Who We Are

Ms. Deva Deveaux

My name is Deva Winona Deveaux. Since I was a child, I've watched others struggle to read. My older brother was labeled 'ADHD' and 'dyslexic.' To this day he reads small bits of print in a choppy tense voice. I, on the other hand, do not remember learning to read. My mother reports I was reading Shakespeare by age 3, but I reviewed my own first grade report card and discovered I was struggling to learn with the rest of them at age 6. Nevertheless, it's true that some children seem to learn easily; others struggle and fail, get labeled with disorders and languish in special ed classrooms and "pull-out programs." I've worked with many, many such children over the years, with a range of behavior problems that I believe stem from the loss of confidence reading failure causes.

​I've never ceased to ponder the vast discrepancy between children who "get" reading and the ones who don't. I've had plenty of fodder for these ruminations: my own two sons, fifteen years of substitute teaching, my teacher credential program, student teaching, and my own first grade classroom. It wasn't until I learned of Linguistic Phonics that things started to make sense. Once I understood the true nature of the English Alphabet Code, I finally understood why all those children failed to learn to read, and I could finally do something about it!

I think with compassion for all the children worldwide who consistently fall through the cracks, despite the good intentions and best efforts of teachers and parents. The simple fact is, if a teacher herself doesn't understand the complex nature of "the code," she simply cannot help children understand it.

​The most basic truth about the English Alphabet Code is this: it's based on the sounds of our spoken language. Yet, most teachers of young children do not know how many sounds there are in our language! And so they teach as if the code itself (letters) dictate to us sounds they "make." There is a strong tendency to teach in a print-to-sound orientation, when in fact it should be clear to the child at every stage that the code represents his own speech. This is why, in Linguistic Phonics we emphasize learning all our speech sounds (phonemes), helping children explore their own "articulators" as they systematically learn sound-symbol correspondences until they become reflexive. This is the first step toward reading fluently.

Speaking and listening are natural hard-wired processes, reading is not. Reading is a human invention - a code - that must be systematically taught. It's a set of knowledge and skills made up of several sub-skills, including auditory discrimination, auditory processing, visual acuity and tracking, as well as the eye-hand coordination necessary to write. Sometimes children have deficits in these areas, but with attention and practice, and the expert guidance they need, these students can be very successful learning to read and write.

Reading engages meaning - and this is the best part! - the written word conveys concepts for your child to ponder. When a child imagines a story or factual information from the written word, the imaginative and intellectual capacity of their brain literally grows. I endeavor to make the process as easeful as possible, so your child can progress from LEARNING TO READ to READING TO LEARN.

My personal approach to working with kids is influenced by Waldorf education, with its emphasis on the oral tradition and the arts. The creative arts, both visual and musical, supports literacy in fundamental ways. I'm also influenced by Montessori education, with its emphasis on learning as discovery, and the belief that children should guide their own learning. This background, combined with the Linguistic Phonics approach, has huge potential for making literacy accessible to all learners.

Since 2017 I've been actively developing my unique reading program while working with students one-on-one and in small groups. I find deep joy in my role helping children on this most important of journeys. In my spare time I enjoy music, dancing, hiking, yoga, paddle boarding, and watching sunsets with my husband Dave.

Mr. David Deveaux

After growing up in the Salinas/Monterey area, I moved to Chico in ’92 to attend Chico State. Four years later I earned a BA in music, as well as a black belt. I worked as an instructor at Azad’s Martial Arts Center for 24 years, giving instruction to children aged 3 and up. In that time I learned how to effectively teach students with every kind of learning style. I enjoyed teaching life skills and virtues along with mixed martial arts techniques. I learned to promote values such as integrity, discipline, compassion, and respect through storytelling.  

Other important values I’ve taught to kids over the years include focus and determination. When students find the courage to try their very best, they build confidence in themselves, which leads to greater courage, increased challenges, and success. Reading and writing are a prerequisite for education, and for life. I love applying my skills and experience to teaching children these foundational skills. I enjoy involving children in active games, reading children’s literature, and teaching writing. 

My personal interests include cats, friends, music, studying psychology, kayaking, hiking, dancing, and weight lifting. My wife Deva and I enjoy these things together as much as possible when we’re not giving literacy instruction.