Susie on Summertime

We took a few minutes to ask Susie about "summer slide" and any tips she might have for our readers--be you fans and supporters from afar, grandparents checking on your child at camp, or one of our many local followers dedicated to providing well-rounded educational experiences for your children. Here's a quick note from our co-director:

Summer is a season when children can spend more time playing, learning their own limitations, and problem solving in areas they feel drawn to. Society doesn’t allow much time for imagining anymore, but that is an important skill and we need to encourage our kids to dream. We also need to provide opportunities for our kids to develop critical thinking. At Camp Spring Creek, we want to keep our childrens' academic skills from sliding during the summer, but we value our outdoor time as much as our tutoring time.

For those reading our blog from afar, if your child has a natural interest in something, summer is perfect for devoting time to developing that interest. Be it cooking, hiking, building, or dancing—whatever their passion, there’s always a way to incorporate basic educational skills and keep it fun. This interest need not be an expensive hobby or something that requires high-tech equipment. Whatever they choose, we need to encourage our kids to dream and then reach for those dreams.

At the end of every school year, I take our children to a bookstore and let them pick a book that interests them for summer reading. If you can’t afford to buy a book, go to your local library and borrow a book. Most libraries have books on CD, which you can listen to while you’re taking a trip in the car or while you are sitting by a brook in the shade.

During the early years (and also in adult life), is important to build meaningful relationships and reflect on those relationships. We have always encouraged our children to write to family and friends during summertime and, often, they get mail in return. If a friend has moved away or a grandparent or other relative lives far away, this is a wonderful way to stay connected while also getting writing practice. Journaling is a private way to keep writing active and kids can get very creative with their journals, pasting in items and photos from different activities they have enjoyed.

In short, our golden rule: Get outside, play with friends, learn a new skill, dream, and write to your grandparents; like summer, they won’t be around forever.

Local Focus: Geraldine Ellis on Dyslexia and Success

Today's post was originally published as a feature in our local newspaper. Geraldine Ellis Retires, Reflects

When Geraldine Ellis was passed the basketball during the final seconds of a game at Mitchell County’s then Bowman High School, she could fire off the winning shot. Not too many years later, when hired as an assistant for a local dentist’s office, she could remember patient names and faces with uncanny precision. Despite never earning her college degree, Ellis would go on to work in banking and customer relations for over twenty years, become Director of Mitchell County Chamber of Commerce, and eventually retire as Executive Director of United Way of Mitchell County in late 2013. But for all the things Ellis proved she could do, what she couldn’t do was easily spell or quickly comprehend large blocks of text.

“Connecting with people comes naturally to me…but if you hand me a folder and say, ‘There’s something interesting in here. Take a look at it and we’ll discuss it tomorrow,’ you can bet I’m not going to read it,” says Ellis, who was diagnosed with dyslexia in the early ‘70’s. Today, Ellis is speaking out in the community she dedicated her career to, with the hope that other children and adults who struggle with learning differences will have their needs met.

One in five children in the United States has dyslexia, along with more than 40 million adults, although very few are diagnosed during their education years, if ever. Parents and teachers are in the best position to notice early signs of dyslexia or other learning differences. In an atmosphere of support that is rich with resources and options, this potentially devastating setback can in fact be revealed as an exceptional gift.

Fourteen public school teachers in Yancey County and fifteen from Mitchell County have received Orton-Gillingham Associate Level certification. Five teachers from Mitchell have continued their training and mentorship, incorporating the strategies they have learned into their everyday teaching. Two feel so strongly about this training that they now present how to use these strategies in statewide teaching conferences sponsored by the Department of Public Instruction and Exceptional Children’s conference. This training and tutoring methodology uses a diagnostic and prescriptive, multi-sensory approach to teach the structure of language to children of all ages, abilities, and learning styles. “My great regret is that I did not go on to college,” says Ellis, who did not receive special assistance or tutoring of any kind during her education years. “I think the dyslexia held me back. I didn’t know my options at the time.” Although Orton-Gillingham, or OG as it is commonly called, provided successful remediation for children with dyslexia as early as the 1950s it is still a distant possibility in many education systems today.

“I remember one day working at the dentist’s office when my good friend Jane Brown brought her boys, Billy and Jerry, in for an appointment. She happened to be in the room when a supply salesman came in. The doctor told me to write a list down and place a supply order from that list. He said we needed ‘blue periphery wax,’” recalls Ellis. “I wrote ‘periphery’ and then I got stuck. I could not get the word ‘blue’ onto the page because of the ‘b.’ I asked, ‘What does blue start with?’ and they all looked at me. At that point, Jane asked me if I’d mind taking a few quick tests…come to find out, I had dyslexia.”

Dyslexia is a diagnosable learning difference under the umbrella of the Americans with Disabilities Act, guaranteeing equal access education through the public school system. “Dyslexia doesn’t necessarily mean you read backwards, as people often think,” says Susie van der Vorst, Co-Director of Camp Spring Creek and its Outreach Center and one of only 145 OG Fellows in the United States with almost 30 years experience.“People with dyslexia have difficulty processing language but they are often very gifted in analytical reasoning and creativity,” she explains, “which is why a high percentage of people with dyslexia become corporate CEO’s, engineers, artists, entrepreneurs, surgeons, and architects.”

