Explain Why I Didn T Read Out Loud

Ever since I was young, I knew something was different about me. I’ve always had an active imagination and would write all kinds of stories, sometimes through pictures and sometimes through words. Not until I was in first grade did I notice my writing was different than my friends. It didn’t bother me though because I was too young to realize something was wrong; I was just different. One weekend, after playing restaurant with my mom and brother, my mom contacted my teacher to talk about some concerns she had with my reading and writing. She was told that I seemed to be progressing on an age-appropriate level with my peers and that nothing appeared to be wrong. But my mom persisted, and insisted that I be tested for a reading disability. My dad is dyslexic and my mom, knowing it can be passed down, was watching for the signs in my older brother first and now me. After testing, one of SV’s school psychologists announced that my results showed I had a learning disability. I then went to my pedestrian to talk about it and then to a special learning center in Sewickley for further

In the essay “On Being Seventeen, Bright, and Unable to Read,” David Raymond offers information on him having the experience of dyslexia.  He explains how dyslexia plays a major role in his learning. In a positive and negative way.  Dyslexia doesn’t only stop him with other educational activities but effects his self-confidence. While dyslexia brought Raymond many struggles as a child, it also played a huge role in Raymond’s confidence such as him saying that he wanted to die since he was different to everyone else. David visibly tells us how his dyslexia held him back from every day activities as a child. While reading, he says, “My family began to suspect I was having problems almost from the first day I started school.” This quote makes

However, I refuse to let it hold me back. English homework that takes classmates thirty minutes to do takes me twice as long. When teachers ask students to read out loud, I never raise my hand because of fear I’ll mess up. I slump down in my chair praying the teacher doesn’t call on me. Instead, I participate in other ways like answering questions teachers pose to the class. When people ask what it’s like to have dyslexia, I try to explain, but there’s nothing I can say that will allow them to truly understand. Often, I share one of my earliest memories. In preschool, we were learning the difference between right and left. The teacher kept saying your left hand is the one that makes an “L.” I stood there staring at my hands in confusion. I didn’t know which way “L” faced. It’s hard for those who haven’t experienced this to fully comprehend the obstacles I’ve had to overcome to get where I am.

Everyday was the same with Thomas O’Brien at Lincoln Gifted Magnet School. He was practically the only kid who listened to anybody at his school who would benefit him. All the other kids teased him about how he was the teacher’s pet. He despised being called that. All he did was want to be the best in his class and to dilate his education. Thomas absolutely loved learning but all the kids called him a weirdo and a freak for it. Only his close friends, teachers, the principal, and other academic officials understood him. “Thomas is an extraordinary student!” as teachers would say. He liked to keep it that way. He didn’t like anyone including himself bragging about his “exceptional grades” or how he is so polite. What he unquestionably hated was people

Since second grade reading starts at 12:45 p.m. and I come to the classroom at 1:00 o’clock p.m., I walked into the classroom and say, “Good afternoon.” Today, I helped two students, one-on-one. One student I worked with was creating a sentence using the word was. Before I started helping this student, I told her “I like your hair clips.” While I was helping her with her sentence, I would ask her to read the sentence to me to check for errors. The other student I helped one-on-one with was to creating a sentence using the word are. I did notice this student did not appear to be as motivated to work on this task and kept saying, “I don’t know how.” I helped this student by giving him positive comments such as, “I think you can do; you are almost there.” Both of these students I helped have different learning needs and I help assistance their needs by demonstrating a positive attitude and ask questions to help students complete tasks. By greeting the students, this allows students to know I do not have any bias

Beginning my elementary school career, I attended Indianapolis Public Schools. When I entered school, Kindergarten was only half days, and we were working on materials such as, learning our alphabet and counting to 100. The workload was a far cry from the addition, subtraction, early reading skills, and science that my daughter is learning in kindergarten this year. Following the first grade I left the Indianapolis Public School System and entered into a new school system. Embarking on second grade we started working on the skills that would help us read proficiently. I was absolutely struggling, but I was also so distrustful that I didn’t dare to say anything to my teacher. Thankfully, even without me saying anything to her, my teacher noticed

Pamela Quick was my speech teacher in elementary school. Apparently I struggled in every subject especially reading and writing. At a young age, I knew reading or writing didn’t come easy to me and I didn’t understand why. Before I started kindergarten, my parents were told that I had a reading efficiency. So because of that, I was introduced

