San Francisco Public Library - Project Read Newsletter, Jan 2000

Writings by Learners

**Special Class for Special Students**
by Stan Martin
“If your name was not called from this list, please remain in this auditorium; you are going to be placed in a special class. It will be fun, kids.” I remember this experience and its impact on me very well. I was one of those kids placed in a special class “to have fun”. This was in 1953-1955, fourth or fifth grade. I was a student at Lincoln Elementary School in Berkeley, California. This special class was for students who could not read well or could not read at all. That was the rational explanation for such a class. Some learning should have taken place. Not just fun and embarrassment, making us feel that we were in this class because we were dumb, therefore “Special” and little will be required of you. “You are special because you have a learning disorder.” “You are special because you do not pay attention.” “You are special because your parents are not interested in your learning to read; why should we?” “You are special because you do not have to learn to read. We are going to socially promote you so you can keep up with your age group.” Unfortunate but true. After graduating from Lincoln Elementary School I went on to Willard Junior High School in Berkeley. There I was in special classes. After graduating from junior high school I went to high school: Oakland Technical High School. I was in a number of special classes there also. I made some improvement in my reading, but not a high school level at all. I was a high school graduate and could not read well enough to fill out job applications or a pass a written driving license test. I had fun for twelve years in special classes with a special need. That need was for the ability to read. I have made several attempts to improve in my reading, but to no avail. I was angry with my parents, teachers, and the public school system. I was told early in elementary school to come to class and try and I would learn to read. I did, but I could not read well. I was told by some good, sincere people to pray and God would teach me how to read. But God never came to class. He was too busy. Unfortunately my anger got me no where. In fact, it became a problem itself. At the age of 51, I enrolled in the Adult		Learning Center at San Francisco Community College one particular purpose: to learn to read. It has been a great learning experience for me. I have learned to learn, and what is needed to learn to read I have two great teachers who are patient and effective. Therefore learning is not a big challenge to overcome. It is a process to experience. I also have two tutors who are committed to helping students learn to read. Project Read (at the San Francisco Public Library) is the remarkable organization that my tutors are members of. My teachers and tutors are motivated to teach and I am motivated to learn. Motivation must always come from me in order to accomplish my goals. It’s a good feeling to begin to feel a little success. It is also important to recognize success. It reinforces motivation of self. Success is like a vitamin. Everyone needs some of it. When you don’t have enough success, it’s hard to feel very good about who you are, especially when other people around you seem to have plenty of success. I have no more negative feelings about reading, now that I understand the process involved and the professional help I am receiving. Learning to read takes time and work, struggling with letters and sounds and then translating them into words which have meaning. Learning the sounds that go with particular combinations of letters is called “sound-symbol association”. I believe that every poor reader needs to be taught phonics until he is hooked on it. In my opinion, practice and phonics are the two most important tools needed to improve reading. I have never been more committed to any challenge or endeavor in my life. However, there are a few legitimate questions that I could ask to a number of people, but they are all dead. And if some of them were alive and I could approach them with the question of “why?” I am sure that my anger would cause me to die, because I would lose my perspective and my purpose. To live without a purpose is to live and be dead at the same time. (That’s frightening!) I hope someday that every teacher in elementary and junior high school will be required to teach reading as needed. To hope is to risk frustration. I have made up my mind to risk frustration. I do not plan on being one of those who, rather than risk failure, never attempt anything.