How to Reframe Reading: For Struggling Readers

The strengths of dyslexia are boundless. And yes, they might seem pacifying or even inauthentic. Yet, when supported, people with dyslexia will rely on these strengths in adulthood, personally and professionally.

Make no mistake, this is not a “feel good” approach to a very real struggle. There is no “downplaying” the struggle, shame, and fear that festers when we struggle with reading. It is real and also, does not have to be forever. 

With Orton Gillingham intervention, students of all ages can learn to read. Once they do, they will be left with these strengths. Far out pacing their peers with “real world” talents.

Here’s the problem: when we struggle with reading, we develop a sense of shame. Our self-esteem plummets. In school, reading gets the rewards, awards, recognition and then it is the vehicle by which we learn new material. When reading is a barrier to entry, we are not afforded the opportunity to demonstrate our strengths to our teachers, peers, or, most importantly, ourselves. In other words, we don’t know we have any talent. 

Remember, school is only a fraction of our lives. Once we learn to read, our confidence sky rockets and we are left with these “real world” skills which will be the key to our success.

Creativity, problem solving, concept formation, curiosity, comprehension, vocabulary, negotiation, emotional intelligence, empathy, reasoning, big picture thinking, visual thinking, and a talent for “figuring things out” are all remarkable strengths; strengths that adults need every day.

There are two key takeaways and one does not work without the other.

First, dyslexia is persistent and we cannot rely on these strengths unless we heal the shame from our struggle with reading. In other words, we need to learn to read. By learning to read, we prove, to ourselves, that we are worthy, smart, and capable. It is imperative that struggling and dyslexic readers receive Orton Gillingham intervention. We can learn to read. We are talented.

Second, we need to understand our talents; talents we don’t believe exist in us. When you have committed to an Orton Gillingham interventionist, it’s time to talk to your struggling reader. This is the fun part!

Download this worksheet to note specific instances that you have seen your struggling reader demonstrate their gifts. Write each story next to the gift.  Once you complete the activity, show your struggling reader the completed chart. Then tell them about each moment you were impressed by the demonstration of these gifts. Be specific!

Then say, “I know reading is hard. That’s because of your dyslexia. And, dyslexia is more than a struggle with reading and spelling. In fact, all of these amazing things are a part of dyslexia too! We are going to get you the help you need with reading and spelling. You can learn those skills. Then, you’ll be left with these gifts and these are qualities that can’t always be taught.”

During this conversation, it’s important to point out how advanced we are compared to their peers. We won’t believe you until we see that they can learn to read. You can expect to see notable improvement about 6 months after beginning Orton Gillingham intervention. Then, we start to believe! We climb our “Mount Everest” and you get to watch us grow into confident, thoughtful, and independent people!

Remember, this conversation can be continued over many years! Enjoy watching for these moments. They are beautiful!