Teacher Brings O-G Training To Her Students at McDowell Tech

Bridget Burnette had no idea what she was getting into when her supervisor at McDowell Technical Community College told her he had signed her up for Orton Gillingham Associate Level training with Susie van der Vorst. As she began looking through the training materials that had been forwarded her way, the English Language Learner teacher, who had recently been asked to take on GED classes as well, felt clearer. “When I took a look at the notebook we’d be working from, I was overwhelmed,” Bridget says. “Once we got started, though, I realized every teacher and every student should have this understanding of language.”

A new light flipped on for Bridget as she learned syllable division, spelling patterns and the breakdown of letter sounds. “Growing up,” she says, I could spell because I was good at memorization, not because I understood how words were spelled.

Part of what she has learned, too, is how to recognize learning differences, which she believes will allow her to meet individual student needs better. “Some of my students left school when they were young and started working. I have some students who read at only a fourth grade level. I believe having an understanding of things such as why words are spelled the way they are will be particularly helpful to my students as they learn new words and continue their education.”

An unexpected gift was the development of new empathy for her dyslexic brother as she watched her dyslexic training partner struggle through some of the lessons. “I watched him struggle growing up. At school, he was put in a slower learning group. So many people mistreated him because they thought he was dumb.”

Bridget knows nothing could be further from the truth. “He’s very intelligent, artistic and loves to see how things work.  I told him what I’m doing and he was interested in learning more, which is exciting to me.”

Since finishing the class, Bridget feels better equipped to teach. “I’m currently teaching phonics to my ESL students who are new to the English language. I want them to learn the correct way and help them understand the why’s behind our language. I also plan to use Orton-Gillingham with my other classes, whether dyslexia is the issue or not. I believe this multisensory approach is a great way to learn.”

She also believes it’s a good tool for her own future studies. “I want to take the GRE to go to grad school and I’m certain this training will help me have a better understanding when it comes to the vocabulary words I’ll encounter. I’m excited about the possibilities.”

OpenDoors Uses O-G Approach as Tool to Help Children Rise Above Poverty

Jen Ramming had no idea that volunteering in a third grade classroom would change her life. “The dynamics fascinated me,” she recalls. “I asked the teacher what I could do to help. One day, she asked me to take three boys, who were disruptive, out of the classroom. We went to the library for books and curled up in the hallway where we took turns reading. Although I realized they were clearly bright and capable, not a single one of these young boys, whose lives had been touched by multi-generational poverty, knew more than five words by sight. One knew the alphabet, but not the sounds. They were learning to read while other kids were reading to learn.”

Before long, Jen had taken one of the boys under her wing, signing him up to play soccer on her son’s team. Knowing his family’s precarious situation, she made sure Jamer always had enough to eat, and went out of her way to pick him up for games. “The soccer team embraced this young man and his family, offering rides, taking him on family outings and even vacations. Essentially, we became extended family.

Other children followed suit. “Suddenly, there were nine boys and girls, each from a family dealing with the challenges of multi-generational poverty. We were opening doors and the kids were walking through. I felt like we had something going that was replicable for other children.”

From that germ of an idea, Jen helped create a board of directors with a group of concerned parents and professionals from varied fields. Together, they founded OpenDoors of Asheville  to help local children reach their potential through individualized networks of support and a host of educational and enrichment opportunities. These opportunities, which range from tutoring to summer camp, are designed to help children begin to invest in themselves and ultimately break the cycle of multi-generational poverty. Jen is proud to serve as the organization’s executive director.

Having spent time observing Jamer, Jen’s friend Dr. Marcy Sirkin, who owns Arden Reading Clinic North, had a gut feeling he was dyslexic. She then asked colleague Dr. Deirdre Christy to evaluate him. As suspected, Dr. Christy confirmed he was bright and profoundly dyslexic.

With that knowledge in hand, Jen began learning about Individualized Education Plans (IEP) and how to navigate the system and advocate for him. “It didn’t take me long to realize how overlooked and underserved this child had been.”

With Jamer already so far behind in reading, Jen knew a remediation plan had to be put in place. Based on research and conversations with Dr. Sirkin, she believed the most effective solution would be to access an experienced Orton-Gillingham (O-G) tutor.

Jen likes to say she became an O-G groupie when she saw Jamer’s progress. “In one year, he jumped two full grade levels in reading. By the time he was in 8^th grade, and being exclusively homeschooled in Orton, he was getting the equivalent of A’s and B’s. If you give children the tools, they become readers who want to learn.”

Jamer’s progress clearly illustrated the benefits of O-G’s multi-sensory approach to teaching reading and writing. Knowing O-G would help OpenDoors children achieve significant gains, the organization began laying the groundwork to fund teacher training within the Asheville City School District that served her young clients.

Drawing on general operating funds, OpenDoors hired O-G Fellow and Camp Spring Creek Co-Founder Susie van der Vorst to train a hand-picked group of Asheville City Schools’ teachers, Since then, OpenDoors has shared the training expenses with Asheville City Schools in addition to securing grants such as the Community Foundation of Western North Carolina “People in Need” grant.

