Katie Harnett illustration
For me, summer vacation = summer reading.
But….I’ve got way too many books to read this summer, and not enough time. And I’m starting to freak out about it. Like many dyslexics, reading is something I dearly want to do — but find very tiring. Contrary to popular belief, it’s not always a pleasure to read on vacation.
When I’m writing, I usually listen to one song on repeat. Working on this interview with psychologist and writer Mary Avery Kabrich, I have been listening to “Chosen” by Rose Cousins:
“Give me a sign, a photo, a map
Something to go by
How am I supposed to know
What I’m supposed to look like”
Mary’s novel Once Upon A Time A Sparrow has become that sign, photo, map for my own dyslexic journey. As a child, I didn’t have any role models who struggled to learn, let alone a novel with a dyslexic female heroine like Maddie. As Mary says in our interview, “I knew something was wrong with me,” but I didn’t know quite what it was. That is changing for our children, and it’s partly because we are bravely telling our stories.
I was thrilled to compare notes on dyslexia with Mary: how it has impacted her reading, her education, her career, and her mental health; how she has overcome challenges to become a psychologist and an award-winning author, and ultimately to simply believe in herself. Drawing from her extensive experience with the school system, she suggests a better way to teach children with learning differences. I encourage you to read her book — Once Upon A Time A Sparrow.
Have you ever looked up to see one little bird flying out of sync from the rest of her flock? Have you ever wondered why she is falling behind? And if she will find her way back?
Psychologist and author Mary Avery Kabrich explores a similar question in her novel Once Upon A Time A Sparrow, but as it relates to children with dyslexia. Kabrich wants to know, and more importantly, wants the world to know, “why some children learn to read effortlessly as a bird learns to fly, while others flap their wings until they almost break, and still end up in a nosedive.”
In Kabrich’s award-winning novel, the “sparrow” is a nine-year old girl named Maddie — a bright, dyslexic spark who is diagnosed as minimally brain damaged.
It’s 1967, and Maddie is stuck in the “sparrow” group (for slow readers) at school. She is pulled out of her favourite class for special reading instruction, which is taught in a storage closet, no less. Her teacher, Mrs. Zinc, discourages her from pursuing her dreams: “if you can’t read, you can’t write.” She is publicly humiliated by her know-it-all classmate Paulette. Her loving parents worry over her, but don’t know how to help. But there is much good to balance the bad: she finds support from a special education teacher named Ms. Ellen and strength in family, spirituality and her own imagination.
Can we discuss the elephant in the room? Too many schools are leaving our children behind.
I’m talking about the 1 in 10 children (or more) who are dyslexic — the most common learning disability you’ll find in a typical classroom.
In Canada, numerous studies show that 90% of students are able readers. But that means 10%+ are falling through the cracks of our respected public education system. And if you’re in the 10% club* (which I’m proud to be a member of!)…well…school and work is going to be a lot tougher for you. Continue reading
Many people seem surprised when I tell them I’m a writer. Yes, I actually make a pretty decent living as a writer, and have done so for the past twenty years. Before that, I did a lot of writing as a university student and before that as an angst ridden teen with a diary.
John Irving, Dav Pilkey, Linda La Plante, Jackie French — all writers with dyslexia. Writing is something many dyslexics excel at.
Does writing come easy to me? No!
Does it take me 10 times longer than a non-dyslexic person to writing something coherently? Yes!
Does it sometimes feel like torture trying to get the words out of my head? You bet!
But I believe this actually makes me a better writer.
The truth is: I write because of my dyslexia, not despite it.
Studio Ghibli is a Japanese animation film company founded by Hayao Miyazaki in 1985. Their films are for all ages, and are wonderful to watch as a family. They don’t shy away from serious themes like war and peace, death and friendship, but do so without being preachy. And if you’re looking for strong female leads — look no further.
Today, we ask an anime expert and super Ghibli fan — my 12-year-old daughter — why she loves Studio Ghibli films and why you will too.
David Flink’s Thinking Differently (2014) is my favourite “parent/self help” guide to dyslexia and learning disabilities.
And it’s the only book I’ve read that speaks to me both as parent and as a person with dyslexia.
In tone and in content, the book gives a positive, practical and empowering approach to parenting, studying and living with dyslexia and ADHD.
My 12-year-old daughter has a pretty kick-ass attitude about dyslexia. It’s more of a footnote¹ to her life, rather than something that defines or limits her.
Her success is a testament to her hard work and perseverance in the face of adversity–not caused by her learning differences, but by the lack of understanding and support she experienced early on at school. In particular, how the “wait and see” approach (also known as the “failure model“) made school harder than it needed to be for her in the long run.
Given her experience with the education system, what would she like you to know?
Happy New year!
This year, I resolve to treat every day as a gift (at least, I resolve to try). A new day and a new opportunity to do something good, be someone better.
“Remember, you are not alone.”
That is the empowering message of I AM DYSLEXIC – a gorgeous animated short film just released on YouTube for all the world to see and share.
The award-winning film was directed and produced by Mads Johan Øgaard and Katie Wyman. They are both talented and creative dyslexics – their successful film making a reminder that dyslexia needn’t hold you back from achieving your dreams.
The film was made with no budget and a team of more than 60 students most of which have dyslexia and other learning differences.
