Personal Narrative: My Dyslexia

Students with severe reading problems which of these procedures would you be most likely to use in your classroom for program planning, individual program development, and progress measurement there are 16 of these foundational skills in total. Weaknesses in these skills are usually referred to as dyslexia or dyslexia related. However the term dyslexia is only a blanket term and is not specific. It only means that a reading disability exists. which can help you determine where the problem areas are Reading is a difficult process. The brain must be doing several things at once in order to make sense out of the written word. Many things can go wrong when a student is learning to read. Kids who struggle with reading struggle with life. If there

I longed for the earthen scent of the woods and the greenery I had grown accustomed to. Still, I tried to participate in the daily routines at school. In spite of the fact that I had always loved learning and I truly wanted to please my teacher, I was in a constant internal struggle. Although I would quietly listen as I was assigned directions, within minutes I would feel lost unable to comprehend what was expected of me. By the end of first grade my teacher had recommended that I be evaluated for a learning disability. Once labeled with central auditory processing disorder, the real torture began. Instead of joining my friends in the great outdoors for recess, I would be forced to go for extra help in Academic Intervention

As a musician/performer I would say that I dealt with a few struggles throughout the semester. One major struggle would be trying my hardest not to get frustrated when I wasn’t able to play properly because allowing that to affect me would prevent me from getting better at my instrument. The second struggle was that I allowed myself to get distracted which also at times prevented me from doing my best. As far as my strengths I feel as though once I got through those struggles I was able to play my best and work harder to get those high notes out. Overall I believe that after the performances I was able to see how I have progressed and that allowed my determination to grow.

The first time I realized I was different was in Kindergarten. All the students were so excited to start reading, and pronouncing words. Myself on the other hand, did not share this excitement. Instead I dreaded it. I struggled to pronounce the words, to recognize the words, and to comprehend the words. This caused frustration and a hatred for going to school. It was not until I transferred to Roundtown in second grade that I got the help I needed. They had diagnosed me with dyslexia, a learning set back that will shape me into I am today.

The process of writing was one that as a kid loomed over me because the idea of expressing the feelings that were inside out onto a paper always stumped me. How could I be asked to take what was held privately in my head and manage to make sense of it all, enough that others could understand? The struggle to manage my feelings into tangible ideas stemmed from my minor dyslexia and it was apparent in my ability to read and write. The spelling errors that riddled my writing and my inability to differentiate opposites while speaking were clear indicators that my minor dyslexia was something that I would have to live with. Going through the typical public school tract was not one that favored those with learning disabilities. In elementary and

Life in my house was at times an adventure and at other times a misadventure. Deep in the throes of a misadventure and while pregnant with my youngest brother Zach, my mother was unwittingly poisoned. Unfortunately, Zach was born with several physical and intellectual disabilities. One significant issue was amblyopia, also known as lazy eye. Surgery corrected the cosmetic issue around the age of 4, but he would never see out of both eyes simultaneously, only one or the other. First grade was rough for Zach, involving the diagnosis of significant learning disabilities, including Attention Deficit Hyperactivity Disorder, Dyslexia, Dyscalculia, and Dysgraphia. Writing, reading, memorizing, retaining new information, paying attention, and math of any kind seemed impossible for my brother. His teachers spent most of the class time controlling his behavior. Unsuccessfully, our parents tried everything within their power to help him. Sadly, it wasn’t long before his teachers threw in the towel, labeled him un-teachable, and made it clear there was nothing more they could do. In the mean time, I was hiding out in my bedroom

My traits are I’m a little talkative and also kind of funny but not normally. Along with the fact that I have very bad anger issues. That’s normally when someone makes me mad. That’s when it mostly shows. Also I have a learning disability so it’s hard for me to learn and pay attention.

Ever since I could remember I had been labeled the learning-disabled child and asked myself what if I challenged that label. My story begins sometime around the end of my seventh-grade year when my band class had been offered the opportunity to march as an eighth grader in high school marching band. Where that small opportunity would challenge me academically and mentally eventually leading me to be the person I am today. Beginning what I now know was the first step to accomplishing my personal goal getting off an I.E.P. (Individualized Education Program). Soon after receiving the news that I would be marching flute that year I learned that everyone was responsible for learning their own music and drill. At first, I thought this was going to be a

I knew a person who went to school with me was born with a communication disorder and she couldn’t say her first words until she was in the 1st grade. The doctors told her parents that she had a neurological lag, but she was unsure what that meant. As of today she is 23 years old and she said that she doesn’t know what her diagnosis would be in today’s world but she does know the impact of what these early struggles had on her life. By the time she reached elementary school, she felt her differences. She felt like an outsider and that her school performances were poor, But it’s clear to her that she had both an expressive and receptive language disorder that impacted the way she processed and organized information. She said that when teachers

I fell into a continuous pattern of using my dyslexia as an excuse for failure. Around each corner came another bad grade, another teacher's disapproval, another mountain that seemed to tall to climb. I would work hard until it became an inconvenience. I would set goals for the future, until someone disbelieved in its achievement. I believed failure was inevitable. I was unmotivated and became thoroughly uninterested in changing my habitual actions.

The summer of 1996, my father and I made the long trip from Amarillo Texas to Dallas Texas. Once there I went through a series of testing that lasted a few days and at the end of the testing I was diagnosed with dyslexia. While only being 6 years old I was oblivious to the fact that my entire educational career was going to be anything but easy.

The water has always been a safe haven for me, regardless if it was the ocean or a simple pool. It calmed me and put life into perspective. Growing up I had a minor learning disability that made reading and writing a major obstacle. No one really understood why it didn’t click for me. I was taking classes before school and having tutors in the summer, but it wasn’t enough. After a few years, I was molded to be the athlete of the family and as long as I tried with school, the grades weren’t a huge priority. I caught onto this and was extremely dissatisfied. I wanted to have the same standards as my brother and not just be something because it was a fall back. This label got to me and so I found comfort in a creature that I thought shared a false,

With the progress of my reading level and my writing skills, I grew to be more confident in my self, taking harder classes and turning in advanced work. All the work I put in, all the hours I struggled, and going to classes before and after school made me the reader and the writer I am today. One motto I have always lived by is, “there is always room for improvement”, meaning that having the right mind set or attitude can push you forward and help achieve any goal. Richard Nordquist, is a professor emeritus of rhetoric and English at Armstrong Atlantic State University, explains it perfectly when he says “Certainly you can change your attitude--and you will, as you gain more experience as a writer.” In my case, where I am now is the result

Do you remember the exact moment you learned to read? Or when you had that feeling of “man I can read anything.” If you are like me, you probably do not remember exactly when you learned to read. I do remember what inspired me to learn how to read, and that was Harry Potter.

I believe that my learning disability of dyslexia,that caused me some difficulty in grade school,has shown me an appreciation for discipline.AT times learning was hard for me,and at times I was not motivated.Many times my difficulties also caused me to work harder to overcome,the disability,to master a subject.I found this true in math,where I had a very hard time in the fourth grade learning long division,and advanced multiplication.Sometimes my overcompensating effort caused me to excel.I believe that my experiences as an adult,and my Christian faith has matured me and helped me in these learning areas,and I see the point of learning certain subjects more clearly.I can see the forest for the trees better.The learning disability has helped