Asheville City Schools Teacher Scott Fisher is grateful to OpenDoors for helping him open a door of his own. “O-G training has had a huge impact on my understanding of the English language, and on developmentally appropriate practices for reading and writing. I now have a much stronger grasp on the spelling patterns of our language, and can accommodate more student inquiries than I was able to in the past. I am more capable of keeping my entire class engaged in our learning because I can slip slightly more advanced rules and patterns to those students who are ready, while still reinforcing basic phonetic instruction for the entire class.”

OpenDoors prioritizes training for kindergarten, first and second grade teachers. “Early intervention is critical, especially for children living in poverty,” Jen says. “Research has shown that teaching reading to children from multi-generational poverty is often like teaching them a second language because they’ve not had as many language enriched experiences as a child whose family has ample resources. They grasp so much more when the words are broken down using a multi-sensory approach.”

While OpenDoors is working to determine the best methods for capturing data to detail student and teachers success, of this they are certain – since incorporating O-G, there is a clear rise in reading levels, self-esteem, improved behavior and attendance among OpenDoors students.

“If you take away the financial barriers, parents throughout the country choose the O-G approach to help their children who struggle to read,” Jen says. “It’s one of the only research based  methods proven to meet children where they are and give them the tools they need to become confident readers and writers. It’s not just what children with financial means need; it’s what all children need.”

According to literacy experts like Dr. Sally Shaywitz, all children can learn to read. “We understand that 95% of our nation’s children can learn to read on grade level, and the other 5% can learn to be functionally literate with appropriate support,” Jen notes. “It’s important to set the bar at 100% literacy using proven strategies for teaching because illiteracy is akin to a life sentence.”

For the Children by Rob Langston

Today's book rec comes from Susie, who suggests that the beginning of the school year is always a great time to review your goals to work as a team with you child's teachers, school administrators, or IEP team members. There can be many barriers, but there can also be many successes. Clear communication, goals, and expectataions along with a positive outlook are keys to success. After all, everyone has the same goal: to get your child the best educational opportunities possible. To that end Rob Langston's For the Children: Redefining Success in School and Success in Life is worth taking a look at. With so many messages from schools, from home, from media, and from research, and from society in general, sometimes it's hard to know "how to be." The author's Amazon page notes, "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." Read more here.

Video: Tutoring for Accuracy

Here's another in our series of videos on tutoring using Orton-Gillingham practices. For more lessons you can use at home or in the classroom, subscribe to our YouTube channel (link on right sidebar).

[embed]https://www.youtube.com/watch?v=cIsVxeBQs74&feature=youtu.be[/embed]

Two Books, Three Authors, Many Activities

Today we'd like to recommend two books that Susie finds helpful and often shares with others during her training programs. First, Creating Robust Vocabulary: Frequently Asked Questions & Extended Examples by Isabel L. Beck PhD, Margaret G. McKeown Phd, and Linda Kucan. Second, Bringing Words to Life, Second Edition: Robust Vocabulary Instruction by the same authors. Lead author Isabel Beck's bio reads impressively: "Isabel Beck, Ph.D., is a Professor of Education and Senior Scientist at the University of Pittsburgh, where she teaches reading education courses and conducts reading research. She has engaged in extensive research on decoding, vocabulary, and comprehension, and has published her work in over 100 articles and chapters as well as in several books. She is a recipient of the Oscar S. Causey Award for Outstanding research from the National Reading Conference and the International Reading Association’s William S. Gray Award for lifetime contributions to the field. She is also a recipient of the contributing researcher award from the American Federation of Teachers for "bridging the gap between research and practice.”

Beck is also the author of Text Talk, a multi-approach text-to-talk learning program for three different levels, sponsored by Scholastic. Enjoy these resources!

Video: Letter Tile Spelling

Use this Orton-Gillingham approach activity for a multi-sensory learning experience that improves sequencing:

[youtube https://www.youtube.com/watch?v=XoxBVK2jkSE]

Interview: Alison Awes, Montessori/OG Connection

Today’s interview is with inspiring individual Alison Awes. She directs the AMI Elementary training course at the Montessori Center of Minnesota and at Assoziation Montessori Schweiz in Lucerne, Switzerland. She is also the Co-Director of Elementary Training at the Maria Montessori Institute in London. Alison holds AMI diplomas for Primary and Elementary levels, a B.A. in Art History from Smith College, an M.A. in Latin American Studies from Tulane University, and a M.Ed. in Montessori Education from Loyola University in Maryland. She has taught in both six-to-nine and nine-to-twelve classrooms. Alison is an AMI examiner and has served on the boards of private and charter Montessori schools, as well as other organizations including the AMI Elementary Alumni Association. Ms. Awes attended Montessori school until the age of twelve.  Camp Spring Creek: How did you find your way into this particular niche area of overlap between OG and Montessori?

