Dyslexia runs in family trees
Dyslexia is genetic. It runs in family trees. So if you see the warning signs in your child, you may also start to identify other people in your family who have it, as this parent shared.
I just watched your on-line video which had so many “ah-ha” moments in it. You might as well have used our son’s name, Sam. Sam has every symptom you described. I feel like you know him personally, and finally, there is someone who understands him.
I have to give credit to his reading tutor, as she is the one who warned us that he “may” have dyslexia.
I now understand my mother better. She’s one of those who gets tongue tied when saying multi-syllable words, hates to write (and no one can read her handwriting), is a terrible speller, skips over the big words when reading, did not learn to talk until age 3, struggled in school – even though she is a very bright and creative person who thinks outside the box, gets lost easily, cannot remember left from right, and the list goes on and on.
And I think I have a mild case of it as well. It bothered me that I was always in the lowest reading group in my class, and that I had to re-read things 2 or 3 or 4 times to understand them.
I even took a speed reading course in high school to try to improve my ACT college prep results – because there was such a big difference between my reading test score and all of my other scores. But the speed reading course did not help my reading score at all. Now I know why.
To watch that dyslexia video, click on this link:
http://www.dys-add.com/videos/dyslexiaSymptomsSolutions_Part01.html
Homeschooling with the Barton System
Susan Barton loves getting emails like this:
My son, Tom, is about to turn eight and has been struggling with reading since kindergarten. Even at that age, asking him to sit down and read for ten minutes resulted in tears. But we forced him to try.
In first grade, kids in his class were correcting his reading mistakes. He felt very bad about himself. He would often come home sullen and exhausted. He was unable to read anything on his own. He needed help with even the simplest of books.
But he was a great guesser and could figure out a lot from picture clues and context. In fact, the school actually encouraged children to guess at words. But Rick had no strategy to figure out a simple word or sentence, so if there were no pictures, he would simply give up.
By the time he reached second grade, it was obvious that all the hours spent reading at home (and at school) were not helping. He still had no clue how to sound out words.
So last January we took him out of public school and enrolled him in an online charter school in a desperate attempt to help him here at home. That’s where you come in.
That charter school asked us to watch your dyslexia video, which explained things so clearly. We then realized Tom has dyslexia – as does his father. Thankfully, that online charter school had a site license for the Barton Reading & Spelling System, so we were able to get it through them.
Your program has been a miracle for us. We are finishing level 3, and Tom is starting to read on his own. He chooses books for himself and delights in reading them to us. He is so happy and proud of himself.
Thank you for the time and effort it must have taken to develop your program and create those training videos.
Susan Barton is thrilled that so many virtual charter schools – which support home educators – are now providing parents with the Barton Reading & Spelling System.
If you are homeschooling, or thinking about it, watch Susan Barton’s free 30-minute video with advice for homeschoolers by clicking on this link:
http://www.bartonreading.com/index.html#homeschool
The problem with “Third Grade Guarantee” laws
Many states have recently passed, or are working on, a “Third Grade Guarantee” law, which includes mandatory retention for third graders who do NOT pass the reading portion of the end-of-year statewide exam.
Pam Collier, a parent in Ohio, gave me permission to share her email that explains why that law is as bad for students withOUT dyslexia as it is for those who do have dyslexia.
From: Pam Collier
Date: August 19, 2014
Subject: Third grade guaranteeDear Superintendent of Public Instruction at the Ohio Department of Education:
I am writing out of concern for my three children and Ohio’s Third Grade Guarantee. I have three very different children, and the guarantee will effect each of them differently.
First, I have a 10 year old daughter who is accelerated. She has tested in the gifted range on her Terra Nova, and has scored well above the cutoff of the guarantee scoring — in the Accelerated range for math and reading.
Now you are probably wondering how the guarantee could have any effects on this student. Actually, it has had a huge impact. My daughter spent her entire third grade year being “taught to the test.”
Teachers are terrified of poor test scores which negatively impact their evaluations. Instead of challenging bright young minds, the system is telling these students, “We don’t care whether you have a special gift. We just need you to do well on this test.”
My daughter was afraid of failing the test because teachers are creating so much anxiety and placing way too much pressure on our students.