Growing up I had always been a quicker reader than most. I possessed a vocabulary more advanced than those around me, and all throughout high school I was reading college level material and even had a teacher tell me that some people are too smart for high school and should be able to go straight to college, and that I was one of those people. I have never been more than an average test taker, but I can learn quickly and now I push my younger brother and sister to do the same. When born, my little brother had no signs of anything being wrong with him. However, about the time he should have began talking, he was not. He did not make a sound or anything. Concerned, we took him to a doctor and he was diagnosed with apraxia, a condition in which the brain does not communicate with the mouth to make movements or sounds for speech. Being told he may never speak, my family quickly started learning sign language and tried teaching my younger brother ASL as well as speech. In time, our efforts must have paid off because he does not stop talking now and you would never know he had the condition in the first place. This video really opened my eyes about how crucial it was that we teach him quickly, and we did it without knowing if we did not, he really would never learn. While the crucial learning stage in my life may be over, I now have had the joy of having my

I can still remember that when I was in the first grade in the grade where I was supposed to actually learn to read and write my teacher didn’t teach. She would scream at me and scare me so much to where I remember , one day when she called me to read in front of the class and when I messed up on a word she would yell at me , and the whole class used to laugh at me. I remember that I cried in front of everyone that day and I remember exactly what she had said to me that day, “ grow up , learn to read”.

As I read the comments on my Instagram post, I laugh. I had posted a picture from when I was little, so of course, my friends had to make sarcastic comments on it. While I was reading them I noticed words like “lol”, “tho”, and “bc”. I was five in the picture and I was not taught to write like that. No one was. We were taught to read beyond our level, write grammatically correct, spell right, and speak clearly. Well at least that was what my sister, Riley, taught me when we turned her bedroom into a classroom and played school. Riley is two years ahead of me in school. When she would come home, she would teach me what she learned that day. I loved playing school and it gave me an appreciation for reading and writing because we did it for fun. This also allowed me to strive for more than average since she was teaching me things the others wouldn’t learn for a couple of years.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

There is often a child in a class that cannot read, spell, speak, or do math as well as they should for their age level. He or she grows up thinking they are stupid, or are going to be unsuccessful in life because they are not “smart” like their classmates. He or she is not stupid, they are usually incredibly smart, and are possibly just dealing with dyslexia. Dyslexia is a type of learning difference that can affect a person’s ability to read, write, speak, and do math. Dyslexia is very common, with one out of every five U.S. school children suffering from dyslexia. Dyslexic children often discover that their parents or a close relative also have some form of learning disability, supporting the idea that dyslexia is hereditary. Dyslexia is

Taking it back to the building of the district office in my hometown of Joliet, Illinois, I was only a toddler when I got a letter saying I had a developmental delay. I didn’t talk till the age of three or four at the time. My parents took me into speech therapy where I would spend around two hours a day in either a classroom or an office (I went to two schools and one office during those five years). I went from that district building to Marycrest Elementary School for only a year till my parents transferred me over to St.Patrick’s School, a very small Catholic K-8 school.

It was during my years of elementary school that my life began to fall apart. From an early age I became diagnosed with a learning disability disrupting even the most normal of tasks. Being the first of my siblings to attend school my parents were frightened by my disorder fearing I would live a life of abnormality. During my first attempt of second grade I was assigned an I.E.P or individual education plan. Going to school was an embarrassment from that day on, I felt different, in a sense I was different. From the beginning of my schooling as a student up until the early part of middle school, I was different and not very understood. My parents being uneducated in the disability became annoyed and disappointed when it came to receiving proper help and guidance. Each day of school was a constant struggle, my mother recalls, “He would fight me tooth and nail before going on the bus, he hated attending class, but who could blame him, he wasn’t receiving the help he needed” (Julie Mckinlay). I sought approval from all of my teachers and parents and felt that I had let them down if I failed to complete an assignment. After second grade

As I grew up I constantly spelled out my brother’s name backwards, instead of CHRIS I spelled it SIRHC or I would say things such as, “noodles spaghetti”. I assumed it was standard for kids my age. A few years later, during my first few years in school, my teacher explained to my mom that there was a high possibility that I was dyslexic. Due to this, that same teacher moved me into a slower class; a class intended for intellectually disabled students. Although the students in the classroom were lovely, I was furious that I was branded as “incompetent” or “sluggish”. After a few hours of analyzing this unexpected change, I panicked and decided that I needed to construct a plan that would get me back into the “regular” classroom. As soon as I got home that day I sat at the dinner table and read book after book. I read everything from my school books to cereal labels; I was determined to be placed back into the “regular” classroom. It took a few months, but after studying hours and hours with my helpful and optimistic mother I was placed back into the “regular class”.