Many times it’s kind of like a fish out of water feeling. You just don’t seem to fit in and you don’t know why. You are driven in a direction you can’t seem to control. It’s like your brain has a mind of its own. You know that you know what you’re supposed to know, but then you don’t. You lose words, scramble words, and make up new words. You flip directions and concepts and you mess up a lot. Then you back track and evaluate yourself. The fear of being wrong again causes panic and seems to shut the brain down completely. You have 2 choices, start the process all over, or quit. But, why do you do these things?

In my case, not knowing about dyslexia, the word “dumb” was my answer to “why.”  I was the baby of six very smart siblings. I couldn’t be dumb. That was not acceptable to me. Embarrassment drove me to hide, not let anyone know my weaknesses. I wasn’t a quitter, so I kept trying to get smarter.

I graduated high school in 1963. I quickly enrolled in Southeastern State College (SOSU) with a goal of being a first-grade teacher. College life was very foreign to me and very scary. I was thrilled that I made tryouts for the select college choir, but not so thrilled with government and history classes. Too many facts to remember. I failed. I quit and said I would never go back.

In 1968 after marriage and two babies I returned to SOSU. I wanted to be a first-grade teacher. I found a way to study that helped me. I would outline the study chapter in the textbook. Then I’d get blank sheets of paper and write the info over and over, always in the same order, until I could write the entire page from memory without making any mistakes. If I messed up, I would wad the paper up and do it all over again. I guess I was making a visual cheat sheet for my brain. Then I’d pray. I graduated in 1971 and was hired for my first job. I had to wait until my second year to get my first-grade classroom. In 1998 I retired after 28 years as a first-grade teacher, Thank you, God.

In 2002, I went on a creative adventure. I opened a private school on Main Street in Durant, Oklahoma. I called it The Umbrella, “A school of a Different Sort; Traditional Education in a Non-traditional Setting.” I had 2000 feet of learning and fun, where students of all ages became Be-Ablers, who spoke purpose and embraced their unique design. Its museum-like setting had drums, piano, microphones, karaoke, costumes to dress up and be on TV. They even got to paint on the walls. Sensory learning to the max. I knew enough about dyslexia by then to know I had dyslexic tendencies. I knew when students were like me, but I didn’t know I was dyslexic. I had a need to know more.

In 2007 I was told about Kate Ball. Three of us met with her. As she was giving us facts and details about living with dyslexia, I became so overwhelmed that I broke down and started to cry. All I kept saying was “that’s me.”  My response embarrassed me, but I finally knew the “why.” I no longer had to hide. Kate went on to say dyslexics were even smart (maybe even Einstein smart). I was 62 then and I say it’s never too late in life to learn you’re not dumb. Kate trained me in her home for a year. I became certified as a language therapist. I was excited to bring this important tool to my students at The Umbrella.

In 2014, after 12 years and thousands of Be-Ablers, I closed my school. I was hired by Durant Schools as a Reading Intervention Specialist for grades 1-3. In 2025, I am still enjoying this job.  I am Coach Clark. I serve 65-70 students a day. Most of them are dyslexic. They are divided into teams of 5. We recite our team slogan daily: “I am smart; I will do my best; and I will never ever give up on me.” I use the Red Fern method to train them. The simplicity of it helps them be more relaxed and confident. Thank You, Kate.

Remediation is intended to correct or improve deficient skills. It is very crucial for dyslexics to learn the basics and make the grades in school. But, we can’t forget the big-picture. Dyslexia is not something that just needs to be fixed. It’s a life that needs hope. I personally believe God created me as He did all others, and He said we were good. I believe He created us all with a unique design and in a select few of us, He added dyslexia to our design. And, just maybe, when He did, He said, “Wow! Look what I did.” Thank you, God. So the big picture focus is on the strengths that lie within.

Dyslexic kids need to know the truth about their “why?” and maybe the word “dumb” will never surface in their thinking. We need to teach them how to use their divergent, sensory brain to explore, invent, and create excitement for learning, and maybe we will see more Albert Einsteins, Thomas Edisons, and Alexander Graham Bells in our world today. Maybe even one in your home.

I agree with this quote from Cheri Rae, Director of Dyslexia Project: 

“Dyslexia is a specific learning ability, neurobiological in origin. It is typically characterized by strengths that may include creative expression, athletic performance, and scientific discovery. The individual with dyslexia often exhibits strengths in the big-picture concept, thinking outside the box, making unexpected connections, and demonstrating an intuitive sense of understanding people and navigating the natural world.”