Kathy is an energetic and optimistic single parent of three children who's optimism spills over into whatever she does. I was particularly looking forward to catching up with Kathy on her recent activities because she has been doing some very exciting work in the area of prevention and family literacy, incorporating the theory and understanding of individual reading styles.

At an International Reading Association Conference she attended in Atlanta, Georgia two summers ago Kathy discovered Marie Carbo and her Reading Styles Inventory. "Carbo encourages teachers to reinforce the strengths the children have, who they are as people and how they tend to learn as individuals. Some children learn quietly and independently; others need to act out an idea, physically try it on for size. Some children learn in a highly individual or organized setting; others like background music and lively discussion.

"I was intrigued by this simple theory," Kathy said with enthusiasm, "because I've just always had this strong sense that everyone who walks through my door, everyone who asks for my help, has the same ability to learn as I do, if they could only find the right door to open so that they could learn."

"I've watched my own kids in school and I've found that the school system seems to go more in the direction of pointing out and trying to work with the weaknesses children have as opposed to their strengths. It is very hard to strengthen weaknesses."

As Kathy was speaking I thought again about the "class clowns" Val and I had talked about the day before. I asked her if it was possible that their learning styles weren't recognized as children. "Oh they were recognized," Kathy explained, "but not validated. Those kids, mostly boys, need to physically move about the classroom to be able to take in their lessons. They are highly kinesthetic learners, the first ones to be chosen for a school play or role playing. Unfortunately their need to be active is often seen as interruptive to the even-keeled classroom setting so they are sent out into the hall or told to sit on a chair in the corner. They aren't bad kids {they're often very likeable} just disruptive, not the norm. Humour is also important to kids like that. Having to sit still is terribly frustrating and degrading for them; when they have to sit still they don't learn and their self-esteem can be badly damaged."

"So we do have a lot of 'class clowns' who are now in adult literacy programs. They've certainly matured and are not active in the same way were as children but their learning still needs to be useful and relevant to them so that they can apply it right away. They want to 'get their hands dirty', try it out, work with it. And they have to do it themselves. "

"Marie Carbo's theory is that most adult students (who are poor readers) are poor auditory, poor visual, but moderate to strong tactile and moderate to strong kinesthetic learners. And they are global not analytical thinkers. Teachers in the school system tend to teach with visual, auditory and analytical methods, a more passive kind of instruction. Carbo believes that nine tenths of 'poor readers' have 'learning difficulties' not 'learning disabilities'."

Always looking for positive approaches for helping students, Kathy was really excited about this new theory and began talking about it with the teachers in the school where she works. She found that many teachers admitted that they could see different students having problems but didn't know how to help them.

At the same time, Kathy started to apply some of the Reading Styles ideas in tutoring adult students in her literacy program. "I remember one fellow who told me he couldn't remember anything unless he wrote it down first. He couldn't just hear an instruction, he had to write it and see it. So he told me that when he is out on the road and thinks of something he has to do, he pulls down the sunvisor in his truck and writes the words in the dust. He is a visual and tactile learner."