I knew at a young age that I wanted to be a teacher, specifically, a learning disabilities teacher. I graduated from Metropolitan State University of Denver with a dual licensure in Special and Elementary education. Even though I graduated from college, I still found myself ill-equipped to teach reading to students. I was seeking more information and enrolling in reading classes specific to children with disabilities. I took additional reading courses to ensure that I could meet the needs of my students.
But often, when I was teaching reading skills to a group of students on my caseload, usually in the same grade, I was faced with many different reading levels and abilities. I found myself frustrated and making very little gains with students. After six years of teaching, I left the classroom unfulfilled because I was not making a difference. I went on to have two beautiful girls and did some tutoring on the side. Throughout this time, I worked with the autism community as an ABA therapist. For several years, I also worked as a substitute teacher at the elementary level but decided to return to the school setting as a learning specialist. Again, I felt frustrated with the progress of the students in a group setting and the scheduling constraints.
My true love is working with students in a one-on-one learning environment. This is where I made connections with students in a safe environment without judgement but, more importantly, I saw growth not in just reading but in their confidence. My journey led me to seek out training as a Wilson Reading Practitioner which focuses on an Orton-Gillingham based structured reading program.
Both my daughters had a very difficult time learning their alphabet and the sounds that went with each letter. My eldest caught on but reading was never something that she wanted to do. She really struggled with handwriting and putting the sounds together to make words. Spelling was terrible, and it often accompanied lots of tears. She was very shy and was always just below grade level as she passed through multiple grades. Then my second child came along, and development was very similar but times two. I could not get her to go to school, lots of tears after school and so many physical ailments like stomach aches, headaches, and lots and lots of hours with the very lovely school nurse. During her kindergarten year and into first grade, her elementary school was getting a new reading interventionist. She was using multi-sensory approach to teach reading. It was then that I understood what my students needed so many years ago, and how my own children could benefit from this approach as well.
Most teachers do not have the training needed to make gains with the dyslexic population in their classrooms. Frequently, students are popped into schedules with other students, who may or may not be struggling with the same challenges. As parents, we must advocate and navigate for our children, when we don’t always understand the underlying problems.
Individualized tutoring can and will change your child’s life and prepare them for their reading journey using structured literacy as the foundation for skills.
I am Roxie the Reading Dog. I love having kids come to my house to work with my mom! I like long walks, playing ball, and sleeping. I really love chasing bunnies and squirrels, but I am skeptical of cats. We have wild turkeys in my neighborhood, and they really make me uneasy. My mom loves them and takes pictures of them often.
My sisters have moved away from me so having kids every day at the house has helped me not miss them so much. I love showing off with all the tricks I know. I also enjoy listening and seeing kids read and learn.
My mom is the best! She has treats and is very loving to all people. But I may be partial to her. Hope you can come to my house too!
