Baby steps are better than no steps.

by Elle Vatterott, IWM serving in San Antonio, Texas.

One of the children I tutor has dyslexia and dysgraphia.  PJ is naturally the sweetest little boy, always eager to do anything I ask him except open a book. He is in third grade, but reads at a kindergarten level. He was able to pass K-2 because of his special reading accommodations, in which all of his work and tests were read to him. Although Texas law requires every school must provide a dyslexia specialist or program, his school cannot afford this luxury. Despite PJ’s success in passing his classes thus far, this year will be a bit trickier.

At the end of the third grade school year students begin taking The Texas Education Agency Texas Assessment of Knowledge and Skills Test (TAKS). It is a series of standardized tests used in Texas primary and secondary school to assess students’ attainment of reading, writing, math, science and social studies skills required under Texas education standards.

Within my first week I quickly learned the magnitude of the role that the TAKS plays in the children’s lives. One little girl even described TAKS testing day as the “most important day in your life.” PJ will have all of the tests read to him except the reading section, which happens to be the only test that third grade students must pass to be promoted to fourth grade.

I knew this was going to be a major challenge and I was ready to beat it. I tried all sorts of different reading techniques with him, hoping that one would miraculously cure him. Not even fun games or cool Spiderman prizes could encourage PJ to pick up a book and find the joy of reading.

Growing frustrated with the lack of resources from his school as well as my own shortcomings, I began to feel like I was failing this little boy.  Every time PJ’s teacher assigned reading homework, he would cry and his head would immediately drop. It broke my heart to see him struggle, and his lack of self confidence.

Having Learning Disabilities myself, I remember how frustrating school can be.  Thanks to help with several reading specialists and learning consultants, I was able to develop useful strategies to deal with my shortcomings.  To this day I still rely on those little tricks.  I firmly believe that PJ desperately needs someone to help him with his specific needs.   Like they say, ‘a mind is a terrible thing to waste.’

After researching alternative programs outside the school district, with little success, I felt my energy was rapidly deteriorating. It’s important to hide my feelings of failure from the children, and not allow my frustration to impact their education...  ‘Easier said than done.’

The interesting thing about dyslexic people is that while they struggle to read, write and spell for their entire lives, most of them  excel exceptionally in another area. In fact, the same mental function that produces a genius can also produce problems of dyslexia.  Nearly every dyslexia professional that I have consulted has told me that the key to connecting and helping dyslexic child is to spend a significant amount of time eliciting the child’s particular talent or skill.

PJ wants to be a 'professional car drawer' when he gets older; consequently we draw a lot of cars and big Texan Trucks together. Surprisingly, he also enjoys math - so he was ecstatic when I gave him his own set of multiplication flash cards.

A few weeks ago PJ did something that he has never done before. By himself, he took his reading worksheet out of his backpack, put it on the table and began to sound out the first word.  The next day I rushed to his school to tell his teacher the good news. She told me that she also noticed an improvement in his work habits and reading participation.  A few days later, while we were preparing for his weekly spelling test, he told me that he secretly likes to spell. I was so overcome with emotion that it took me a minute to comprehend and respond what he had just admitted.

PJ is well aware of how his dyslexia disables his academic performance, but now it is time to give him the good news about all of the wonderful and unique gifts that come from his “disability.”

He is one of the most creative and excitable children that I know. He has an unceasing curiosity and an extraordinary vivid imagination.  He rarely asks for a separate piece of paper to do his math homework because he can visually work out the problems in his head. What he thinks and sees in his head is different than what comes out when he writes and reads. 

One simply cannot measure his intelligence level using the TAKS. To expect a child to read, fully digest and answer questions on multiple pages of third grade level material, without providing any prior dyslexia specific reading therapy is not only unrealistic, it is cruel.  His life has been a series of uphill battles, constantly being reminded of what he lacks and cannot do. The saddest part is that he did absolutely nothing wrong to deserve his hardships. 

Although my dislike for the TAKS has not waned, my plan of action to prepare him for the exam has changed. With unremitting encouragement to keep trying, he will learn and get better at learning.  Again, ‘easier said than done.’   

There is a door out there for PJ to enter, making his little academic life easier, and I am his master key for now. So at the end of each tutoring session, as we move closer to the TAKS test, his self confidence grows a little more.   Baby steps are better than no steps.