Or community activists. Although Ellis is too humble to call herself as much, it’s difficult to take a look back at her career without noticing her gifted ability at viewing the big picture. While one common indicator of dyslexia is struggling with minute details or seemingly unconnected pieces of information, one strength of many dyslexics is their talent for thinking outside the box. When serving as Director of Mitchell County Chamber of Commerce, Ellis pinpointed a major local misconception that could potentially hinder growth and development. “It saddened me to hear local people—and I’m one of them—say, ‘Tourism doesn’t mean anything to us.’ In fact, the number of people our local craft artists attract is a huge part of Mitchell County tourism. We do have another industry besides mining and it’s been here all along, too. We can make both work for us and become aware of our unique offerings,” says Ellis.

Ellis applied this same creative thinking to get through challenging situations in school or, later in her professional life, business conferences and classes for professional development. “I’m a very visual person so I try to visualize success. It’s not helpful to look at some things as a negative; we need to look for the positive. I had to stop taking notes in class even though I was scolded for not paying attention. But I knew what I needed to do for myself in order to succeed and if I took notes, I got confused while trying to listen at the same time. I learned to rise above the confusion and I learned to worry about the resources that I had, instead of the ones I didn’t.” Furthermore, in her work for United Way, Ellis focused on “the big pool of people falling through the cracks.” She knew the support that local government and other organizations provided, but because of her longtime commitment to Mitchell County and her sense of vision, she also understood that huge numbers of people were being overlooked and were still in need. “At United Way the theme was ‘Taking care of our own,’ and I could really get behind that,” says Ellis.

Several months into retirement, Ellis says she is enjoying Bible Study and getting back to her walking routine. When asked what advice she has for those entering retirement themselves, she says, “Enjoy it!” When asked the key to a successful marriage, she advises: “The year that’s critical in your marriage is the year you’re in!” She and her husband, Kenneth, will celebrate 50 years of marriage this June.

Top 5 Ways to Avoid Summer Slide

Children who spend summer vacation with hours of unstructured activity per day might be gaining independence and exploring their imaginations, but they will also lose math, reading, and spelling skills as a result of “summer slide.” Many families are unaware that a few simple steps can integrate learning into their children’s daily lives, picking up where traditional teaching methods fail without sacrificing those wonderful “daydreaming hours” associated with summertime. One in five school-aged children has dyslexia, yet less than 1/3 of these students receives school services guaranteed to them by law for their reading disability. According to the National Center for Education Statistics, the high school dropout rate for students with dyslexia or related learning disabilities is more than twice the national average for students who don’t have a learning disability. During the summer months, most students lose two months of grade level equivalency in mathematical computation, and low-income youths lose an additional two months in reading achievement. For children with dyslexia, the numbers are even worse.

“Residential summer camps allow children to boost their self-confidence as they overcome homesickness. They spend time developing their interests and they can also focus on reading and writing while having fun,” says Susie van der Vorst, co-founder of Camp Spring Creek and one of only 145 actively training Orton-Gillingham Fellows in the United States.

van der Vorst recommends involving children in family plans, such as doing math to budget for the grocery store, organizing driving routes using maps for a family trip, or starting a family book club using self-selected material that everyone can enjoy. Citing nearly thirty years experience as an educational advocate for children with dyslexia and related learning differences, van der Vorst concludes that the most dynamic summer learning experiences for children happen in supportive social, outdoor, educational environments outside the home.

Camp Spring Creek’s day or boarding program offers the following opportunities to address summer slide and help create positive learning habits for children, so they become more dynamic, confident, curious learners:

• 1:1 Orton-Gillingham language tutorials using a proven diagnostic and prescriptive multi-sensory approach that teaches the structure of language.
• An hour of supervised oral reading at the camper’s independent reading level.
• Daily activities including art projects, swimming, wood shop, waterskiing, and outdoor education to encourage exploration and creative expression.
• Socialization with peers of different nationalities and socio-economic status through shared living spaces, teamwork opportunities, and memorable experiences such as campfire or singing.
• Math enrichment and math remediation as per the needs of each camper.

“We often see students make two to three years worth of progress during a six to eight week session at camp,” adds van der Vorst. “Our approach is designed to target a child’s individual strengths and weaknesses and help them excel, but we also recognize the value of keeping kids active throughout the day. Most campers grow as much in terms of ‘measurable’ skills as they do in self-confidence, communication skills, and their ability to take learning into their own hands.”

Camp Spring Creek is fully enrolled for the 2014 season, but welcomes names for its waiting list (you never know!) and early interest for 2015.

Dollar General Donates to Camp Spring Creek

Today's post was originally published as a press release in our local newspaper. Dollar General Makes Donation

Bakersville, North Carolina – April 21, 2014 – Under the guidance of Shirley Ledford, Dollar General in Bakersville donates supplies to Camp Spring Creek to help children with dyslexia.

