Literacy Task Force
of Northern Wisconsin
of Northern Wisconsin
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Literacy Task Force of Northern Wisconsin |
Success Stories |
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"The O/G method has made all the difference in the world in gains made by students at the school where I teach. The dramatic drop in the number of students placed in Title 1 and Special Education in the years following its implementation is the proof of that statement - and this at a school where over 70% of the student body qualifies for free and reduced lunch. It's training every teacher of reading should have!" "Being a master teacher during the summer of '08 was exciting and insightful. I was able to teach potential tutors about the importance of a multi-sensory
method of reading instruction for individuals that have or had difficulty
learning to read with conventional methods. It opened the doors for many . . . as
both the teacher and student. I believe the Northwoods community will benefit greatly from this phonics based instruction.The Literacy Task Force of Northern Wisconsin is helping fill this need." "This is the BEST thing I've ever done in my life. I would NEVER go back to a life without reading."
Profile of an Adult Dyslexic A struggling reader can be helped to greater literacy skills at any age. While it is preferable to reach a child before frustration sets in, an adult can be helped regardless of his or her age. Last May I began working with an adult male. When we began he was completely illiterate. His goal was and is to get his GED. Before we could begin working on the GED, he had to be brought to a greater level of literacy. Six years earlier he had an accident that left him in constant pain. In spite of this physical struggle he worked zealously. We met twice a week, at first for 1 and a half hours; we then increased it to 2 hours. By September we began working on the Social Studies unit of the GED. He would read the text aloud and I would correct any words misread. At home he worked on a different Social Studies workbook with the aid of a recorded text. He began reading the newspaper daily. Today he has completed the Social Studies unit and is ready to take the GED test. We will then start another unit. There is no doubt that learning to read is life changing, whether it involves a child or an adult. It is never too late to teach someone to read and spell. Experiencing the "Greater Purpose" of Teaching and Tutoring for Literacy I have worked for many years as an educator in a variety of disciplines and have tutored individuals with challenges in English, mathematics, and overall learning, in general. But, the rewards I've felt in experiencing the "greater purpose" of teaching and tutoring for literacy have been, by far, the greatest. The most effective training workshop I've ever taken was the Literacy Workshop conducted by the Literacy Task Force of Northern Wisconsin (LTF-NW) in conjunction with Nicolet College and Viterbo University. The workshop taught research-based, multi-sensory reading instructional methods to prospective tutors focused on helping dyslexic individuals overcome their reading challenges. This intensive course provided me with the methods and tools necessary to help students with reading in ways which I never previously realized. From working with basic sounds and letters to reinforcement with kinesthetic-tactile activities, the techniques focused on teaching learners in the way they learn best. After taking the Advanced Literacy Training Workshop and attending the Wisconsin Branch of the International Dyslexic Association (WIBIDA) State Conference, I was able to broaden my class base and use multi-sensory teaching in developmental mathematics and general studies. I was also able to share my new knowledge of word origins, especially Greek and Latin, with my technical physics class. Needless to say, they commented that they had never had an instructor share such knowledge in that type of class! My most rewarding tutoring experience to date was helping an adult student learn how to read. This delightful "youthful sixties" grandmother had tried other reading tutors and methods in the past, only to be dismayed by unsuccessful results. But all that changed when she became my "tutee" while I was in training, practicing these multi-sensory Orton-Gillingham reading methods under the supervision of my Master Teacher. By the second session, she was reading phonetic books. Within eight months, she had improved five grade levels! This was evidenced by follow-up test results. She is now able to read newspapers, magazines, devotionals and a multitude of interesting stories and series. Her whole world has opened up and she is living a new life. Her recent comment to me was, "This is the BEST thing I've ever done in my life! I would NEVER go back to a life without reading." So often, I am thanked by students for helping them learn how to read, which changes their lives forever. This heartfelt gratitude is the most special appreciation I've ever experienced. Even though the students thank me, it is I who must thank them. Each student is unique and special and I have felt special rewards in helping them succeed. It's as if my teaching and tutoring them in reading is a calling to a greater purpose. I have found it to be an honor, pleasure, and privilege to serve this greater purpose -- the purpose of teaching and tutoring for literacy. |
WIBIDA (International Dyslexia Association Wisconsin Branch) |
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