Eli is just one face of “A Kid Like Me.”  His mother shared with us the incredible transformation he has undergone since enrolling in his local Children’s Dyslexia Center:

“Eli is always happy to share his experiences with others, openly sharing about his ADHD and dyslexia. After receiving support from his local CDC, Eli says he’s ‘doing great!’ A young student who didn’t have a strong affinity for reading, school, or even himself, he is now a proud and capable reader thanks, in part, to the Children’s Dyslexia Center(s).”

Throughout first grade, Eli hated school. He didn’t know his ABCs, couldn’t write or spell well, and thought little of himself because of the challenges he was facing. Getting into trouble and falling behind his friends was continuously frustrating for a young and curious learner (student). Despite the efforts of his supportive and enthusiastic teachers, Eli struggled. Though he faced challenges with written language, Eli is incredibly articulate and expressive, always open to telling stories about his experiences – positive or negative.

“Neuropsychological testing showed that Eli was ‘twice-gifted,’ a term used to describe smart kids who have significant learning disabilities and ADHD; when we were steered toward the CDC, Eli’s life changed forever,” his mother said.

Over the past few years, Eli has received one-on-one tutoring for two hours a week. The tutoring curriculum is built specifically for Eli – for where he is and where he can go.

Eli’s mother cannot praise his tutor, Mary, enough, saying that she has an intuitive ability to gently steer and re-direct Eli forward.   From the outside, Eli’s mother relayed that it feels like Mary is a magician and with a flip of a wand, has taught Eli to read.  But the truth to his success is not magic.  The combination of the curriculum, a dedicated and gifted tutor, and Eli’s hard work have paid off.

“Eli is now in third grade and reading at a sixth-grade level at the 90^th percentile compared to other children in the U.S.  Even more importantly, Eli now loves to read. He spends hours doing so every time he is able. His newfound love of books has brought him to new worlds and he’s thriving in school. This is a skill and a love that will serve Eli forever. My son is so proud of himself. My family cannot thank the CDC and Eli’s tutor enough for the life-changing shift we’ve seen in such a short time.”

Help children like Eli uncover their skills and develop a life-changing love of reading. Give today at CDCINC.org/Donate.

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“Switching Letters, Skipping Lines: Troubled and Dyslexic Minds”
By Hayden Miskinis, age 12, Epping Middle School, Epping, N.H.

I look down at my book. I slowly read the first line of jumpy letters that won’t stay still. It takes me a minute to find the next line, as my eyes jump around. This is a repeating process until I’m at the end of the page. This doesn’t just happen to me; it happens to 70-80 percent of dyslexic students in schools, and yet schools aren’t providing resources, teachers aren’t getting trained and people don’t even really understand dyslexia.

What is dyslexia? I didn’t know until 2015 when I was faced with the truth as to why I wasn’t progressing in school. I had been given interventions through a program called Title I which helps kids who don’t have access to books or reading in their homes, but it wasn’t working for me. I had plenty of books; I just couldn’t read them. What I needed were interventions that would work for me.

Many people think that dyslexia is just switching letters. In my case, and that of many other dyslexic people, switching letters is only a small part of the bigger issue. A recent study suggests that “The brains of dyslexics do form accurate neurological representations of language sounds” (Paul). This would explain why a dyslexic learner’s comprehension is so much higher than their reading ability. In other words, a dyslexic student could understand Harry Potter but not be able to read a simple word like “the.” In order for a dyslexic student to succeed, correct interventions should be applied early in school.

While it might be true that some schools acknowledge dyslexia, most schools don’t. In my case, it wasn’t until third grade that I started to get the right interventions. The delay made becoming a strong reader especially challenging. I don’t blame my teachers for this. Teachers don’t recognize dyslexia or use interventions because they aren’t prepared to. “One-on-one, individualized intervention is almost never an option in the public school system, but it is necessary for a dyslexic student” (Lunney). Students need to “attain functional reading and spelling as fast as possible. The longer that is delayed the farther behind they fall academically” (Lunney). I was fortunate that my school hired an Orton-Gillingham specialist who was trained in dyslexia. But, I’m one of the lucky ones. Most schools don’t have the funding to provide these necessary resources.

After years of intensive interventions including tutors and outside programs, I can finally pick up a book and read it like it’s nothing. This could be the future for many kids but not until teachers are trained properly and appropriate interventions are provided. In the meantime, we all need to remember, “Great minds don’t think alike.”

Works Cited

Emanuel, Gabrielle. “Dyslexia: The Learning Disability That Must Not Be Named.” NPR, 3 Dec. 2016.

