizing for "I need to draw this to understand." Grandin’s research revealed: "Verbal thinkers aren’t superior—just louder." Now when colleagues ask for reports, I send infographics. Surprisingly, they prefer them.

2. Your Doodles Are Actually Deep Work

My notebooks were filled with arrows, flowcharts, and weird symbols that looked like chaos. Then I learned: "Spatial thinkers solve problems through sketching." That "doodle" during lectures? My brain’s way of crystallizing ideas.

3. Words Are a Second Language for Some of Us (especially love this one)

Struggling to explain my "mind movies" made me feel stupid until Grandin explained: "Visual thinkers often translate images into words in real-time—it’s exhausting." Now I prep for meetings by drawing first, then finding words later.

4. Traditional Education Fails Visual Brains

I nearly failed geometry until I started building models instead of memorizing formulas. Grandin’s insight: "Schools privilege verbal abstraction over spatial reasoning." My DIY clay mitochondria got an A+ in biology. Take that, standardized tests.

5. "Out of Sight, Out of Mind" Is Neurological

My cluttered desk wasn’t laziness—it was necessity. The book taught me: "For object visualizers, visibility equals accessibility." Now I use clear bins and wall-mounted organizers. My keys haven’t gone missing in months.

6. Visual Thinkers Are the World’s Unseen Problem-Solvers

From the mechanic who sees engine issues to the teacher who maps lesson plans, Grandin shows: "Pattern thinkers spot solutions linear minds miss." My "random" shower insights now get the respect they deserve.

7. Embrace Your Brain’s Native Language

Forcing myself to think verbally was like writing with my non-dominant hand. The liberation came when I:

Replaced to-do lists with color-coded mind maps

Explained complex ideas using napkin sketches

Stopped apologizing for "Let me show you" instead of telling

The Ripple Effect

This book didn’t just change how I work—it changed how I see myself. That "disorganized creative" label? Now I call it "spatial genius." The colleague who rolled her eyes at my storyboards? She now asks for them.

If You Think in Pictures:

Carry a sketchbook—not for art, for thinking

When stuck, ask: "What would this look like as an image?"

Remember: Da Vinci didn’t take notes—he drew revelations

"The world needs all kinds of minds to solve its problems—not just the ones that test well." — Temple Grandin

It is also grant writing time.. please keep your fingers and toes crossed for our success… and send any millionaires our way.. please !!!

Enjoy this fabulous weather and the school holidays!

Sue

Calendar:

June 25: Construction Foundation of BC: Coast Capital Road to Red Seal and Pathway to Completion of Apprenticeship in the Trades… Sue is presenting to the Learning Support Catalysts who work one-on-one with apprentices to support them in building confidence and developing strategies in areas like studying, note-taking, memory, exam preparation, and managing anxiety.

June 26: Sue is presenting to Pathfinder Youth Centre Society… sharing information about learning challenges to students preparing for employment.

July 14-18: Gift of Dyslexia Workshop - Online Pacific time. Read more HERE.

August 11-15: Gift of Dyslexia Workshop - tbc

October 8:  Sue has been invited to be a Keynote Speaker (her first Keynote!) at the Family Literacy Conference in Edmonton. 

October 23:  Sue and Julie will be at a Panel Discussion at the Child Care Resource & Referral Consultant – West Shore Sooke Family Resource Society 

November 27:  Sue is invited to deliver an Accessibility Bites Session for BC Campus on Adults who are Dyslexic… 12 noon to 12.30 so will have to talk fast!

Have a wonderful month! Sue, Laura, Maureen, Julie, Paddy, Sharon, Nadine, Tristan, Del, Gisa

 
 
 
 

info@thewds.org

 
 
Read More
The Whole Dyslexic Society The Whole Dyslexic Society

Newsletter May 2025

Dear All, May is such a beautiful month, with so many new beginnings and May 1 could not have had a better start for us.  The sun was shining and the sea was sparkling as Julie Brewer and Sue Hall took the ferry from Nanaimo to Horseshoe Bay, very excited to be presenting a session as part of the Capilano University’s Professional Development Day.

Dear All,

May is such a beautiful month, with so many new beginnings and May 1 could not have had a better start for us.  The sun was shining and the sea was sparkling as Julie Brewer and Sue Hall took the ferry from Nanaimo to Horseshoe Bay, very excited to be presenting a session as part of the Capilano University’s Professional Development Day.

Trudi Diening is a part of Capilano University’s Community Development and Outreach and is the Literacy Coordinator for the Sunshine Coast Campus. Sue met her while working with her grandson. She was very impressed by what she saw and we were accepted to take part in the Centre for Teaching Excellence Educational Symposium.

The buildings and courtyards were breathtaking and the room where we set up had an incredible view of the forest! Julie has many attributes besides being an exceptional co-presenter and Early Childhood Educator, so the PowerPoint slides were seamless.

The attendees covered many different disciplines.  We did the best we could to make the presentation interactive… we enjoyed the  ‘aha’s and the laughter, the questions and the involvement. There is one exercise where we have the audience discover that most people find it is easier to remember images rather than words…bringing into question why we have textbooks. We are encouraged to hear that our presentation has the potential to change the way courses are delivered in the future. Wahoo! Lucky students! 

Everyone had the chance to experience either Letter or Word Mastery, or Picturing to Remember .. we all had a great deal of fun!