Alison Awes: I’m dyslexic and I went to Montessori school as a child in the 70’s and 80’s, when there wasn’t much awareness about dyslexia or processing disorders. It wasn’t until I was in college and my younger brother was in middle school and he was diagnosed with dyslexia, that I made the connection. A lot of things came together for me at that time and I went and got tested as well. So much opened up for us as a family at that point and the pieces fell into place.

I moved on to art history and eventually art education, but I felt my specialization was too narrow. I went home and had lunch with my old Montessori schoolteacher in Minneapolis, and he suggested Montessori training. Once I got into the classroom, my own experience with my own learning was finally able to support the psychology and development of the children I was teaching.

I didn’t take OG training until much later. As you know, Montessori started in many ways with special needs children. So much of what she discovered was born from this idea of different learning styles. Eventually, when I took OG training, I saw that the principles there were the principles I was already using in Montessori—for example, multi-sensory work. I saw very clearly that the vast majority of the principles in both of these systems were working together.

CSC: How have you integrated OG principles into your Montessori classrooms?

AA: Because I work mostly with adults who are training to be Montessori teachers now, I’ll share how I’ve worked with them. When I teach trainees, I teach that we need to remember that every child is a learner and we’re there to nurture that. We can’t make them learn, but we can create the psychological and physical environment for their optimum development. That’s true for children with dyslexia as much as it is true for any other learner--a child with a physical impairment, a child with no hindrances at all, etc.

My hope now is that my trainees take those principles and use that to support all of what they do. If 3-year-old children aren’t attracted to rhymes, that’s something a teacher needs to take note of. Just because a child isn’t reading yet, doesn’t mean a teacher can’t have his/her eyes open to see who is at risk. It’s the awareness piece that I’m able to bring to my trainees.

CSC: You wrote a phenomenal article about dyslexia and the Montessori classroom that details Congress’ National Reading Panel results, which in large part included recommendations that are very Montessori or OG related. Yet the results were sometimes criticized, and other times what they suggest has been hard to actually implement in the public school system. Why is that?

AA: This speaks to the bigger question about education in the United States right now. Over and over, we see this newfangled something that’s supposed to be the save-all in education. For example, “Oh let’s all be multi-sensory!” or “Let’s arrange our classrooms in tables instead of desks!” and this one trick will fix everything. It’s very difficult to get people to shift their thinking about how children learn.

There are also financial and political factors—textbook companies, taxes. For Montessorians and OG folks who are so passionate about what we do, there’s also a lot of “buyer beware” in the marketplace. Anyone can throw a Montessori sign on their door, but it may not have anything to do with the true, certified Montessori principles. OG has to face that somewhat as well. But if the neighborhood school with the Montessori/OG sign on its door does a poor job, that can lead to misconceptions.

Our educational system is rooted in the factory model. It was designed to help children who only went to school if they couldn’t find work on the farm. They were told that “children are seen, not heard.” None of that had to do with the child as his/her own person. Trying to break those molds is really tricky. What it boils down to is respect for the child and we’re not very good at that as a society. We’re good at putting a child in a playpen or in front of technology so the parents aren’t bothered. These things are really ingrained, even in the most well-intentioned parents. As a society, we have to look at that, too.

CSC: For our readers who may not be familiar with Maria Montessori's training methodology, your article offers a quick glance: "Teachers study observation theory and practice specific observation techniques so that once leading their own classroom, they are prepared to consider different learners’ approaches in context and devise strategies based on their knowledge of the different ways in which learning can work. Teachers learn about the nature of the child, including her sensitive periods, psychological characteristics, and human tendencies. In this manner, Montessori teachers already have preparation for noticing, and then meeting, the specific needs of any individual learner in their charge." Are there ways in which this method, proven to meet the needs of children of all learning styles--and dyslexic children in particular--can be integrated into the traditional university teacher training programs? How, specifically, and who is at the forefront of this integration right now?

AA: Integration is a tough one. Our early university classes (Intro to Education, Intro to Psychology) don’t often mention Maria Montessori. I think just having a mention in those kinds of survey courses would be a great place to start.

There are some universities where you can get an AMI certification and a master’s at the same time—Loyola University Maryland, Saint Catherine University in Saint Paul, and I believe in San Diego and Hartford as well—but it’s still two separate things. You have a Montessori certificate and you have a Master’s in Education. There are also other places where folks are trying to get AMI training count towards a teaching degree for the public education system.

One of the things our students at Saint Catherine’s do is actual research. This addresses an area as Montessorians that is really lacking—and that is published, credible research. We need more documentation for society to start to make advances. That’s what people respond to and if we want to see change, we’ve got to start there.

I do think that whenever the day comes that a person can get their Montessori training and their state license to teach in a way that doesn’t require two master’s degrees, that’s when we’re really going to open doors.