Lunney, Marie. “Why Schools Don’t Do Dyslexia Intervention.” Lexercise, 25 Oct. 2016.

Paul, Annie. “Reading Experience May Change The Brains of Dyslexic Students.” The New York Times, 15 May 2014.

Source:  The New York Times   by The Learning Network     June 17, 2020

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As a graduate of the Children’s Dyslexia Centers of Upper Wisconsin (CDCUW) in 2013, Jack Tillotson developed the self-advocacy and leadership skills to help him throughout his academic career and beyond.

In 2019, Jack enlisted in the Wisconsin Army National Guard. When he is not actively engaged with his military responsibilities, he is taking college courses for welding.

On January 12, 2020, Jack was presented with the Drill Sergeant’s coin recognition. The coin recognition is given to a single soldier who demonstrates the army values, leads by example, and exhibits overall soldier ability.

“This is a great example of the incredible impact our support and encouragement can provide for the young people we work with and the real purpose of the charitable work of the Masons,” said Dr. Tammy TIllotson, center director of CDCUW and also Jack’s proud mom.

A big congrats to Jack for all his hard work. In the words of SFC Guidord, Jack’s recruiter, “Keep leading from the front!”

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The Lafayette Consistory Christmas holiday party, held on December 8 at the Woodwinds Event venue in Branford included a silent auction with all proceeds to benefit the Children’s Dyslexia Centers of Connecticut. Among the items available, the two top money makers were a weekend getaway in a Vermont cabin retreat and a gift basket of shaving goodies donated by Shick/Edgewell in Milford.

One would not normally think of a basket of razors, blades and shaving gel as a money maker, but thanks to the generous and good natured attitude of Illustrious Brother Kevin Hecht and his offer to shave his beard on the spot – provided that someone purchased the basket for at least $300, it worked! With great encouragement from those in attendance, Kevin wielded a number of different razors and proceeded to remove most of the facial hair that had prominently adorned his face upon his arrival. In total, Kevin’s efforts resulted in additional donation in excess of $1,000 being contributed to the CDC of Connecticut.

Thank you to all who so generously gave in support of the Children’s Dyslexia Centers, but most especially, thank you to a now clean shaven Kevin Hecht!

Connecticut Freemasons • January 2020

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The event raised $8000 to help support the Center’s program that teaches children the skills necessary to deal with their dyslexia.

The Center thanks the following businesses and organizations who helped make this annual event such a great success: Stewarts Shops, Mike’s Pro Auto Service, Whitesboro Frame and Body, Inc., Speedy Awards, Oneida County Masonic Association, The Marketing Firm, Gary’s Restaurant in Sylvan Beach, Raquette Lake Supply, The Village Square, BJ Queen Enterprises, and The Tavern in Eagle Bay, NY, Microwave Filter Company Inc., Walmart Distribution Center in Marcy, Paul Oil and Propane-Hamilton, NY, The Eastern Star Home and the Eastern Star Day Care Center, The Valleys of Utica and Syracuse-AASR, Tigris Shrine Clowns, Mohawk Valley Chapter of DeMolay, Eastern Star Chapters and Masonic Lodges in the Fulton, Hamilton, Herkimer, Montgomery, Lewis, Oneida, Madison and Onondaga Districts, DiOrio’s IGA, Kurt Garner Photography Gallery, Helmer’s Fuel, Walt’s Diner, Strand Theatre, ADK Homes, Old Forge Liquor, Smith Marine, Dr. Douglas Thayer-Chiropractor, The Adk Reader and French Louie-Adk Sports (Inlet, NY),  Randy’s Chicken, Wings and Things, Miles B. Marshall, Inc. & M. Burton Marshall Insurance, Martin Maintenance, Forge Motel, Herron Realty, and the Old Forge Hardware.

                We look forward to seeing all again next year for our 15^th walk. Look for more information on our next event; our annual Gala on Saturday, March 14^th, 2020 at Harts Hill Inn when Randy Riggle (from Las Vegas) will be performing.

            For more information on Children’s Dyslexia Center-Central New York, contact CentralNY@cdcinc.org , our FB page , or our web and blog page: cnyclc.org.

Article published by the word, November 2019

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Photo: Bro. Barry Theal, far right, presents a check for $2,500 to Children’s Dyslexia Center student Kate Voegele (center) and Director Heather Hinkel, in front of the “One Leaf, One Life” tree in the lobby of the Lancaster Masonic Center.

