DyslexiaLand Book Review

A few months ago I saw a book on Facebook that I knew I had to read. I bought it and added it to the TBR pile, where it sat for a few months. I wanted to make sure I dedicated a solid chunk of time to reading it since it’s not the usual YA novel that tends to call my name.

DyslexiaLand: A Field Guide for Parents of Children with Dyslexia, by Cheri Rae, is a must have book for parents and educators about the realities of dyslexia.

First and foremost, this guide is written by a mom with a dyslexic son AND a dyslexia advocate. I love this on so many levels. Rae gives us the mom-to-mom heart to heart in a way that is supportive and engaging. There is no pity party, but rather advice to provide families with comfort and guidance.

The guide does not read like a textbook, and the organization and structure are insanely user-friendly. I love how I can easily flip to exactly what I’m looking for and not feel overwhelmed with text on a page. One of my favorite aspects is the acronyms list of educational terminology. Even as a seasoned English teacher and Reading Specialist, this is an extremely handy list that I have book marked for future IEP meetings.

I was definitely interacting with this text while I was reading. I have underlines, hearts, stars and exclamation points all over the place. Rae totally hit a HUGE nail on the head when she discussed that teachers do not have the proper training or professional development for supporting students with dyslexia. As I’ve mentioned in We Need to Talk…About Dyslexia, I was one of those teachers who lacked training. My knowledge of dyslexia and appropriate teaching strategies were pretty much non-existent until I started my Orton-Gillingham journey. In the public and charter schools I’ve worked in over the years,  I have never had any training for dyslexia, which supports the point Rae brings up.

I have also been in about 25 IEP meetings since August, and have seen the term “specific learning disability” and ideas like reading comprehension and fluency associated with it. Yet, the “d” word has never been uttered in any of these meetings. I’ve been very intrigued with IEPs recently (probably from being part of so many), and I find it fascinating that I have not seen dyslexia ever mentioned in one. So needless to say, I was all over the section on IEPs. For the first time ever I completely understood what was being discussed about these legal documents. Rae’s explanations are crystal clear and makes IEPs less confusing (which is not an easy feat).

Middle school is my jam. Always has been and always will be. However, one of the biggest obstacles I’ve faced is the belief that learning to read only happens in elementary school. This is not the case for all students. Rae makes it a point to discuss dyslexia from elementary school through high school (woot woot!). The transition to-do lists are super awesome and spot on.

I also appreciated how Rae discussed that Orton-Gillingham tutoring can be done online. As a virtual teacher and tutor, it’s often difficult for people to wrap their heads around online education, let alone embrace it. As research has proven, OG is a successful approach when working with dyslexia. Whether the instruction is given in a school environment, at a center, or one-on-one with a tutor in person or online, the goal is to help students with reading.

Overall, I am absolutely over the moon about this guide. I believe it should be in the hands of every educator. Yes, every math, science, consumer arts, woodworking teacher, etc. should read this book. Literacy and reading impacts all areas of life. It provides parents with a sense of direction in tackling DyslexiaLand. It equips parents for the meetings, discussions, and realities of navigating the educational system.

To purchase this amazing guide click here.

How Becoming a Mommy Made Me a Better Teacher

With Mother’s Day right around the corner and with this week being Teacher Appreciation Week, I’ve been thinking a lot about being a mom and a teacher. I always knew I wanted to be a teacher, and I have loved all of my teaching opportunities over the years. However, I have noticed that since Miss Molly was born I have become a better teacher.

I make the time for my students. The first four years of my teaching career I had about 125 students every year. I was constantly grading, lesson planning, attending meetings, trying to achieve tenure, etc. I was so focused on trying to keep my head above water, that I often did not get the opportunity to get to know my students. I admit it, I was one of those teachers that would feel annoyed when I got a parent email because I didn’t have time for it.

Fast forward to being a teacher mommy- I do my absolute best to put parents and students first. Many of the students I work with have a lot going on. They struggle with depression, anxiety, bullying, etc. I try to be supportive of students in and out of the classroom by asking how things are going or listening to their story. I communicate with parents more and make the time to talk/listen about what is happening at home. It’s amazing what parents will tell you if you just listen. Why do I do this?  I see now how a student’s personal life truly impacts their academics because I see it with my daughter.

I go out of my way for my students. Before I became a mommy, I would go above and beyond  for my students here and there. I would advocate for my students by making referrals and attending meetings, but once it was out of my hands I would stop being involved. As a teacher mommy, now I do more for my students. I have had students call me the night before Easter with questions because that was the only time they had to work as a student athlete. I have texted and graded work for students at 11:30 PM when their class ended at midnight so we could ensure they earned a passing grade. Why do I do this? I would want someone to do this for my child.

I take IEPS more seriously. Before I was a mommy, I would follow IEPs, but when I had no in-class support and I was dealing with students ranging from 2nd-8th grade reading levels, it became a challenge to make sure I was giving my classified students enough support. At this point, a lot of my attention was on my at-risk population because of the school’s goal. I did what I had to do, but I could have done more.

Now, not only do I modify assignments for my students (providing alternative texts, changing expectations, etc.) but I experiment and research. I’m going for my Orton Gillingham certification (one of these days I will finish it) and I’m constantly looking for new ideas to use with my students. This week I attended a webinar from the International Dyslexia Association about using Assistive Technologies (AMAZING!!) to see how I can help my virtual students. I spend more time giving super specific feedback on student work. I even give sentence stems and fill in the blank thesis statements for those who need it. Why do I do this? Every child learns differently. Molly is incredible with her verbal skills, but the girl just didn’t want to walk when she was a year old. She preferred to crawl or walk on her knees to move around. As a parent, I was concerned because I saw other little ones running on the playground at 9 months old. Not only have I learned not to compare children, but it opened my eyes that every single student is different and needs appropriate support.