Susan Barton loves hearing about great teachers who go above and beyond, like this one:
Despite paying tuition to send my daughter Ashten to a small school so she could get more one-on-one time, she still struggled.
When she was diagnosed with dyslexia, the school shared they had no idea how to deal with it. But her wonderful Title 1 teacher was willing to learn.
She started researching dyslexia, went to meetings and conferences, eventually became certified in the Barton System, and she has been one of my daughter’s biggest cheerleaders. She has even given up her own summer vacations in order to tutor Ashten year round for 2 1/2 years.
Ashten is now in 6th grade and was asked to read the morning announcements in front of her entire school. She asked a girl in 7th grade to go up with her in case she needed help with some of the words. Ashten was so excited when she shared she was able to read it all with no help. This momma was a crying mess with tears of joy for her!
She also got her i-Ready test scores back. Her Title 1 teacher let her take it entirely on her own. This is the first time EVER that she has tested out at grade level.
Her confidence has shot through the roof !
Michelle Johnson, parent
With the right type of instruction, even students caught late can succeed, as this parent shared:
My son, Kyle, had trouble reading since kindergarten. He went through 5 years of elementary school staying at a kindergarten reading level. Teachers said he would not ever read, or that he would only be a sight reader.
Then one of his teachers, Emily Moss, got trained in the Barton Reading & Spelling System. She started tutoring him at the beginning of sixth grade. He just finished seventh grade, and his success is beyond words.
For the first time, he took the state standards test at the end of the year, and he passed the reading portion with a 3 — which means he met the standards. His teacher was so excited that she pulled him out of lunch to give him the news.
Imagine going from the kindergarten level to 7th grade level in just two years.
He’s able to read billboards, and he reads books by himself that he’s interested in. He’s never had that type of independence before.
I just want to thank you for the program. My hope is that all schools will have at least one teacher who has been trained in your program so they will be able to help another child like Kyle.
Tina Smith, parent
Notes like this is what keeps me energized and willing to work so hard:
Susan, I just wanted to thank you for all your help over the years. I have called you several times for advice, and you even reviewed our neuropsychologist’s report on our kids, Michael (9th grade), Patrick (8th grade), and Nicholas (6th grade).
All of them are severely to profoundly dyslexic. I never thought they would read, and even half way into Level 3 of the Barton System, I didn’t think they would ever read for pleasure.
But they all read now. Two of them read for pleasure every single day. And all them are doing well in school.
Our biggest problem is convincing teachers that they are actually dyslexic!
I can’t imagine what their life would be like without you or the Barton System.
Mary and Matthew Crandall, parents
I would like share how very impressed I am with the Barton System.
As a Special Education teacher with more than three decades of teaching experience, I have used many different reading programs over the years. But I have never before encountered anything as comprehensive as your system. Thank you for all the time and effort you put into developing a true quality product.
The difference it is making for my dyslexic students is really impressive. Their reading and spelling skills, plus general self-esteem, grow visibly with each tutoring session.
I love using your program!
The Open Door Educational Services
This is why Early Intervention — of the right type and intensity — is so important.
Travis never attended public school because I realized that he showed the same symptoms of dyslexia that my older son did at that age.
So I homeschooled Travis and started him on the Barton program as soon as he was old enough. I was already using it with his older brother and having good results.
Recently, Travis began expressing a desire to go to 2nd grade public school with his friends, which I figured would happen eventually. So, I took him up to our local elementary school. The teachers, principal, and counselor were great. They took him on a tour of the school, let him observe a class, and even let him play on the playground for a while. He felt right at home and decided he might like to try public school for the last six weeks of the year — even though I did explain to Travis that he would have to continue doing Barton 3x per week after school.
Of course, the first thing the school staff wanted to do was placement testing. The reading specialist evaluated his reading level as approximately 3.0 grade level. She did mention that she thought his fluency was lacking as he read from one line of text to the next and encouraged me to read aloud to him daily.
I then shared the testing we had done with a private dyslexia interventionist who said that although he was young, it was her best opinion that he was pretty severely dyslexic. I also shared some of the results of his testing, such as being at the 2nd percentile for phonemic awareness.
