Reading

Seeing Nicholas struggle with reading has been real difficult for me. He learned his alphabet real early and could point out letters by two. We would do letter flash cards and he would know all the letters in any order presented to him. He also learned the sounds to most letters. At two years old, I thought I would have an "early" reader.

But that was it.

Then he regressed.

It should have worried me when shortly after his 4^th birthday I pointed to his name and asked him what he said. He looked at me blankly. I asked him what the first letter was and his response was "B." I thought he was being silly, just not interested. But that was to be the way it would be. He no longer knew which letters where what and letters and numbers were the same to him. While I understood confusing an "O" with a "0" I didn’t know how he didn’t see "7" as seven.

I remember watching him push all the button on his microwave attached to his play kitchen. He pushed them in order, one by one, and calling, "I, S, E, H, S, B, T, B, P, O." He was about three years old when this happened and while I found it odd, red flags did not come up.

By the time he started kindergarten he knew the alphabet once again, though confusing letters such as "b" and "d" and he could not write any letters. He could recognize him name. I felt that would be enough to get him started. But that just wasn’t the case.

The first half of kindergarten was a nightmare for all of us. He would not be writing any letters, with prompting and help, until the end of kindergarten. First grade saw a lot of progress. He began trying to spell words and though they were mostly incorrect his attempts were genuine and you could tell what he was thinking. I still have the paper on which he wrote "wtr" to let me know he wanted some water. It was very special. At the end of first grade he had a couple of kindergarten sight words down and he could copy words but his penmanship was almost illegible.

During the summer I was determined to not only not let him forget what he had learned but to also get him to make progress. I came up with a curriculum that included daily writing and sight word flash cards. He resisted a bit but did make excellent progress. He started reading level 1 books with help. I was proud.

The second day of second grade I get a call from his new teacher. Amongst other things she wanted to know what had happened to Nicholas over the summer. The child she was seeing did not match the report she received from the first grade teacher. He knew many kindergarten sight words and some first grade words too. He was blending sounds and reading. I beamed.

School has been in session for a month and a half and he is making progress.

Several months ago we started a subscription to Zoobooks. I knew he wouldn’t be able to read them but thought we could read them together and by the time he could read them on his own he would need to re-read them anyway. So yesterday he was flipping through the pages of one of the books. I spotted a short description next to an image and I asked him to read it to me. His anxiety kicked in and he was stumbling. I started breaking down the words, showing him they were sound combinations he knew. After two words he was reading. He was actually reading a Zoobooks magazine!

It was wonderful.

He is no where near the reading level is supposed to be at. But the way I see it, he is reading no worst than I was at the beginning of second grade. Actually, I know he is reading better than I was. Back then reading didn’t start in kindergarten and no real reading was done until second grade. So he is doing well. And making progress.