Random aside, that's how yours truly learned to read. ;)

Our co-op allows typed responses for these kinds of assignments so students either bring and set up a laptop or attach a keyboard to an iPad. We've had students complete entire note-taking courses using technology (no handwriting).

We liked the same book Arcadia mentioned. AFAIK, there is not much at all that can be done to remediate processing speed, it is something that needs to be accommodated instead. You process at your body's speed. :) The NYT ran an article awhile ago about using games to increase executive function and working memory, which I thought was kind of fun and interesting, but I haven't really used their suggestions in a therapeutic sense to try and get defined results or anything.

Ok, CPT code 98037 is just an office visit code for a 52-60 minute visit. I'm a billing specialist. :) It's not a specialized code for dyslexia remediation. In order to successfully use that code with your insurance, the provider would have to be in-network and credentialed. I don't know of learning specialists other than neuropsychs or psychs who are on insurance panels - at least they aren't in our state. And psychs are not usually the ones providing the remediation. When I look up those codes, the results I get are that those ICD 9/10 codes are used primarily by speech language pathologists & audiologists, rather than for any kind of specific educational remediation. But it probably depends on the insurance laws in your state and whether you have insurance coverage for neurodevelopmental issues. Our state does not require that kind of coverage so most plans don't provide it. Do you have insurance coverage for dyslexia or neurodevelopmental issues under that ICD 9/10 code? Is the office and provider in-network and credentialed with your insurance company? Is the remediation provided by a speech therapist? If the answer to all is yes, then yes, I would suspect you should be able to get insurance to cover the visits subject to your deductible and coverage terms.

Wow, no. What CPT code is that? I've never even heard of it. I don't know any remediation centers that are even credentialed to take or bill insurance. It falls under education here other than some of the evals by the psych or neuropsych.

It is definitely the latter, but I hadn't thought about it that clearly.

Do I have the internet and a computer with programs? Can I read aloud from the books I have? Do the kids have Kindle Fires with Immersion Reading and does that count as a book? If so, then yes, this is mostly how I educate now. It is draining and exhausting, but I am mainly the medium for information getting to the kids simply because we have some of the same learning issues and have had to get around them. We operate mostly by discussions, read alouds, documentaries, classes (some one else lecturing aloud), and projects.

Have your dyslexics who struggled heavily with vowel sounds done well with Rewards? Ds 1 did not have an issue with vowels, he mostly just needed direct instruction to break down larger words because he couldn't see the parts. Rewards worked perfectly for him. Ds 2 *struggles* with retrieving the correct vowel sounds. He does it perfectly in AAS by individual word or sound, but in the context of Rewards with many sounds coming at him at once and larger words to think about, he frequently forgets the correct sound. Rewards is so vowel based as a strategy that I can't decide if we should keep plugging away and he just needs more practice with correctly identifying vowel sounds, or if this is NOT the right approach to longer word decoding for him. He is almost 9 and still forgets what short vowel sounds are in context sometimes. What has worked to gain fluency and get over the 4th grade reading hump for those with dyslexics who struggle with vowel sounds as the primary issue?

Ok, thanks for all the suggestions. It does look like Jr AG Grammar Mechanics is what I want. I knew I could count on the Hive!

Older ds (dyslexic, dysgraphic) is doing very well in some aspects of grammar such as parts of speech, punctuation, apostrophes, capitalization, and sentence diagramming. He is even performing reasonably well on homophones and general spelling. However, he doesn't know comma usage, quotations, or indentations & paragraphing at all. Completely not his fault, because I haven't taught him the rules since we have been working on other aspects of LA. I can't quite find the resource I want to address this. It doesn't seem fair to him to use something like Fix-It or Editor-in-Chief and expect him to pick up on errors I haven't taught. But if I look at something like general Scholastic grammar & usage workbooks for grades 4-8 they all focus too much on the concepts he already knows like subject/predicate or run-on vs. fragment. What resource am I looking for to introduce and practice the rules for paragraphing, commas, quotations? Should I have him start editing instead?

What other ways to imprint spelling do you mean? Writing it out and seeing it? Working with it kinesthetically or something else entirely?

Cross posted with Cintinative. Totally agree. :)

8 makes a good point. I missed that she is only 7 and a 2nd grader. Fwiw, my almost 9 y.o. third grader is still finishing up AAS 2. Yes, he is dyslexic. I think you could go either way - back up in AAS and move more slowly or switch (but I don't necessarily think that will solve your problems unless you also back up with material). I'm not sure that either of these fix your time crunch though.

Can you hire a mother's helper or tutor so you can double some teaching time and free yourself up? Some of those errors show she doesn't have phonetic awareness down sound by sound yet (especially r controlled vowels) and there isn't really much to do but keep remediating it, which takes time no matter what program you are using. I don't think I would jump ship, but I'd be working on solutions to give yourself more time or her more reading/phonics tutoring. I'm sorry, that is probably not what you wanted to hear, but in tough learning situations there are no shortcuts or perfect programs. I'm not convinced that a switch to a different program would resolve the hearing sound/phonics/spelling issues here.

I'm mostly done remediating my older (at least as much as you are ever done with this kind of profile) and I'm in the midst of remediating my younger dyslexic. I'll echo the TON of patience comment. In my case, I don't really have a choice as I could find no one in my area qualified to handle my kids for remediation. Having done it once, I know I can do it again, but in all honesty, I wish I could pass my younger son off to someone else. It just takes so much time and effort. I'll also reiterate OhE's comments. Make sure you are getting someone qualified or do the remediation yourself. :)

Is she still skipping the little words? How does she do when reading aloud to you? My youngest has a virtually identical profile and reading comprehension when heard aloud (not read by him) is phenomenal, but he still misses little words and pieces ('s, plurals, articles, etc.) when reading himself that drastically impact his reading comprehension. His decoding level in isolation is quite high, but missing all those little pieces compounds to impact the overall reading comprehension. Is it possible that could be a piece of the puzzle? We are working on some sentence tracking books this year to slow him down a bit to look at each word in the sentence in order.

Us. It caused nothing but tears here. Ds *hated* it. We also had blending problems.

Yes to the copywork, eliminating ETC, and CAP fable. If you really want to add in some writing, look at Calvert's Verticy, which is written for dyslexics and can be done with you scribing even as your dc learn *how* to create sentences and paragraphs.

Cursive First. It is completely spatial and uses a clock face to demonstrate letter strokes. My dysgrapic, spatial older ds loves it.

And yes, agreeing that the heavy work or other OT inputs could have a long term calming effect by causing the need for some of the activities to disappear.

I was told by our fabulous OT who had specialty training in sensory integration, that your classic SPD kids are virtually always both seekers & avoiders. She stated that this was pretty much the textbook definition of SPD. These kids are not able to regulate their sensory system in a neurotypical fashion but instead swing between over-regulated and under-regulated with their behaviors seeking or avoiding depending on the situation.

I vote yes, because if you use WHO's form, you only list ages and not grades. It is none of the district's business what grade you label it, but if he is 18 and at home (you haven't graduated him) then I think you do file. I do not have high school students however, so I haven't experienced this personally or anything.

If it makes you feel better, I think I did the same thing. Only I haven't even downloaded the book yet! I haven't had time to deal with it at all.

I'm SOO excited about outsourcing math and science and being able to focus on my strengths as a teacher. Literature and history are my thing and I'm so relieved I won't have to spend hours re-teaching myself material I've forgotten in other subjects this year. :) I'm thinking "Go with your strengths!" will be the motto of the year for everyone.

No apologies necessary! I'm glad it has been helpful. And the info from Imagine More answered my question, so I'm good to go. Hijack away!