"Teaching Children to Read" by Ted Hirsch

We recently came across the text for “Teaching Kids to Read” by Ted Hirsch and were moved to share an excerpt with our readers. In depth, passionate, and precise, this essay offers the former principal of South Shore Charter School’s insights after many years as a teacher, administrator, and advocate for all kinds of learning in Massachusetts. Diagnosed with dyslexia, Hirsh appears to have had a particular interest in formulating a curriculum at his school that worked for children of all learning styles and abilities. Here’s an excerpt from Hirsch’s chapter called “Benchmarks,” which we found unique and specific:

There are well-documented statistics showing huge discrepancies in the amount of time students spend reading. The publicly stated goal of having every child be an independent reader by the end of third grade is any elementary school’s most important job. Without this independence, children will not read enough to acquire the vocabulary necessary for sophisticated discourse. Listed below are a set of benchmarks children need to meet to attain reading independence by the end of third grade.

Kindergarten

To be able to auditorily blend and segment three-sound words and nonsense syllables. To know the sound/symbol correspondences for the five short vowels.

To know the sound/symbol correspondences for all single letter consonants except for “q” and “y.”

First Grade

To be able to auditorily blend and segment two- and three-syllable words and nonsense syllables.

To correctly hear and transcribe all of the basic code.

To know the sound/symbol correspondences for all digraphs.

To know the sound/symbol correspondences for e-controlled vowels. To correctly form all twenty-six letters.

To be able to read books of the level of the Little Bear series.

Second Grade

To be able to auditorily blend and segment a seven-word sentence.

To be able to distinguish all the phonemes of English and make correct transcriptions. To take dictation of any material from the basic code and punctuate it accurately.

To know the rules for the soft “c” and soft “g.”

To know the rule of doubling the consonant after the short vowels when adding suffixes. To spell regular past tense verbs.

To read aloud fluently and for understanding, making pauses and voice modulations which demonstrate the understanding of punctuation.

To be able to sub-vocalize when reading.

To be able to read books at the level of Tales That Julia Tells.

Third Grade

To understand and use the combinational and generative nature of words (root words, prefixes, suffixes).

To take dictation of seven-word sentences (with words from the truly English layer of the language, thus excluding words of Latin and Greek or other foreign language derivation that do not take on typical English endings).

To be able to read books like Stuart Little by E. B. White or Ramona by Beverly Cleary. To read text orally, with the rhythm of speech.

In Their Own Words: Mother & Son Spark Giving

Ben’s full story is posted here. We’re using today’s blog post to further help Ben in his self-motivated, self-organized fundraising efforts to send one if his friends in need to camp this summer. Big Heart Ben's online campaign is here.

“Ben’s really excited about trying to be part of something that will help other kids out in the area,” says his mother, Melisa Cadell. “It can be very hard to locate and expensive to have OG tutors in the classroom. It’s out of reach for many people in Mitchell County. Any awareness raising that we can do feels really important.”

Ben wrote a letter to hand-deliver to local businesses, which has gotten the ball rolling. Although the funds will go directly to help a Mitchell County child, he’s accepting donations from around the globe and would be delighted if any blog readers want to help out.

“Toward the end of last summer, Ben kept talking about his friends from school who would benefit from Camp Spring Creek,” says Cadell. “He realized he was experiencing and amazing transformation and realized that if other students had that opportunity it would also be beneficial.”

Any amount—from $10 to $100—will help Ben reach is goal to raise $3350 (with Camp Spring Creek providing matching funds). Here is his letter:

Dear Community,

My name is Ben. I am a student in Mitchell County. I was tested for dyslexia last year. I was tutored and went to Camp Spring Creek.

I learned to read better. I met people from all over the world. They were dyslexic like me. I want to help other kids like me. Please help me raise money for their camp.

Thank you,

Ben

His mother’s also wrote a letter, to accompany Ben’s:

Dear Community Leader,

Enclosed you will find a letter from my eleven-year-old son discussing the challenges of a condition called dyslexia. It affects about 15-20 % of any population. About 5% are severely limited in their education if the problem is not addressed.

There are limited opportunities for the public schools in our area to assist these students due to the lack of public funding and properly trained tutors. Dyslexia is neurologically based and creates difficulties in processing of information. It is not a sign of poor intelligence; rather, many dyslexics go on to become successful because of their innate ability to find inventive ways to solve problems. They are often gifted in areas such as math, science, engineering, art, and technology. That being said, too many fall between the cracks and are limited because of their failure in our education system.

The stigma that my son and other dyslexic students are finding the most difficult to maneuver is that they are often categorized as unable to learn at the normal classroom pace. Reading is such an important component in testing and, because of this, they are often retained and or placed in classes that do not expect much from them.  

We are fortunate in this small community to have a special camp that serves an international dyslexic community with tutors and counselors that come from all over the United States and abroad. Camp Spring Creek offers and opportunity for these underserved students to learn and thrive. Specially trained tutors help campers organize time, learn how to decode language, understand vocabulary and improve fluency.

The cost of the camp is very expensive because of the specially trained staff and the extracurricular activities they offer. Many young people in our area cannot afford the tuition, but through a generous opportunity granted by their Board of Directors last year, my son  was allowed to attend as a day camper. In a four-week span he improved his reading by two grade levels. He is now attempting to make this possible for other students by helping raise awareness and speaking to public groups who could help fund the opportunity for others.

If you can contribute by having him speak at your organization or by financially donating funds to this cause, you would be making a difference in the life of a student who has struggled so hard to gain an education within a system that is often unable to help because of limited funding.