We left with very fond memories, some new connections and having sowed the seed, hopefully the opportunity to be part of teachers-learning-to-be-teachers encompassing our wonderful way of thinking! A huge thank you to Trudi for making this possible !

Come to the Dyslexic Table Live Chat

June 1st, 2025 - 4:30PM Pacific

Join us for a look into Chasing Ideal Education: Series 7 -

Episode #5 - Exploring Nutrition in Schools

Join us! To RSVP visit our page HERE

Read School Lunches Around the World by Sharon Roberts

It’s become common knowledge that certain foods affect behaviour of children and while many parents monitor the nutritional input of their child, the real battle begins in the school lunch period. Many children are exposed to a number of snacks other children indulge in. They often trade snacks or at least feel pressured to get the latest novelty item. Eating their own healthy lunch for the sake of their own health means nothing when your eyes are fixated upon  some yummy sugar laden treat.

So how do you solve the problem? It not only affects the child and their families but teachers and classroom dynamics as well. Getting doped up on sugar, chemicals and dyes does affect attentiveness, hyperactivity and for some behaviour which indirectly affects classroom dynamics.

There are countries that provide in-house lunch programs where all children are provided the same meal and in some cases these meals are prepared by chefs.

Japan is one such country where most schools have a nutritionist working there, while the rest will have one covering a particular locality.

Most Japanese schools fund the cost of the program’s management while meal ingredients are paid for by parents. Those who are unable to pay are provided an allowance through welfare services. The result is?

  1. Over 10 million children receive nutritious fresh meals every school day.

  2. Nutritious meals are cooked from scratch on-site using whole food ingredients from local farms and school gardens.

There is an added benefit to this program. Students actively participate in it themselves by rearranging the classroom as a lunch room. Many schools have students serve meals to their fellow students and assist in cleaning up after. They set tables, fetch food from the school kitchen, serve and clean up. Also, many schools have school farms allowing students to experience the entire food cycle, from seed to plate. This helps develop the students’ understanding of how food is processed, develops an appreciation and respect for the environment and they care how food is grown. ( Kei Kuriwaki President of International Child Nutrition).

In addition, throughout June, communities and schools across Japan participate in “Shokuiku Month” — an initiative to celebrate and raise awareness of the importance of healthy eating and the role school meals play in shaping children’s behaviour and support of local food systems. With this, a food and nutrition teacher leads in preparing menus and engages with students’ families and shares information around good nutrition. The menus are designed to include a diversity of foods guided by the local seasons.

Japan is not the only country that takes interest in what their students eat at lunch time. France has centralized kitchens that create meals that avoid processed foods and are monitored by government officials. The meals are structured, gourmet style with a focus on manners and diversity of food. They begin with a starter such as salad or pate, then a main course, followed by cheese or dairy and dessert which can be fruit or pastries. Mealtime is seen as part of civic and social education, so children learn to sit for meals, try new foods and eat together. The cost is based upon income.

Italy’s approach is to provide balanced, fresh, Mediterranean style meals. Meals are usually prepared on site or with local catering services. The first course is pasta or rice followed by a protein with a side of vegetables, bread and fruit and water. Food is integrated into nutrition education so children learn about healthy eating habits and local food culture. Cost is based upon income and low income families may get free meals.

Finland’s program is universally free and all students from preschool to secondary school receive a free hot lunch typically composed of a protein, potato, side salad or vegetables with whole grain bread and milk or water. Students often participate in setting menus or food education as well as cleaning and self serving.  School lunches are part of the national curriculum.

Other countries are beginning to join the band wagon.to promote healthier lifestyles for students. Notable examples include:

Brazil: has comprehensive policies banning the sale of processed and ultra-processed foods, sweets, and sugary drinks in public schools. The law emphasizes providing fresh, unprocessed food to students.

Chile: enforced strict food labeling laws and banned the sale of high-sugar, high-fat, and high-salt products in schools. They also regulate portion sizes and marketing of unhealthy foods to children.

Mexico, India and South Korea have implemented policies and restrictions on the sale of junk food and sugary beverages within school premises.

  • It seems that the benefits of having hot school lunches for all school aged children far outweigh any criticism or fear of too much government interference.

  • It addresses so many things with nutrition being the foremost.

  • All children, no matter what status, are treated equally.

  • It ensures that those who come from more challenging economic situations get at least one good meal.

  • It creates a sense of community. Children work together to create lunches from helping in the kitchen to managing the eating area.

  • They also learn where their food comes from.

  • It sets an example for home life, sitting around a table eating together.

I am sure in the long run, teachers appreciate a class of students that are not compromised by sugar, additive and chemical laden snacks. It eliminates one thing off “the to do list “ for working parents who are saddled  with the daily ritual of “ what shall I make for lunch!”

Congratulations to those who are at least eliminating the obvious junk from being easily attainable. It’s an idea that fits the bill of creating a healthy school environment; in particular connecting the school to the community, facilitating connections to family, and promoting students’ engagement in learning.

Calendar:

May 13:  Paddy Carson is hosting a private viewing of WHO KNEW Dyslexia is a Way of Thinking at Calder Library, 12710-131 Ave NW, Edmonton at 7pm.

