As an educator passionate about literacy and supporting at-risk students, I draw inspiration from my childhood struggles with learning to read. Throughout my K-12 experience, I was that struggling reader and only became motivated to read and write more fluently after finding books that interested me and working closely with a teacher who did not allow me to give up on myself and my goals. My initial pursuit of elementary and special education gave me a unique perspective on education from both lenses. Throughout my teaching career, I have sought to implement and embrace the best approach to literacy instruction and intervention for my students. While teaching special education at a public school on the south side of Chicago, I discovered my aspiration to become a reading specialist during my time in the Wilson Reading System (WRS) Level 1 practicum. Working with one struggling reader, I witnessed firsthand her challenges and the profound impact that effective reading instruction could have on their academic success and overall confidence. The associated coursework provided practical strategies aligned with evidence-based practices and multisensory approaches. Within a year, my practicum student advanced from below a 2nd-grade level to a 6th-grade level in reading. The growth I have observed in my students since earning my WRS certificate has been incredibly gratifying. …show more content…
These frameworks have revolutionized my understanding of reading instruction and fueled my thirst for knowledge. I believe reading is a fundamental human right that empowers individuals to access knowledge, communicate effectively, and navigate the complexities of modern society. As an educator, I strive to create a constructive, motivating, and engaging learning environment where students can become confident, lifelong