Schools often tell parents of struggling students to wait, as this parent shared:
I need some help to decide what to do for my eight year old son. He is finishing second grade, but he has never read at grade level.
The principal wanted him to repeat first grade, but my husband and I refused, so he was sent to second grade. He has worked with the reading specialist one-on-one for two years with no improvement.
I asked his teacher last year if he could be dyslexic. She told me that was not possible. She claimed he just had a behavior issue. I disagree and feel that he lost a year because of her poor attitude.
He was diagnosed with visual acuity issues and Irlen Syndrome, but after eight months with no improvement and horrible migraines, we decided to involve our pediatrician. He sent us to a pediatric ophthalmologist at a university who said my son does NOT have a vision problem it all. His said my son has dyslexia, and he felt my son’s headaches were caused by the tension and stress of not being able to do the work.
Yet he recommended we wait until he is 9 to be tested by the school because the gap will be greater.
His school has promised they will test him for Special Ed services next year.
The problem is I don’t want the gap to get any larger. I want to help him now!
What should I do?
If you know or suspect your child has dyslexia, waiting is the worst thing you can do – because it will not go away. Your child will only get further and further behind.
Every parent who has contacted me during the past 20 years wished they had started providing the right type of tutoring sooner.
So do not wait for the school to test him. Start tutoring him now using the Barton Reading & Spelling System or any other good Orton-Gillingham based system. Tutor him every day during the summer – while the pressure of school, homework, and tests is gone. You will be amazed how much his skills can improve with daily tutoring.
And if you think that qualifying for special ed services is the answer, read on.
A school psychologist shared:
From what I see, the biggest hurdle for these students is what happens AFTER the students are placed in special ed.
This parent shared:
I have a 12 year old son who is in 6th grade.
He attended a private Christian school until 4th grade. They noticed his reading struggles in second grade and put him in a reading lab. It was worthless.
We got his eyes checked, and the doctor said he had a tracking problem. We spent more than $ 2,000 on vision therapy and eye exercises that did not help with his reading.
He has gotten private tutoring, speech therapy, and gone to a number of tutoring centers. We have spent countless amounts of money on him. Everyone told us he would either grow out of it, or he would learn to compensate.
In 4th grade, we moved him to a public school, hoping to get more services for him. He did qualify for special education due to his reading. We thought we finally had the answer.
Wrong. He is now in 6th grade, yet he is still reading at a 2nd grade level and is a horrible speller.
They work with him one-on-one in the resource room, and they allow him to listen to books so he can keep up with what his classmates are reading. But he still is not learning how to read, write, or spell. I am soooooo frustrated.
I have cried. I have been angry. I have been humbled. I have prayed and prayed and prayed. God finally gave me peace about not pushing him so much and not being too hard on him. But he is not getting any better. He studies the weekly spelling list for hours and hours, yet he forgets the words by the following week.
Yet he gets A’s and B’s on his report cards, which amazes me. Our public education system has become a joke. He is in 6th grade and can’t read or write anywhere near grade level, yet they are giving him A’s and B’s.
There must be so many other children who are also slipping through the cracks, and so many parents at a loss.
I would like to start tutoring him using the Barton System, but he absolutely refuses to try one more program or tutor – because in the past, they have all done more damage than good.
So, parents, get your child the right type of tutoring yourself – as early as possible. It makes a huge difference, as this parent shared:
Dear Mrs. Barton:
Thank you so much for helping us help our daughter. We learned about Learning Ally through you. We learned about classroom accommodations through you. And we found a great Barton tutor through you.
It has been a joy to watch my daughter grow from being a reluctant 3rd grader to an engaged 4th grader. She still has a lot of work with her tutor, and we will have many other challenges, but knowing there are resources that we can use to help her be successful is an unbelievable comfort.
And this parent shared:
Susan, I have to thank you for all you do. The support and knowledge you have shared has helped me with my daughter in so many ways.
Two years ago (after we gave up on the school) we had her tested privately and discovered she has dyslexia and ADD. That’s why she would never read out loud in class, or even to us.
That was then…..
Yesterday (after two years of Barton tutoring and appropriate accommodations) she stood in front of the entire school …classmates, teachers and parents … and delivered an amazing (and confident) speech about why she should be SCA president.
She WON the election!
I knew she was special and had many gifts, but yesterday she proved it to herself and her school. She said “challenges make you stronger and wiser” (which is what her speech was about).
My husband and I sat back last night thinking of the last two years, and we realized how hard she has worked…but she never gave up.
Kids with dyslexia are tough. I am not sure I could do what she has done, but I am glad I was there to encourage her along the way.
Thank you for all your help and guidance. We couldn’t have done it without your support!
This heartwarming email from a parent made my day.[audio https://brightsolutionsdyslexia.files.wordpress.com/2013/01/what-a-great-teacher.mp3]
I want to share something amazing about my son who was recently diagnosed with dyslexia.
This morning his teacher stopped me to tell me what an intuitive student he was. She said his character is well beyond his years and that it never wavers. She also said he is such a beneficial member of his class because of his compassion and ability to self reflect, and that he has basically set the standard for the class with his global “out of the box” thinking.
