My Secret Learning Challenge

by Katie Halsey

For many years, I have known that I have a learning challenge. I remember as early as second grade having a reading comprehension problem and it has followed me through to my adult life. I have always kept quiet about it because I was embarrassed. While it was a challenge it never kept me from being successful, in fact, I graduated from college cum laude and now run my own business.

Somehow I managed, but I was always curious to know if I could overcome the lingering feeling of inadequacy. As I said, it did not keep me from pursuing a career as a paralegal early on and currently as a personal trainer. However, I would now like to further my career and get certified as a health coach, which means a lot of detailed reading and needing to comprehend all of the material for the test.

There's that feeling again. What do I do?

Book Magic

by Bren Alvarez, Stern Center Parent

The “not learning to read thing” kind of creeps up on you slowly. For my son and me, it was like this:

We loved to read together. Well, actually, I read to him, and he loved his books.

Our shelves were overflowing with books. “Will you read to me?” I would ask him. “No, I like it when you read to me,” he would answer. “That’s ok,” I would think. Then I would tell him, “I’ll read to you. I like to read to you and soon you will be in Kindergarten and you will be reading on your own.”

Then there was Kindergarten and lots of new things to learn and new books to read. I read to him and he loved the new books.

“Will you read to me?” I would ask him. “No, I like it when you read to me,” he would answer. “That’s ok,” I would think. Then I would tell him. “I’ll read to you. I like to read to you and soon you will be in first grade and you will be reading on your own.”

The school conference was so reassuring: Kids learn to read at their own pace and boys, well, boys, they often learn to read later. He is a bright and inquisitive boy. English is his second language and he works hard in his ELL group.

And then there was first grade and second grade and nothing changed. There were lots of new things to learn and new books to read. I read to him and he loved the new books. The school conference was reassuring.

And then there was third grade. But, in third grade they aren’t really learning to read. They are reading to learn. And I still read to him.

I Just Wish to Be Like Me

by Matt Zahn

The following is a college application essay written by Stern Center alum, Matt Zahn, that talks about his struggles with dyslexia and his determination in finding his own success:

Life is full of ironies. Throughout childhood kids are constantly seeking to be like everyone else. They long to be part of a larger group where they can identify and blend, such as the soccer team, scouts, band or the local ballet troupe. Groups offer a comfort and stability from the angst of youth. Before long, high school, senior year and college applications roll around. Suddenly kids must stand out from the crowd. They can no longer afford to blend in. Young adults must stand on their own two feet, advocate for themselves and navigate the college admissions process. For most this is a dramatic and uncomfortable change; for others, however, being different has been a way of life.

The scene: a Norman Rockwell classroom, the sound of children running by laughing candidly, the raw warmth of recess-sun-kissed skin, the smell of Fritos hanging in the air. This is my life in third grade. The matronly teacher, Mrs. McCloud, herds the children into the circle of chairs to read Dr. Seuss’ I Wish That I Had Duck Feet. Everyone follows along with their fingers, each taking a turn to read paragraphs rhythmically. It’s my turn to read. Letters float off the page before me.

                                                             Iw ish
                                                             thatI haddu ckfeet
                                                             An dIca nte llyouw hy.
                                                             Youca nspl asharo undin duck feet.
                                                             Youdo n’tha vetok eepth emdry.

Suddenly, I’m sweaty and fidgety. I lean back on my chair so far I fall over. The class erupts in ripples of laughter. All order is lost. Phew.

Why I Read: Diagnostics Intake Coordinator, Greta D'Agostino

by Greta D'Agostino

“If you remain calm in the midst of great chaos, it is the surest guarantee that it will eventually subside”

― Julie Andrews Edwards, The Last of the Really Great Whangdoodles

 

In first grade I remember being the only kid in my class that couldn’t tell my left from my right, couldn’t write the entire alphabet and couldn’t read. I even recall my teacher asking me at one point, late in the school year, “What is wrong with your brain?” When I came home from school that day, sobbing yet again, my mom sprung into action.

