I have worked at Krause Elementary School since 1998, beginning as a Dyslexic Reading Specialist and then adding the position of Reading Specialist for our campus. Both of these positions allow me to work with children on our campus who are in need of specialized reading assistance and mentor the teachers at KES in ways to help their students in the area of reading.

8:15 - 9:10 Third Grade Class
9:30 - 10:30 Fourth Grade Class
10:30 - 11:30 Second Grade Class
11:30 - 12:00 Lunch
12:00 - 12:30 First Grade Class
12:30 - 1:30 Second Grade Class
1:30 - 2:00 First Grade Class
2:00 - 3:00 Conference Period

Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity (not a language difference, inconsistent attendance, and/or lack of experiential background). The primary difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, and spelling. Secondary consequences of dyslexia may include difficulties in reading comprehension and/or written expression. These difficulties are unexpected for the student's age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties.

The following are the primary reading/spelling characteristics of dyslexia:
* difficulty reading real words in isolation
* difficulty accurately decoding nonsense words
* slow, inaccurate, or labored oral reading (lack of reading fluency)
* difficulty with learning to spell
The reading/spelling characteristics are the results of difficulty with the following:
* the development of phonological awareness, including segmenting, blending, and manipulating sounds in words
* learning the names of letters and their associated sounds
* phonological memory
* rapid naming of familiar objects, colors, or letters of the alphabet
Secondary consequences of dyslexia may include the following:
* variable difficulty with aspects of reading comprehension
* variable difficulty with aspects of written composition
* a limited amount of time spent in reading activities.