A Message from Vice President Nelson A. Rockefeller

Nelson-RoTimeI was one of the “puzzle children”—dyslexic, or “reverse reader”—and I still have a hard time reading today. But after coping with this problem for more than 60 years, I have a message of encouragement for children with learning disabilities-and their parents. Based on my own experience, my message to dyslexic children is this: Don’t accept anyone’s verdict that you are lazy, stupid or retarded. You may very well be smarter than most other children your age.

Just remember that Woodrow Wilson, Albert Einstein and Leonardo da Vinci also had tough problems with their reading.

You can learn to cope with your problem and turn our so-called disability into a positive advantage.

Dyslexia forced me to develop powers of concentration that have been invaluable throughout my career in business, philanthropy and public life. And I’ve done an enormous amount of reading and public speaking, especially in political campaigns for Governor of New York and President of the United States.

No one had ever heard of dyslexia when I discovered as a boy, along about the third grade, that reading was such a difficult chore that I was in the bottom one-third of my class. None of the educational, medical, and psychological help available today for dyslexics was available in those days. We had no special teachers or tutors, no special classes or courses, no special method of teaching—because nobody understood our problem. Along with an estimated three million other children, I just struggled to understand words that seemed to garble before my eyes, numbers that came out backwards, sentences that were hard to grasp. And so I accepted the verdict of the IQ tests that I wasn’t as bright as most of the rest of my class at the Lincoln School in New York City.

Fortunately for me, the school (though it never taught me to spell) was an experimental, progressive institution with the flexibility to let you develop your own interests and follow them. More to the point, I had a wise and understanding counselor in Dr. Otis W. Caldwell, the headmaster. “Don’t worry,” he said “just because you’re e in the lower third of the class. You’ve got the intelligence. If you work harder and concentrate more, you can make it.”

So I learned, through self-discipline…which is essential for a dyslexic. While I could speak better French than the teacher, because I had learned it as a child, I couldn’t conjugate the verbs; I did flunk Spanish- but now can speak it fluently because I learned it by ear, later, at the Berlitz School. My best subject was mathematics; I understood concepts well beyond my grade level. But it took only one reversed number in a column of figures to cause havoc. When I came close to flunking out in the ninth grade—because I didn’t work very hard that year—I decided that I had better follow Dr. Caldwell’s advice if I wanted to go to college. I even told my high school girlfriend that we would have to stop dating so I could spend the time studying in order to get into Dartmouth.

And I made it by the skin of my teeth.

I made it simply by working harder and longer than the rest—eventually learning to concentrate sufficiently to compensate for my dyslexia in reading. I adopted a regimen of getting up at 5am to study and studying without fail. And thanks to my concentration and the very competitive nature I was born with, I found my academic performance gradually improving. In my freshman year at Dartmouth, I was even admitted to a third-year physics course, and in the middle of my sophomore year, I received two A’s and three B’s for the first semester. My father’s letters were filled with joy and astonishment. I owe a great debt to my professors and to the President Ernest M. Hopkins. I had met Dr. Hopkins earlier and was so impressed that I made Dartmouth my goal. Most of all however, I think I owe my academic improvement to my roommate Johnny French.

Johnny and I were exact opposites. He was reticent, and had the highest IQ in the class. To me, he was that maddening type who got straight A’s with only occasional reference to books or classes. He was absolutely disgusted by my study habits- anybody who got up at 5 in the morning to hit the books was, well, peculiar. Inevitably, Johnny made Phi Beta Kappa in our junior year, but my competitive instincts kept me going. We were both elected to senior fellowships and I made Phi Beta Kappa in my senior year. Johnny, of course had the last word. He announced that he would never wear his PBK key again—that it had lost all meaning.

Looking back over the years, I remember vividly the pain and mortification I felt as a boy of 8, when I was assigned to read a short passage of Scripture at a community vesper service during summer vacation in Maine—and did a thoroughly miserable job of it. I know what a dyslexic child goes through—the frustration of not being able to do what other children do easily, the humiliation of being thought not too bright when such is not the case at all.

My personal discoveries as to what is required to cope with dyslexia could be summarized in these admonitions to the individual dyslexic:

Accept the fact that you have a problem—don’t just try to hide it.

Refuse to feel sorry for yourself.

Realize that you do not have an excuse—you have a challenge.

Work harder and learn mental discipline—the capacity for total concentration

and

Never Quit!