Within weeks my mom had me independently evaluated; it was the best thing that could have happened for me. The evaluation revealed that I was not only a capable learner, but gifted. My potential was high, if only I was taught in the right way for me, and given some time.

I began private instruction several times a week, which continued for the next few years. The fall of my second grade year brought a new teacher, who was much more patient with me, and was willing to provide some accommodations, despite the fact that I didn’t qualify for any services. She let me take longer to complete the books the class was reading and shortened writing assignments. I started out that year in the lowest reading group, and by the end of second grade I was in one of the middle reading groups.

Why I Read: Founder and President, Blanche Podhajski

by Blanche Podhajski
 
I love literacy because of precious memories. My mother and big sister worked in beautiful stone buildings that housed the libraries in my home town. I remember them bringing home treasures of books they would read to me as a preschooler. 

That’s probably where my love of language began. Curious George, Madeline and Babar became as close friends to me as Ruthie who lived down the street.
 
Learning to read when I entered Kindergarten couldn’t happen fast enough. But I was disappointed just reading sight words like run, jump and Spot which characterized instruction in my educational era. I was so much more excited when Miss Avery taught us about “magic e” in first grade and then showed us how to rhyme by changing initial letter sounds. I was off and really reading!

I remember curling up into a chair a few years later with the entire Freddy the Pig series. I felt especially proud that I could decode the title of Freddy and the Ignormus. I enjoyed talking at the dinner table about what an “ignormus” might be.

Unlocking Literacy for My Student

by Jen Darrow

Have you ever had a student who did not know their letters and sounds coming into first grade? Who could not segment or blend sounds?

Over the past six years Crystal, a first grade teacher, and I, a special educator, have had many students who fit this profile. We were unable to find the key for these struggling readers and were becoming frustrated at not having the proper tools to meet these students’ needs. When consulting with outside sources, specialists would often recommend Orton-Gillingham (O-G). Due to lack of training, we were unable to offer this multi-sensory literacy approach to our students.

When given the opportunity to take O-G training through the Cynthia K. Hoehl Institute for Excellence at the Stern Center, we were eager to participate. We took a 30-hour Orton-Gillingham Classroom Educator course over the summer and dove headfirst into a yearlong 50 hour practicum. Thanks to a grant from the Academy of Orton-Gillingham Practitioners and Educators for 1st through 3rd grade classroom teachers, Crystal and several other classroom teachers were able to participate in the O-G course and practicum. Currently, there are six staff members at my school (three are special educators) doing this work.

What Should You Do if Your Child is Having Trouble in School?

by Ed Wilkens

Depending on family dynamics, you might become aware of any academic difficulties your child is experiencing over family dinner, while driving to soccer practice or in those quiet conversations just before bed. Or, you might be totally surprised to learn from your child's teacher or through a formal written progress report that things are not going as well as you had assumed. 

Regardless of how you discover the challenges, what you do next is crucial and it's all about communication and relationships. The essential players include you, your child and the teacher or teachers relevant to the challenge. Potential additional partners might include a counselor, coach or administrator depending on the specifics of the challenge.

Gratitude

by Laurie Caswell Burke


As I observe the hustle and bustle of the holiday season, I sometimes marvel at how frantic people allow themselves to get. They rush around at warp speed trying to find the perfect gift, make all the cookies, buy the tree, trim the tree and pen holiday cards. For me, the holidays have always offered a chance for reflection. I make an effort to not get caught up in the hubbub, and instead make time for friends and family any time they want to see me. 

I notice more and more that the line after Thanksgiving is often, "We should get together after the holidays." That seems ironic—isn’t getting together with good friends and being grateful for family what the spirit of the holidays is all about? Each year, my husband Tim and I try to take time to look back on the year and remember all the things that we have to be thankful for.

Our daughters Kate and Molly are always quick to come to mind. And we will be eternally grateful for the Stern Center and the role it has played in helping them both achieve their accomplishments.