Shirley Ledford, Manager of Dollar General in Bakersville, has approved donations to Camp Spring Creek valued at just over $100 for the second year in a row. The donated items included hole punchers, wall clocks, binders, notebooks, pencils, markers, Post-It Notes, and index cards. “This donation helps others and we enjoy doing that. I’m all for the children,” says Ledford. “Dollar General also supports causes related to literacy and the GED program, the animal shelter, as well as causes for autism and Saint Jude’s Hospital.”

Children attending Camp Spring Creek in Bakersville will use these supplies during their daily tutoring sessions in the Orton-Gillingham approach to language as they improve their reading and writing skills. This approach, which is specifically designed for children with dyslexia, is also used by a number of teachers in Mitchell County public schools who have received grant-funded training at the Camp Spring Creek Outreach Center. Orton-Gillingham teaches the structure of language using multisensory techniques that lead students to see, hear, and write a concept at the same time. Processing a single concept in many different ways allows children with dyslexia to grasp skills that can prove extremely difficult to learn using traditional methods.

Dollar General also donated Koosh Balls to Camp Spring Creek, which are used during an “Alphatoss Game” that teaches young readers about phonemic awareness. By listening to the smallest sounds that make up an individual word, repeating it out loud, and re-iterating each sound by tossing or catching the Koosh Balls, the children re-enforce their learning through multiple pathways, solidifying success.

Camp Spring Creek is currently enrolling for summer 2014 and some scholarships are still available for local children. Contact the camp office at 766-5032 for more information.

Last Child in the Woods by Richard Louv

This week we're recommending Last Child in the Woods, an incredible book by Richard Louv. According to the author's website: "In this influential work about the staggering divide between children and the outdoors, child advocacy expert Richard Louv directly links the lack of nature in the lives of today's wired generation—he calls it nature-deficit—to some of the most disturbing childhood trends, such as the rises in obesity, attention disorders, and depression. Last Child in the Woods is the first book to bring together a new and growing body of research indicating that direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults. More than just raising an alarm, Louv offers practical solutions and simple ways to heal the broken bond—and many are right in our own backyard." You can also check out a video about the inspiration for Last Child right here.

Square Peg: My Story and What It Means for Raising Innovators, Visionaries, and Out-of-the-Box Thinkers by Todd Rose

Susie just finished reading this book and highly recommends it. Check out author Todd Rose's page at Harvard or read this from Amazon and see for yourself: "In the seventh grade, Todd Rose was suspended--not for the first time--for throwing six stink bombs at the blackboard, where his art teacher stood with his back to the class. At eighteen, he was a high school dropout, stocking shelves at a department store for $4.25 an hour. Today, Rose is a faculty member at the Harvard Graduate School of Education. Square Peg illuminates the struggles of millions of bright young children--and their frustrated parents and teachers--who are stuck in a one-size-fits-all school system that fails to approach the student as an individual. Rose shares his own incredible journey from troubled childhood to Harvard, seamlessly integrating cutting-edge research in neuroscience and psychology along with advances in the field of education, to ultimately provide a roadmap for parents and teachers of kids who are the casualties of America's antiquated school system. With a distinguished blend of humor, humility, and practical advice for nurturing children who are a poor fit in conventional schools, Square Peg is a game-changing manifesto that provides groundbreaking insight into how we can get the most out of all the students in our classrooms, and why today's dropouts could be tomorrow's innovators."

Brain Anatomy of Dyslexia is Not the Same in Men & Women, Study Says

This post is a reprint of a press release from the Georgetown University Medical Center website, which owns all rights to this text. WASHINGTON  — Using MRI, neuroscientists at Georgetown University Medical Center found significant differences in brain anatomy when comparing men and women with dyslexia to their non-dyslexic control groups, suggesting that the disorder may have a different brain-based manifestation based on sex.

Their study, investigating dyslexia in both males and females, is the first to directly compare brain anatomy of females with and without dyslexia (in children and adults). Their findings were published online in the journal Brain Structure and Function.

Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association.

“It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says.

Previous work outside of dyslexia demonstrates that male and female brains are different in general, adds the study’s lead author, Tanya Evans, PhD.

“There is sex-specific variance in brain anatomy and females tend to use both hemispheres for language tasks, while males just the left,” Evans says. “It is also known that sex hormones are related to brain anatomy and that female sex hormones such as estrogen can be protective after brain injury, suggesting another avenue that might lead to the sex-specific findings reported in this study.”

The study of 118 participants compared the brain structure of people with dyslexia to those without and was conducted separately in men, women, boys and girls. In the males, less gray matter volume is found in dyslexics in areas of the brain used to process language, consistent with previous work. In the females, less gray matter volume is found in dyslexics in areas involved in sensory and motor processing.

The results have important implications for understanding the origin of dyslexia and the relationship between language and sensory processing, says Evans.

The research funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (P50HD40095 and R01HD05610701), by the National Center for Advancing Translational Sciences (UL1TR000101) and the National Science Foundation (SBE0541953 Science of Learning Center).

The authors report having no personal financial interests related to the study.

