Lewis was six years of age and the youngest of three boys. Two of them learned to read quickly and apparently effortlessly, but Lewis could not understand what all these shapes on the page really meant. In school the teacher was found him ‘hard work’ as he had become the class ‘clown’, distracting other children, noisy and inattentive. Lewis spent most of the day on his own with a craft or drawing activity (which was the only thing that he appeared to be good at). The other children were surged ahead, but as he found reading so difficult most of the traditional school subjects began to leave him behind. Colouring and craft kept him occupied, but really what Lewis wanted was to be able to read.
At night Lewis sneaked a torch into his bedroom and when his mother put out the light he would get out a book, and under the covers would surreptitiously try to make sense of the words in front of him. Often he ended up crying himself to sleep, having found the task just too difficult.
Lewis’ experiences are in line with many children that have dyslexia, now consider the following questions:
- How do you think this made Lewis feel?
- What effect do you think this had on his social / emotional development?
- How could this have influenced his life choices and experiences?
- What do you think would have helped Lewis and his family at the time?
- How could the teacher have made Lewis’ experience in the classroom more stimulating and challenging?
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