May 24:  Nadine Schumont is hosting an event at Spectrum Acres, 3106 Line 29, East Perth, Tavistock, Ontario from 10.30am to 1.30pm including a private viewing of WHO KNEW Dyslexia is a Way of Thinking.

May 28:   Gisa and Sue will be presenting to Big Sisters and Big Brothers of Greater Vancouver, Langley and the Fraser Valley.  

June 1: Come to the Dyslexic Table… 4.30pm Live Chat; Home Learning Part 2

October 8:  Sue has been invited to be a Keynote Speaker (her first Keynote!) at the Family Literacy Conference in Edmonton. 

October 23:  Sue and Julie will be at a Panel Discussion at the Child Care Resource & Referral Consultant – West Shore Sooke Family Resource Society 

November 27:  Sue is invited to deliver an Accessibility Bites Session for BC Campus on Adults who are Dyslexic… 12 noon to 12.30 so will have to talk fast!

Have a wonderful month! Sue, Laura, Maureen, Julie, Paddy, Sharon, Nadine, Tristan, Del, Gisa

 
 

info@thewds.org

 
 
Read More
The Whole Dyslexic Society The Whole Dyslexic Society

Newsletter April 2025

Dear Wonderful People… Spring is truly here, lovely warm days, the warmth is extending to our documentary WHO KNEW which is taking on a life of its own ! 

 
 

Dear Wonderful People… Spring is truly here, lovely warm days, the warmth is extending to our documentary WHO KNEW which is taking on a life of its own! Davis Facilitators and Board Directors, Paddy Carson in Edmonton and Nadine Schumont in Stratford, ON, are organising their own private viewings in Edmonton (May 13) and Stratford (May 24). It is still not on general release. Sue was invited to small group of ladies who had requested a private screening and were a fabulous audience. Thanks to one of their suggestions we are now creating WHO KNEW’s own webpage, with

  • the full story of how it came about

  • the trailer our Director Kelly Conlin has created to submit to Film Festivals

  • how to continue donating to our program sponsorships, and

  • a petition you can sign which will ask that the Davis Learning Strategies for Early Years and K-3 be part of our education system

How amazing is that? Visit our page HERE….

We have a trailer!! Enjoy this snippet of WHO KNEW: Dyslexia is a way of thinking

This Summer our film will be viewed in film festivals all over Canada with a general release this fall on TELUS Optik TV, channel 9, Stream+ and STORYHIVE's YouTube channel. If you would like to organize a private viewing for your organization, community or school please contact Sue Blyth Hall at info@thewds.org.

One of our cast, Manda Aufochs Gillespie has asked us to attach information about her incredibly successul high school, Cortes Island Academy on Cortes Island, BC.  The registration deadline is close, so please read asap.

Many of our clients and enquiries ask us if we know of schools that would be ideal for children with dyslexia. Truthfully, the only ones we know of at the moment who are using Davis methods in full, are in India and New Zealand (read more here).  However, our current podcast series: Chasing Ideal Education is resulting in an update to our WDS Resource section and we will be adding to a list ‘What to look for in a school for dyslexics’.

On May 1, in our Come to the Dyslexia Table Live Chat, Sharon Roberts, Laura O’Neill and Jess Vandecar will have an informal discussion about home schooling and the many options available.  If you have an option or options to offer, please email us at info@thewds.org or just register to attend the Live Chat.  It will be edited and broadcast in our podcast series. RSVP Here……

Claire Ashmore, Davis Facilitator in New Zealand, created this wonderful reel celebrating the rich imagination of Dyslexic individuals. Enjoy!

I hope you will forgive the relatively short newsletter this month, it is a reminder that we are all volunteers, who have never ventured into the film world before, and we are just dipping our toes into this very exciting, inspiring, often seemingly deep but very warm WHO KNEW water!

Have a wonderful Easter weekend, Sue, Laura, Maureen, Julie, Paddy, Sharon, Nadine, Tristan, Del, Gisa

 
 

Come to the Dyslexic Table Live Chat

May 1st, 2025 - 4:30PM Pacific

Join us for a look into Chasing Ideal Education: Series 7 - Episode #4 - Homeschooling

Join us! To RSVP visit our page HERE

Read an excerpt of Jessica’s Story:

A Mother’s Account of Moving from Traditional Brick and Mortar Schooling to Home-based Learning by Jessica Vandecar

There is nothing worse for a parent than watching your child or children struggle in any aspect of life, and to feel helpless to support them. I am a mother of four children. We are a neurodivergent household; each of my children have added support needs in a variety of areas. We are a traditional “nuclear” family and up until the summer of 2020, our family included two working parents. My first two children are 7 & 9 years older than my #3, and 10 & 12 years older than my #4, so to say we have a unique family is a bit of an understatement. My first 2 kids academically excelled in the public school system and were close to being finished or actually finished before my next 2 were entering the school system.

Read more here…………………………

Calendar:

May 1:  Come to the Dyslexic Table … Homeschooling   

May 1:  Sue and Julie are excited to present to the Capilano University ECE Faculty ! 

May 28:   Gisa and Sue will be presenting to Big Sisters and Big Brothers of Greater Vancouver, Langley and the Fraser Valley  

June 1: Come to the Dyslexic Table… France, Japan and maybe Italy ! 

October 8:  Sue has been invited to be a Keynote Speaker (her first Keynote!) at the Family Literacy Conference in Edmonton. 

