sbgrace
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Posts posted by sbgrace
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Question...how are kids supposed to know where to divide syllables for PR1? I don't always "hear" the correct division myself and I'm wondering if I'm going to have to teach them by rules or ??? when we're expected to leave spaces between syllables?
I feel like I'm missing something--whether it's not fully understanding PR or a gene for syllabication I don't know!
Also, I think I'm going to go ahead and teach all the phonograms to my kids before we get to PR1. Does anyone think that will cause us problems when we get to the PR1 spelling?
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I think that's a huge difference between O-G methods and Spalding type methods, isn't it? That's what I've decided. I've been getting a feel for PR1 from a friend and I've got How to Spell workbooks so I'm comparing a lot. The O-G stuff like AAS, Recipe for Reading, How to Spell seem to move much slower partly because of that learn and use concept. From a reading standpoint I like getting all the phonograms quicker/up front! From a spelling standpoint I've got mixed feelings. For a child with learning disabilities in this area I think they'd really need the O-G approach of learn/use and slower pace. I'm not entirely sure why readers can't be read as you learn though to some extent though I know that's not how it's done for Spalding methods (Progressive Phonics does this though in a different introduction order).
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Magic Schoolbus and Liberty Kids really seem to have big learning impacts here and the boys love them. They also love Between the Lions but that wouldn't fit the older kids!
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Here are slides from the presentation of the actual study:
http://obs.rc.fas.harvard.edu/chetty/STAR_slides.pdf
Smaller class sizes had a considerable increase (in terms of this study anyway) in test scores and later earnings. So did teacher and peer quality though I can't get a strong sense of how that was measured? Teacher years of experience (greater than 9) was a factor in the impacts and is outlined.
I guess the fact that I'm learning as I go how to teach young kids is a disadvantage but our tiny class size and advantage! I can't get more out of it than that though.
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We started in Oahu to see Pearl Harbor primarily and I'm glad we did. After a few days we went to the Big Island and I loved it because we saw the volcano, were in rain forests and a variety of ecosystems, etc. I loved it. But if you're mostly a beach person your choice of Islands would be affected by that. I guess my main point is you don't necessarily have to do just one island since family may have different interests. We did condos so we could make meals and save money that way.
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I thought that article was interesting and, for a moment, intimidating! I, too, wonder what the difference is with the "superior" K teachers in that study. I don't think they know. Interesting for sure...
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I haven't checked out the links you've gotten (can't wait) but we're dealing with multiple allergies as well and it does make recipes very difficult.
I just wanted to add something I wasn't aware of (to my son's detriment) in that wheat free and nut free is quite tricky. Most gluten and wheat free items are produced on shared lines with tree nuts. Basically, major cross contamination is rampant right down to flours and oils. I was floored.
If you want to stick to locally available unless you live in a large area you're limited in grain and flour sources particularly. Even if you do live in a large area you may find it difficult. I order all our grains and flours online. I can give you a list of nut safe wheat free grain and flour sources if you would like that. Call companies basically about the nuts on shared lines with whatever product when transferring to wheat free. Everything I had was majorly cross contaminated.
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I'm using RightStart A and like it.
I've got one child who is doing great with all of it. Another is not typically developing and is not a math kid. He absolutely hates all games--not just RightStart but games generally.
So we're at Go to the Dump. He would rather (and happily) just drill the number cards that make 10 in flash card style. Playing Go to the Dump with him is an exercise in frustration at best. Is there any reason I can't just drill this child vs. games for stuff like this?
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It depends on the strain in the yogurt and rather it an actually survive the digestion process. Many can't. If you're using one with clinical study type evidence that it colonizes the digestive track you're likely ok. Activia I think has that but I hate the "junk" in it. Some probiotics won't survive the digestion process either so you're right to wonder what to use. Look for ones that have proven effectiveness in studies especially against stuff like c. diff. A few have clinical trial and medical journal evidence. Anyway, yes you can use yogurt if you pick the correct one so look at studies.
I find it's easier to just get a proven probiotic and take that. Culturelle is widely available in CVS and the like and has lots of evidence published in medical journals that it is going to survive the digestion process to do what it needs to do. It's a great one for antibiotics because it's strong enough to fight the really nasty stuff like c. diff you can pick up on antibiotics.
