The computer was on the table next to my notes so all I needed to do was to get organized and begin. Sitting down, I glanced at a note I made on a napkin. I read the first note out loud:
“Dyslexia feels like quicksand pulling at my feet.”
It seemed very comfortable for Rocky to lie down at my feet as I read my notes. My loyal companion was encouraging me to begin my story Gathering Courage, the same way he encouraged his friends to read. After all, Rocky and I were a team in encouraging success.
Dyslexia was first in my thoughts. Dyslexia is why I was called stupid and labeled a slow learner in school. Dyslexia is why I struggled in school. Dyslexia is why I tell my story to a group of young students who are working hard to learn strategies that will help them be successful in school.
Identification and early intervention is the key in helping to overcome dyslexia. I am thankful that today, students with a learning disability have access to programs that help to teach phonic alphabetic coding, visual recognition, fluency, and reading comprehension. These key ingredients provide tools for managing dyslexia, and in developing positive self-esteem to help deal with the struggles of dyslexia.
Dyslexia is why students tell their story to me. Their inner struggles are the same, but expressed in their own personal manner. The feelings they express encourage me as I continue to write my own personal story. Putting their feelings in writing gives them encouragement to overcome and move forward with their own life.
One may say, Yes, I am dyslexic. I am determined. I am passionate. I am intelligent. I am successful. I will surge forward with clarity. I have a purpose in life. Dyslexia won’t keep me down.
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