For many of us, procrastination comes naturally. Eventually, if one is a good procrastinator, one will learn to determine safe times to practice our postponing ways. For me, that means when no one else will be affected or offended. For instance, if I can just spot in the deferred task/phone call/research/hand-washing in the sink at the last minute, and I am sure the outcome will not be negatively altered, I will put it off. Many of us can work well and accomplish much when there is not much time left. It’s a gift. And a curse. There is anxiety. Self-reproach. Embarrassment when we are observed.

Here’s an example. Last weekend my husband was irritated because I have not yet renewed my passport, which, he insisted, had to be completed in the 10th year, by my birthday. So, Saturday I needed to get to the post office before it closed to have a photo taken and file the renewal paperwork. I called the P.O. to confirm closing time and learned that my birthdate was not the expiration date, necessarily. Voila—my passport is valid until August. I was so happy. I stacked up my renewal documents and put them back on the shelf. Tom: “Well, you should go ahead and do this, while you are thinking of it. Since you are ready to go.” Me: “No, I’ll do it later. There are a hundred other things I need to do right now. I really wanted to weed my flower beds this morning, and now I can.” His look showed his dismay. 

If you are a good procrastinator, you know that you can bake the complicated cake the night before the party, and if doesn’t come out, you can run to the bakery and buy one. If you put off hemming the pants and the date to wear them arrives, there’s always tape. If you do not go shopping for the wedding gift, you can pick up a gift card on the way to the shower.

The discriminating procrastinator knows the other thing too. Some things demand and deserve our immediate attention, because otherwise there may be a financial penalty. Because we have signed an agreement. Because someone depends on us to take care of things.

If your child, or one you teach, shows symptoms of an illness, you get help, you let someone know. If that child exhibits developmental delays, you initiate due process and take other steps to accommodate their learning needs.

If your child or one you teach is obviously bright and inquisitive, yet he or she struggles to decode spelling words, misspells wildly, puzzles at age-appropriate multi-step directions, you know there is a problem. If you notice a student has an odd way of counting time on an analog clock, holding a pencil, or remembering something you are sure they had learned, think of Dyslexia. First. Please do not put this off. Children do not grow out of reading disabilities, and timely, effective intervention is the key to their catching up.

Talk to the parent. Did the child struggle to learn to tie her shoes?  Did he or she talk/crawl/walk late? Do they seem extremely stressed when the room is too warm, when they are ill or when they are tired?

These seeming dissimilar traits could be connected to the brain differences apparent in individuals with Dyslexia. If what you are seeing really is dyslexia, the worst thing you can do is to wait. If you begin interventions, and it becomes obvious that what this child is experiencing is not dyslexia, then, no harm has been done. All students will benefit from explicit instruction, audio books and other multisensory supports. They may not need those reinforcements to read well, but if a student needs those and they are not provided, they then are set up for present and future failure.

A general overview of issues surrounding dyslexia will help you help your students. Knowing what to look for at each age/grade level is a very good start, and this website, Understood is a great resource to help you decide next steps.

Please do not put this off. There are tiny little faces depending on you to get it done.

Thanks so much!