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Meet Children’s Dyslexia Center Student Joseph and Alyssa, his Biggest Advocate

Joseph Mittiga and his mother, Alyssa, recently attended the 150^th Annual Meeting of the Council of Deliberation for the State of New York to relay their experience with the Children’s Dyslexia Centers – Central New York, where Joseph is a student and Alyssa is a tutor, as well as Joseph’s mom. Below is a condensed version of Alyssa’s speech at the Sept. 27 event:

I am Alyssa Mittiga, Joseph’s mother, a tutor at The Children’s Dyslexia Center and one of the two trainers of Initial level scholars.

First, I would like to speak as a mom.  I cannot begin to tell you how much growth Joseph has displayed over the past two years, due to the foundation he received at the Center.  Joseph no longer remembers with clarity what it was like to not know how to read, nor all the negative feelings associated with it.  There are some memories, but like an old scar, they are fading by the day. 

This past year in his reading of over 24 books for school, all on grade level or above, demonstrates how far he has come. He still has hurdles with writing, but I believe that the solid base he has received by attending the Children’s Dyslexia Center will continue to be the bedrock, for which his writing will build upon.  It is a slow arduous process, but not one that he is incapable of overcoming. 

Joseph is like a different child then he was a few years ago.  His personality is the same, but he is more self-confident, more willing to take risks, and willing to open himself up to experiences he might not have before.  Don’t get me wrong, there are still times of challenge, as there always will be, but he self corrects, and moves on.  I’m grateful that he will be unable to remember what it was like to not know how to read, and the feelings that come with that. 

I am beyond grateful that my son was able to experience this method of learning.   Please know that the rewards are forever to these children.  It is not just the two years they attend, but it is the foundation for which they continue to prosper and grow.  It is also more than the gift of reading, but  there are other areas of growth that were not even the target, they are a  result of the process of actually being able to decode and encode words to read.   It is heartwarming to watch these children open up, radiate and shine, and know that these are just the byproducts of having the correct tools to understanding our written language.  Without them, the whole self of the child suffers, not just reading and writing.  Know that your gift to these children encompasses so much more then you might realize.

I would now like to move on to my experience as a trainer of scholars.  As I transitioned from being a student learning the multi-sensory approach to reading and spelling, to teaching, I silently observed, reflected on my own experience as a student, and asked questions that might aid the learning of new scholars. 

What did I learn?  I learned that it is easier to give more one on one time, more guidance initially, so that the foundation of our scholars is like that of our students, rock solid. 

Knowing that more children will be reached because a scholar is trained is the greatest motivator for me.  My role in all of this is possible because of two factors.  The first, that my son is dyslexic, which brought us to the Center to begin with.  On challenging days, I remind him of the good that came about him being dyslexic and the lives changed because of this one factor.  The second factor is because of all of you, your generosity, the generosity of so many, and for the [Central New York Children’s Dyslexia] Center existing.

[Central New York Children’s Dyslexia] Center News:

• 165 children who have started services in our program.

• Among 224 applications, 221 have been accepted

• Currently there are 24 children on the wait list (*equivalent to about a 2-year wait)

• 51 people have taken part in our training program; 43 became certified.       

• 26 individuals have taken part in the advanced training; 11 became certified.

In closing, I want you all to know that the impact of your generosity goes beyond each attending child.  It reaches scholars, who take their knowledge into the community to aid other children who are on the wait list, or even those who are not even on the wait list yet.  These scholars also become sources of information, aid, help, and guidance within the community. They become beacons of light, when darkness surrounds concerned parents.  They help the expansion of education about dyslexia, so more people are aware.  All of the things you may never view or possibly hear about, but I can attest that all of these things happen.  I have seen firsthand how many individuals and families can be affected by one trained individual.  The impact is vast.  You cannot put a price on the value of that.

Joseph took the time to share what he has gained as a student at the Central New York Children’s Dyslexia Center, and the strategies for learning that resonated with him. Below are just a couple of things he had to say at the Sept. 27 event, where he received a standing ovation:

At this point, I don’t really remember what life was like before I attended the Children’s Dyslexia Center.  I feel like I caught up with everyone else, and now I’m capable of attending a grammar and writing program that is intense.  It is not easy, but I persevere. 

The vocabulary began as a painful challenging chore, but I used strategies that I learned at the Center to aid me. My mom put the vocabulary words on sticky notes with the definition on each stair, so every time I went up the stairs, I had to trace out the word, say the word and read the definition.  There were words on every stair for two flights, and each time I wanted to play legos in the attic, I had to trace and read words on every stair.  Although it was a tedious task, I memorized all of my vocabulary words.

When I reflect back to a time before the Center, if someone had told me that these would be my achievements, I would never had believed them!  Thank you for the impact that you all have had on my life.  I really appreciate it. 