October 23:  Sue and Julie will be at a Panel Discussion at the Child Care Resource & Referral Consultant – West Shore Sooke Family Resource Society 

info@thewds.org

 
 
Read More
The Whole Dyslexic Society The Whole Dyslexic Society

Newsletter March 2025

WHO KNEW Dyslexia is a Way of Thinking … Special Edition! We not only sprang forward in time on Sunday but we sprang forward in our mission. WHO KNEW Dyslexia is a Way of Thinking made its debut at the Star Cinema, in Sidney, BC in front of 120 wonderful people.  It was an incredibly special afternoon!

 
 

WHO KNEW Dyslexia is a Way of Thinking … Special Edition!

We not only sprang forward in time on Sunday but we sprang forward in our mission. WHO KNEW Dyslexia is a Way of Thinking made its debut at the Star Cinema, in Sidney, BC in front of 120 wonderful people.  It was an incredibly special afternoon!

It was a Premiere, a red carpet event, Laura had the Guest List as she greeted everyone, Julie made the entrances inviting with our posters and refreshments… and created a red carpet photo op in the theatre!

As guests entered the theatre they could pose on the red carpet or collect their auction item.  We had the entire Crew there, Kelly our Director, Dave - Sound, Adam and Ben - Camera ops, Lillie - Stills photographer and our Mentor, Maureen. We had the entire Cast, Julie, Abraham, Davey and Wynne, Manda, Evan and Koen…

Sue and Kelly, introduced the film and afterwards Cast and Crew took questions… it was a star studded event because everyone was a star in this incredible achievement … flowers and kudos to all our benefactors, helpers, auction donors and bidders, students, location donors, Board past and present, THANK YOU for being part of spreading this information to all those who will benefit!

Kelly will be entering the documentary into Film Festivals and a festival will not accept a film if it is on general release, so until then we will be arranging private viewings. You can contact Sue or Laura via info@thewds.org to arrange such a viewing.  TELUS Optik™ TV On Demand will release it in the Fall, and then we will be able to release it on YouTube.

We are beyond grateful and excited to announce that the auction raised $2,600+ which will be used for program sponsorships… again, THANK YOU!

If you would like to read more about our auction donors please visit our page HERE.

Axel Gudmundsson, Davis Facilitator with Jamie Oliver in London, 11.03.25 !

WHO KNEW is now phasing into WHO KNOWS what might happen ! Last week, Sue sent an email and the documentary to Jamie Oliver in the UK when she learned he is making a documentary on dyslexia for Channel 4… so truly  WHO KNOWS what will happen now !

Axel Gudmundsson, Davis Facilitator with Jamie Oliver in London, 11.03.25!

Just to say it is now business as usual...

  • We welcomed Maureen O’Sullivan, a Facilitator from Newmarket, Ontario, to our Board at the AGM on February 22, 2025.

  • It is grant writing time… please keep your fingers crossed we attract general operating funds from the Victoria Community Foundation.

  • We are also seeking funding to get a Meta Study off the ground. This is the first step towards independent research into our methods which is essential to get Davis into schools.

  • You can read Sue’s AGM Chair Report HERE

 
 

Come to the Dyslexic Table Live Chat

April 1st, 2025 - 4:30PM Pacific

Join us for a look into Chasing Ideal Education: Series 7 - Episode #3 - Eaton Arrowsmith Schools

Read Sharon’s article on Eaton Arrowsmith Schools

The reversed b and d, q, and p, read “was “as “saw’ and also read and wrote from right to left. She was unable to understand cause and effect and did odd things socially because she couldn’t connect behavior with its consequences. She could memorize math procedures but couldn’t understand math concepts. Any of this sound familiar?

This is a small bio written by Norman Doidge, MD in his book “The Brain that Changes Itself.” The little girl described was Barbara Arrowsmith Young, Founder of Arrowsmith School, a private facility that emphasizes the belief that the brain can change itself if given the proper exercises. This theory was based upon Barbara’s own experience in conquering her learning disabilities and her discovery of research suggesting the possibility of improving brain function through specific stimulation in animals.

This led to the creation of the first exercise designed to improve the learning in logical reasoning. The results were positive with gains in verbal reasoning, mathematical reasoning and conceptual understanding. Now Arrowsmith School, currently identifies 19 cognitive areas and has programs designed to strengthen the functioning of each of these. The program originated in Toronto in 1978 and today is implemented in over 90 educational organizations in 12 countries.

It can be provided full or part time, in person or on-line for ages 6-90. Each program is tailored to meet the needs of the student as determined by a cognitive assessment. The cognitive training exercise is a non-pharmacological approach that involve a series of regular mental activities designed to maintain or increase a person’s cognitive abilities. Some include multisensory learning with tactile and kinesthetic activities.

One exercise referred to as Motor symbol sequencing uses pen-and-paper and involves tracing while covering the left eye. It’s intended to improve tracking and binocular vision. Other exercises that are used are symbol relations, a computer exercise that involves reading analog clocks with multiple hands, computer exercises to assist in a number of areas e.g. reasoning, math, reading, speaking, auditory, writing and working memory, pen and paper exercises to improve motor skills and speech exercises. Exercises used are based upon individual assessment findings. Within these exercises many problems are addressed including memory, executive functioning, processing speed, mental health, communication, student engagement, cognitive enhancement, reasoning and critical thinking and employability.