About Georgetown University Medical Center: Georgetown University Medical Center is an internationally recognized academic medical center with a three-part mission of research, teaching and patient care (through Georgetown’s affiliation with MedStar Health). GUMC’s mission is carried out with a strong emphasis on public service and a dedication to the Catholic, Jesuit principle of cura personalis -- or "care of the whole person." The Medical Center includes the School of Medicine and the School of Nursing and Health Studies, both nationally ranked, the world-renowned Lombardi Comprehensive Cancer Center and the Biomedical Graduate Research Organization (BGRO), home to 60 percent of the university’s sponsored research funding. 

Wrightslaw: The Orton Connection

Note: This article was originally published in the Winter 1994 issue of Perspectives, the Journal of the Orton Dyslexia Society, now known as the International Dyslexia Association. It is written by Peter W. D. Wright, Attorney at Law, Deltaville, VA  of Wrightslaw and reprinted with permission. For more about Peter, see our previous blog post featuring his educational experiences as a child with dyslexia and ADHA in the 1950's education system and stay tuned for his forthcoming interview on our site. The case of Florence County School District Four v. Shannon Carter was set in motion by four distinguished members of The Orton Dyslexia Association - Helene Dubrow, Diana Hanbury King, Roger Saunders, and Linda Summer. In 1953, Orton member, Diana Hanbury King tutored a severely dysgraphic, dyslexic and hyperkinetic youngster. During the next summer, that eight year old boy attended Helene Dubrow’s camp at the base of Mt. Mansfield, Vermont where he continued to receive intensive Orton-Gillingham remediation from his tutor and counselor, Roger Saunders, another Orton member.

Remediation with Diana King continued through the next academic year. Later, Diana King founded the famous Orton-Gillingham based Kildonan School, which is located in Amenia, New York. Dr. Roger Saunders founded the Jemicy School in Maryland and became one of the most prominent psychologists in the field of dyslexia.

Thirty years later, in 1985, another Orton member, Linda Summer began working with Shannon Carter, a severely depressed fifteen year old. Shannon had been misdiagnosed by the school system as a "slow learner," who was "lazy and unmotivated." Despite an average to above average IQ, Shannon was functionally illiterate. Linda Summer discovered and diagnosed Shannon’s dyslexia. She insisted that Shannon needed a self-contained classroom to remediate her disabilities. The public school refused to provide this and proposed to give Shannon three hours a week of special education. Her parents refused this.

As members of the Orton Dyslexia Society, Mr. and Mrs. Carter attended state and regional conferences. When the school refused to educate Shannon, the parents placed her into Trident Academy, another Orton-Gillingham based program. The parents sought reimbursement for the cost of the tuition at Trident Academy and took their case to court.  Eventually, Pete Wright, a Richmond, Virginia attorney and former pupil of Diana Hanbury King and Roger Saunders, represented Shannon.

Pete Wright argued Shannon’s case before The U. S. Supreme Court on October 6, 1993. Three generations of Orton Dyslexia Society (now known as the International Dyslexia Association) members were present during oral argument. While Pete argued Shannon’s case, Roger Saunders and Shannon Carter watched from the audience. On November 9, 1993, thirty-four days later, the Court issued a unanimous decision on behalf of Shannon Carter and affirmed the decision of the Fourth Circuit Court of Appeals.

Emory and Elaine Carter sought a more intensive program – and the school refused to provide this, in part because no such program was available in School District Four. After losing both a due process and review hearing, Shannon’s parents took their case to the U. S. District Court where they prevailed. On appeal to the U. S. Court of Appeals for the Fourth Circuit, the school system changed tactics. They argued that Trident Academy was not a certified approved school. Dr. Lucia Karnes, a member of the Orton Dyslexia Society, helped to set up Trident Academy. The public school argued that because Trident was not an "approved" school, the parents should not be reimbursed, even though the private school provided Shannon with an appropriate education. The Fourth Circuit upheld the trial court’s decision. In making their argument, Florence County School District Four followed the rationale and the rule of law that existed in the Second Circuit Court of Appeals.

In that Circuit, a trial judge found that The Kildonan School provided a youngster with an excellent education and that there was not an appropriate education available either within the public school or on the state’s list of approved schools. Because of the prior Second Circuit precedent, the trial judge expressed concerns that he could not rule in favor of the child. The judge said that although the parents obtained an appropriate education for their son, it was not free.

In Carter, the Fourth Circuit took a different position. If the school system defaults on its legal duty to provide the child with an appropriate education and if the parents obtain an appropriate special education for their child, then the child’s education should be free -- regardless of whether the school was on an "approved list." (South Carolina did not have any pre-existing list.) Because of the "split" between the Second Circuit and Fourth Circuit, the Supreme Court agreed to hear arguments in the Carter case. School officials hoped that a favorable decision in Carter would reduce the costs of special education.