Whether yogurt or probiotics you can't take them with the antibiotic because the antibitiotic will kill them just like it kills the good bacteria already living inside you. You need to re-dose at least three hours after every single antibiotic dose. I dose three hours after and then half way between doses as well just in case digestion is slow.
Florastor is the only probiotic that antibiotics can't kill and it, too, has tons of clinical trial evidence. It's great because it survives the antibiotics but it's not usually available at least around here. I have to get it online.
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RightStart is Asian math and conceptual. That's a good thing I think! It's especially good with place value I've been told. I like that the lessons are planned for me (no prep) and fast which helps my spectrum child who, um, lacks attention for anything not his special interests. He is not a game kid but his twin is and the games make math fun for that child.
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OK, I have a question about this: I was told that our bodies can't absorb a lot of D3 all at once so to maximize absorption, it needs to be done at all three meals during the day. Just a week ago, I bought a lower dose (2000 iu each) formula for this reason. :confused:
Who told you that? I haven't found anything when I researched to indicate that we needed small doses spread out with vitamin D. I did look into this a lot as some vitamins and minerals do need to be spread out.
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You could try to make it game like--concentration, bingo (she reads what she draws), hide easter eggs with the syllabry parts in them and she reads as she finds and matches or something like that, I've got links to game boards in my blog of free phonics stuff and you could have her read the syllabry item to move her piece.
But she's five. She may well not be ready for blending and the like based on what you described. My son wasn't ready at five. Many kids aren't. I believe you can do harm pushing when a child isn't ready both in their concept of themselves and readers and their enjoyment of reading. I'd do about anything to not make learning to read a chore and unpleasant. Maybe try I See Sam with the cursor card to start the blending process in a gentle and fun way. If she's not ready for I See Sam she's not ready. It's a solid phonics program without sight words--Elizabeth B. has it listed on her blog I believe or she's listed it here. I've got a link in my blog. http://learningsharingcaring.blogspot.com/2010/07/decodable-phonogram-reading-practice.html
The first two levels are free (just use the instructions on the actual site for the cursor card rather than those on the free links).
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The sun: Not everyone makes sufficient vitamin D no matter the level of sun exposure. There are lots of proposed reasons for that (metabolic differences, genetic differences in way the body processes or converts, maybe even the tendency to shower after exposure or to sweat) but studies show it's not enough for many people to get sun. There was a well done study of people in Hawaii who got large amounts of non sunscreen exposure daily. By large I mean well over 20 hours a week of exposure of sun at the right latitude. Almost all were deficient--especially if you don't assume 30 is ok--which was considered ok for the study. It was shocking. The researchers speculated why. I can search pubmed for the study if anyone wants it and can't find it. Remember, many of us don't live at latitudes where the sun can even make vitamin D much of the year. And, clearly, even when that part is ideal some of us still don't make enough. The take home is don't assume you're ok because of sun. And you may be ok in the summer but need to supplement in the winter.
Sbgrace,I was instructed by my dr (my reproductive endocrinologist, who actually discovered the deficiency, not my family dr) to do the following:
Get Vitamin 3 supplements over the counter.... take 50,000iu once a week for 8 weeks... recheck vitamin d levels... dose will be adjusted when therapeutic range has been obtained.
What is your opinion on this? Specifically, taking 50,000 at a time, once a week (whether that be 10- 5,000iu tablets or 5 - 10,000iu tablets)?
You can dose once a week instead of daily. A few people don't handle once a week as well with tummy or feeling wired but if you do that's fine. It doesn't seem to matter whether it's all at once or spread out with vitamin D. It's great that your doctor did recommend D3 and dosed high! So many doctors don't!
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Thank you all for your thoughts. I don't know why the reward system which I do think my spectrum kid needs scares me so much! I guess I'm afraid my kids are going to walk around expecting to be rewarded for basic courtesy from here forward or it will mess them up somehow. I guess it also makes me hesitate because typical kid does respond to things outside of the tangible and so it's hard to institute something like that when I know he doesn't need it! But, unless someone thinks it's going to do harm I think I'll try it because I really do want things to change.
