How It All Began
Our family recognized our oldest son’s incredible abilities early on. At just two years old, he could mimic the batting stances of every Minnesota Twins player and drive a golf ball 50 yards. He memorized sports stats quickly—he could tell you who won the Sugar Bowl in 2008, scored the first touchdown, and even the exact play that was called. (For the record, Georgia defeated Hawaii.)
But he couldn’t remember the name of the “little f.” He couldn’t rhyme. When he drew, it was always thunderstorms, fireworks, or tornadoes—they all looked the same, and he didn’t care.
Here’s the thing: I’m a teacher. I have an extensive background in Early Childhood Education, having led programs for over 20 years. I assumed he’d grow out of it. I figured he was just more interested in sports. So, I did what teachers do—I tried to teach him. We read together, did puzzles, played games, and bought alphabet books based on his interests. He memorized them but never grasped the connection between letters and sounds. He adored those books but never learned the “little f.”
And yes, he was more interested in sports—that has always been a core part of who he is. But by first grade, we knew something more was going on.
The Diagnosis & The Journey
By October of his first-grade year, we had found The Alexander Center and received a probable dyslexia diagnosis. That was the first time I heard of Orton-Gillingham. It was the first time I began researching and unraveling this complex, frustrating, and often misunderstood condition.
From that moment on, our lives became a balancing act—accommodations, IEP meetings, and advocating for our son while teaching him to advocate for himself. We worked with teachers, cried in front of some, and educated others. We navigated friendships, helping him find peers who valued him for who he was—not his ability to spell. We juggled school, tutoring, and homework and always ensured there was still time for the sports that fueled him.
And through it all, we raised his little brother amid these learning struggles.
The Brother’s Perspective
Our younger son, four years younger, grew up as a passenger on this journey. He and his brother couldn’t be more different—opposites in many ways. Unlike his big brother, he didn’t love sports and learned to read easily. He didn’t have dyslexia, but that doesn’t mean it didn’t affect him.
To him, “dyslexia” was a word that meant his brother struggled, but he didn’t fully understand why. He’d watched the frustration with homework, and at times, he’s even mimicked those struggles—it’s what he grew up seeing. Our house was filled with conversations about school, grades, organization, and how to work with teachers. It required resilience—not just for our son with dyslexia but for his brother, too. And we’ve had to remind him, again and again, that fairness doesn’t mean everything is equal—it means everyone gets what they need to succeed.
The Schools
I love the quote (not sure who said it, though): “If a child can’t learn the way we teach, maybe we should teach the way they learn.”
Sounds simple enough, right?
We’ve been in both private and public schools, each with its victories and challenges. The statistics are sobering: Dyslexia affects 1 in 5 children, yet few teachers truly understand what that means. Research from the National Institutes of Health suggests dyslexia can be identified with 92% accuracy by age 5.5. While the laws are changing nationwide, including here in Minnesota, and schools are beginning to be required to teach based on The Science of Reading, the statistics are still staggering. 50% of 3rd graders in Minnesota are not proficient readers.
The words Orton-Gillingham, Structured Literacy, and The Science of Reading should be as common in schools as the word recess. After all, we’re talking about 20% of the population. We need an evidence-based curriculum that teaches all children—not just the 80% who learn in traditional ways.
Until that happens, I’m here.
After years of searching for the best methods, I’ve found them. I’ve seen what works and am eager to share it with your 20% Club members. I believe in The Science of Reading and using structured literacy programs like the Barton Reading & Spelling System (an Orton-Gillingham-based method) and Handwriting Without Tears. I know how to teach them.
Because I believe in fixing deficits and building strengths. And I want to help with both.
Where We Are Now
Today, my son graduated from college. He often reminds me to thank him for his struggles—because they led me to this work and to help other kids like him. He’s traveled, still plays baseball, and has found a job he loves and excels at.
Sports were his anchor, his place to shine, and his way of navigating school when reading and writing felt impossible. He wants people to know that’s important—finding your thing. And he has found his.
And now, my mission is to help others find theirs.