The U. S. Supreme Court did not agree. They gave short shrift to the "financial catastrophe" arguments raised by the seventeen states and dozens of educational organizations that filed briefs against Shannon. Legal scholars were surprised at the speed with which the Court reached its decision. Carter was considered a stunning victory for parents of handicapped children. The Supreme Court agreed with the trial court that Trident Academy provided Shannon with an excellent education and that the public school program was "woefully inadequate." Children with handicaps are entitled to a continuum of educational alternatives, including self-contained and residential programs. Schools that provide fixed rigid programs directed by staffing convenience are ill-advised to draw lines in the sand, provide inadequate programs, then suggest that parents "take it or leave it." Parents may reject the school’s proposal, secure an education privately, then present the school with a bill and collect in the end.

This was the outcome in Florence County School District Four v. Shannon Carter, a case set in motion by the involvement of four distinguished members of The Orton Dyslexia Society - Helene Dubrow, Diana Hanbury King, Roger Saunders, and Linda Summer. Children with all types handicaps, disabilities, and learning differences benefit from the work of The Orton Dyslexia Society, now called the International Dyslexia Association.

(Note: Click here to see a YouTube video portion of Pete's Keynote at "Decoding Dyslexia Day - Richmond, VA and stay tuned for our next post--an interview with Peter Wright himself.)

Wrightslaw: The Untold Story

Note: Today's blog post is an excerpt from "The Untold Story" written by Peter Wright of Wrightslaw and is the first in a 3-part series exploring the inspiring story of one man's personal experiences with dyslexia, from student to nationally known advocate. We'll follow Peter through his early years all the way to his landmark Supreme Court victory that has made a positive difference for thousands of children that have learning differences. We'll conclude this series with a new interview with Peter himself. Read here and stay tuned! In 1951, my kindergarten teacher told my parents, "Peter does not listen to his teachers, does not respond to school rules and definite directions . . . listening and doing are necessary requisites for first grade." The following year, my first grade teacher said, "He makes most of his numbers backwards . . . I am having a little trouble understanding Peter; he is a nice little boy, but he does not appear at all interested in first grade . . . I know he has a good mind."

Later, teachers said that, "He is fussy, too free with his fists." "I am quite disappointed in Peter . . . He does not pay attention to directions and he has to be spoken to frequently for talking." (Next marking period) "Peter continues to disappoint me . . . He does not do his best at all times because he does not keep his mind on his work and wastes a great deal of time . . . I hope he will try to improve before the closing of the school year as he is a capable boy."

At different times, I was labeled as borderline mentally retarded and emotionally disturbed. During my public school career, I was never viewed as having college potential so I was placed in the general track, where I took touch typing for two years (when it was called typing, not keyboarding).

Who is Pete Wright? For the special educators in the audience, I was one of your children.

From elementary school to the third grade, I reversed not only my spoken speech, pasghetti, for spaghetti, concepts, over under in out, and reading and writings were filled with reversals. I also had what was called "mirror writing".

My teachers told my parents that I could do well if I would only try harder. I had ants in my pants and could not sit still. I was eventually diagnosed as having strephosymbolia and word blindness. These are labels for what we now call Learning Disabilities, Dyslexia, Dysgraphia, Dyscalculia, and Attention Deficit Hyperactivity Disorder.

I received extensive individual tutoring every day after school in 1953. In 1954 I attended a residential camp. I continued one-on-one tutoring the next year. I was prescribed Dexedrine and took that through elementary and junior high school years as a means to reduce the hyperkinetic behavior.

The tutoring technique used with me in 1953 is what is known today as the Orton-Gillingham multi-sensory, visual auditory, kinesthetic tactile approach to language learning. My tutor was Diana King who later founded the Kildonan School and is referred to in several of the cases that preceded Carter.

I attended Washington D.C. public schools and, by the end of the 11th grade had a strong D+ average. My parents sent me to a small New England prep school with student teacher ratio of 6 to 8 students per class where the professors were aware of my dyslexia.

After graduating from that school, I attended Randolph Macon College in Virginia and worked in Virginia’s juvenile training schools and juvenile courts. At the same time I attended Virginia Commonwealth University and took 30 graduate credit hours in psychology, intending to become a psychologist. I needed a practicum which was hard to do while working full time.

While working as a probation officer, I became involved with the Orton Dyslexia Society and the Association for Children with Learning Disabilities (now LDAA). Many of the youngsters that I worked with in the training schools and juvenile courts had undiagnosed, unremediated learning disabilities. I used educational remediation to reduce delinquent behavior and spoke at the National Conferences of the ACLD and Orton Dyslexia Society about LD and juvenile delinquency in 1974 and 1975.

Later in 1975 I attended Law School and immediately became involved in special education litigation after passing the Bar. By the early 1980’s I was handling a large number of special ed cases and in the Fall of 1984 was a primary speaker at the National Orton Dyslexia Annual Conference which was held in Winston-Salem, North Carolina. I held a training session for lawyers and parents about special ed law and actual trial tactics in the litigation of special education cases.

That led to my talking to parents and educators at the North and South Carolina Annual Orton Conference in the spring of 1985 at Wingate College, North Carolina. Shannon Carter’s parents were in the audience. Who is Shannon Carter? Stay tuned for next week's blog post about her landmark Supreme Court case...