Thank You,

Melisa Cadell

Donations for Ben's cause can be made by calling camp at 828-766-5032 or giving online right here.

OG Associate Level Training in May

Interested in Associate Level Orton-Gillingham training? We currently have a training scheduled for May 15th through the 25th. The Associate Level Course is an intensive week-long course for individuals holding a bachelor‘s degree. It is the basic course in the Orton-Gillingham approach, enabling instruction with better understanding of the structure of language and multisensory teaching. The course comprises an in-depth introduction to phonology, structure of English, characteristics of dyslexia, multisensory teaching, assessment tools, grammar and written expression. It includes interactive demonstrations and activities using the OG method. A practicum is available upon request (additional cost), which includes observations and mentoring.

If you or someone you know is interested in receiving training, contact us today to begin the registration process or you can download the program details and registration form right here.

Curious about how it all plays out? Check out some of our training videos on our YouTube Channel.

Video: Detached Syllable (part 2)

Here's part 2 of our detached syllable drill video!

Watch as OG Fellow Susie van der Vorst works with a tutee to practice spelling detached syllables.

The video presents several teachable moments--a great guide for aspiring tutors

to consider as they work on best practices for teaching children on the spot.

 [youtube https://www.youtube.com/watch?v=jJLw6xaTrJQ&w=640&h=360]

Video: Detached Syllables (part 1)

Here's the final installment of our Homeschool Retreat video series from last fall--a two-part video clip

demonstrating the auditory portion of spelling practice with detached syllables.

Every lesson provides a chance for a teachable moment,

and today's video, as well as part 2 (forthcoming), are no exception:

 [youtube https://www.youtube.com/watch?v=ySyMM-caSvw&w=640&h=360]

Video: VCCV Accuracy Drill

Watch as OG Fellow Susie van der Vorst works with a tutee, adjusting the lesson in real time to meet the student where he is--a fine balance of challenge and encouragement, with corrections and nurturing throughout.

 [youtube https://www.youtube.com/watch?v=1q_KeY2wM_Y&w=640&h=360]

Video: Pencil Grip

Here's the latest in our video series of tutoring, tutee lessons, and observations.

View additional videos right here.

[youtube https://www.youtube.com/watch?v=-hBFCcH7CMY&w=640&h=360]

We're Headed to Connecticut!

We're taking our show on the road this week with an exciting presentation and Camp Show in the Farmington Valley near Hartford, Connecticut. One of the greatest things about Camp Shows is the opportunity to provide "on the ground," free public instruction to a new, diverse audience. Why Connecticut? The parent of a beloved camper invited us, that's why! Read about this parent's observations of her son after Camp Spring Creek in the following press release. If you'd like to host a Camp Show in your area (and see Susie!), just call our office and let us know.

Dyslexia Awareness & Camp Show

West Hartford, Connecticut – January 21, 2015 – Nationally known dyslexia advocate and camp director Susie van der Vorst presents on early intervention, signs, and solutions.

Camp Spring Creek, located in the Blue Ridge Mountains of North Carolina, is an academic and recreational camp supporting dyslexic children ages 7 to 14. Invited by a local West Hartford family whose child attended the camp, co-founder and director Susie van der Vorst will discuss early intervention practices, signs, and solutions for parents, teachers, and administrators. van der Vorst will also facilitate a brief discussion of Camp Spring Creek and take questions from the audience. The event is free, open to the public, and welcomes children.

According to van der Vorst, with support, people with dyslexia often lead lives of accomplishment. Some of the most successful people in history had dyslexia, including Winston Churchill, Thomas Edison and Walt Disney. “So many people with dyslexia are misunderstood,” said van der Vorst. “But just look at the wonderful role models we have! Many succeed in spite of their education. Imagine how they’d be if they had been instructed in the ways that they learn best.”

One of the most highly effective methods for such instruction is the Orton-Gillingham approach. It 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 dyslexic kids to grasp skills they cannot learn using traditional methods. It’s that approach that drew West Hartford’s Toutain family to the Blue Ridge Mountains, where Winston could attend 1 of only 3 residential camps in the United States accredited by the Academy of Orton-Gillingham Practitioners and Educators.

“We knew dyslexia was a possibility for our son Winston because his father and paternal grandfather have dyslexia. It was important to ius to try and find something that could help, that would also be accredited,” said mother and West Hartford resident, Lesley Toutain. “My husband and I talked with Winston about how being dyslexic doesn’t mean he isn’t smart, simply that he has to find learning strategies that work for him. But I don’t think that really took hold until he was in an environment where all the kids were in the same boat. Camp Spring Creek was an extremely positive experience for him.”

The academic program at Camp Spring Creek includes one-on-one tutoring using the Orton-Gillingham approach, keyboarding and writing classes, one hour of reading aloud each day to camp staff, and one hour of study skills. Optional math remediation or enrichment is available. The activities offered by the program include wood shop, art, swimming, orienteering, and waterskiing. There are also field trips to explore the surrounding Blue Ridge landscape and culture. “We often see students make two to three years worth of progress during a six to eight week session at camp,” said 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. These kids can’t learn as well if they’re stuck behind a desk. The learning needs to be hands-on so that they can get multiple senses involved.”

