Hey everyone, Dalbin Osorio here.
As we move into May, the flowers are blooming here in Baltimore, the weather is finally deciding to stay warm, and across the country, we are observing Mental Health Awareness Month. At the Dyslexia Tutoring Program, our days are usually filled with phonics, decoding, and the Orton-Gillingham approach. We talk a lot about “the work”, the grit it takes to retrain a brain to see letters and sounds differently.
But there’s a side of dyslexia that doesn’t always show up on a reading assessment. It’s the side that shows up in the way a child slumps their shoulders when they see a book. It’s the “stomach ache” on Monday mornings. It’s the quiet whisper of “I’m just not smart enough.”
This month, I want to step away from the technical side of literacy and talk about the heart. Because for a child with dyslexia, reading isn’t just a cognitive challenge; it’s an emotional one.
The “Fear of Being Found Out”
One of the most heartbreaking things we see is the “masking” that dyslexic students develop. Many of these kids are incredibly bright, often above average in intelligence and creativity. Because they are smart, they are painfully aware that they aren’t performing at the level of their peers.
This creates a deep-seated fear: the fear of being “found out.” To protect themselves, some kids become the “class clown” to distract from their reading. Others become invisible, sitting in the back and never raising their hand. Some might even act out, preferring to be seen as “trouble” rather than “slow.”
This constant state of anxiety is exhausting. It takes up the mental energy that should be going toward learning. That’s why, in our program, we focus on lowering the “affective filter”, the emotional barrier that prevents learning, before we even open a workbook.
Building an Environment of Emotional Safety
So, how do we fix it? How do we support the mental health of a child who feels defeated by language?
At the Dyslexia Tutoring Program, we believe that tutoring is 50% strategy and 50% relationship. You cannot teach a child who does not feel safe. Here is how we (and you!) can help build that safety:
1. Listen and Validate (Don’t Just “Fix”)
When a child says, “I hate reading,” our first instinct is often to say, “No you don’t! It’s fun!” or “You just haven’t found the right book.” While well-intentioned, this dismisses their very real pain.
Instead, try validation. “I can see why you’d feel that way. It’s really frustrating when the words don’t do what you want them to do.” By acknowledging the frustration, you’re telling the child that they aren’t alone and that their feelings make sense. This simple shift builds a bridge of trust.
2. Celebrate the Effort, Not the Outcome
In a world obsessed with grades and test scores, we have to be the voice that celebrates the “grind.”
If a student spends ten minutes sound-out a single paragraph, that is a massive victory of persistence. We make a big deal out of that. We say, “I saw how hard you worked on that ‘b’ and ‘d’, you didn’t give up!” When we praise the process, we help the child build a “growth mindset.” They start to see themselves as someone who can overcome challenges, rather than someone who just “fails” at tests.
3. Creating a “No-Judgment Zone”
Our volunteer tutors are the backbone of our mission (you can learn more about our team on our About Us page). One of the most important things they do is provide a space where it is 100% okay to make a mistake.
In a traditional classroom, a mistake can feel like a public humiliation. In a one-on-one tutoring session, a mistake is just data. It’s a signpost that tells us where we need to work next. When a child realizes they won’t be teased or graded for getting a word wrong, their shoulders drop. They start taking risks. And taking risks is the only way to grow.
The Power of One Supportive Adult
The research is clear: the single most important factor in whether a person with dyslexia will thrive is the presence of one supportive adult who “gets it.”
That person doesn’t have to be a doctor or a world-class expert. They just have to be someone who advocates for the child, who believes in their intelligence, and who stands by them when things get tough.
Our tutors often become that person. They aren’t just teaching phonics; they are acting as mentors and cheerleaders. They help the student understand that dyslexia is a part of who they are, but it is not all of who they are. We talk about “dyslexic strengths”, the incredible spatial reasoning, the “out-of-the-box” problem solving, and the high levels of empathy that often come with the dyslexic brain.
Tools for the Journey: Teaching Regulation
Since it’s Mental Health Awareness Month, it’s also important to talk about tangible tools. When a student hits a “wall” and the frustration boils over, we don’t just push through. We teach emotional regulation.
Sometimes that means taking a five-minute “brain break.” Sometimes it means practicing a quick breathing exercise. We want our students to recognize the physical signs of frustration, the clenched jaw, the racing heart, and know that they have the power to hit “pause.”
By teaching these skills, we aren’t just helping them read; we’re giving them tools for life. These are the same skills they’ll use when they encounter a difficult project in college or a stressful situation in a future job.
A Message to Parents and Caregivers
If you are a parent watching your child struggle, please know this: the emotional work you are doing is just as important as the flashcards.
Giving your child a space to cry, to vent, and to be successful in other areas, like sports, art, or building things, is vital. Remind them that their value is not tied to their reading level.
At the Dyslexia Tutoring Program, we are here to partner with you. We want to see your child succeed in school, but more importantly, we want to see them rediscover their confidence. We want them to look in the mirror and see a kid who is capable, resilient, and smart.
Join Us in Rewriting the Narrative
Dyslexia is a challenge, there’s no doubt about it. But with the right support, it doesn’t have to be a tragedy. It doesn’t have to lead to a lifetime of low self-esteem or mental health struggles.
This May, let’s commit to looking past the words on the page and looking into the eyes of the students who are trying so hard to read them. Let’s lead with compassion, celebrate every small win, and remember that we are building more than just readers, we are building people.
If you’d like to learn more about how we support students in the Baltimore area, or if you’re interested in becoming one of those life-changing supportive adults as a volunteer, contact us or learn more about our tutor opportunities. Together, we can make sure that every child knows they are so much more than their struggle. They are more than words.
By Dalbin Osorio, Executive Director