Proust & the Squid: The Story & Science of the Reading Brain by Maryanne Wolf

This month, we're recommending Proust and the Squid: The Story and Science of the Reading Brain by Maryanne Wolf. Featured on the Journey Into Dyslexia short film, Wolf reminds us that "Reading is one of the newest inventions of our species." According to the book page description, "'Human beings were never born to read,' writes Tufts University cognitive neuroscientist and child development expert Maryanne Wolf. Reading is a human invention that reflects how the brain rearranges itself to learn something new. In this ambitious, provocative book, Wolf chronicles the remarkable journey of the reading brain not only over the past five thousand years, since writing began, but also over the course of a single child's life, showing in the process why children with dyslexia have reading difficulties and singular gifts. Lively, erudite, and rich with examples, Proust and the Squid asserts that the brain that examined the tiny clay tablets of the Sumerians was a very different brain from the one that is immersed in today's technology-driven literacy. The potential transformations in this changed reading brain, Wolf argues, have profound implications for every child and for the intellectual development of our species." We highly recommend this book! Here's an excerpt from Chapter One to get you started!

Myths & Truths about Dyslexia

The entirety of today's post is copyrighted to Sally Shaywitz, Yale University, Yale Center for Dyslexia & Creativity. We occasionally use this as a handout through our Outreach Center and wanted to share it on our blog. Please enjoy Sally's insights and, if you get a chance, check out the amazing resources online through the links above:

MYTH Dyslexia is a visual problem; Dyslexic children and adults see and write letters and words backwards. If a child does not reverse b’s and d’s or p’s and q’s, he or she cannot be dyslexic.

TRUTH Dyslexia is fundamentally a problem in spoken language - it is not a visual problem. Many children reverse their letters when learning to write, regardless of whether or not they have dyslexia.

MYTH Dyslexia only affects boys.

TRUTH Both males and females can be dyslexic. In a study published in 1990 in the Journal of the American Medical Association,the Shaywitz’ demonstrated that dyslexia affects comparable numbers of boys and girls. Although more boys are referred by their teachers for evaluation, these referrals appear to reflect the more rambunctious behavior of boys in the classroom.

MYTH Smart people can’t be dyslexic; if you are dyslexic, you can’t be very smart.

TRUTH Some of the very brightest boys and girls struggle to read. Dyslexia occurs at all levels of intelligence - average, above average, and highly gifted. Many gifted people at the top of their fields are dyslexic.

MYTH People who are dyslexic are unable to read.

TRUTH Most commonly, dyslexic children and adults do learn to read; the problem is the effort required to read. Typical readers of the same ability level early on become “fluent” readers so that reading is automatic, fast, and pleasurable. In contrast, dyslexic children remain “manual” readers who read slowly and with great effort.

MYTH There are no clues to dyslexia before a child enters school.

TRUTH Since reading is based on spoken language, clues to a possibility of dyslexia are present before a child enters school. Children with dyslexia often have slightly delayed speech, don’t recognize rhyming words and there is often a family history of reading difficulties. Tests can be performed early on, and, thus help can come earlier and many difficulties may be prevented.

MYTH If you perform well in school, you can’t be dyslexic.

TRUTH Some dyslexics perform very well in school; these students are highly motivated and work incredibly hard; many have received the necessary accommodations, either formally or informally, that allowed them to demonstrate their knowledge. Dyslexic students have completed rigorous programs at highly selective colleges, graduate and professional schools.

©Overcoming Dyslexia, Sally Shaywitz.

Advocating for Children with Dyslexia

Here's a snippet from one of Susie's presentations at the 2013 IDA Conference in New Orleans. During a discussion titled "Parenting Tips & Advocating for Children," she offered: Diagnosed Dyslexia is a specific language disorder, and your child qualifies for a 504 plan and/or IEP. Public schools MUST provide a psycho-educational evaluation if there is suspicion of a learning disability, but often school districts have one school psychologist to work with the entire district, so if you can afford it, it can be quicker and more thorough to get an outside evaluation.

Psycho-ed evaluations vary in price depending on your location. In Western North Carolina, they run about $1,500, but in other areas they can be $5,000 and upward. A thorough evaluation takes an average of 6-8 hours and can be broken into chunks depending on the child’s age. The report should be 15-20 pages and specific to your child, and the psychologist should sit down and go over the report with you. The school MUST comply with the psychologist if the psychologist is licensed.

If you have not had a full psycho-educational evaluation, you will need one to get services for your child. Then they should be updated every 3-4 years. Be sure that you use a psychologist who has expertise in varied learning styles. I have a list of psychologists we recommend, and if I do not know a psychologist in your area, I will try to help you find a good one.

