I’m proud of myself
From not learning to read until the 3rd grade to earning a Ph.D.…not bad
Dr. Tonya R. Strozier @dr_tstrozier
#edchat #phdjourney
Dr. Mike Robinson: Why were you not able to read until the 3rd grade?
Dr. Tonya R. Strozier: I couldn’t read until the third grade because I now know ineffective teaching strategies. I wasn’t explicitly taught phonics or phonemic awareness. I was made to sit in a circle attempting to read words that I could not sound out as if that would teach me how to read. I didn’t have the necessary tools teachers were supposed to give me. Even though I couldn’t read, I was still passed on to the next grade.
Dr. Mike Robinson: What were some of the results of your delayed reading abilities?
Dr. Tonya R. Strozier: My delayed reading abilities resulted in tremendous anxiety, shame, low self-esteem, and low self-confidence as a child. I can vividly remember being in the lowest reading group—specifically, the Blue Birds. And everyone knew what that group represented. Going to the library was stressful because I saw people enjoying books that I couldn’t read. I never wanted to check out books, and my friends would ask why. I regularly checked out Maya Angelo’s I Know Why the Caged Bird Sings to keep people from asking questions. Although it was way beyond my reading ability, seeing a Black woman on the back cover made me feel safe. My vocabulary expanded as I grew older. However, I didn’t read for pleasure until I was well into adulthood.
Dr. Mike Robinson: Who assisted you with overcoming your learning deficits over the years?
Dr. Tonya R. Strozier: I learned other skills to compensate for my reading deficiency for a while. I used my photographic memory for spelling tests and built a bank of words that I memorized. In the third grade, my teacher Ms. Peachy explained the code, I.e., the relationship between sounds and letters or combinations of letters. She praised and encouraged me for any progress I made. I went home and practiced because I wanted to be able to read like the others. I continued to struggle beyond third grade because poor reading skills have a domino effect on all learning. An additional result of my reading deficit was that I only read when I had to. Again, I relied on skimming techniques and conversations with others to gain the knowledge I needed.
Dr. Mike Robinson: What would you say to parents who have children struggling to read?
Dr. Tonya R. Strozier: I would tell parents to advocate for their children to receive research-based interventions (using the science of literacy work), especially if they are in elementary school. Also, have their student assessed for dyslexia (1:4 children have dyslexia). There are also mini technology-based intervention programs that students can use at home and school. I would also recommend that parents read to their children because that builds listening comprehension.
Dr. Mike Robinson: What advice would you give to students who find reading difficult and may consider disengaging from school?
Dr. Tonya R. Strozier: It may sound cliche, but if I learned to read, so can you. Find a safe person you can share your secret with so you can get help. I would also share with students that learning to read is not an easy task. It takes time, so don’t give up.
My struggles with reading and seeing one of my sons struggle with reading led me to become a teacher and a reading specialist. Now, as an elementary principal, my past reading struggle fuels me to make sure that every student in my school is a successful reader. I regularly share my story with my students to assure them that they are in a safe place to say that they are having a hard time with reading. I think this is also why I specialize in transforming low-performing schools. I see myself sitting in those seats, and all students deserve better.
Dr. Tonya R. Strozier: I couldn’t read until the third grade because I now know ineffective teaching strategies. I wasn’t explicitly taught phonics or phonemic awareness. I was made to sit in a circle attempting to read words that I could not sound out as if that would teach me how to read. I didn’t have the necessary tools teachers were supposed to give me. Even though I couldn’t read, I was still passed on to the next grade.
Dr. Mike Robinson: What were some of the results of your delayed reading abilities?
Dr. Tonya R. Strozier: My delayed reading abilities resulted in tremendous anxiety, shame, low self-esteem, and low self-confidence as a child. I can vividly remember being in the lowest reading group—specifically, the Blue Birds. And everyone knew what that group represented. Going to the library was stressful because I saw people enjoying books that I couldn’t read. I never wanted to check out books, and my friends would ask why. I regularly checked out Maya Angelo’s I Know Why the Caged Bird Sings to keep people from asking questions. Although it was way beyond my reading ability, seeing a Black woman on the back cover made me feel safe. My vocabulary expanded as I grew older. However, I didn’t read for pleasure until I was well into adulthood.
Dr. Mike Robinson: Who assisted you with overcoming your learning deficits over the years?
Dr. Tonya R. Strozier: I learned other skills to compensate for my reading deficiency for a while. I used my photographic memory for spelling tests and built a bank of words that I memorized. In the third grade, my teacher Ms. Peachy explained the code, I.e., the relationship between sounds and letters or combinations of letters. She praised and encouraged me for any progress I made. I went home and practiced because I wanted to be able to read like the others. I continued to struggle beyond third grade because poor reading skills have a domino effect on all learning. An additional result of my reading deficit was that I only read when I had to. Again, I relied on skimming techniques and conversations with others to gain the knowledge I needed.
Dr. Mike Robinson: What would you say to parents who have children struggling to read?
Dr. Tonya R. Strozier: I would tell parents to advocate for their children to receive research-based interventions (using the science of literacy work), especially if they are in elementary school. Also, have their student assessed for dyslexia (1:4 children have dyslexia). There are also mini technology-based intervention programs that students can use at home and school. I would also recommend that parents read to their children because that builds listening comprehension.
Dr. Mike Robinson: What advice would you give to students who find reading difficult and may consider disengaging from school?
Dr. Tonya R. Strozier: It may sound cliche, but if I learned to read, so can you. Find a safe person you can share your secret with so you can get help. I would also share with students that learning to read is not an easy task. It takes time, so don’t give up.
My struggles with reading and seeing one of my sons struggle with reading led me to become a teacher and a reading specialist. Now, as an elementary principal, my past reading struggle fuels me to make sure that every student in my school is a successful reader. I regularly share my story with my students to assure them that they are in a safe place to say that they are having a hard time with reading. I think this is also why I specialize in transforming low-performing schools. I see myself sitting in those seats, and all students deserve better.