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I'm feeling paralyzed by a lack of perspective but we desperately need change here so I'd love some thoughts. I'm exhausted, it's been an absolutely horrible day, and it's midnight so I hope this makes sense.
We're too often correcting, consequencing, disciplining and the atmosphere is a cycle of disobedience, consequence, frustrated everyone and it's just too negative. We've been under a lot of stress (health, financial, work, etc.) in the last 6 months to a year and somehow things have become horrible here. My six year old actually says he wishes it was how it was when he was five. Well, I do too. It's negative here. I think I'm actually anticipating resistance to requests before I even make them kind of atmosphere. Beyond that, the consequence type approach isn't very effective in my special needs (autism spectrum child) for many reasons related to his disability. This question isn't specific to autism and I'm the kind of parent who is consistent and follows through and I believe that kids need that stability and boundary stuff so that part isn't an issue. But I'm looking for "more" both for the one child and the family as a whole.
I'd like to positively recognize obedience particularly (defined as: doing what you're told when asked with a positive attitude) but I'm stumped on how. I know my kids would be motivated by some type of chart or jar with reward attached like watch a video particularly which is special here. But I suspect it would communicate "you obey for the reward" and, if so, what would that do further down the line? But I don't want to keep doing what I'm doing either. I want to encourage obedience and not just discourage disobedience essentially. I've tried verbal recognition but it's not enough to counter the negative current particularly for spectrum child. Help? Thoughts?
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Low Vitamin D can and does often cause fatigue, pain, and likely increases risk of some serious health impacts. But instead of focusing on that (as you can't do anything about the past) focus on aggressively correcting your level.
Since you're fatigued and foggy here are my bullet points but the vitamin D council website is a wealth of information should you want more specifics (I can provide them too) or more information generally.
1. You want to take a vitamin D3 form of vitamin D. You do not want the prescription. It will be D2 or another form that is not what your body makes naturally and can't use as well if at all. You want a D3 form only and you have to purchase that.
2. Get yourself 5,000 IU D3 capsules. I can get them locally but my in laws had to order online. If you have to order online get the highest IU of D3 you can to start while you wait for your order.
3. Take 10,000 IU of D3 six days a week. You want to dose high (hence the suggestion for 5,000 IU capsules) and correct this fast. No matter your level anything below 10,000 IU per day is safe indefinitely for health adults. You could take 10,000 IU daily given your levels and that is what I did. The 10,000 IU per day six days a week will be very close to what the doctor will likely prescribe you though they will give the 50,000 IU in one pill generally (of the wrong form, not D3). At any rate this dose is safe no matter your D levels and certainly for low D. I did 10,000 seven days a week.
4. A good level of Vitamin D is actually at least 50. Some labs will say 30 but that's extremely low and even 40 has been shown to be suboptimal. You want your numbers in the future so you can dose yourself to and maintain those 50 + numbers.
If you want more specific information I'm happy to answer. I corrected a very low level within I believe two months.
5. Generally, you need 1000 IU per 25 pounds to maintain current vitamin D levels. You need far more to correct low of course. But once you get in the 50's range drop to a maintenance dose based on the above.
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If I were going to teach an (interested, ready) child that young to read I'd definitely do I See Sam books. Leapfrog letter factory video is also good for teaching letter sounds. The I See Sam books are very gentle though and do teach the sounds as you read like you want. I love them. That said, I think it's an extremely rare three year old who is really developmentally ready to read in any form and time is far better spent in play at that age so make sure you are entirely following his lead.
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My mother adjusted to CPAP as a side sleeper. The cpaptalk site listed above would be a big help.
The health (and life) impacts make this a must really.
If he comes out moderate or mild he might be able to do a dental device (from a sleep medicine dentist) if that would make him more likely to do the sleep study. They can also attach cpap to the devices for those with more severe apnea. I corrected my apnea with a device but wasn't in the severe category.
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He sounds young. I thought I knew a lot more than I know when I was young. He does sound like he cares about his nephew and wants the best for him. He just has no clue what that really looks like. I'd focus on the positive about his (misplaced/misinformed) concern even as I practiced my pass the bean dip tactics. Time for maturity and life experience on his part and progress in your son will probably mellow this issue. Beyond that, while frustrating, this issue is minor in the grand scheme of things even now. Try not to waste any emotional energy on it.
