By Karen Huppertz
Fifteen years ago our son was in second grade, the top math group, excelling in science and social studies, but spelling tests were a weekly nightmare and he was placed in the lowest reading group.
We slowly and methodically found ourselves in a battle with our son’s school to determine what he needed to help him improve his reading and writing skills.
While they couldn't legally say the words, it became very clear his teacher thought he was suffering from attention deficit disorder and wanted us to medicate him. My gut instincts disagreed. How could he succeed in every other subject with an attention problem? Medication is necessary in some situations; I questioned it for my son.
Fortunately, Cameron’s pediatrician agreed ADD didn't seem to fit and referred us to a psychologist who discovered that while Cameron’s IQ was nearly off the charts, he had a learning difference making it challenging for him to intuitively learn to read, commonly known as dyslexia.
Dyslexia is not a problem reversing letters or a visual problem, but a different way of processing written language. You can’t medicate it away or outgrow the condition. The National Institutes of Health estimates between 15 and 20 percent of the population may be dyslexic.
People with the condition have problems recognizing, spelling and decoding words and sentences in order to read and write. There are really great, well-established methods for teaching dyslexics how to read, the one Cameron benefited from was the Orton-Gillingham Approach, or what I like to call a form of Super Phonics.
Fifteen years ago Cameron’s second grade teacher didn't know what dyslexia was or have any skills in recognizing this learning style. Sadly, not much has changed.
I recently spoke to a young Gwinnett County teacher in her third year teaching second grade. Her school has resource teachers to assist students who are struggling to read, but she has no idea what methods they use. She told me she had a “couple of classes” in college encompassing learning differences, but she doesn't remember any specific discussion about dyslexia.
She is a loving teacher who wants her students to succeed, but I question whether or not our universities are preparing our educators, particularly those responsible for the most basic, yet essential of skills, to recognize a learning style that potentially affects a significant number of students each and every year.
Our son graduated with honors from Florida State University last year with a minor in English and is working as a literary intern in Washington, D.C. He’s become a prolific writer and is putting me to shame when I’m not simply bursting with pride and gratitude that we were able to help him find the appropriate teaching method.
Parents struggling to find answers for their children can get help by contacting the International Dyslexia Association Georgia Branch at 404-256-1232 or www.idaga.org.
The IDA Georgia Branch is holding its annual conference at the end of this month. I’d like to see more teachers, especially our elementary teachers, signed up to attend this conference. Parents might also mark their calendars for 6:30 p.m. March 8 to attend a free showing of HBO’s “Journey into Dyslexia,” sponsored by the IDA and the Sage School at Gateway Church, 3108 Burnette Road, Suwanee.
Karen Huppertz has lived in Gwinnett County for 13 years. Reach her at karenhuppertz@gmail.com.
