peacefully
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Posts posted by peacefully
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I guess I'm not understanding what you mean by having no meaning attached to the words. What are you trying?
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You have already received some great ideas. My 6yo ds is at the point where he has letter formation down, but sometimes he struggles with "neatness" issues. One thing that I've tried lately is to have him "correct" his own copywork. If letters aren't formed well, he writes over the problem area in colored pencil. He's really been liking this approach, and he says that it helps him understand what to do better next time.
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I just wanted to add my support and encouragement. The drive, the cost, and the hours of homework each week were not at all fun, but the results were sooo worth it for us. I hope the payoff is as good for you and your son! :001_smile:
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Michele, doesn't V/V and IdeaChain work on this? I thought they went from word visualization to sentence to paragraph, etc.
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Sometimes I'm sure that I can't even think about VT until a couple more years have passed. :tongue_smilie: But of course, you're right, Elizabeth. I need to be doing more for his visual processing, although I'm not sure what as of yet. Currently, we are doing games like RushHour, tangrams and such, but I don't have a plan to get his specific issues resolved. *sigh* There's his motor planning stuff too. My goodness, as you said in your other post, all these therapies are so tantalizing... I should do it if results happen in just a few months. Now you've got me googling again.
BTW, we still have more COVD options to try out. It's just that they are ALL 3 hours away. :glare: Another reason why I wanted to wait for a while before we try it again.
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I'm in the same boat. Our optometrist specifically told us that we probably wouldn't see improvement in visual processing, so no surprise. I have a feeling that we will have a second round of VT sometime in 3rd grade (two years). We're also planning to have a second round of neuropsych evals then too. :001_huh:
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Hehehe... The only thing that irks me is practitioners who take people's money and don't give results. As far as your experience being more pleasant than ours, well I think you'll understand in about 5 years. Or else I have a very cantankerous kid or something. Dd was older, so her brain had a lot of established habits of processing it had to break. The VT told us that repeatedly, that some of the symptoms she was having were because the brain would fight to maintain its current processing rather than learn a new way. And she had been having a lot of headaches. There was just a lot of mess to sort through. Opinionated 11 year olds aren't going to be the same as sweet 6 yo's. 6 yo's you can still sit on and get them to do what you want. :)
Or just conclude I'm a bad parent. But I think *everyone* we've talked with has the commonality of having worked consistently and felt they were making progress. The op is sort of in the inverse position.
Oh my goodness, did I imply that our experience was pleasant? If I did, that certainly was not the case! I simply meant that our VT office was pretty ho-hum compared to your descriptions of how thorough and professional your office was. And of course, if you and Michele hadn't posted about your sessions and homework, I would have no idea how mediocre our experience really was, because we did get results.
Obviously, we are not a big enough sample to mean anything significant, but I tend to agree with Ramona's observation that effective VT should see results in a relatively short period of time, several weeks, not months.
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We use AAS. My son is not dyslexic, but he does have working memory issues. I'm not sure that I'm understanding why AAS would be a better program than Barton for someone with working memory issues. :confused: Barton also uses tiles, and from what I understand, it is more thorough than AAS in many respects.
Ds's working memory issues are getting remediated, and we are now having an easier time with AAS than we did when we were starting. AAS used to take us about two weeks to get through a step. Now we usually go through a step every 3 days (give or take).
If there are memory issues but your son seems to do well with visual memory (responding to pictographs), you might consider Apples and Pears. It is not OG-based, but a number of moms with dyslexic dc have ditched AAS for A&P.
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Here's what ds will be doing:
Math - Singapore PM 2A/2B (with IP, CWP and tests); supplementing with games and MM when the mood strikes
Spelling - AAS 3 & 4
Vocabulary - Sadlier Oxford Vocabulary Workshop Green level
Penmanship - Cursive First
Language Arts - MCTLA and possibly a Bravewriter online class
Literature - Core Knowledge poetry and novel recommendations, plus lots of others
History - K12 History 2, along with the audio edition of SOTW2 and additional stories for the first part of the year; American History following the CK Sequence using Betsy Maestro, various history encyclopedias, and other books
Science - following the CK Sequence, using Delta Science Modules, GEMS units, BCP and CK Colorado plans
Art and Music - CK Sequence, using the CK Teacher's Handbook, BCP and CK Colorado plans
PE - gymnastics, swimming, karate and horse riding lessons
other - semi-weekly nature class, weekly field trip class
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Our riding lessons are $60 for 60 minutes, split between two young children. This is with an experienced horse trainer and riding instructor (who also happens to be an amazing homeschooling mom :D). While this may seem pricey, it is a great deal cheaper than what we were paying for OT, while giving many of the same benefits and teaching a real skill.
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:bigear:
(former English teacher here too)
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My 6yo ds adores Singapore, but is only lukewarm at best when I pull out MM. I can hardly blame him. Singapore's format and presentation is far friendlier. I do like the way MM presents certain topics, however, and so sometimes he still gets MM.
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Classical Writing Aesop questions
in K-8 Curriculum Board
Posted
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