by Rebecca D. Higgins
We didn’t have a television in our home as I was growing up. Now, before you exclaim about all of the shows we missed, let me be quick to say, we didn’t have time for TV. Who has time for TV when there are swings to swing, trees to climb, creeks to wade, bicycles to ride, a whole campus where my parents worked to roam, hide-and-seek to play, leaf forts to build in the fall, plays to create with your friends and perform for your parents, softball and basketball to play, hills to sled in the winter, and more? And, of course, we had our books. Curling up in the corner of the couch or under the covers with a flashlight at night to “just finish the chapter” . . . er. . . book, was an integral part of my early development. I devoured the Nancy Drew and Hardy Boy books and the Marguerite Henry series of horse stories, but quickly I graduated to much more developed plots and characters, starting at a young age to read books that often are categorized as “classics.”
That early love for reading and literature greatly influenced my choice of a college major–English education. During the semesters that I had a course load that included three lit classes, it’s a good thing that I loved reading!
Following my college graduation, I worked for several years at the international headquarters of The Wesleyan Church as an editor in the Local Church Education Department. Besides my full-time work, my out-of-work activities seemed to revolve around the church—choir, Bible studies/fellowships, Sunday school. One day it registered that I needed to be involved intentionally in the community and not just my church. When I saw the advertisement “Literacy Tutors Needed” that was put out by the Greater Indianapolis Literacy League, I knew I had found my niche. I filled out the application and headed to the Central Public Library for the required training sessions. Once I had completed those, I eagerly waited to receive the name of the tutee selected as my match.
Kassidy (not her real name) was a tall, beautiful, soft-spoken African-American young woman. She had graduated from high school and had even attended some college (since she played basketball), but she could read only on a very low level. The truth is, she had learning disabilities that had never been diagnosed or addressed.
As a literacy tutor I had certain things that were expected of me within the Greater Indianapolis Literacy League’s course of study. Helping the students to increase their reading and writing skills was our main focus, but along with that I found that real-life skills including math became a part of our study. Besides the workbooks provided by the Literacy League, I incorporated other sources as part of our curriculum that fit in with Kassidy’s needs and wants. Learning to understand written instructions on her job was a major incentive for Kassidy. She worked with machines and needed to understand measurements, so that became a focus. I found a workbook that had written exercises with practice in using various measuring tools. The same workbook also had real-life forms such as sample bank statements that we could use so that Kassidy could develop those skills as well. I learned that she hated going out to restaurants because she couldn’t read the menu and order for herself.
One day I stopped by the local Cracker Barrel and approached the hostess. “Do you let people take copies of your menu with them?” I asked. “You see, I’m a tutor with the Literacy League, and I would like to use your menu as a teaching tool with my student.”
“That’s wonderful!” she exclaimed. “If they can be used to help other students, take all of these!” She handed me a stack of a dozen or more menus.
Kassidy and I met for our twice-weekly sessions at a local public library that was located most conveniently for her. After several lessons with the menu as our curriculum, I arrived one night with a surprise. “Kassidy, we’re going to leave your car here, and I’m going to take you out to eat. We’re going to Cracker Barrel. The dinner’s on me—my treat, but you’re going to do your own ordering!” As I drove to the Cracker Barrel, Kassidy started to show signs of nervousness. All of the old apprehensions were coming back. What if she blundered, made a mistake in reading the menu, and embarrassed herself? I assured her that she would not do that . . . that she was ready, and that she was safe with me. I would not put her in a position that would humiliate or embarrass her.
At the restaurant, Kassidy told me that she’d always liked Cracker Barrel, and I did what I could to put her at ease and to feel confident in being able to read and order from the menu. Once the ordering was done, we relaxed and just enjoyed our meal together. As we left the restaurant, Kassidy had a shy smile of accomplishment on her face. She’d done it! Her pride in herself warmed my heart and brought an even bigger smile to my face.
I found in working with Kassidy, that we accomplished more if she had input in determining her own goals and if I selected reading sources that would pique her interest. The newspaper became part of our curriculum—particularly the sports section!
As Christmas approached, I asked Kassidy if there were any Christmas-related readings that she especially liked. She told me that she had always wished that she could read “The Night Before Christmas” to her nieces on Christmas Eve. “Okay, Kassidy! Let’s make that our goal!” I printed out the classic poem “A Visit from St. Nicholas” penned by Clement Clarke Moore so many years ago. When we first started on our Christmas project, Kassidy struggled greatly with the words and the poetic word sequence. I had to try several different methods to help her learn to read it smoothly. Now you may be wondering if Kassidy was reading the familiar poem or if in repeating it so many times, she memorized it. One of Kassidy’s learning issues was that memorization was very difficult for her, so I can answer that question without hesitation: she was reading!
