There is a crisis in America.  A large percentage of our children are not learning to read adequately in school.  Most would learn to read proficiently with good first-time, explicit, phonics-based reading instruction. However, up to 20% of children may have difficulties requiring special intervention beyond a good regular class reading program. Sadly, few schools are able to provide the one-on-one, intensive intervention (delivered by well-trained teachers) that some children need to gain adequate reading skills.  There is also a growing number of homeschool parents who may need guidance in teaching a child with reading problems.

 On a personal note, I have taught learning disabled and hearing impaired children for more than 20 years.  For many of those years, I did the best I could to tutor the children in my classes much the same as other resource teachers.  But the event that profoundly changed my direction was when our third child, who happens to be adopted from China, appeared to have language and auditory processing problems.  By that time I had a home computer, and the internet opened the new world of research-based intervention to me.  From there, learning about dyslexia, reading disorders, and auditory processing became my passion.  I traveled to various locations such as New Orleans and Wilmington, Delaware for specialized reading trainings.  I attend both state and national International Dyslexia Association conferences. And I participate on several reading and auditory processing listserves.  I believe teaching children to read is one of the greatest privileges one could have, and I consider it my life's work and calling to do so.

Janis B. Cunningham, M.Ed. dyslexia  dyslexia  dyslexia dyslexia dyslexia dyslexia dyslexia

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