The annual tuition fee for the current school year is $26,500 ($25,500 for returning students) and includes all program and academic fees and materials for the full school year. The curriculum is set at their present abilities and are frequently monitored for progression. The Arrowsmith Full-Time Program involves participants working anywhere from a half to full day (four to eight 30-to-40-minute cognitive periods) five days per week on a series of specific cognitive programs designed to enhance each individual’s cognitive profile.

Research on the Full-Time Arrowsmith Program outcomes has demonstrated significant positive changes in neural networks in the brain, cognitive functioning, acquisition of academic skill, emotional intelligence and well-being. This was supported by brain imaging and peer reviews. Despite the positive outcomes, the program has faced criticism for its lack of strong scientific evidence, high cost and “oversimplification” of neuroscientific concepts. In all fairness, traditional methods used to enhance learning is based upon experienced observation. A double-blind scientific study would be difficult if not impossible.

A variety of part time programs are available including a program running through summer months. Programs can be offered in person or online. The program is designed to benefit individuals from ages 6 to 90+, encompassing children, young adults, professionals, and seniors. The school’s objective is for students to become independent, confident, and self-directed learners who are equipped to achieve academic, career and life success. The program allows people to perform tasks rather than use accommodations to complete tasks. “Our approach is not to lower expectations but to strengthen our students’ ability to achieve them.”  They are looking at keeping students long enough till they can navigate life with greater confidence and independence.

Davis Method vs Arrowsmith

Similarities:

  • Both believe in the neuroplasticity of brain.

  • Both believe that the disability side of learning can be overcome.

  • Both in theory want the client to be as free as possible from accommodations.

Differences:

  • Davis requires some self awareness and motivation in programs (less in the Young Learners Programs)

  • Davis offers methods for the Jr. Kindergarten up to Grade 3 to possibly prevent a disability from developing while Arrowsmith is designed for older children and up… no preventative program.

  • Davis sees the disability side of dyslexia as the result of not being taught the way they learn. The cognitive assessments at Arrowsmith imply that there is a brain deficiency

  • Davis programs are client led and on average done in a week with an average of 2 grades improvement in reading while Arrowsmith implies a longer improvement time.

  • Davis depends upon client completing follow up work which generally involves parental guidance whereas Arrowsmith has more control over outcomes. The cognitive exercises are done with them.

Calendar:

April 1: Come to the Dyslexic Table …Eaton Arrowsmith Schools 

April 17:  Professional Development presentation for Dr Thomas A Swift Elementary      

May 1:  Come to the Dyslexic Table … Homeschooling   

May 1:  Sue and Julie are excited to present to the Capilano University ECE Faculty ! 

May 28:   Gisa and Sue will be presenting to Big Sisters and Big Brothers of Greater Vancouver, Langley and the Fraser Valley  

June 1: Come to the Dyslexic Table… France, Japan and maybe Italy ! 

October 8:  Sue has been invited to be a Keynote Speaker (her first Keynote!) at the Family Literacy Conference in Edmonton. 

October 23:  Sue and Julie will be at a Panel Discussion at the Child Care Resource & Referral Consultant – West Shore Sooke Family Resource Society 

info@thewds.org

 
 
Read More
The Whole Dyslexic Society The Whole Dyslexic Society

Newsletter February 2025

February’s here already… snowdrops and snow … and as promised, we launched our Online Fundraising Auction February 1!

 
 

February’s here already… snowdrops and snow … and as promised, we launched our Online Fundraising Auction February 1!

www.thewds.org/auction ... so now its time to get bidding ! We have so many generous donations.. full list HERE.

We will be adding to this list throughout February, so keep checking in! I know that when we bid we often hope for a bargain, at the same time, competitive overbidding ensures we can help even more individuals 😊with their program sponsorship.. thank you!

This Online Auction is running alongside the excitement of our documentary WHO KNEW Dyslexia is a Way of Thinking.

Laura noticed that we are actually mentioned on the IMDb (Internet Movie Database)!

It looks so official … I am somewhere between disbelief and laughter…but definitely so grateful for all those involved.

Our documentary will be showcased at various film festivals and exclusive screenings throughout 2025, with a general release scheduled this fall available for free on TELUS Optik™ TV On Demand, all made possible with the support of TELUS STORYHIVE Editions.

 
 

Sharon’s February 1 Come to the Dyslexic Table article on the Green School in Bali was so interesting. You can listen HERE.

We are gathering the key points from each of her dives into different forms of education.  So far I love the sound of:

  • The curriculum linked to the nature, the environment, conservation, sustainability

  • Hands-on learning hiding core subjects, involving the local community and experts

  • A full circle model, the school creates, sends into the community, and reaps the benefit later on

  • Creating and nurturing a love of learning (what a thought) free from fear of failure (known as anxiety)

  • Results are huge... high levels of critical/independent thinking, problem solving, ability to reason.

  • Small classes, toxin free, a sense of love and belonging connecting to the outside world, joyful!

Here’s to the demise of the worksheet wilderness!

Here is Sharon’s article for Finland, coming up on March 1st:

Finland has one of the top ranking educational systems in the world. In fact, the World Economic Forum has ranked it first and Michael Moore agreed in his latest documentary, Where To Invade Next” when he focuses on it for 20 minutes.  However, in recent years, it seems Finland has been dethroned by Denmark, and this may be coincidental, but at the time Finland lost its first place standing, there were severe budget cuts in their educational system. 

