This morning I stalked a parent from my son’s preschool class and waited for him in the parking lot. Why would I do such a thing? What would provoke me to lurk next to my car waiting for a man I didn’t even know, in a preschool parking lot nonetheless? Well, it was simple. As I was dropping my 5-year-old son off in his classroom, I overheard a father sharing with the teacher, we will call her Ms. T, about concerns he had about his son’s reading.
I have been asked many times why I am so interested in dyslexia and I always answer with one word, well, one name, Lynford. Before my foray into the world of families and dyslexia, I was deeply entrenched in the world of adult literacy. This is a beautiful world of adults who come to the public library and ask for help with reading and writing – who ever so bravely ask for help. They are adults from twenty years old all the way to ninety years old. They just want one thing…to learn to read and write.
Go ahead, say this with a finger wag and a head bob and then fantasize about doing that during an IEP meeting. It’ll be fun. Ok, so I had a little fun with the title when thinking about all of the crazy things I have heard in IEPs lately and I wanted to make you smile and relieve some IEP stress; I could spend all my time lambasting people, but I thought it would be more productive if I used the comments as a springboard to describe what the underlying problem is when you hear these types of comments and how they help you advocate for a child with dyslexia (how is that for a run-on sentence I couldn’t figure out how to fix – Oh, no I didn’t).
The Lowdown on Dyslexia was originally published here, but with new resources, new research, and even more detailed tips, Dr. Kelli Sandman-Hurley updated the original work below.
All About Dyslexia
by Dr. Kelli Sandman-Hurley
Every teacher in every classroom in every school in this country (and beyond) will come across several, if not dozens, of students who just can’t keep seem to get the ‘reading thing’ down. The students are smart, articulate, and creative, yet they omit small words, read slowly, have difficulty spelling, and stumble, guess or mumble through multisyllabic words. They are placed in reading groups for extra instruction and still don’t seem to ‘get it.’ And during his or her career, every teacher in every classroom in every school will ask themselves, “How can I help these children?” The answer is to learn as much as possible about dyslexia , because the child described above has dyslexia.