My Story

For as long as I can remember, I have met one-on-one with excellent educators that helped me to learn how to learn.  Was it Mrs. Hale, Mrs. Stinson, Mrs. Abbott, or Mrs. June who inspired me?  They all inspired me.  I thank God for these educators in my life.  They helped me to unlock what was hidden inside my brain. My father helped me many late nights to comprehend the content of my subjects for me to complete my homework.  

I was diagnosed with dyslexia when I was ten years old in fifth grade.  I learned early reading and spelling tasks, especially when my teachers offered excellent instruction.  Yet, later I experienced my most debilitating problems when more complex language skills were required to succeed in school.  My father was an English teacher. He taught me very early how to read and how to write. He even introduced a new vocabulary word to my sister and me every week. I was an excellent reader and writer. I enjoyed practicing both. Yet, as I matured, I found myself experiencing so much difficulty with my comprehension. I was often too embarrassed to admit that I did not understand especially if directions were given to me verbally. I needed to interact with the text myself. I needed to see the words and either draw what I understood or to act it out. I still use self-talk when I am reading information that takes more of my concentration. When my parents took me to a psychologist to be tested, I was relieved to learn that my “condition” had a name; dyslexia, a mild case. Yet, my instruction did not change. I would have benefitted from this multisensory, structured language approach instruction. For tests, I understood that I needed to learn the content well enough that I could write the answers without given choices. During multiple choice tests, I learned that I must cover all the given choices and answer the questions in my head before looking for the answer. During my undergraduate college years, I experienced my greatest difficulties. Yet, I was determined to learn the content. I had never heard of the office of disabilities until I fractured my hand during a college karate competition and needed accommodations to take my exams. I learned so many valuable study tips there. During my graduate level studies, my professors could not understand why I was so meticulous in the way that I processed the content and checked for clarification. They often said, “You are an excellent student. Why are you so worried?” I needed to explain to so many unbelieving professors that I am a struggling learner who has learned what works for me.

My mother taught pre-school children.  She also gave one-on-one voice lessons in addition to directing the children’s choir.  My mother educated me in music from the day that I was born. Music has always been my bridge between education and everything else that I learned to do: sing, sight read music, dance, play the piano, play the clarinet, write poetry, read, spell, and solve mathematical problems.  I thank my mother for giving me the gift of music.  Music gave me the confidence to know that I had talent.  My language difficulties did not affect every area of my life.  This was very important for my self-esteem at an early age.

I tell people that I am proof that children with dyslexia can be successful life-long learners and adults with a proper diagnosis, appropriate instruction, hard work, and with proper support. Students with dyslexia are often very intelligent. They need help drawing the information out through explicit and direct instruction.