Firstly, literacy is very important to the people of Finland. Even before a child is born, every mother gets a box (maternity package) from the Mother Care Center which consists of three books. a book for the mother, a book for the father, and a book for the baby.

Formal education does not really begin until the age of 7 and until then free daycare is available. You will find children ages 1 - 6 years playing and learning side by side. While children are further divided according to more specific age groups, they spend a lot of time together. This enables younger children to look up to and learn from their older counterparts, while it encourages older children to be more caring and compassionate.  Individual teachers decide on curriculum. While some of it is structured, for the most part, children are encouraged to play freely and independently with their peers. Much of the exploring takes place outdoors and in nature. Often kids make their own toys using sticks and other things they find in nature, boosting their creativity and imagination. The focus for Kindergarten students is to "learn how to learn" and is strongly believed that when children develop learning to learn as a life skill and see the real life applications of the knowledge they gather, they will become lifelong learners.

Following an holistic approach, Early Education in Finland also strives to develop children's mental, physical, social, and emotional skills. This means little children are taught to use their five senses to understand the world around them and are guided on how to regulate the feelings triggered by their senses. For example, if a child is frightened by hearing thunder, he is encouraged to figure out what he could do.  In Finnish Kindergartens, children discover effective and positive ways to balance their emotions and express themselves.

Teachers are revered and undergo a demanding, research-based five-year masters program. In general, parents do not participate in a child’s education. The system departs from the norm where external requirements like standardized testing and government control is prevalent. The curriculum is designed to engage children and foster their interest in the world around them. Class time is not divided into subjects as students are encouraged to explore their environment, making learning more relevant. Primary school has a 15 minute break every 45 minutes of instruction and children have the same teacher for the first 6 years. Cooperation is emphasized over competition. It is claimed that the gap between high and low performers is low and they try to capture weaker students early. They follow the belief that if you learn without joy, you will forget easily so experiential learning through play and movement is emphasized, again teaching how to learn rather than what to learn is emphasized.

While Finland boasts an excellency in literacy, dyslexia does exist. Formal reading instruction begins at age 7 but 40 per cent of students are able to read by that time.  After a few months in school, most children can decode words and also pseudowords, via letter-by-letter decoding which is not hampered by rules and rules to break rules such as in English. Finnish is one of the most transparent languages in that there is a consistency of links between sounds or phonemes in speech and the graphic letters. Finnish children must learn to master the sounds of fewer than 30 letters/graphemes, and these can be relied upon to be perfectly consistent in their sound/written representation. The application of phonics in the Finnish language works.

Highlights:

  • formal education does not start until they reach 7 years of age

  • small class sizes

  • lots of breaks for primary grades

  • healthy lunches

  • lots of outdoor play / nature

  • looks at needs of whole child

  • emphasis on responsibility

  • learning to learn philosophy

Sharon Roberts is a Davis Dyslexia Facilitator based in Ontario. https://dyslexia.ca/

Maureen O’Sullivan (Davis Facilitator, Ontario) has been attending some of our WDS Board Meetings, and her sister-in-law, Ginny, has been SO kind and generous with her volunteer time.  She has created a list of all the teacher training colleges/universities across Canada AND the Early Childhood Education Centres so that we can contact them and send them the documentary when we are able. This time-consuming research is so valuable to us, and we are so grateful!

We are also getting ready for our Annual General Meeting on Saturday February 22, 2025. We have had many successes in 2024 and more to come! All possible with the support of our volunteers, donors and community. Thank you!

Last year we were able to support an educator who wanted to take the 4 Day Gift of Dyslexia Workshop, which is the first part of the Davis Facilitator training.  We just received this email: 

"My name is Angela. I am a Learning Support Services Teacher. I took the 4 day Gift of Dyslexia Workshop and I was able to do my 30 hours of practice,  one-on-one, in school with a grade 5 student. The student jumped from a mid-grade 2 reading level to a mid-grade 4 reading level. It was amazing to see the results and I'm looking forward to working with more students in the future!"

Following on from this, we will be presenting a Pro D to educators in her school and School District in April.  

This leads us to dream that one day we can create four different paths for educators:

  • Davis Learning Strategies for Early Years (3-5 year olds) is still in the pilot stage

  • Davis Learning Strategies for K-3 teachers

  • Special Ed teachers working one-on-one with students having taken the Gift of Dyslexia Workshop

    • Coached by a Facilitator

  • Schools sending students to us when the family can afford a program.     

    • Same Facilitator trains the EAs to provide follow up in school time

Calendar:

January 23:  Sue visited the Nanaimo Alternative Learning Centre to speak with staff and students.

Youth Resilience Strategy

February 6: Sue meets with the Capilano University Early Childhood Education Centre

February 22:  Annual General Meeting, 10am PST  Online   

March 1: Come to the Dyslexic Table… we are off to Finland !         

April 1: Come to the Dyslexic Table …Eaton Arrowsmith Schools

April 17:  Professional Development presentation for Dr Thomas A Swift Elementary    

May 1:  Come to the Dyslexic Table … Supported Home Schooling programs in BC  

May:   Gisa and Sue will be presenting to Big Sisters and Big Brothers of Greater Vancouver, Langley and the Fraser Valley

June 1: Come to the Dyslexic Table… France, Japan and maybe Italy !