As Christmas drew near, I visited the local bookstore in the mall. (I just realized that all of the malls near me no longer have bookstores in them. Sad indeed! Those were the stores that I regularly frequented when I was growing up. Now kids seem to be drawn to the electronics and trendy clothing stores instead.) Just before Christmas, Waldenbooks had put their Christmas-themed books on sale. I found a beautiful hard-backed edition of “The Night Before Christmas.” The colorful illustrations were masterfully drawn and would capture the attention and imagination of children.
At our last tutoring session before Christmas, I handed Kassidy my gift-wrapped present. I knew she would appreciate it as she read to her nieces, but I didn’t quite expect her reaction. When she saw what it was, her eyes got big. She caressed the book as though it were something very precious, carefully turning the pages and smoothing them as she thanked me and said, “People don’t give me books as gifts. I love it!”
One more time we went over the poem, reading it this time from her new book; and Kassidy read it well. I spent the final moments of our session playing the role of cheerleader—praising her, encouraging her, expressing confidence that I knew that she could read the story well to her nieces. I gave her a hug in parting.
Christmas with my family that year brought the good news that I was going to be an aunt! I found myself thanking God for the gift of being able to read. When MY niece put in her appearance, I could read her all kinds of stories with no struggle. I thought of Kassidy and wondered how her Christmas Eve story-reading had gone. I couldn’t wait to see her again and get a report.
At our first tutoring session after the holidays, the smile on Kassidy’s face as she entered our tutoring room at the library said it all: SUCCESS!
A few months later, I received a notice from the Literacy League about a written essay contest for literacy students. Kassidy wasn’t sure at first if she wanted to participate, but I encouraged her that it would help her to develop her writing skills further.
I will admit that the writing part of our sessions was a bit hard for me. In my regular job I worked as an editor. I got paid to mark up manuscripts! With our tutees, however, we were told NEVER to do that. Instead, we were simply to be encouragers of self-expression in written form. For the essay contest we were not to correct their writing, grammar, punctuation or spelling but help them to make the corrections themselves. My way of helping Kassidy learn to write more clearly was to ask her questions: “What are the details of an event? What did you see? What did you hear? What did you feel? Is that a question or a statement? What punctuation should go at the end of that sentence? Now write down what you just told me.” After several different rewrites of her story, she was finally ready to submit it. The theme of the contest? “My Favorite Gift!”
Later, the Literacy League decided to print some of the writings of the literacy students (with their permission) into a booklet form under various categories. The writings were taken from the essay contest or from a student survey that was conducted. I still have that booklet in my files. All these years later, it still warms my heart when I read Kassidy’s essay. It’s not the most polished essay ever written, but I know the work it represents and it makes me smile. Here it is in Kassidy’s own words:
My Favorite Gift
By Kassidy _____ (name changed)
The best gift I have gotten was to be able to read the Christmas story, “The Night Before Christmas.” About a month before Christmas, my tutor asked, “Kassidy, what is your favorite Christmas story?” I told her “The Night Before Christmas.” She asked me if I would like to read it. I said yes. I would like to read the story to my nieces on Christmas Eve.
We met on Mondays and Wednesdays. First she would read the story. I would follow along. Then I read. I did an awful job. I stumbled over a lot of words. I tried sounding them out. Sometimes it worked. She asked, “Kassidy, would it help if I made a tape of me reading the story?” I would listen to the tape and read one paragraph at a time. Then I would read along with the tape. I worked hard. I didn’t want to miss one single word. I got where I was reading the story very well. I couldn’t believe my ears!
Then the final evening came to meet with my tutor a few days before Christmas Eve. I read the story the last time with her. She was very proud of me I could tell. I was proud of myself. I exchanged gifts. She gave me the hardback book of “The Night Before Christmas.”
On Christmas Eve, my brothers and sisters and their family met at our parents’ house. I reminded the kids that I was going to read the story to them at 9:00 p.m. One of my nieces was very excited. She couldn’t wait to hear the story. Nine o’clock came! I got the kids together upstairs. At first I felt scared. As I started reading I was no longer scared. My mother overheard me reading. She told the rest of the family. They came upstairs to listen. After I finished the story my family hugged and kissed me. My mother was especially proud of me. She knew how hard I worked on the story. She told me that all the meetings and hard work finally paid off. It was a good feeling to be able to read the Christmas story to my nieces and the rest of the family. That was my favorite Christmas gift. That’s something I will always remember.
Even though many years have passed, I have to say as Kassidy’s tutor that it is one of my favorite gifts as well. I have found that there is more joy in giving a portion of myself for the benefit of someone else than all of the gifts I could ever receive.
May your Christmas be filled with that kind of JOY! . . . . After all, that is the kind of giving that Christmas is all about. “For God so loved the world that he gave his one and only Son. . . .” (John 3:16a NIV). “The Word became flesh” (John 1:14a NIV).