Reprinted with the permission of: TRUSTEES OF THE MASONIC HALL AND ASYLUM FUND. Edited by the Grand Lodge of Free and Accepted Masons of the State of New York for the members of the Masonic Fraternity and their families:

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Georgette Helbling knows first-hand the negative experiences struggling readers encounter because of dyslexia. The mother of two dyslexic sons and herself a dyslexic, Georgette has made it her life’s work to help others who have trouble reading.

“Georgette has continued to develop her knowledge through additional education and training experiences. She is a strong example of a person with dyslexia rising to the challenge and overcoming obstacles,” said Carin Illig, Clinical Director of Children’s Dyslexia Centers, Inc. 

A certified Academic Language Practitioner in the Orton-Gillingham approach, Georgette has 20 years of theoretical instruction and teaching experience.  She received training from both the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) and the Children’s Dyslexia Center, Inc. in Philadelphia Center. Georgette struggled with the dyslexia center’s teacher/practitioner training course, but persevered and ultimately graduated from the program in 2008.

Georgette now serves as a media specialist at Bucks County Technical High School, where she has been invaluable to students and professionals alike with her continuing quest to incorporate the use of information literacy into everyday activities.  She is also a founding member of the Lower Bucks County Branch of Decoding Dyslexia PA, a grassroots movement driven by Pennsylvanian families concerned with the limited access to educational interventions for dyslexia within our public schools.

The National Association for the Advancement of Colored People (NAACP) has taken notice of Georgette’s vast list of accomplishments as well. At a special banquet on Oct. 26 in Bensalem, PA, The NAACP Bucks County Branch will honor Georgette for her years of service.

As a current member and former board member of the NAACP Bucks County Branch, Georgette is committed to the NAACP’s mission of ensuring the political, educational, social, and economic equality of rights for all persons.  

The Children’s Dyslexia Center is so proud of Georgette’s accomplishments and the recognition she has received from the NAACP.

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Chair, Board of Governors, Indianapolis Center

All who support our Scottish Rite Children’s Dyslexia Centers are gratified to hear of young people who learned to overcome dyslexia and achieve academic success.  At our centers, all over the Northern Jurisdiction, there are many empowering stories: Darius Dancer’s story is just one of them.

Darius struggled with reading and in 1999, he began tutoring in the Indianapolis Center.   Gradually his reading comprehension and self-confidence improved and after two years in the program, he graduated.  Ultimately, he graduated from high school and went straight into college, where he followed his dream to work in television and film production. 

As a child, Darius was always fascinated with television production, and his family encouraged this interest.  He practiced his craft by filming family gatherings and his work caught the attention of the Youth Video Institute sponsored by Indiana Black Expo.  Although students normally applied to the program at age 15, Darius entered when he was just 12.  His work was so impressive he received an internship at WTHR Television (Channel 13) in Indianapolis while still in high school, the first person to achieve such an honor. 

After graduating college, he returned to work with Channel 13 once again — this time as a paid employee. Darius’ work as a production assistant over the next two years gave him valuable experience and a chance to demonstrate his skills to industry professionals. 

Darius wanted the chance to work in Hollywood, so he left for what he thought would be a short stay in Los Angeles.  However, his work and determination kept him there almost two years working on for ESPN, CBS Sports, MTV, and programming that included The Rose Bowl, The Super Bowl, various NASCAR events, America’s Got Talent, and The Voice.  Darius’ goal now is to work overseas, especially within the documentary genre, which he finds especially interesting. 

Darius has met many sports figures, actors, and other celebrities with whom he enjoyed a productive working relationship.  He says that in his work “you cannot be too caught up with fame because you have a job to do.” On the other hand, he clearly appreciates the fact he can work in such an environment.

And production companies appreciate him as well.  Although he is only 27 today, Darius has already made a reputation for himself.  He is currently preparing for another West Coast tour where he is already contracted for production work.

Darius is a wonderful success story and one that makes us all proud of the work the dyslexia centers do each day.  Our tutors work with young people who struggle with reading but who can do much better when shown the Orton-Gillingham approach.  Students will go on to be productive citizens and our center will have played a part in making that happen.  Darius wants others to know “no matter what limitations you face you can take control of your life, work with mentors, and be successful.”

Darius Dancer is quick to give credit to his family and friends and to those who have supported and helped him in each step of his career, which includes the Scottish Rite and the staff from the Indianapolis Dyslexia Center.  Darius remains a wonderful example of how we can all make an important difference when we work together.

Do you have a success story to share with us? Send an email to communications@srnmj.org – we’d love to hear more!

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