When my son was recently diagnosed with dyslexia, I did a lot of research. I found the information on your website about the strengths of dyslexics. That teacher was mentioning many of those strengths.
So I was beaming with pride when I told her of his diagnosis.
Thank you for sharing how children with dyslexia are special. It was nice to hear confirmation of what I have always thought of my son — and I now know why he is so special. He’s dyslexic.
Parents ask why I often state that private schools (such as Montessori, Waldorf, Christian, Catholic or Jewish schools) can be better places for children with dyslexia than public schools.
Private schools often do not know any more about dyslexia than public schools, but they are much more willing to provide free simple classroom accommodations — which are as critical as the right type of tutoring.
A parent of a child in a public school recently sent me a BCC of this email that she sent to her child’s teacher.
Dear Mrs. Smith:
It is 1:45 a.m. and I am not sleeping . . . again.
I am frustrated and hoping for your help.
I waited a few days since Lynn’s IEP meeting before writing this.
I do not want to come off as unreasonable or angry. But I cannot help but feel like the last 2-3 months of the school’s assessments were a massive exercise in futility. I came into the IEP meeting assuming that we were finally going to get Lynn some help and put some modifications and accommodations in place.
Instead . . . well, you were there. We simply restated what had already been established 2 years ago: Lynn is a bright little girl who does not qualify for special education help. I get that. I got that 2 years ago. My question is: what next?
I have spent countless hours and thousands of dollars getting Lynn officially diagnosed. I am paying to have her tutored after school by a Certified Barton tutor. I just need a 504 Plan put into place so we can get some simple free classroom accommodations.
I have been requesting that since the first day of school. It is now March. March !!!
I am more than willing to do my part. I will redouble my efforts to find support outside of school. But how do we get some classroom accommodations?
Compare that to this email from a parent whose child attends a private Christian school.
My son was formally diagnosed with moderate dyslexia in third grade — after a teacher at his private Christian school suggested dyslexia might be the cause of his struggles.
Timmy has hated school with a passion ever since he started Kindergarten. He would wake up every day crying, banging his pillow, and begging not to go to school, saying the work was “just too hard.”
Daily homework assignments went on with hours, and I mean hours, with temper tantrums, constant tears, anger and frustration beyond the roof as I am sure you can imagine.
Before school, Timmy’s personality had always been quiet, content and a deep thinker. You can imagine my horror to see his wonderful demeanor turn into such anger and frustration as each school season progressed.
He had all the early signs of dyslexia, but of course, we never knew what we were looking at. He went through school as this very angry, frustrated child, until finally, his third grade teacher recognized a very obvious problem, and led us to what he so desperately needed.
I am so thankful that he goes to a private school. Although legally, they do not have to provide accommodations or intervention, his school feels a moral obligation to provide both.
I am starting to see Timmy’s anger and frustration level drop as his reading and spelling is getting better, thanks to his Barton tutoring.
Homework time has become a million times better, thanks to the accommodations he is entitled to when needed.
His creativity is also flourishing. I am blown away by what he understands or creates out of his own observations.
He also has an amazing maturity well beyond his years, and his incredible insight to see and understand things is jaw dropping.
Parents, if your child’s public school refuses to provide accommodations, consider moving your child to a more flexible private school.
The gifted areas that come with dyslexia show up very early in life — as this mother shares:
I have read Dr. Sally Shaywitz’s book and have reviewed your website and many of your videos. This has caused me to have a Eureka! moment regarding my son. I have known that something was wrong with my very bright child for quite a while, but couldn’t seem to figure out what it was or what to do about it.
In addition to having most of the classic weak areas, he has so many of the gifted areas — even though he is only 9 and in third grade.
He is incredibly mechanically inclined. He builds complicated lego robots that he programs himself.
He is extremely creative. I have crazy inventions all over my house.
He is artistic. He especially loves sculpture, but he is also good at painting and photography. In fact, he has gone on to the state level in the local PTA Reflections photography contest 2 years in a row.
He is musically inclined. He plays the piano — by ear.
Additionally, he has always been extremely sympathetic and compassionate with others — to the point where several friends and relatives have mentioned it to me.
He has a strong entrepreneurial spirit. He started a mulch spreading business at the age of 7, complete with marketing materials. He actually convinced a perfect stranger, a nice cashier at our local grocery store, to hire him (I went with him to the job for safety reasons of course). He has excellent sales skills. He has now extended his business (and customer base) to total yard care. This year, he made a company t-shirt and hat, as well as fliers and business cards, and a wooden sign for the front yard. The only thing my husband and I have done is given him encouragement and corrected his spelling!
Once he gets an idea in his head, it is like a dog on a bone — there is no distracting him from one of his projects (like figuring out which trees in our yard were maples last summer so that he could tap them and make maple syrup this spring. This project is, thankfully, complete). He works out all the steps to complete his project himself (including getting help from the librarian to find a book on the subject in the adult section) and he won’t stop pestering us if he needs help to reach his next goal (such as someone to use the power drill on the tree. He hammered the tap in himself).
I just wish he would be so focused on cleaning his room, which at times (if I don’t keep on top of him constantly) reaches fire hazard level.