Shawna understood in running what it meant to endure, to keep going, to be steadfast till the end. She just did not have same endurance in school. Her reading was slow, and laborious. It was a drudgery with seemingly no purpose. Just the opposite of her running. This conflict was difficult for Shawna to manage, she tried everything to bring her reading up to speed. But it was not like running where a change in pace or strategy could make a difference fairly quickly. All the things she tried seemed to make no real difference; this made Shawna furious and anxious about herself.
As the school year progressed, Denver became more and more dissatisfied with his performance on tests and homework. He wanted so for it to match his abilities with the times where he can show his skills hands-on. At one-point Denver decided there was something wrong with him, and he began to investigate the source of his difficulties. He started reading about reading differences, and one term kept being used to describe this problem. The word was dyslexia. Denver asked his parents about dyslexia, and they agreed it was not familiar to either of them.
When Helena now in second-grade, wears her hair in a pony with a large ribbon, and her favorite outfit for school. The school suggested that she might benefit from using colored overlays, as she was struggling with reading. Mom and Dad not knowing any better said yes. The overlays proved to be exciting for Helena and for a while she improved a little. But once it became routine her gains quickly disappeared.
James’s writing assignment was open-ended in terms of theme, and structure. Students had plenty of leeways to take it in any direction. James had recently spent some time in a bible study which had focused on Galatians, and specifically chapter four. James was drawn to verse twenty-eight of that chapter which suggests we are children of promise. James wanted to use this to compose an essay, which would argue that dyslexia was not a disqualifying for being a child of promise.
During first semester her Social Studies teacher, was relentless in his demands on his students, no matter their ways of learning. He kept a pace which was quick by anyone’s standards. He moved on to new material assuming concepts, dates, and facts were understood. This quickly put Francine behind and created a disconnect for her and her teacher.