The info session will be held Wednesday, January 21 at 7:00 p.m. at Saint James’s Episcopal Church, 1018 Farmington Avenue, in West Hartford. For more information, call (828) 766-5032 or visit www.campspringcreek.org.

Interview: David Flink Thinks Differently

Today’s interview is with inspiring individual David Flink. According to his website, “David, like so many of the kids on whose behalf he serves today, struggled through much of his pre-college education, feeling marginalized by his education as a whole. Although his parents and teachers frequently reassured him that college was in the cards, he would have found that message more actionable, and useful, if it had come from a peer, a person with a learning difference who had finished college. With that in mind, David co-founded Eye to Eye in 1998 while a student at Brown University. Eye to Eye is the only national mentoring movement that is empowering young people with LD by giving them a mentor who shares that experience.” Last month, we recommended David’s book, titled Thinking Differently, and this month we caught up with him by phone for the following interview. Camp Spring Creek: We’ve seen your video for the Dyslexic Advantage Conference and appreciated your take on life. Can you briefly tell us your dyslexia discovery or diagnosis story?

David Flink: I was pretty shy as a kid. I had moments of feeling gregarious, especially in things unrelated to academics. If you asked me to pull a quarter out of someone’s ear, you would see a different person than you saw in school. Things really came to a head for me in fifth grade when I went to a Jewish day school, with half the day in English and half the day in Hebrew. I was pulled aside because I was struggling and had all English all day. But it wasn’t that I needed more English, it was how my brain worked. It was not the fault of the teachers, of course, they just didn’t really know about dyslexia in the same ways that we do now. That school actually now has a program for dyslexia with better options. At any rate, at that point in my life I was completely bankrupt in terms of my self-esteem. Thankfully, my parents understood and I was tested and diagnosed.

In some ways, that diagnosis was a relief because I had a word to describe my problem. But in other ways, the words “dyslexia” and “ADHD” and “diagnosis” are not words that inspire a lot of hope for a 5th grader. Because of that, the real “discovery” and optimism happened for me when I was invited to leave the Jewish day school and transferred to the Schenck School in Atlanta. Over the course of two years, I became a square peg with a square hole. My diagnosis finally felt like a discovery and a community, not a condition.

CSC: You're currently touring and speaking due to the success of your book, which we recommended to our readers. Have you faced any surprising challenges on the road that are specific to your dyslexia--perhaps expectations from people managing or organizing events--that have provided a chance for you to creatively problem solve and come at things a different way?

DF: I’ve had some really unusual experiences specific to my dyslexia. If I could point to one that really fleshed out what it means to be a dyslexic author and the goals of Eye to Eye, as well as what it means to be an empowered learner, it would be the interview that I did for a particular radio show. Things were moving so quickly this year that I didn’t have a lot of time to prep. I just sort of showed up. I figured the show would want me to do a reading and I had a passage of my book memorized. I showed up, but they had selected their own parts of the book that created a cohesive message of its own. I didn’t have any of that memorized.

I said I couldn’t do it that way. They said, “What do you mean, you wrote it?”

It turns out, the show was pre-recorded and I had time, so I used my own advocacy skills—the same skills I pinpoint in the book—and I asked for double time to do the recording. Eventually, I memorized their selected passages and read it with the passion that they wanted. It went on the air and it all went over fine. I liked that the experience, in the end, probably taught them a little bit about the scope of all learners and opened them up to being more prepared for hosting dyslexic authors in the future.

CSC: Along the same lines, as a public speaker, is there something you wish other people knew about that experience for someone with dyslexia that doesn’t often come up?

DF: You can’t look at me and know I have ADHD or dyslexia at first glance. In many ways, I think my goal is to normalize that and help underscore that the way I learn is the same for 1 in 5 people in America—literally one of the largest minority groups in the country. I’m hopeful that people who come and hear me speak will understand that I can be an example of the potential for all learners, not just 1 in 5. The key to embracing that potential is unlocking how individuals learn best. Highlighting my two deficits and turning them into strengths, while acknowledging that there are things that will always be hard for me, is still okay. If you embrace the idea that our diversity as learners is a good thing, you can see that it essentially makes us more productive citizens, friends, spouses, brothers, sisters, workers, etc. At our Eye to Eye offices, 80% of our staff has a diagnosed learning difference. We show up with our strengths and our deficits on our sleeves. We can work better that way.

CSC: You seem to have a great sense of humor and welcoming energy. Often times, a gregarious personality is the result of overcoming an inner struggle, private confusion, or loss. Have you always been outgoing, or did you have to teach that to yourself? Did you meet or learn about any role models along the way who informed you about the best way to present yourself?

