By Lois Letchford | Categories Authors | Blog | Educators | News | Parental Engagement | April 30, 2021

In 1994, my 6-year-old son Nicholas failed first grade. Testing revealed he could read ten words, showed no strengths, and had a low IQ. The prognosis was dire, his future bleak. Finally, the diagnostician called him: “The worst child I’ve seen in twenty years of teaching.”

I had the option to remove my son from school for six short months.  Teaching him myself, I began by using a recommended standardized set of books, titled Success for All. Their focus was on decoding of isolated words. They too, were an abject failure. Nicholas appeared to have no memory for letters, sounds, or words.

It was at this point, I was given some unforgettable advice from my mother-in-law: “Lois,” she said, “make learning fun.” Now I have no books and a son to teach. I felt totally responsible for his learning. Having a blank slate forced me to examine my son’s learning. What can he do? Does he have strengths? I recalled some previous successful learning activities. He can see patterns and he can rhyme words.

Poetry. Write a poem. But I don’t write. I, too, am dyslexic. Despite this being an enormous challenge for me, I felt pushed – no, driven to try something—anything.

Putting rhyming words together into a simple poem was easier than I imagined. The act of writing a poem transformed our little classroom, as I read the poem to him. Nicholas laughed. We found more rhyming words, illustrated the poem, and finally, he recited the poems from memory to his family.

Every day, I had a new poem waiting for Nicholas. He blossomed. Instead of panicking about learning, he recalled the words in the poems. Poetry provided a cocoon for letters and sounds. Illustrating the poems engaged us in multi-sensory activities and in reciting and performing words as we searched for deeper meanings.

But it was the poem to learn the oo sounds as in book, look, and cook which metamorphosed our learning. Instead of talking about cooking, I wrote about Captain James Cook, one of the last great explorers. Through poetry, we explored the changing map of the world to which Cook contributed greatly.

Nicholas asked:

“Who came before Captain Cook?”

“Who came before Christopher Columbus?”

His questions stumped me. I could not answer many of them and I thought these were not the questions that come from a child with a “low IQ.” Using my son’s learning, I became a literacy specialist, teaching children who failed to learn to read in normal settings. I developed the knowledge and skills to turn around children’s lives.

What can parents do?

  1. Turn fictional texts (books or short stories) into plays or dramas. Why? The child is connecting the text with actions. Book language varies from oral language. By re-writing the story, the child is now the “author” and can change the words in the text to use their words.
  2. Read and recite poems. Poetry is the foundation for phonemic awareness. (Phonemic awareness is the ability to play with letters and sounds.) Building on rhyming poetry, the parent enables the student to hear the rhyming words and sounds.
  3. Sing and enjoy songs, rhymes, & limericks. Use the beat and the words to engage the child with words and actions.
  4. Show language as “dynamic.”  Find, read, and tell jokes and riddles. Jokes and riddles often depend upon wordplay. Many students with learning disabilities see the world “concretely.” They struggle with the abstract nature of language. Enjoy the language and wordplay and teach children how to “look” for additional meanings.
  5. Use audiobooks! Audiobooks or reading to a child is the most powerful way to engage the child in literature.
  6. Above all, enjoy learning. Make it a game. Find time to enjoy learning together. When children “fall in love” with books and learning, it becomes an activity they want to do. That’s when learning happens.

By Ann (Ana) Morris | Categories Authors | Blog | Educators | April 23, 2021

All children like to read things they can relate to or that make them feel good. And the best children’s stories I “read” were those on the laps of my parents.

In order to write books for children of a different mold than our own, we need to know them. I grew up in a homogeneous environment. When my junior high social studies teacher inadvertently opened my eyes to the fact that youth around the world had many things in common, my interest was sparked.
My first goal achieved was learning the importance of communication. Not only in English, but in Spanish. I lived and studied in Spain, where I achieved fluency. It has served me well!
I taught Spanish and used Spanish language children’s books as motivators for my students.

I worked for the employment/unemployment office in Iowa’s capital. We had many Latino clients. I did much translating and interpreting to help communicate a concept difficult for many people in their native language.

Aside from this, I had many stories in my memory that I wanted to share with children and those reading to them. That is where my dream launched.

I wrote my first picture book, Mommy and Mikel Go for a Walk. It was a memory from the mid-1980s with my son Mikel. After writing it in English, I decided to tell it in Spanish, too. Working with many Latinos in the USA has taught me that Spanish in Spain is not the same as Spanish in the rest of the world. I was glad to know alternative words to use that would be more neutral help me communicate better.

I learned that not only native language readers liked each language, but learners of the other language.

My second book, Surprise in Auntie’s Garden! made me pause. I am blonde, as is most of my family. Many young people would not relate to blonde people in every book. I decided to use different race and ethnic characters in each book to include other young readers and parents. This time I used Latinas as the characters. My messages are universal, so this merely allowed different readers to see themselves in my books.

My first three books were published in pairs. One in English and the other in Spanish. I had requests to try publishing the stories as bilingual stories to include both languages in one book. I did this with Do It Again! and Lexi’s Special Tooth Fairy Pillow. The reception was wonderful.

During this time of writing, I also began working with Royal Promise, a mission that works with underprivileged children in Anun-Asikuma, Ghana, West Africa. This opened the door even wider. My new friends and the students loved my stories because they knew me and were eager for new literature. I feel very connected to them and feel the need to assist with their literacy opportunities.

It is important to include many aspects of childhood in the characters as well as the stories. Literacy is important to all people and gives them the confidence and initiative to seek and achieve new and unforeseen goals in life. Invest in our future and include everyone, at home and abroad.