Now, I have a second daughter who is a twin. She is 7 years old. Because she is a twin, I started to notice differences in her learning very early. At the age of 4, I began asking if she was dyslexic, citing she was having trouble remembering letters, numbers, rhyming, etc. I was assured that she was fine, and that her twin (my son) was just advanced.
Fast forward to kindergarten, and first grade. I asked the same questions.
In my gut, I knew I had to do something. So I pursued outside professional testing for my daughter. She was diagnosed with dyslexia, attention deficit disorder, and a visual processing disorder.
We tried getting help through the school on several occasions, and were told, “We don’t do one-on-one tutoring, we don’t have the funds for that, we don’t have anyone trained to provide the remediation your daughter needs.” So I hired an Orton Gillingham tutor who was recommended by the International Dyslexia Association.
Now, because she is not on an IEP, she is not exempt from the guarantee. Not exempt!
A child with dyslexia, a visual processing disorder, and attention deficit disorder is not exempt from retention because of a single test? A child whose parents are paying over $5,000 a year to a private tutor because her public school cannot meet her needs? A child who was not identified by the school, but was identified because her parents paid for private testing?
A child who works 5 times as hard as a student without dyslexia to learn, who is also working outside of school with a private tutor, may be retained because of a single score on a single test on a single day, in a single year?
Now, mind you, if she should fail and be retained, the state has mandated that she receive remediation “from a qualified instructor, trained in the remediation of students with a disability in reading, from a program that is approved by the state board of education.” This, from the same school system that said, “We don’t have the time, funds, or individuals with training to help your daughter.”
The same school system that told my husband and I that our goals “were too high” for our daughter. Our goals were that she meet the same benchmark as her non-disabled peers by the end of her second grade year. Our goals were too high? That is what we were told. We are being told that we should not hold our daughter by the same standards due to her disability, yet she will be held to the same standard when taking the OAA.
The Third Grade Guarantee is not serving our children’s needs. Research has shown that retention will lead to higher dropout rates. Teaching to the test is devaluing our greatest young minds. We need to have teachers who can challenge our most gifted students, and specialists who can remediate our students with learning disabilities.
We are doing the very best we can for our daughter. My husband and I are both professionals, and we know what is working for her. What recourse will we have if our bright daughter with dyslexia, a visual processing disorder, and attention deficit disorder, fails the OAA? She will get held back for what purpose? To receive the “extensive remediation” she is already receiving privately?
Why is it a mandate to retain some of our brightest individuals based on a single test?
Why are charter schools not held to the same standards?
Why do public school students have to undergo more than a dozen standardized tests, while private school students do not?
When will educators from the Ohio Department of Education realize that retention is not the answer?
Sincerely,
Pamela Collier
Sports
I get emails like this all the time, and they always bring me to tears.
When I heard you speak on Thursday, I cried. I wish I had that information when we began our journey.
My 17 year old son, David, is dyslexic. He was diagnosed when he was 8, and he has had lots of tutoring at Sylvan and from retired Reading Specialists over the years, which has helped a little bit.
David is a really smart, handsome, and well-liked young man. He hides his dyslexia well. Yet it is still there. After your presentation, I asked him, “What letter comes after S?” He quickly responded, “R.” I shared that was “before,” not after. He then said, “I know what you’re doing. Don’t even ask me about the months of the year.”
When he played PeeWee football, he always wore a wristband so he could tell left from right.
David recently gave directions to our house to his new girlfriend. But he frequently told her to turn left instead of right. After 45 frustrating minutes, he finally handed me the phone and begged, “Please get her here.”
He is a gifted athlete and would like to play football in college. But his grade point average is only 2.65 due to his failing French (a D) and algebra (also a D). He must also pass the ACT (college entrance exam). We paid for an ACT prep course, but after the course, he only scored 13. He needs at least a 17.
He needs extra time on the reading portion, and he dreads math. He was so nervous because he knew he was not going to have enough time to finish the test. How do I go about getting him more time on the ACT?
He feels he is not smart enough to make it in college. The many days of sitting in the hall, being put in “the dumb class” (as he called it), and being teased by his peers does not go away.
But I want him to be able to follow his dream. I do not want him to join the military, which is his backup plan.
Bright Solutions for Dyslexia 