Then I explained how we had been using a combination of the Barton System (which she was not familiar with, but she knew of OG), and occupational therapy for the dysgraphia for almost three years. The more I talked, the wider her eyes got.
She finally said, “I had no idea that what you are saying you have done could actually be done. I see these kids come through here with such low skills, and they get further and further behind. It scars them for life, and they never recover from it. I would have never guessed that he was dyslexic. He didn’t mix up a single sound while he was reading. I’ve never known anyone who has actually fixed it.”
Mind you, we live in Texas, where dyslexic students receive “daily intervention” from our public schools. Sadly, it is often ineffective, as it was with my oldest son, who could not read CVC words in 3rd grade despite their “intervention.”
I wish I had known how to help my oldest son before he had the chance to feel like a failure, but I just didn’t know what to do.
Thank you so much for bringing awareness and education to parents about the dyslexia community, updates about the latest research of brain imaging, and best teaching practices.
Most of all, thank you for giving my son a chance to show the world what a bright boy he is. I’m still not sure if he will go to that school or if we will continue homeschooling, but I do know that either way, he will be a success because of your program and his hard work.
This woman is another one of my heroes.
My own dyslexia was a gift from God. Meeting you was another. Thank you for all you have done to change the lives of children and their families.
Over the past decade, I have personally witnessed the success of over one hundred students whom I have tutored using the Barton System.
One of my former students graduated valedictorian and is now in vet school.
Another took herself out of special ed classes when she was in 8th grade, and she graduated with honors last year. She actually said to me, “You saved my life.”
Another worked as a night cleaner at a fast-food restaurant until he could read all the items on the menu. He was then promoted to trainer of the night cleaners. Eventually he changed jobs to become a line cook at a fancy restaurant. This young man, who began the Barton System when he was a senior in high school, now works for a well-known soda company, is married, and has 2 children.
Yet at age 18, when we started, he said, “I will never learn how to read and write. My teachers say I have a learning disability, and that’s why I am so dumb.”
After I left the public school system, I began a ministry at my church called 3H Tutoring: Help, Hope and Honor for Struggling Readers. My pastors are very supportive and have announced this ministry to the congregation.
We now have 17 students and 3 tutors: myself and 2 trained volunteers. We have seen remarkable gains in our students’ standardized test scores, an incredible gain in their self-confidence, and a newly-found love of books and literature.
Thank you for helping me save the lives, and change the future, of these wonderful students.
Founder of 3H Tutoring
Teachers are amazed at how rapidly Barton students improve — even when they are tutored by a parent, as this mother shared:
Thank you so much for developing this program and your great informational videos and website. Without those, I don’t think my daughter would have been diagnosed and gotten the help she needed.
I am currently working on Level 3 with my daughter. Since starting the Barton System, she has shown tremendous progress! Her teacher told us that in her 13 years of teaching experience, she has never seen a student have this much growth in one year! She credits the program and my commitment to it.
That teacher has been wonderful. She has allowed me to come into the classroom for an hour twice a week to do Barton with my daughter.
By the way, that teacher is now interested in using the Barton System with a few other students she thinks will benefit from it. So that is super exciting!
Jennifer Veras, parent
Parents who are former teachers often feel the most guilt, as this parent shared:
I cannot tell you how many sad, frustrated tears were cried by both my now second grade son and me during his kindergarten and first grade years.
I knew in my gut that something wasn’t right but kept hearing the all too familiar “it’s developmental” and “he’s doing great and reading at grade level” nonsense — while I kept pointing out what appeared to be weak phonemic awareness and little understanding of how words are formed.
I refused to let their words appease me and kept researching, learning, and seeking professional input until my suspicion of dyslexia was confirmed.
It absolutely breaks my heart that the teachers at the ground floor of reading instruction in our area know so little about dyslexia.
I am a former high school English teacher who now carries sadness and guilt over the unidentified, defeated students I failed to encourage and help — all because I didn’t know. I wish I could contact each one of them now and put a name on the monster that plagued them and robbed them of their confidence and made school a miserable experience.
