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 learn...

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. So...