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We don't do baked goods generally. Carbs might be a buckwheat dish, teff dish, potato, rice side, quinoa, sweet potatoes, etc. I don't really like gf baked stuff and neither does one of my kids. We can't do egg so that is likely part of it but I just don't care for most flours the amount of starch generally added. We do use Tinkyada brown rice pasta and I highly recommend it.
I think it's easiest to adjust to gluten free if you just eat naturally gluten free dishes at least for a while.
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Thank you both! That is reassuring!
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When I read threads about LLOTG I pull mine out again and think maybe we should give it another go. But then I look through and I still don't "get" how it works so well for people. It didn't go well here. No activities, lots of (dry to them) reading, prayer with thee's and thou. One kid particularly completely spaced out and he was five and loves to be read to so it should have been ok. I don't know. It just wasn't engaging here. I may try it again...off to pull it out and see what we somehow missed...
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My husband.
I think we transmit spiritual values to our kids via our lives--it's caught more than taught and they are very likely to live out what they see lived out. Good or bad. I guess in that way I agree with the PP though I think both parents have influence. Anyone vibrantly living their faith is going to lead positively by the impact on their day to day life I think. My husband is ahead of me in that area. Though, I am better at teaching/explaining concepts to their level! I also carry out the planned curriculum parts of our bible instruction.
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sbgrace,
May I ask your reasons for choosing RDI? Have you tried ABA or CBT. I only ask because I am new to all this. Thanks.
It's just another option--it's developmental rather than behavioral so comes at it from a different point of view and technique set. I decided it was a better fit for the goals I had for my son. It just resonated with me essentially when I was deciding what to do. While not a major factor for us because I would have selected it anyway it was significantly less expensive than a full ABA program. That said, we never tried ABA or Verbal Behavior, CBT, or any behavioral approach. So I can't compare them for you directly.
RDI is essentially about changing your lifestyle and approach so you are able to guide the child to make developmental discoveries he missed along the way. So it's a lifestyle approach--cooking together, playing, talking, cleaning, eating--all of it is RDI here. I like that RDI is parent led and doesn't cut into family time like other approaches tend to do. I think naturally typically developing kids are following their parents as guides from very young ages--6 months for sure. Spectrum kids don't usually naturally do that at least in a complete way. But all kids need guides and need to know they can rely on us to interpret the world. RDI was very helpful in helping my child develop feelings of competence in his interactions and ability to handle the unpredictability of people and the world as a whole. A huge theme is helping a child operate in a fluid/dynamic way because in reality the world is indeed unpredictable. Specifically for my son one of the early things he did was learn to handle unpredictable responses in his partner (me mostly at that time). I think that's helped him deal with life in general and especially other kids which are extremely unpredictable! It helped him develop referencing skills (looking to the other person for information/assurance/response/etc.) because he discovered the need for them. It helped him coordinate with others in a more fluid way. So instead of trying to teach him to make eye contact we guided him to discover that referencing the other person visually gives him more information than just listening to words. Very early my son developed a sense of competence in his interactions (that he could handle things) that opened up lots of opportunities for him. Every child is so different in their strong and weak areas. My child's won't match your child's or anyone else's. I like that RDI recognizes that and is tailored to what a child's needs and strengths. But another approach may better fit a particular family. I found this--I can't tell whether the person is doing both ABA and RDI or switched to only RDI or switched back or what but it does do a good job of hitting the initial things you work on in RDI so gives you an idea of the flavor. http://gooagoo.wordpress.com/rdi-un-therapy/ I think (suspect) it lays out the differences between the two better than I could--things like emphasizing nonverbal and declarative communication.
X Post, Math help please
in The Learning Challenges Board
Posted
If he likes games (my spectrum kid does not but his brother loves them) RightStart uses games to cement the math facts. My spectrum kid would just prefer to memorize drill card style but he worries me because he struggled with the underlying concepts I think which is more important and sounds like J's strength? I'd be a lot less worried about memorizing at their ages since he can remember rote things like the phonics rules. My other son had the concepts solid but took longer to memorize the facts and the RightStart games really have helped him.