Jacob’s Dyslexia…Glorious News!

Jacob Day 30

Today Jacob is too busy to even come say hello to me.  Michelle and I visit for a few minutes, and down he comes. 

This boy isn’t just walking, he’s swaggering as if he owns the world, strutting might be a better word.  Of course, since he is feeling so good about himself,  has the sillies at first and doesn’t want to work.  It doesn’t take long for him to settle down, even though we are primarily working on auditory skills right now, which are usually difficult for him.  Still,  I watch in amazement at his processing speed.  Where is that lost little boy I started working with in February? He is zipping through every activity with ease.

There’s also something new with Jacob.  He has definite opinions and isn’t a bit shy about voicing them.  “I am not doing that page,” he emphatically tells me as he leafs through my notebook.  “This is the page I’m doing.”  Where is that copasetic little boy I used to work with?  I start to become offended at his bossy behavior, thinking that he is being disrespectful.  But I take a deep breath and smile.This often happens.  Once kids find the power to learn, they discover power in other areas as well.  I let Jacob choose his page and he flies through it.  When working with students with dyslexia, I have learned you have to choose your battles.

I have Jacob read, and it is the best, most fluent reading I have ever heard him do. He is ready to move on to fourth-grade material.  I have him write a paragraph. I am very pleased by the complexity of his sentences.  His “baby” sentences are gone. We call the short sentences he started out with as “baby” sentences, and he wants nothing to do with baby stuff.  The only problem I see is that as he has learned to process so quickly he is rushing through his writing and misspelling words.  His brain is racing now that the fog has lifted.  I make a mental note to work on more eye/hand coordination activities so that his hand can learn to keep up with his brain.

Jacob has taken another gigantic leap forward.  This often happens right after a fall backward.  I talk to Michelle about it and remind her that he may go backward again.  “This time, I’m prepared for it,” she replies.  

“Good,” I answer, hoping that indeed she is.  We are about half-way through with the program, and I know there might be another setback.  Even so, Jacob is a different kid, not just academically, and that makes me happy.  That is what drives me to keep working with kids with learning disabilities.

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