Category Archives: Overcoming one result of bullying


Color Me Purple

“Color Me Purple,” my just-published 2016 children’s book, illustrated by Madison artist Donna Parker, is a fictionalized story of real kids from Wisconsin. Some of the characters are based on a single child. Many of them are composites of several children. All of these children were lucky because someone recognized that they had a talent. In addition, that someone did something about it. Whatever the child’s economic, ethnic, or social background, and whether he or she was thriving or starting to slip through the cracks in school, someone said, “It’s time to intervene, to encourage this child to become all that he or she can become!”

Children are smart in many different ways. Yet, too often, they are stereotyped based on their deficits and discouraged in their learning rather than encouraged. Color Me Purple is intended to help children and those who care for them understand that it is good to be smart. They can be proud of what they do well. They should work to use and improve their abilities rather than let them languish. They can dream big. But dreaming big alone is not enough. As their support systems help them to gain confidence and feel good about themselves they can hone their skills, define their goals, and help themselves and others to say “yes” to thriving in a multicolored, multicultural, multitalented world.

I have written this book as a way to help children, along with their teachers, parents, and caregivers, understand that there are many, many children who should be encouraged for different combinations of talents or kinds of smart. Based on the theory of multiple intelligences by Dr. Howard Gardner of Harvard University, the story presents 8 children between the ages of 7 and 18, from 8 different ethnic backgrounds, who are smart in 8 different ways. Text boxes, interspersed throughout the book, explain the educational and psychological theories behind the story for readers who wish to delve deeper into the concepts being introduced.

From the last chapter, a bit of what has occurred in the main character’s thinking is presented: “Before the whole Kennedy thing came up, I was just me. Remember? I’m browned-eyed, brown-skinned, and so on? I thought I was ordinary, and in some ways I am. So are Kennedy and Sameer, Bambi and the others. I’m glad to know that we can be ordinary and smart at the same time… There is so much more to me than what you see on the outside. What makes me smart is that I like thinking about hard questions in about the same way Gommgi likes playing the piano…


I am happy in this rainbow world of smartness. I’m learning about my inside colors. I think they are what make me the me I want to be.”

To meet Angie, Kennedy, Sammy, Bambi, and the others, you can buy “Color Me Purple” by contacting me at Directions are on the “Contact Ellie Books” page.


Smart Kids Who Stutter

With the release of “The King’s Speech,” stuttering has become a topic of conversation unlike anytime I’ve known in the past. Two of the WCATY students that I interviewed for my book on parenting smart kids had been stutterers.

The first is Angie, whom I’ve written about in previous columns. She was born a crack baby. She came to my attention when she scored a perfect 36 on the ACT English test as an eighth grader. It was from her father and eventually her that I learned of her challenging beginnings. By the time she first came to a WCATY program following her eighth grade year in school, there was no sign of a language problem – and who would have expected it from someone whose talent was so clearly language related.

Angie reported, “My father read to me from day one, and I received speech therapy to help overcome stuttering and slower-than-normal language acquisition. I didn’t understand the reason for these early language experiences at the time but they probably explain my affinity for reading and writing. As a preschooler, I learned to read by memorizing the words of book after book, and by age eight my speech problems had been conquered…. spelling and reading became second nature to me. Although Angie has now graduated from college and speaks eloquently, she still reports, “Writing is my bridge between my unspoken thoughts and the world.”

I’ve recently written about Rand’s ADHD. Rand’s second difference is his stutter, which was very noticeable when he was a high schooler attending WCATY programs, yet barely perceptible when I was interviewing him as a Ph.D. candidate.  “When I was really young,” he explained, “specialists worked with me. Then my parents were told it was essentially gone, that I no longer needed to work with the speech teacher. My parents believed it and dismissed stuttering as a problem that had been solved. However, occasionally my stutter was still there, and as other students noticed small stuttering and made fun of it, it got worse again. In high school, I again took speech therapy.

“What it comes down to is that I talk too fast. If I consciously slow it down, then I do not stutter. But it takes a very conscious effort, which I really despise because if I’m thinking about slowing down my speech, I’m not thinking about other things (this is the kid whose ADD allows him to process 5 different things at a time – and he loves having this ability). The high school speech therapy did slow down my natural pace, and that’s okay. It doesn’t matter to me whether I slow it down or not. I just don’t want to have to think about slowing it down. It seems ridiculous to use developmental energy to slow down my talking when I could be using that energy in better ways. I feel like it makes me think slower to have to consciously talk slower. But if it’s not happening consciously, how fast I’m talking doesn’t affect my thinking.”

Rand no longer worries about his stuttering as long as no one points it out to him, or unless he becomes stuck on a word for more than five seconds. When I mentioned that I could barely detect a stutter as we were talking, but brought it up because of the palpability of the problem earlier, he explained, “It doesn’t happen anywhere near as often now that I have matured and am more confident about what I am saying. I rarely stutter when I am teaching or giving a speech, and I consciously slow down when I am working one to one with a foreign student.” I don’t think he had consciously slowed down his speech with me, but his confidence and maturity were clearly evidenced in his smooth flow of talking. And this was a confidence in himself, not just in mathematics – his area of expertise.