Education programs need to do more to train future teachers, and schools need to step up and acknowledge this very common learning difference.
I am confident that my little guy will rise above this and thrive, but I feel like I need to be a voice for the other three kids with dyslexia in his class of 20, and the many more spread throughout the building.
Thank you, Mrs. Barton, for making information about dyslexia accessible and clear. You have lit a fire in me that I hope will spread through our local school district.
Laura Kuster, Teacher and Parent
By Sally Miles
Shared with prior written permission
As a teacher, dyslexia therapist (ALTA), mother and grandmother of two brilliant dyslexics, and someone who loves learning, I do my best every day to meet the needs of my students in my 3rd grade class. I fail every day, but we forgive and move on.
I do my best to address teaching in an Orton-Gillingham based manner for every subject. Not every student I have is dyslexic, but every child can benefit.
My students have so many needs that even though I truly put forth the effort, my brain and my heart cannot possibly think of everything that every child needs during every moment of every day. Among the children I greet every morning are those diagnosed and undiagnosed dyslexic children, a hearing impaired child with cerebral palsy, diagnosed and undiagnosed children with ADHD, auditory processing disorders, language disorders and autism, English as a second language, children who go to bed unfed since they left school, children who are abused, and children who are neglected.
Even though I try to meet every single need of your child, I’m going to fail. So before you call me out on Facebook, talk to me! Tell me, in a kind way, what your child needs that I am not doing.
Remember, the things your child needs that I’m trying to do . . . may be met with resistance by other parents because I teach in a way that is different, or their child may have very different needs.
Remember that I am human and may forget simply because I have so many different needs swirling through my head.
Remember that my goal is to teach all of your children, every day, with the “right” way for your child, and I will fail. I will get up again the next day and try to do better.
But it is easier if you tell me what your child needs . . . rather than think I’m too ignorant, I don’t care, I’m lazy, or I’m just another part of an often-broken system.
Many children with dyslexia will not be eligible for special education services – not even if a parent brings in a diagnostic report.
In that case, fight hard for classroom accommodations – and get the right type of help after school.
This parent did not do that – and regrets it.
Dyslexia runs in my family tree. My father, who is 60, can still remember being in second grade and having the teacher call him up to the front of the class to read out loud. The teacher would force him to stand there and “do it until you get it right” – despite him crying in front of the entire class.
I have a degree in Elementary Education, but we never had a single solitary course – not even a single lecture – on dyslexia.
Yet when my daughter struggled in kindergarten, her teacher suggested the possibility of dyslexia because:
- On DIBELS, she was not meeting benchmarks in nonsense word reading
- She had terrible spelling and could not retain her spelling words — not even the high frequency words like “some”
- She already had 2 years of speech therapy for R’s and L’s, but was not improving
- She constantly confused left and right
- And she still could not tie her shoes
At end of first grade, I asked the school to test her for a possible learning disability. The school said they wouldn’t test her until at least 3rd grade.
So during second grade, when she was not making progress in Tier 2 of RTI, I hired a highly qualified private professional to test her. She was diagnosed with moderate-to-severe dyslexia.
But when I shared that report with the school psychologist, he stated that dyslexia does not exist, that Susan Barton’s website was not a valid resource, and we could not even get a 504 Plan because he felt our daughter did not need it. He claimed she displayed no difficulties and would prove to be a good student.
Her teachers and even the principal were at that meeting, and they went along with the psychologist’s assessment – leaving us to wonder if we really knew what we were talking about.
We were so confused that we decided to follow the school’s advice — and regret it.
Our daughter is now at the end of third grade. Despite another year of phonics instruction and more RTI, she still struggles with spelling, sounding out longer words, and cannot comprehend her science textbook when she reads it herself. (But she has no trouble comprehending it when I read it TO her.)
The school did eventually test her, but her scores were not low enough to qualify for Special Ed services. And her report card grades are not too bad. She gets low B’s or C’s.
We have shown our daughter’s diagnostic report to other dyslexia professionals and organizations, and they have all agreed that she definitely does have dyslexia.
So what do I do now?