DF: I think I’m probably naturally a people person, even though I’m more of an introvert. The thing that I taught myself was how to use my story and the story of Eye to Eye as a way to help the world. I like telling stories and I grew up hearing stories. My grandfather was a barber, so if you’ve ever been to an old barber shop, you know that half of it is about how you cut hair and the other half is about what you hear while you’re there. I was always out to do what my grandfather did—the storytelling part—and I had to teach myself that, particularly the public speaking aspect. My general feeling is that you should be whoever you want to be. My ideal evening is often just sitting with my wife and a cup of tea and reading the newspaper quietly.

CSC: Let's talk about this idea that dyslexia is this ability rather than a disability. We agree, and we tell our campers that every single day. Can you give us a real-life example of experiencing your ability in a way that let you think outside the box, creatively respond, or solve a problem when your peers without dyslexia were still "stuck" trying to find their way through?

DF: I like to think that probably happens on some level everyday, because you never grow out of your dyslexia. I would say that best idea that ever came out of my dyslexia and seeing the world differently is Eye to Eye. So many people in this world want to help kids with LD and dyslexia and that’s wonderful, but it’s still not enough. In addition to caring parents and caring teachers, I came to understand that I could play a role that no one else had seen before. I could go meet with a child and tell them what my experience was with LD and listen to their experiences and be a support. In some cases, those kids didn’t have a supportive parent or a place like Camp Spring Creek, so I was the only outlet. In other cases, what I offered enhanced the trajectory for that kid. My ability is my story and only I have that. Seeing that, for me, changed everything.

One of the most exciting things I’ve seen in Eye to Eye is that after our mentees get mentored, they often become mentors. Now, they’ve become so engaged in learning, that many of them are staying in education. That impact is huge. That’s taking a disability and turning it into this ability to think differently.

Video: Spelling Accuracy PIN/PINE

Here's our latest video from our Homeschool Retreat series. Notice that, at times, the tutoring session can be as much about coaching a student through issues of self-doubt as it is about teaching or practicing an Orton-Gillingham based skill.

[youtube https://www.youtube.com/watch?v=3pyA9WZrCWg&w=640&h=360]

Interview: Dr. Nora S. Newcombe

Today's interview features inspiring individual Nora S. Newcombe. Dr. Newcombe is Laura H. Carnell Professor of Psychology and James H. Glackin Distinguished Faculty Fellow at Temple University. Her Ph.D. was received in 1976 from Harvard University, where she worked with Jerome Kagan. Her research focuses on spatial cognition and development, as well as the development of autobiographical and episodic memory. A recent emphasis is on understanding the nature, development and malleability of spatial skills that facilitate learning of science, technology, engineering and mathematics (STEM). She is currently Principal Investigator of the NSF-funded Spatial Intelligence and Learning Center (SILC) and co-directs the Temple Infant and Child Laboratory (TICL) on Temple’s Ambler Campus and the Research in Spatial Cognition (RISC) Lab on Main Campus. Dr. Newcombe is the author of numerous chapters, articles, and books, including Making Space with Janellen Huttenlocher (published by the MIT Press, 2000). Her work has been recognized by numerous awards and publications. We're delighted to feature her wisdom in this interview. Camp Spring Creek: We came across your essay published in American Educator titled “Picture This: Increasing Math and Science Learning by Improving Spatial Thinking” and agreed wholeheartedly with your observations. Thank you so much for providing teachers with concrete, age-appropriate ideas about incorporating spatial learning opportunities in their classrooms. We were struck by the idea that “learning styles” (ex. kinesthetic, auditory, visual) are a relative myth, and depend more on what a child is exposed to rather than any innate skills. Can you tell our readership, many of whom were trained under that philosophy of learning styles, a little more about this myth?

Dr. Nora S. Newcombe: Many people feel strongly that they like to learn some ways more than other ways. I think they may be right sometimes about what works for them, but not always. A particularly dangerous idea is that if you don’t like something or think you aren’t good at it, you should avoid it. Now that we know you can improve, it is sensible to say that we should all at least try to be well-rounded. It’s like eating. You may really and truly not like vinegar or artichokes, but you don’t really know until you’ve tried them. You might become an artichoke lover!

CSC: Is there one publication above all others that you might recommend for an enthusiastic education advocate or parent interested in learning differences? We’d like to know about something that isn’t wholly academic, but is still solid in its research and selection of content.

Dr. Newcombe: I would recommend another article in the American Educator. It’s by Dr. Daniel Willingham at the University of Virginia, whose Ask the Cognitive Scientist columns provide a wonderfully accurate and accessible account of what educators should know about cognitive science research. See http://www.aft.org/periodical/american-educator/summer-2005/ask-cognitive-scientist.

CSC: What advice would you give to a new elementary teacher who feels determined to “do it all,” yet likewise overwhelmed by the diverse needs presented by the children in any one given classroom?

Dr. Newcombe: I have never been a classroom teacher, but the teachers I know and admire all seem to me to be good at setting goals for themselves, starting with the basics of simple and solid and engaging classes and sensitive interaction with young children. In the longer run, they work on adding nuances and wrinkles. As with many things, it’s good to keep things simple at first, and proceed day by day.