If it helps a dyslexic child to know I went through the same thing…

But can conduct a press conference today in three languages and can read a speech on television though I may have to rehearse it six times

with my sentences broken into segments like these and long words broken into syllables

And learned to read and communicate well enough to be elected Governor of New York four times

And to win congressional confirmation as Vice President of the United States

Then I hope that telling my story as a dyslexic could be an inspiration to the “puzzle children”—for that’s what I really care about.

Interview: Nicole Baker

NicoleThis week we interviewed inspiring individual Nicole Baker. Nicole has a Master of Arts in Psychology and is also a Specialist in Education with a concentration in Special Education. She’s also a Licensed Psychological Associate. Nicole founded and runs the Academic Assessment Center in Asheville, NC where we frequently refer families. Enjoy her thoughts on educational environments, parent advocacy, and more--including her own experiences being diagnosed with dyslexia. Camp Spring Creek: What is your area of specialty?

Nicole Baker: My specialty is children, reading, education, and implementing interventions within school systems. I assess children with standardized tests, but at the same time I look at their behaviors when performing academic tasks. We talk about school (what is fun, what is hard, what is easy, etc.) and I compile a report with my findings and suggestions for curriculum planning and accommodations. I also consider modifications that I think will be most helpful for the student. When doing this, I like to reference current literature and research and draw upon my individual experience as a learner with dyslexia. I use a multifaceted approach that is individualized to each student and takes into account their needs and applies best practices. In the end, my job is to identify a child’s needs and create a plan for them to succeed academically.

CSC: What are the most common psychological difficulties that children with dyslexia face and why do you suppose that is the case?

NB: I believe that ALL preschool and kindergarten education programs should be multisensory and developed around the Montessori/multisensory methodology of education. It is my belief that this type of education will do two things. First, it will help with early identification of students with learning differences. Second, it will help kids that may not be 100% LD make the early gains necessary to not go down the LD path. Strong, early multisensory education that is peace-centered and based in imaginary/play while also fostering independent learning ultimately builds the strong, early skills needed to form an exceptional backbone for future learning.  Quality early childhood education is ESSENTIAL.

I also find that, in most cases, learning differences are being identified too late. I often get students in my office at the 3rd and 4th grade levels that are just being flagged as struggling in the classroom. Parents will often say that they asked teachers early at the kindergarten or 1st grade level, and they were told “it is too early to tell; you need to wait.” This is incorrect!

CSC: Recognizing that you respect the confidentiality of your clients, is it possible for you to tell us in general/anonymous terms about a particular moment of "ah-hah" or realization that you had with a child in your practice? What did you learn in that moment and what corner do you think the child turned?

NB: I work with a lot of high school and college age kids who are frustrated that their LD (dyslexia, ADHD, Executive Dysfunction, etc.) makes learning “hard.” I tell kids all the time: “Life is hard, but worth the work.” I think we are setting kids up for failure by letting them believe life is going to be easy or by protecting them from failure. I tell clients that my failures and struggles as an undiagnosed dyslexic have made me a tough, hard, worker who will almost never give up. If you want something bad enough, then it is worth working for. Beat the challenge and see how good it feels. I know better than anyone how hard your struggle feels, but if you find the one thing that you are passionate about (in my case psychology, reading, children) I call it a “hook,” then you can read higher than your reading level, comprehend better than any of these tests say, and “beat the odds” because that’s what LD kids do. We/dyslexic kids are great at thinking outside of the box and making things happen. Find your “hook” and make it happen!

CSC: If you could give one message to parents and educators of children with dyslexia, what would that message be?

NB: I would say to surround your children with books, music, art, and love. Turn off the darn TV and put down the cell phone (advice I should follow myself). All of these things will make he/she well-rounded, develop their vocabulary and experiential knowledge, and give them a sense of peace and well-being. Reading to your children and exposing them to books and print increases print awareness, love of reading, and general reading skills. Homes and schools filled with books, poetry, music, and art are fun, peaceful places where children can learn and grow happily.

Also, follow your parental intuition. If you feel early on in your child’s development that there is an issue or a need that your child has, listen to your gut and pursue answers. Further, pursue multiple opinions and work with people you are comfortable with and that you trust. If an answer, report, or finding from an expert feels wrong or off and doesn’t reflect what you honestly see in your child on a day-to-day basis, then dig deeper. Always be your child’s biggest advocate!