October 8:  As a result of the presentation that Sue and Julie made at the Decoda Conference last October Sue has been invited to be a Keynote Speaker (her first Keynote!) at the Family Literacy Conference in Edmonton.

OUR CHARITY FUNDRAISING AUCTION ITEMS AS AT FEBRUARY 3, 2025

Visit our page HERE

info@thewds.org

 
 
Read More
The Whole Dyslexic Society The Whole Dyslexic Society

Newsletter January 2025

I always like to look back before I start looking forward, and I think the Society has achieved a great deal in recent years. 

 
 

Happy New Year and may 2025 bring you all you could wish for!

Let’s begin with a hilarious look at How the English language would sound if silent letters weren’t silent with Michael McIntyre. We have to instigate Silent Letter Day ! 

 
 

We have a very exciting New Year To Do List which appears to have received a huge boost in the form of a new volunteer who is considering sharing her considerable marketing/PR expertise with us.  Here is the list so far, and if you would like to add to it, please email us !

  • WHO KNEW; Dyslexia is a Way of Thinking documentary premiere, March 9 in Sidney, BC

  • The accompanying fundraising online and silent auction opens February 1, 2025

  • We strive to expand the DLS for Early Years, and DLS for K-3

  • Connect with teacher colleges and Universities

  • Initiating a Meta Study leading to some independent research,

  • more podcasts and more community involvement…

  • maybe even a major sponsor, so we could relinquish our volunteer hours for a while !!!  

all with the goal of NeuroInclusive education from day one and the demise of as many so-called learning disability labels as possible.

HERE is the latest update on our documentary: WHO KNEW: Dyslexia is a Way of Thinking.  A huge thank you to Julie Brewer who hosted a pre-preview at her home for the cast.  It was such a very special celebration for all of us.  It turns out the March 9 Premier has to be a private community event to ensure the documentary is still acceptable for film festivals and distribution. Telus STORYHIVE plan to put it out on general release in the Fall.. seems a long way away !

On January 1 we introduced the theme for the 2025 Come to the Dyslexic Table Series 7; we are Chasing Ideal Education around the world and in different school systems. We thought it wise to start with the Signs that might indicate you or your child would benefit from an alternative style of education. The ensuing podcast is HERE and for a full list of 37 Characteristics go to: https://positivedyslexia.com/about-dyslexia/how-to-tell. 

HERE is Sharon’s first stop around the world, The Green School in Bali which will be featured on the Feb 1st, 430PM Pacific. Join us at Come to The Dyslexic Table Live Chat. RSVP HERE.

CHASING IDEAL EDUCATION:

Episode 1:The Green School- Bali

by Sharon Roberts

What does dyslexia and the environment have in common? More than you can imagine! The Green School, created by Canadian John Hardy, a self-proclaimed dyslexic, first made its entrance in Bali. The school was launched in 2008 and now there are schools in New Zealand, South Africa and soon to be in Tulum. The word ‘green’ is synonymous with the environment so it goes without saying that it focuses on conservation, the environment and the preservation of all matters green. Its focus is education in sustainability through community-integrated, entrepreneurial learning, in wall-less and nature-immersed environment… no bricks and mortar!

For example, their white boards are made from recycled old auto windshields that have white paper attached to the back… no pvc on sight.  Other green items include tapioca fences (cuttings planted close together to create living fences), composting toilets and pavements which are petro chemical free. This is all designed to empower students to become architects of change.

The Bali campus sits on 23 acres of lush, tropical landscape and includes gardens for every grade, a natural pool and a wall-less yoga studio next to a river. The school is currently the largest bamboo structure in the world. Even the lockers and shoe cubbies are made of bamboo.

The school emphasizes hands-on-learning and students participate in activities such as making soap from coconuts and calculating carbon footprints. They regularly take time to practice mindfulness and meditation. On top of all of this, are the shared activities when teachers and parents are working alongside local Balinese people.

True to philosophical form, the growing and harvesting of bamboo is a community event.  One woman processes more than 400 seedlings a day, which can then be split again in a few months which will reap hundreds and thousands of tiny future shoots of bamboo. These seedlings are taken to surrounding villages and given to farmers to plant, which allows the plant to suck up more CO2 and deliver more oxygen. In 5 years when the bamboo is fully grown the school goes back and buys the bamboo from the farms.

The intention of the school is to create a love of learning, conducive for students to explore their passions and realize they can affect change. This means the child has to be free from fear before anything else can be achieved - free from failure, the fear of the learning process. This is supported by the idea that mistakes provide an opportunity to learn.

The Middle School Bridge Projects demonstrate this philosophy.  Students were asked to build a bridge over the river that runs through the school and connects 2 campuses. Many disciplines were used including math, physics, building techniques plus teamwork and collaboration.  A few years ago, there was a massive flood and the bridge collapsed. Students went back to the classroom to figure out what happened and uncover their mistakes and most of that learning came from consulting builders. Students designed bridges, calculated the costs, dragged heavy cables, measured, cut and attached bamboo and conducted load tests.

