{"id":1386,"date":"2021-04-28T18:52:26","date_gmt":"2021-04-28T18:52:26","guid":{"rendered":"https:\/\/dev.wilsonlanguage.com\/knowledge-library\/success-story\/tackling-dyslexia\/"},"modified":"2024-08-28T19:05:14","modified_gmt":"2024-08-28T19:05:14","slug":"tackling-dyslexia","status":"publish","type":"success_stories","link":"https:\/\/dev.wilsonlanguage.com\/knowledge-library\/success-story\/tackling-dyslexia\/","title":{"rendered":"Tackling Dyslexia"},"content":{"rendered":"

Place a football and a book in front of eighth grader Liam L., and there is no doubt which one the student athlete and sports enthusiast will choose. However, since tackling dyslexia, now he truly has a choice.<\/p>\n

With dyslexia on both sides of the family tree, Liam\u2019s mother, Devon, knew something was wrong when her young son struggled to learn the alphabet, write his name, and associate sounds with letters. Despite reading intervention and an Individualized Education Program (IEP), Liam continued to struggle.<\/p>\n

\u201cHe\u2019s just so smart, and it was a burden on him because he couldn\u2019t figure out what was going on,\u201d she said. \u201cHe thought he was stupid, different. He would stuff his homework in his cubby at school, under his bed, or throw it out.\u201d<\/p>\n

In fourth grade, Liam was formally diagnosed with dyslexia at Massachusetts General Hospital, along with dysgraphia, dyscalculia, and attention-deficit\/hyperactivity disorder (ADHD).<\/p>\n

He was paired with reading specialist Erica King, a Wilson Reading System\u00ae<\/sup> (WRS) Certified Teacher and Wilson\u00ae<\/sup> Dyslexia Practitioner (W.D.P.), and began making significant gains when the program was implemented with fidelity.<\/p>\n

\u201cErica was absolutely amazing,\u201d Devon said. \u201cShe didn\u2019t make him feel like he was just treading water. He was making progress and building his self-esteem. She gave him all the tools and tricks a certified instructor would. She worked tirelessly throughout the pandemic, including remotely.\u201d<\/p>\n

As he progressed through WRS, Liam had one objective.<\/p>\n

\u201cDuring the past year and a half, with a pandemic thrown in for good measure, Liam had a singular goal–to complete all the Steps of Wilson,\u201d Erica said. \u201cHe achieved his goal right after February break. His final WADE scores were between 90 and 97 percent across the board. I\u2019m so proud of all the work he did and that he met his goal. During our last session, he couldn\u2019t wipe the smile off his face.\u201d<\/p>\n

The opportunities that exist for Liam and his younger brother, Cooper, who also has dyslexia, are vastly different than the experiences of older relatives with the same neurobiological differences. When their grandfather, Bill D., was a struggling student, little was known about dyslexia, and how to overcome it through explicit, structured literacy instruction.<\/p>\n

\u201cAt that time, the teachers and students didn\u2019t know what dyslexia was, and because of that, they decided I was unintelligent, and therefore they labeled me as such,\u201d shared Bill. \u201cIn more recent years, I learned about the hereditary aspect. I felt a sense of relief that there wasn\u2019t something wrong with me, and that I wasn\u2019t alone.\u201d<\/p>\n

Although early intervention is preferred, it\u2019s never too late to succeed academically. Bill left high school during his senior year to assist his family by enlisting in the Navy. He went on to earn his high school equivalency diploma at a local community college and initially made a living as a truck driver to support his young family.<\/p>\n

Following an injury, he sought vocational job assistance, and was diagnosed with dyslexia at age 40. Still, with a personal motto, \u201cIf you can perceive it, you can achieve it,\u201d he applied his interest and talent for baking into a second-act career as a pastry chef. He graduated from Johnson & Wales University with a degree in pastry arts, making the Dean\u2019s List multiple times.<\/p>\n

\u201cThe professors worked with me to create a plan to help me learn and test in the way I needed. They would verbally read the test to me and then I would dictate the answer and they would write it down. It was a positive experience for me and made me feel very proud!\u201d<\/p>\n

As for his grandchildren, Bill could not be more pleased with the support that is available to them.<\/p>\n

\u201cI\u2019m glad they have the additional support that I was not afforded as a child. The Wilson Reading System is an amazing program and I am so thankful that my grandsons and others can benefit from the intensive instruction it provides. Liam kept the faith and WRS has given him confidence to do what he wants to in life. Cooper is just beginning his journey with WRS, but I have no doubt he will succeed and achieve literacy as well.\u201d<\/p>\n

Devon is proud of her father and sons for taking the ball from dyslexia and charging toward the goal line. Their experiences, and the knowledge she gained throughout Liam\u2019s journey, are useful in her role as a member of Wilson’s Program Development department, where she helps students, educators, and other families navigate the playing field.<\/p>\n

With his WRS Certificate of Completion and a toolkit packed with skills and strategies, Liam is excited to advance to high school this fall.<\/p>\n

\u201cI\u2019m now able to read fluently, learn the way I need to, and ask for help if I\u2019m having a hard time,\u201d he said. \u201cI\u2019ve learned that a lot of people have dyslexia, and that there\u2019s nothing wrong with me. I learned I am smart; I just learn differently!\u201d<\/p>\n

Pictured: Liam napping after an exhausting first day of kindergarten; Wilson Dyslexia Practitioner Erica King presenting Liam with his WRS Certificate of Completion.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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