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About Lucy478

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  1. I think that's just her poor reading fluency you're seeing. She's not without her problems but none of the autism symptoms have ever fit her.
  2. I've heard it variously described as Orton-Gillingham "plus"? Reading their website and talking to the center director, my personal take is that they just want to use their own language/descriptions so that they sound like they have some secret sauce. Hearing what they actually do, it sounds very similar to her current O.G. tutoring.
  3. Yeah, I've heard that. It's a downside and arguably over-priced. 😞 I guess the counter-point is supposed to be that they're swapping out teachers every hour (so she'd have 4 shots at a different teacher), and that's is highly scripted and that the teachers are all being monitored and supervised in the center. I also think frankly that it would be good for her to get out and work with other people.... being an only child stuck at home right now is pretty isolating.
  4. Thanks again for all your replies and suggestions. Thinking it over, I agree a singular, integrated program would be the best. We are admittedly coming from a public school perspective where she would be doing tutoring outside of school, so running on two separate tracks didn’t initially strike as incongruous, but with the shut-down, it really is a missed opportunity to not take just one cohesive approach. It now does appears that the Lindamood Bell in our area is offering in-person instruction. I called them up and think this might be the type of approach we’re looking for. Since we di
  5. Thanks for all the responses. Lots to think about and still digesting! One of the biggest problems is that her O.G. tutoring – which should be the cornerstone of her remediation – is not going well at all. It’s all virtual, which is horrible for her ADHD-Inattentive. But everything is still very shut down in our area (public schools all 100% virtual), so finding an in-person, certified O.G. tutor isn’t likely, at least in the near-term. (It is definitely our plan long-term.) I am reluctant to take on this main task myself because I am also working from home full-time. We are trying
  6. Thanks, is the thought that actual writing would be too much for her? That's what confuses me regarding my expectations -- on her testing, she was at or even a smidge 'above' 'grade level' on any writing measures. She wasn't diagnosed with dysgraphia. So with scaffolding for spelling and organization, and in the context of one of one home-school instruction, wouldn't sentences and up to a paragraph be appropriate?
  7. Hi, New to these forums, but was hoping I could dive in now that we officially know what’s going on with our daughter. We just received the results from her neuro-psych exam in September. She’s 7.5, second grade. Diagnosed with dyslexia and ADHD-Inattention. Over the summer, she was also diagnosed with a developmental vision problem (tracking), for which she’s been receiving vision therapy. We already started O.G. tutoring over the summer, and will continue to do that 5x a week. The psychologist was light, however, on any recommendations specific/tailored to my da
  8. Just to chime in on AAS: it doesn’t require worksheets. Each lesson is a new phoneme and/or spelling rule. You tap or clap phonemes or syllables, spell with tiles, then spell with paper. Not exciting, but the tiles/multi-sensory can be good for younger learners. If you kids take to the phonic and rule based method, it could be a simple and efficient method. If they are going to require more reinforcement, yes, it definitely can get tedious, and it doesn’t include any fun bells and whistles.
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