Making a Difference - Eloise Lynch

Eloise Lynch still remembers her first day of teaching school. The Auburn graduate was teaching fourth-graders when she realized that she did not know how to teach reading. She finished the year and went back to college to get her master’s degree in reading. “By the fourth grade, there is a huge diversity of reading levels,” says Lynch. “It was so easy for some students, but a struggle for others.”

Years later, Lynch, now a reading specialist at Brooks Global Studies, has evolved her teaching techniques and style. Lynch is in her fifth year at the school and her twelfth year of teaching. Lynch is also the recipient of the first Enrichment Fund Leah Tannebaum Reading Specialist award for teaching excellence. Prior to her current position she taught first, second, fourth and Title 1 reading. “I am grateful that Brooks made the decision to have this position on site,” smiles Lynch. “They made reading a priority.”

The way reading is taught has also evolved, becoming more research-based. Traditional teaching methods include teaching phonics and reading by sight. “In order to break the code of reading, students needed to know letter/sound correspondence and how to blend those sound into words,” says Lynch.

Students with Attention Deficit Hyperactivity Disorder or Attention Deficit Disorder often have reading issues that must be addressed. “The earlier these issues can be identified, the better chance you have to turn it around,” explains Lynch. “By the fourth and fifth grade it is difficult.”

“Reading is a life skill,” reminds Lynch; it is more than a “warm fuzzy” or school requirement.  “Reading is also something you can do at any age,” says Lynch. “When you are young, you read to learn and for enjoyment. As you grow into adulthood, reading is for learning, enjoyment and for companionship.”

Beth Folger, chief curriculum and organizational development officer, agrees that the importance of reading instruction has never been more critical. “Adolescents in the 21st century will read and write more than at any other time in history,” says Folger. “Students need advanced levels of literacy to perform their jobs, operate their households, participate in citizenship and conduct their personal lives. In a complex world, the ability to read is crucial. Continual instruction beyond the early grades, in reading, writing and listening is needed to ensure success.”

Do you know GCS employees that should be spotlighted for their efforts on and off the job? Contact Lynne Brandon at 370-8353 or brandol@gcsnc.com to share their stories.