Video: Alphachips Activity

We've added a Category to our Camp Spring Creek blog called Resources (see right hand sidebar). Here, we'll be posting video clips of Susie in action during her training sessions, other informative videos that we want to share with you, and videos of our tutors and local educators doing what they do best. To kick things off, check out this Alphachips Activity video and stay tuned on our Facebook page later this winter, because we'll be giving away a set of Alphachips for you to use in your own classrooms or homes! Enjoy! [youtube=http://www.youtube.com/watch?v=MonH1kJeoMI&w=560&h=315]

Interview: Nancy Burleson

NancyBurlesonCamp Spring Creek is delighted to welcome Nancy Burleson to our Board. Nancy brings decades of educational and literacy experience to the Board, not to mention an affinity for Western North Carolina. Camp Spring Creek: Please tell us a little bit about yourself.

Nancy Burleson: I grew up in Spruce Pine, NC and have lived here all my life, with the exception of the four years I spent in college at UNC-Greenboro. I am a retired teacher with thirty years of experience in the Mitchell County School System. During that time, I spent most of my career in the fourth and fifth grades. For the last six years, I served as the Reading Coordinator for the county and worked in all of the schools. I have enjoyed being a part of the community and currently serve on the boards of the Spruce Pine Public Library, Spruce Pine Montessori School, and the Foundation Board of Blue Ridge Regional Hospital, in addition to that of Camp Spring Creek.

CSC: Can you share an early education memory of your own with our readers?

NB: I was fortunate to grow up in a home where education, and reading in particular, were valued and encouraged by my parents. I had a great uncle who lived with us when I was a child who read to me constantly. My mother told me that he enjoyed the experience so much himself that he would often read to me until he had no voice left. My parents were also avid readers, and I am sure their example had an early impact on my love for books.

CSC: What inspired you to volunteer for the Camp Spring Creek board?

NB: I am very interested in the mission and the entire experience of Camp Spring Creek. I have always had a passion for the importance of reading, especially in the early years, and feel that success in reading is necessary for success in school and in life. By meeting the needs of struggling readers, Camp Spring Creek is preparing children for success in both.

CSC: What part of the Camp Spring Creek mission or experience do you find most inspiring or important?

NB: I believe that the most inspiring and most important part of Camp Spring Creek is their genuine concern for education of the whole child in a rewarding and fun-filled experience. The desire of the directors to connect with the public schools is also commendable. Their commitment to the constant improvement of every area of their camp is truly inspirational.

Camp Spring Creek Heads to Pennsylvania

ReadingHouratCamp2This press release was originally through published in Bucks County, PA area media outlets in anticipation of our 1/6/14 Camp Show in Buckingham, PA. Read below for info about hosting a camp show in your area, and also some choice quotes from Camp Spring Creek's very own Susie van der Vorst. Buckingham, Pennsylvania – January 6, 2014 – Summer camp for children with dyslexia offers film and open house.

Camp Spring Creek, located in the Blue Ridge Mountains of North Carolina, is an academic and recreational camp supporting dyslexic children ages 6 to 14. Invited by a local Doyelstown family whose child attended the camp, co-founder and director Susie van der Vorst will screen “How Difficult Can This Be? The F.A.T. City Workshop” by Rick Lavoie and facilitate a brief discussion afterwards. This unique film allows viewers to experience the frustration, anxiety, and tension that children with learning disabilities face every day, as if seeing it through the eyes of a dyslexic. The event is free, open to the public, welcomes children, and includes refreshments.

“Camp Spring Creek changed the way my daughter, Morgan, thought about her ability to read,” said mother and Doyelstown resident, Lisa McBride. “She came home with the understanding that she could face her reading and spelling challenges. As a result, her third grade year has been significantly better and she’s already excited to return to camp!” According to the camp co-director, children with dyslexia often have a hard time learning the skills associated with reading, spelling, and writing. “Dyslexia doesn’t necessarily mean you read backwards, as people often think,” said van der Vorst. “Children with dyslexia have difficulty processing language but they are often very gifted in analytical reasoning and creativity, which is why a high percentage of people with dyslexia become corporate CEO’s, engineers, artists, entrepreneurs, surgeons, and architects.”

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. Some modern day people who have dyslexia are Robin Williams, Tom Cruise, Henry Winkler and Charles Schwab. “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. “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 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 as well. The activities offered by the program include wood shop, art, gymnastics, swimming, orienteering, and waterskiing. There are also field trips to explore the surrounding Blue Ridge landscape and culture.

Camp Spring Creek is one of only three residential camps in the United States accredited by the Academy of Orton-Gillingham Practitioners and Educators. The open house and film screening will be held Monday, January 6 at 7 p.m. at Trinity Episcopal, 2631 Durham Road, in Buckingham. For more information, call (828) 766-5032 or visit www.campspringcreek.org.