Renie continued volunteering in her youngest son’s classrooms as he began public school.

She used what she had learned through Orton-Gillingham to help children with learning language. All of her experience did not help her son as he attempted Kindergarten the second time with very little success.

Renie decided she needed more training. She was confounded by his apparent intelligence coupled with a struggle to write and read. Researching programs available in Washington State she was motivated to take Slingerland training while continuing to volunteer.

Renie was excited to apply her knowledge with the students at school, and especially, with her son; however, while other children made gains – her son continued struggling with left-right confusions, letter flipping, and poor letter formation.