CSC: We’re curious about your personal interest in education advocacy and spatial learning in particular. What draws you to focus on these things and how have you seen children in your own family struggle or succeed in today’s educational environments?

Dr. Newcombe: My interests are based on my love of science and math. I like to look at maps and graphs and diagrams, and I love visual art too. I just want to spread my passion because I think other people may enjoy (and benefit from) this way of thinking too.

Year End Round of Applause

We'd like to offer a round of applause and public note of appreciation to all our grant-funding organizations, partner organizations, trainees, tutors, counselors, staff, parents, and of course--our CAMPERS! Without the team effort from everyone on this list, we could not be where we are today. Where are we? We're in a position to offer slightly more scholarships each year, we're in a position to train local teachers without cost to the teachers themselves, we're in a position to observe and celebrate the accomplishments of our "extended family," we're in a position to expand year-round programming and improve our physical campus, and we're in a position of sincere gratitude to all of you as we look to the future and realize our fullest capabilities are within reach. Slow and steady, we're growing the best ways we know how. Thank YOU for making it possible!

For substantial funding and grants:

Ms. Robyn Oskuie (Endowment)

Dr. Louis Harris (Endowment)

CFWNC (People in Need Grant)

Mitchell Fund (People in Need Grant)

For partner organizations:

OpenDoors of Asheville

Academy of Orton-Gillingham Practitioners and Educators

Bald Creek Elementary School

Mitchell County Schools

Arden Reading Clinic

Augustine Project Winston-Salem

For individual donors:

Philanthropists: Mr. & Mrs. Bill Shattuck, Rainbow Fund, and The True North Foundation.

Benefactors: Triangle Community Foundation

Sponsors: Mr. & Mrs. Tom Brown, Mr. & Mrs. Duane Connell, Mr. & Mrs. Walter Daniels, Mrs. Lori Ferrell, Dr. & Mrs. Bill Sears, Longleaf Foundation, Mr. & Mrs. Samuel S. Polk, Mr. and Mrs. Jeremy Teaford,

Supporters: Mr. Edward Banta, Mr. & Mrs. Charles McClain, Mr. Andrew Oliphant, Mr. & Mrs. Robert Oliphant, Mr. & Mrs. Jonathan Schoolar, Dr. & Mrs. Brian Shaw, Mr. & Mrs. Mike Warren.

Contributors: Mr. Brown & Ms. Rosasco, Ms. Marobeth Ruegg, Mrs. Geradts Cutrone, Ms. Amanda Kyle Williams, Mr. C. Wilson Anderson, Jr., Mr. & Mrs. Dan Blanch, Mr. & Dr. Christy, Mr. Jon Ellenbogen & Ms. Becky Plummer, Mr. & Mrs. Jeff Greene, Dr. & Mrs. David Hoeppner, Mr. & Mrs. Morgen Houchard, Ms. Valerie Imbleau, Mrs. Karen Leopold, Mrs. Theresa Krug, Mr. Thomas Loring, Mr. & Mrs. Brannon Morris, Mr. & Mrs. Joel Plotkin, Ms. Rebecca Morgan, Dr. & Mrs. Anthony Shaw, Mr. & Mrs. Jason Smith, Mr. & Mrs. Robert Tucker, Dr. & Mrs. William Chambers, Dr. & Mrs. Taylor Townsend, Ms. Juanita Greene, Mr. & Mrs. Kevin Schulte, Mr. & Mrs. Matthew Baker, Mr. & Mrs. Ed Anderson, Mr. & Mrs. Roger Burleson, Mr. & Mrs. Charles Tappan, Mr. & Mrs. Scott Ramming, Mr. & Mrs. A D Dreibholz, Mr. Thomas Gilchrist, Mr. & Mrs. Phillip Jackson, Mr. & Mrs. Steve van der Vorst, Mr. & Mrs. Alton Robinson, Mr. & Mrs. Michael Wollam, Mr. and Mrs. Royall Brown.

Friends: Mr. R. Patterson Warlick, Mr. & Mrs. Joe Street, Mr. & Mrs. Frederick Pownall, Mr. & Mrs. Clinton North, Mrs. Nancy Coleman, Mr. & Mrs. David Broshar, E & J Gallo Winery, Ms. Gina Phillips, Mr. & Mrs. Raymond Humphrey, Mr. Paul Eke & Ms. Sonja Hutchins, Mr. & Mrs. James Butts, Mr. Eugene Morris, Mr. & Mrs. Jim O'Donnell, Mr. & Mrs. Ronald Cox, Mr. & Mrs. Roger Vorraber, Mr. John Littleton & Ms. Kate Vogel, Mr. & Mrs. Thor Bueno, Mr. Osaretin Eke.

Video: CLOVER Syllable Drill

This video from our Homeschool Retreat features the acronym CLOVER, which stands for the 6 syllable types: closed, consonant LE, open, vowel combo, silent e, and r-controlled. Watch and learn alongside the tutor (who is being observed for certification training hours) as the tutee works on this syllable drill.

[youtube https://www.youtube.com/watch?v=WNw-TW15k2A&w=640&h=360]