Parenting a Struggling Reader by Louisa Cook Moats and Susan Hall

This week, we're recommending Parenting a Struggling Reader by Louisa Cook Moats and Susan Hall. According to the authors' Amazon page, this book is: "The first completely comprehensive, practical guide for recognizing, diagnosing, and overcoming any childhood reading difficulty. According to the National Institute of Health, ten million of our nation’s children (approximately 17 percent) have trouble learning to read. While headlines warn about the nation’s reading crisis, Susan Hall (whose son was diagnosed with dyslexia) and Louisa Moats have become crusaders for action. The result of their years of research and personal experience, Parenting a Struggling Reader provides a revolutionary road map for any parent facing this challenging problem. Acknowledging that parents often lose valuable years by waiting for their school systems to test for a child’s reading disability, Hall and Moats offer a detailed, realistic program for getting parents actively involved in their children’s reading lives. With a four-step plan for identifying and resolving deficiencies, as well as advice for those whose kids received weak instruction during the crucial early years, this is a landmark publication that promises unprecedented hope for the next generation of Information Age citizens."

The Dyslexia Empowerment Plan by Ben Foss

In The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child's Confidence and Love of Learning, Ben Foss goes beyond telling readers what dyslexia is and instead focuses on what you can do. According to the book jacket, "after years of battling with a school system that did not understand his dyslexia and the shame that accompanied it, renowned activist and entrepreneur Ben Foss is not only open about his dyslexia, he is proud of it. In The Dyslexia Empowerment Plan he shares his personal triumphs and failures so that you can learn from his experiences, and provides a three-step approach for success." We highly recommend this book and if our vote isn't persuasive enough, check out this free excerpt in online print or audio format to experience these inspiring ideas for yourself. Meantime, we're going to try and get in touch with Ben for an interview. Fingers crossed...and stay tuned!

Summer Camps for Children with Dyslexia

Today's blog post is written by Camp Spring Creek's very own, Susie van der Vorst. Susie originally wrote this for The Fortune Academy's blog, Oaks & Anecdotes, which published it last February. Enjoy! Residential summer camps are a great way to build independence and self-confidence. Whether a child needs a shorter experience at a sleep-away recreational camp or the intense immersion of Orton-Gillingham instruction along with the confidence boosting camp activities, there is an experience that will keep them from lagging behind in the summer. By attending an accredited OG summer program a child can not only maintain the growth he or she has achieved, but often gain in skills during the summer months, providing a springboard for success in the fall. There are three residential summer programs that are accredited by the AOGPE: Camp Dunnabeck, Camp Spring Creek, and Durango Mountain Camp. Each camp is similar, and as one who has worked at all three camps, I can briefly describe each camp.

Camp Dunnabeck is the oldest camp of its kind. It was founded in 1955. At Dunnabeck the residential campers are generally ages 11-16 with day students from 6-11. Recreational activities include horseback riding, water skiing, tennis, art, and several other stimulating activities.

Durango Mountain Camp was established nearly two decades ago and caters to older residential campers (11-17) who are sports enthusiasts. Along with the 1:1 OG tutoring, Durango suits the older, thrill-seeking youths who want the adrenaline rush of extreme sports to help develop creativity, enhance self-esteem, foster individual strengths and generate a great deal of enthusiasm.

Camp Spring Creek is the direct result of experiences at Dunnabeck and Durango Mountain Camp. Susie and Steve van der Vorst met at Dunnabeck in 1990 and worked together there for four summers.  We started Camp Spring Creek offering an approach for the “whole” child, including OG tutoring, life skills and activities such as wood shop, swimming, art, camping, hiking, water skiing, rock climbing, and archery.

Often geographical location can play a large role as well. Most important is to find a place where the child feels safe and can make the most progress possible. For those living in Indianapolis, Fortune Academy’s B.R.I.T.E summer camps are a valuable option.

Mitchell-Buncombe Nonprofits Partner for WNC Children

This article was originally published in local papers.

Spruce Pine, North Carolina – Camp Spring Creek of Mitchell County and OpenDoors of Asheville join forces to make a difference in the lives of four Western North Carolina children.

This summer, four Buncombe County children connected through OpenDoors of Asheville were awarded full scholarships to attend Camp Spring Creek, an academic and recreational camp focusing on literacy, language, and math skills. Located in Bakersville, the camp has served children from WNC and around the world for 11 years and is one of only three residential camps in the United States accredited by the Academy of Orton-Gillingham Practitioners and Educators. OpenDoors connects local children living in multi-generational poverty with enrichment and education opportunities to help break the cycle of poverty. The organizations teamed up to provide jointly-funded scholarships made possible through private donations, enabling four children from Buncombe County to attend Camp Spring Creek for four weeks at a total value of $29,920.

According to Jennifer Ramming, Executive Director of OpenDoors, the nonprofit currently partners with 13 Asheville city schools for 48 students, more than 2/3 of whom have some type of language-based learning difference and suffer greatly from “summer slide.” The Orton Gillingham methodology offered at Camp Spring Creek provides daily, one-on-one, multisensory tutoring sessions for each camper that is both diagnostic and prescriptive. “The students were assessed and progressed in areas such as phonemic awareness, decoding, encoding, writing mechanics and study habits,” says Ramming. “There was also a wonderful section on the report [from Camp Spring Creek] for each child called ‘Recommendations’ that gives us a road map for how to continue our student’s success in partnership with the teachers and specialists during the upcoming school year.”