Their approach is holistic and defies the traditional classroom setting of scheduled time for different subjects. It uses real life opportunities with a green twist to indirectly teach children traditional core subjects. It’s likened to days when you would hide your child’s vegetables in the soup.The child gets the benefits of eating the vegetable without the task of eating them directly.

A typical day is divided into three parts that include a focus on research, inquiry, and communication skills in a group learning environment. Proficiency in core facts are honed in a more structured classroom, then students are involved in activities related to a certain project. This is where the vegetables get hidden in the soup as students spend about 60 per cent of their day outside of the classroom in ‘hands on learning’ where a high level of engagement occurs. When they return to the classroom, the more structured English, Math or Science classes are connected to something tangible, bringing the education to life.

What happens once they graduate? Many have managed to go to Ivy league Universities. The feedback from these schools is that the students have a high level of critical and independent thinking, problem solving, combined with an ability to reason.

Outside of using the Davis Method, this could be deemed as a “dyslexic friendly school” because of the small class sizes, project-based learning, and personalized attention. Mistakes are seen as learning opportunities which coincides with Davis beliefs.

Unlike traditional brick and mortar schools, the Green School appears to be toxin free; an added bonus for children who struggle with environmental sensitivities which affect learning. There is a sense of belonging and connection to the outside world.  It defies traditional methods by providing a new model of education, nurturing the whole child  with creativity and curiosity taking the main stage. No wonder it is described as being joyous! It is a school without walls that ignites the senses and the natural curiosity of children. It is a place where people come together from all corners of the globe to share new experiences.

~~Wendy Cocchia will be BC’s 31st lieutenant governor. Photo: Lieutenant Governor of BC

Sue was astounded to see she knows the new BC Lieutenant Governor. As owner of the Century Plaza she comped Ron Davis when he came to talk at UBC. She is the co-founder of the Pacific Autism Family Network; Sue went to the opening! We look forward to contacting her in 2025!    

Exciting news from Kakamega, Kenya! Our project has officially launched, with the first cohort across four communities beginning their training this week. We are on a mission to revolutionize dyslexia education by empowering remedial tutors and equipping parents with the tools they need to support their children.

This is a significant step forward in ensuring that every child with dyslexia has access to the resources and opportunities they deserve to thrive.

This is just the beginning! To make this initiative sustainable for future cohorts, we need your help. Visit our fundraising page HERE to contribute and join us in creating lasting change. Thank you for being an integral part of this transformative journey!

Richard Whitehead, Davis UK and Ireland, wrote this poem for Christmas…but I think it is relevant as we move into a brand new year which is full of exciting promise. With warm wishes from your Board! Sue, Laura, Tristan, Del, Julie, Maureen, Paddy, Sharon, Nadine, Gisa

In a land where snowflakes softly fall,
And twinkly lights drape every wall,
Magic whispered through the frosty air,
A story of a Christmas fair.
Each snowflake, like a tiny star,
Danced different paths from near and far.
No two alike, they spun in glee,
Just like you and just like me!


On Christmas Eve, in sparkling light,
The toys woke up, oh what a sight!
Each one unique, from top to toe,
Ready to put on their festive show.
There was a bear who loved to read,
And a puzzle that could take the lead.
A doll that twirled in a shiny dress,
Each one special, none the less.


The toys all gathered round the tree,
Singing songs of glee,
"Every mind is a treasure chest,
And every way to think is best!"
The toys knew, with their hearts so wide,
That magic resides where differences hide.
So they cheered for each unique friend,
Wishing this night would never end.


They taught the children sleeping tight,
That every kind of brain is right.
For under the sparkle of Christmas skies,
Our differences are our greatest prize.
So remember, as you play and sing,
That every mind brings its own zing.
This Christmas, let's all cheer and shout,
For what makes each of us stand out!

~Richard Whitehead

info@thewds.org

 
 
Read More
The Whole Dyslexic Society The Whole Dyslexic Society

The Quiet Warrior Show Podcast with Tom Dutta & Sue Hall

The Quiet Warrior Show Podcast with Tom Dutta interviews Sue Blyth Hall, Chair and Founder of The Whole Dyslexic Society.

The Quiet Warrior Show Podcast with Tom Dutta interviews Sue Blyth Hall, Chair and Found of The Whole Dyslexic Society. They talk about her book Fish Don’t Climb Trees, her experience raising her dyslexic son, training as a Davis Facilitator and discovering she is dyslexic, plus the 3 components of dyslexia. Her message that everyone is learning-able, some children just don’t learn the way they are taught.

Watch on YouTube

Listen Here

Read More
The Whole Dyslexic Society The Whole Dyslexic Society

"Is there really a ‘science of reading’ that tells us exactly how to teach kids to read?"

The Washington Post, Valerie Strauss, January 26, 2021

"One of the longest-running education debates — commonly referred to as a war — has been over how to teach reading. It started in the 1800s, when Horace Mann, often called “the father of public education” in the United States, argued against teaching the explicit sounds of each letter. He worried that students would concentrate on sounding out words rather than learning how to read for comprehension, so he argued that students should learn to read whole words instead.

Thus began the fight over teaching phonics or “whole language” — and more recently what is known as “balanced literacy.” We’ve also been hearing declarations that a “science of reading” proves that employing phonics in a particular war is the best and right path to teach young children how to read.

The following post looks at this broad issue and whether there really is a “science of reading” that has finally settled how reading should be taught."

read more.......................

Read More