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4th Grade: Dyslexia Studies and ADHD

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After the diagnosis, in third grade, we also started teaching Wilson what it means to be dyslexic. It was important to me that he understood the good and bad of his learning difference. It also helped him realize he was not alone and everyone has something.   One of the first things we did was participate in the Reading and Attention for Individual Student Excellence (RAISE) research study at the Gabrieli Lab in the Department of Brain and Cognitive Sciences Building at MIT. Wilson had to complete neuropsychological assessments of reading, math, memory, and language and play computer games with a researcher. I had to fill out questionnaires about his developmental history, personality, and family circumstances. In some ways, it was a lot like the first set of evaluations. However, Wilson got gift cards for participation this time, so he thought it was more fun. Wilson was also proud to help researchers learn more about how dyslexic kids read.  The program focused on learning more about
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Third Grade: From Learning to Read to Reading to Learn

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I t’s been a while since I blogged, which is not what I had planned. I started this blog in some ways because life rarely goes how you expect, and the last year has been true to form. After a few good conversations about shared experiences and a realization that this month is Dyslexia awareness month, I’m back.  So, first, a recap… Wilson was identified with dyslexia at the end of first grade. Second grade was the year we started to put the pieces together and get support for Wilson. Third grade was the year it all came together and still fell apart.  I kept in touch with Wilson’s first-grade teacher throughout the testing and placement in second grade. Since Wilson did not qualify for the Extended School Year (or we never discussed it?), and we wanted to keep some of the momentum from the end of the year, she tutored Wilson during the summer. Although she was not specifically a reading specialist, she knew how to motivate Wilson and help with his executive function issues. Sometimes,
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Gratitude

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  While I did not think I would have a specific cadence for this blog, I had hoped to write more regularly about our story. The last thing I shared was a list of the resources we used to understand what a dyslexia diagnosis would mean and then to get help with the support process, reading tools, and testing. On this Thanksgiving Eve, instead of writing about what happened next in third grade, I thought I would share what I'm grateful for.  When you are in the thick of it, it's not easy to have a lot of gratitude. Figuring out the real learning differences, the accommodations, whether the support works and how the test scores compare from year to year feels like a full-time job. It doesn't end. And then, every three years, you have the re-evaluation testing to see what's "officially" working and whether your kiddo still qualifies for support.  Sometimes you find good people along the way to help you navigate. I was lucky to have great teachers, friends, and sch
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Resources on Dyslexia to Get You Started

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Before Dyslexia Awareness Month ends, I want to share some of my go-to resources.  After Wilson’s diagnosis, I did what I always do: I tried to consume all of the information to be able to make intelligent decisions. Here are some of my favorites, in no particular order.  BOOKS I read the book that everyone seems to start with Sally Shaywitz, “ Overcoming Dyslexia .” Then I read “ The Dyslexia Advantage ” by Fernette Eide. I threw that one across the room because early on, I didn’t see Wilson’s learning differences as much of an advantage. Initially, I had no idea how much the interventions would help and what progress he would make.  “ This is Dyslexia ” is a great book by Kate Griggs, founder of Made by Dyslexia . The organization is promoting the positives of learning differences. Their social media always has good tips and interviews with famous dyslexics, like Sir Richard Branson, a major sponsor. They even worked with LinkedIn to get #dyslexicthinking a label on the site.   Made
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Testing, testing ...

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The process of finding someone to perform a neuropsychological evaluation, go through the testing, get the reports, and then work with your child’s school is time consuming and overwhelming. I think we got the name of the place to get the evaluation from Wilson’s doctor. I remember him saying it could be too early to do the testing. He thought if something was developmental, we might not get a complete or accurate picture of what was going on… yet. Neuropsychological evaluations are also expensive. Many people don’t get them because of the cost. Ours was not covered by insurance. I have read that some are, but I am not sure how that happens. I guess it depends on your plan (?). When they asked the questions about Wilson’s birth during the intake, we got the impression that if he were dropped on his head, his issues would be physical and then covered under insurance. I think it’s a small commentary on mental health; physical issues are easier to understand. I remember the intake meeting
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And so it begins...

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Anyone who knows Wilson will tell you he is a very kind human. I am proud to say I have heard it from many teachers, adults, and even a handful of kids. He’s always been that way; he's very empathetic and someone who doesn’t start a fight. So, it was a great surprise to me when Wilson's behavior was the first thing I heard about in kindergarten. We had never heard this in all his years in daycare/pre-school.  The first parent-teacher conference was a shock. It started with the teacher sliding Wilson’s handwriting across the table and telling me it was a problem. No solution was offered. Then she told me Wilson had pushed someone on the playground. Not that day, but recently. No real details about what happened; she had heard it from the aides. I asked if she saw anything positive and mentioned that Wilson was really funny, hoping it would trigger a compliment. She hadn’t noticed. Apparently, no one had taught this young teacher the “sandwich method” that most managers learn - g
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Let's Start at the Very Beginning

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Now that you know the “ending” of our story – Wilson is settling into Bradley University in Peoria, Illinois – it only makes sense to start at the very beginning. I have to admit, this has been a hard blog to write because I don’t know how much of the beginning is important.  Everything was pretty “normal” for the first child of working parents living in suburban Boston. I think we shared many of the same hopes and dreams for that teeny baby that most parents do. You want the best for your child. You see that perfect little face and are full of hope.   There’s so much you don’t know when you see your baby for the first time. Will he be smart, funny, athletic, artistic? Will he struggle with the same things I did? Will he be an introvert or an extrovert? Which pieces of which parent will show up in him? Who will he look like? Wilson is my maiden name, and as the oldest of three girls born to an only son, it made sense to name my son Wilson. When he was born, he looked like me, so it see
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