During the beginning of my teaching career, a new reading specialist came into our building. She was studying dyslexia and would share the information she learned from time to time. I found it interesting because I didn’t know a lot about dyslexia and I LOVE to learn!
She would come into my classroom and tell me that in my class of eighteen, at least five students had dyslexia. Or she would come in to share a quick thing she learned about in an article. It felt normal, and our second-grade team liked our morning chats with her until suddenly things weren’t so normal anymore.
The App Diagnosis
One day she found a fantastic app ever that could diagnose dyslexia in children. I was skeptical of this app at best. I don’t believe that it is our job to diagnose children, and I don’t believe a new app is how to do it. She came in unannounced to test it out on my class during reader’s workshop. Not only was she extremely disruptive to the flow of our classroom during this time, but she also ended up diagnosing my entire class with dyslexia. I brushed this off and continued teaching, surely my whole class didn’t have dyslexia, right?
She then started printing off worksheet after worksheet and dropping off stacks in my classroom to help with my 100% dyslexic class. I was overwhelmed by this. This interventionist was known to blow up at teachers, so I always accepted the worksheets, and they found their way to the recycling. I didn’t want conflict (type 9 enneagram here!), but I did not want all of these resources. My kids were showing growth using balanced literacy, and if they were showing growth, I didn’t see a need to change.
Later on that year, we decided one of my students who was reading at a level K in mid-March would benefit from some time with a reading interventionist. They needed to work on decoding longer words and deeper level comprehension. They weren’t too far behind grade level, so the team figured a short term intervention would give them the boost they needed. We also knew they would thrive in a 1:1 setting, and short-term interventions like this had helped them in the past.
The interventionist that worked with our grade level was all booked up, so this student went to the dyslexia researcher. After one session, she came into my classroom screaming (when my whole class was enjoying snack) that the kid couldn’t read at all. She was yelling and blaming me for being a lousy teacher by teaching balanced literacy in front of all of my students!
No teacher wants to hear they’re not doing a good job- especially in front of their whole class. We’re all doing the best with what we have. I was following our district curriculum, and there wasn’t anything else I could have done. What she was ranting about was super confusing to me, too, because they were reading Frog and Toad and loving them. They could decode at a level K and comprehend for the most part. Something happened when they tried an L, and they needed a bit more help. This student was reading Nate the Great and solving mystery after mystery how were they unable to read? What does that even mean? They were reading every single day with me.
What Was the Reading Intervention?
When she started working with them, she focused on teaching them phonics instead of doing the intervention that we had discussed as a team. During our class phonics lessons, they did reasonably well. I’m not sure what work they were doing with her because whenever I asked, she talked in circles and threw out names of programs. She would argue all the time that she was Orton Gillingham trained. I didn’t care about her training. I knew Orton Gillingham and had seen it work wonders with kids. I wanted to know what their intervention consisted of so that I could support that work in our classroom. I would try to ask more specific questions, but she would not break down the 30-minute lesson and explain what she was doing. It was beyond frustrating.
How Can I Support This Child?
Soon, they had slipped back to a level J and then to a level I. One day I handed them our story during guided reading, and they declared that they couldn’t read books and gave the book back; they asked for a list of words. I didn’t understand what was going on. How could this kid who loved books suddenly refuse to read books? I had my literacy coach come in and observe because let’s be real- I was panicking. I needed to figure out what to do next. My literacy coach was also confused. She was their reading interventionist the year before and said she was shocked by some of the things she saw them doing.
As I worked with my literacy coach to try to figure out what I could do to support this little diamond, she was also stumped. She asked what they were working on in intervention. I filled her in on all the strange conversations I had and that I didn’t know what was happening. She said that she’s sure dyslexia is underdiagnosed but is also confident that my whole class probably doesn’t have it. And even if this diamond does have dyslexia, this intervention isn’t working.
It Kept Getting Weirder
Even stranger things happened after this. The interventionist went into one of my colleague’s classrooms and took all the Mo Willems books declaring that students should read dumb stuff. She started trying to start rumors about our literacy coach, even coming and asking me if I was being treated ok by her. She went low and said that the lit coach’s daughter had dyslexia, and that’s why she was anti-dyslexia. Our lit coach wasn’t anti-dyslexia but got accused of a whole bunch because she was leading us in balanced literacy. She went into another room and told the teacher classroom libraries were dumb and unnecessary. She launched attack after attack on our literacy coach via Facebook posts. I unfriended her because I don’t want to be associated with teachers who attack each other on Facebook. More things happened, but you get the gist.
To be honest, I never understood why dyslexia and balanced literacy were at war. Why was she so anti our balanced literacy framework? The way I understood it was dyslexic students needed something different than what was provided in a balanced literacy framework. There are, of course, kids who need different teaching than the teaching happening in the classroom. Shouldn’t we accommodate them?