Co-founder of Camp Spring Creek Susie van der Vorst is overjoyed about the partnership. “The kids from OpenDoors had the most integrity and the best manners of any campers I’ve ever seen,” she says. ”All the OpenDoors children were an asset to our program and taught us as much as we taught them. Everyone fit right in and it was great to see the OpenDoors kids getting to know the other campers and branching out to form friendships of their own.”

As a part of their study hall sessions at Camp Spring Creek, campers write letters home. The OpenDoors campers also wrote thank you letters to “sponsors” whose donations made the scholarships possible. “I am a better reader now and I met new people,” wrote one 7th grade child, “Thank you for helping me come here.” Another camper, age 10, wrote: “My reading is improving. My tutor is cool and she taught me cursive. I have made lots of friends here and some of them are from different places.” Their letters also included positive responses to new experiences they had at camp, such as whitewater rafting, paintball, swimming lessons, and woodshop.

For more information about services from OpenDoors, residents of Buncombe County can call 828-777-1135 or visit opendoorsasheville.org. For information on teacher training, camp, or tutoring opportunities through Camp Spring Creek, call 828-766-5032 or visit www.campspringcreek.org.

Appreciation Day

This post is a press release written for local newspapers, as well as our worldwide blog readership.

Camp Spring Creek Outreach Center, a non-profit organization in Mitchell County, invited approximately 50 Western North Carolina principals, administrators, teachers, and assistants to their annual Appreciation Day.

Over the past several years, Camp Spring Creek has trained 25 WNC teachers and assistants in the Orton-Gillingham philosophy. Thanks to grants funded by the Samuel L. Phillips Foundation, Walmart State Giving Fund, Janirve Foundation, and Community Foundation of Western North Carolina, 11 Mitchell County teachers or assistants received free Associate Level Training. Seven educators from Yancey County and 6 from Avery County were also trained. The materials and training amounted to more than $75,000 in grant funds.

The Orton-Gillingham philosophy, or OG, as it is commonly called, uses a language-based, multisensory approach to tutoring that relies on a student’s problem-solving and creative thinking skills to circumvent processing weaknesses. Although OG is most commonly used for children with dyslexia, the method has been successfully incorporated into learning environments for students of all styles and abilities.

During Appreciation Day, Camp Spring Creek directors and founders Steve and Susie van der Vorst offered a child-free afternoon for guests to eat, swim, and share teaching ideas. Guests were also able to win free OG classroom games, or make their own teaching materials at the camp.

My Name is Brain Brian by Jeanne Betancourt

This month we're recommending My Name is Brain Brian by Jeanne Betancourt.

This book is for readers in grades 4-6, but many supporters of Camp Spring Creek--adults, too!--will enjoy it. We found this review written by Constance A. Mellon and published by the School Library Journal quite helpful:

"Brian and his fellow members of the Jokers Club hate school. To make it more fun, they create a secret game, winning points for making other people laugh during the day. Brian wins the first point when he writes his name as "Brain" on the blackboard. But it's no joke. He is dyslexic. Betancourt weaves in a good deal of information on this learning disability, but first and foremost, this is a story. Brian, who narrates, is characterized by more than his problem. Not only must he practice new ways to learn, but he must also deal with his father, also dyslexic; with a childhood friend whose behavior becomes increasingly disturbing; and with a girl he hates. As readers follow him through the sixth grade and see the changes it makes in his life, he becomes a real person to them. They will close the book with a sigh of satisfaction. It is written clearly and simply, with an obvious understanding of, and empathy for, Brian. Children with learning problems will relate well to this book; as a presentation of that issue, it's outstanding."

For the Children: Redefining Success in School & Success in Life by Rob Langston

In For the Children: Redefining Success in School & Success in Life, author Rob Langston addresses his readers from the heart: "I wrote this book about my learning disability, but this is for anyone who has his or her own special challenge. In this book I tell you about my struggles and accomplishments as a child and an adult with Dyslexia, with the hope that it will give you the strength and encouragement to help yourself or a loved one. I strongly urge you to read this book and apply it to your life. Don't ever give up on your dreams and always believe in yourself." By sharing his experiences in early, middle, and high school classrooms, Langston gives us a fly-on-the-wall view of those moments our children experience that we never get to see. By also sharing about his college years, the author opens the door on the challenges faced by adults with dyslexia as they prepare to make contributions to society and become their own best advocates. A quick read, this book is a great balance between moving, personal stories and practical guidelines. We highly recommend it!

Syllable Division

Here's a snapshot of Orton-Gillingham lessons in action in one of our Mitchell County schools. Thanks to grant funding, we were able to provide training to a small number of area teachers, who then implemented OG practices in their classrooms. This photo shows a student preparing to learn about syllable division patterns:

Interested in more? Check out this YouTube video on Orton-Gillingham syllable division. While nothing can replace the one-on-one tutoring of an in-person lesson with a trained Orton-Gillingham instructor, there are still many great resources out there online. For teachers interested in single lessons, here is another online source. These resources make a great compliment to the trainings we offer at our Outreach Center, and several opportunities are coming up. Check out the schedule!