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About Megbo

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    Hive Mind Level 2 Worker: Nurse Bee
  1. I've only realized in the last few months how much my son struggles with orthographic processing (it is in his report from two years ago, but the psych really focused on the phonological side of things), so we haven't directly targeted it yet. We did the first two levels of Barton last year before he spent this year in public school, so we're reviewing those levels now and plan to continue with Barton. It seems that the higher levels do address orthographic processing explicitly enough for most students. Seeing Stars and Glass Analysis are two other programs I've looked into that seem like they would be appropriate interventions for orthographic processing. Glass Analysis is recommended in one of David Kilpatrick's books and seems like something we can add to Barton if necessary.
  2. No, the tests at the developmental optometrist did not pick up on my son's orthographic processing problems. I think he may be the only kid ever tested who wasn't recommended for vision therapy, lol.
  3. Before high school, I can't imagine how a child would benefit from being told their level in comparison to their peers, either using percentiles, grade levels, etc. A progress tracking system (like Fountas and Pinnell's reading levels) would be a great solution, except that kids in school know their classmates' levels and if they are "behind" the other kids. We had more than a few tears this year about reading, which never happened when my son was homeschooled and blissfully unaware that he was "behind". I do think children should be told when they have learning disabilities and other learning needs, but I don't think that needs to include comparisons to others until much later on. My oldest son had a psychoeducational evaluation this year, which was a really positive experience for him largely because the graduate student clinician who tested him spent more than an hour going through the results with us, speaking directly to Ds17 to make sure he fully understood and was feeling good about all the results. She spent lots of time on his strengths, then went through each area of weakness and talked about how he would handle them. She included percentile scores in her explanation, but didn't dwell on them and instead focused on what he, we, and his teachers can do to help him.
  4. No, you aren't overthinking things. Your daughter is a bright, articulate child who has received consistent, explicit phonics instruction. The fact that she is having so much difficulty learning to read is definitely worth investigating, and I think you're making the right decision to pursue a neuropsych evaluation. What you're describing sounds exactly like "orthographic dyslexia" or "dyseidetic dyslexia", which is caused primarily by a deficit in orthographic processing. It isn't exactly visual memory, but is specifically how the visual system forms, stores, and recalls written words.
  5. I don't have any experience with the iPad version of the WISC-V, but a few thoughts I had about his scores: Were there big gaps between his subtest scores in any area? For example, if he scored 17 on Block Design and 9 on Visual Puzzles, he could have underperformed on Visual Puzzles due to inattention, rushing through the questions, tapping the iPad too much, etc. His "High Average" scores may be an underestimate of his ability in some areas. If his Auditory Working Memory is 108, but his overall Working Memory Index is 88, he presumably did very poorly on Picture Span? A low score in visual memory, when he doesn't have any issues with visual spatial reasoning or general working memory, makes me think that it might have more to do with attention than his actual working memory abilities. The Processing Speed Index measures how many items the child completes correctly in a set amount of time. Kids can score poorly either by completing few items *or* by making many errors. My son scored "Very Low" on one subtest when he was 7 (pre-ADHD meds) because he made so many mistakes and "Average" on a similar subtest that was more engaging. This year, he scored "Average" on both subtests.
  6. I agree with Storygirl's recommendation to follow up about the specific goals, methods, and structure of her math intervention to see whether it is a good fit for her and worth the time investment. Twenty minute sessions seem very short to me, especially in a group setting. If they aren't included elsewhere in the report, I might ask the psychologist to send you a copy of the WISC-V and WIAT-III subtest scores. The WISC-V is made up of 10 core subtests and these subtest scores can sometimes provide useful information. For example, it might be helpful to know whether she scored Low Average on both Processing Speed subtests vs. Average on one and lower on the other. Fluid Reasoning is closely linked with math ability, so those subtest scores may be informative. Even if these scores don't tell you anything new, I would like to have them to compare when she is reassessed in a few years. The WIAT-III Written Expression score is made up of three subtests - Spelling, Sentence Composition, and Essay Composition, so those scores might be useful now to see whether any specific writing skills are lagging.
  7. We've never found child-sized or other small desks to be very functional - they always seem to end up covered in papers and books with no space left to work. Our (public schooled) oldest has a 4'x6' table in his room that he uses as a desk for homework, and we recently got a similar one for our homeschooled 5th grader. He still does most of his school work at the dining room table, but has started using his table for some longer writing assignments and for his hobbies. I suspect he'll do more school work there next year when his younger siblings are home full-time. In your position, I would probably switch out the desk for a small bookshelf to store school books. Doing school work at the kitchen counter is great, but having school books left there at the end of the day would drive me crazy.
  8. My 2E Ds9 has been attending public school for 3rd grade this year after homeschooling from the start, and Ds11 lasted until Christmas in 5th grade before coming back home. We decided to put them both in school as a short-term solution while I had a newborn at home and then completed an internship, but I was secretly hoping it would be such a great fit that we'd be able to keep at least Ds9 in school for another year or two. No such luck, so I've just logged back on here to start planning for 4th & 6th grade. Ds9 has had a good year, and the experience has relieved a lot of my anxiety about whether homeschooling is right for him, how he compares to other kids his age, whether we've been doing enough, etc. The biggest reason we're going back to homeschooling is that the intervention/ remediation he needs isn't going to happen in our public school district and we don't feel it would be fair to ask him to do that work after school. His multiple diagnoses have allowed him to access more services/ support than is typical for a kid who functions as well as he does, but even with those services he's made so little academic progress that we can't let it go on for another year. We'd just have too much catching up to do at that point.
  9. Adam was our next boy name, and I'm having a hard time letting go of it because always assumed we would have another boy after Peter. Growing up, my youngest sister had a friend named Timo and I absolutely loved his name. My oldest son (originally stepson) is Thomas, so my dream of having a baby Timo didn't last long! Other names that were too close to previous kids' names, didn't fit with our last name, or were vetoed by Dh: Clara, Leah, Luke, Isaac, Joel, Oskar, Oliver, & Hugo
  10. From the weird texts and what you shared about his personality, I would assume he's not a very social person and hasn't had much experience with texting. He probably feels unsure about what to say in the group message, and might be typing messages and then erasing them. My father is an otherwise fully functioning professional adult who has never sent a text message (he calls immediately to respond to any he receives ?), so I don't read too much into people's texting skills.
  11. We use Miquon, which leaves out a few topics like money and is light on word problems, and I've found it easiest to pull what we need from the Evan-Moor Basic Skills workbooks. When I looked a couple years ago, I wasn't thrilled with any of the topical books I found, and noticed that many only covered the K-1 or K-2 topics.
  12. I think trying to get the older kids to play quietly in their rooms without announcing it to the youngest is your best bet. If it's impossible to keep him from watching other kids play their games, then I would put all the games away for 2-3 months and try again. Kids change so quickly at that age that it's likely he'll be over his fears in a few months.
  13. My 10-year-old took a youth first aid class this summer called "Stay Safe!" from the Canadian Red Cross, which is for kids ages 9+, but I haven't seen a similar course offered here in the US. It might be worthwhile checking whether there's a minimum age for the standard first aid / CPR courses - my oldest took the full two-day course at 14 and I'm sure he would have been fine taking it a year or two earlier.
  14. Companies like Under Armour make seamless underwear that can't be seen through your leggings or tights, but some styles of "regular" underwear work just as well. I would try what you have before buying something new, but pick up a pair of Under Armour if they'll make you feel more comfortable.
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