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merry gardens

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merry gardens last won the day on November 15 2013

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  1. You might look into LiPS. LiPS helps to distinguish the different sounds by first seeing and feeling how the different sounds are made with our lips, mouth, tongue, nose and/or vocal cords. Once those difference can be felt, the may be form the needed brain connections to hear them. It takes a different approach from Fast ForWord but the first part of LiPS aims at correcting/developing what Fast ForWord tries to correct/develop. It's been a long time since I read and gone over the research on LiPS and but it is fairly well researched and it's been around for many years. The LiPS training and full materials can be expensive, but a new manual can be purchased for around $138 and old manuals are available for significantly less. LiPS also covers materials that overlap with the first few levels of Barton's Reading and Spelling.
  2. Thank you for sharing. I just wanted to post to bump this up so more people can read it.
  3. You might try asking your vision therapist if she's aware of an audiologist that can test auditory processing. Not every audiologist tests for Auditory Processing Disorders--some only check hearing, which is different from processing. I'd also suggesting reading what you can about APD, but be aware that there are various types of auditory processing disorder. The first book I read about APD only addressed the type the author was familiar with and it didn't match my child's issues. APD may express itself as difficulty listening with background noise or difficulty distinguishing sounds in words or difficulty distinguishing between similar sounds or something else. How to address APD depends on what type it is. The first level of Barton deals with auditory processing of sounds within words. Barton has a screen before starting it because some people can't distinguish similar sounds and then programs like LiPS may help. A difficulty with background noise might mean locating the child near the teacher and away from outside sounds and including both written instruction to supplement spoken instruction or it might involve special equipment. APD can look like ADD/ADHD in some children, or there may be some co-morbidity that makes it difficult to diagnosis, particularly if one isn't specifically looking for it.
  4. My son (who initially failed the Barton screen) was all the way through Barton before starting high school. Having gone through all ten levels of Barton, he's able to read high school materials--and I learned to teach someone with severe dyslexia. I still follow the Barton's guideline of "teaching to mastery". I give as many chances as needed to demonstrate mastery. Tests are usually true/false and multiple choice with a lot of reviewing so nothing is a surprise. Most of the work is not written. After all the remediation, dyslexia still shows in his writing, so I don't ask for much writing. Anything typed must be run through spell-check/grammar-check before I'll read it--and I ask about spell-check an automatic question, similar to some of the questions used in Barton when writing sentences. I require at least one paper per semester in at least one subject, with multiple re-writes. We has a talk-to-text program and a Kindle that reads aloud, to use if desired, (he doesn't usually.) We use a mixture both textbook and workbook style materials and real books, plus movies and DVDs. We've watched series from The Great Courses on a variety of topics. We read and discuss. Co-op classes are used mostly for electives. (Most co-op classes aren't designed or equipped to deal with serious learning disabilities.) My husband contributed to our homeschool through building and wood working projects "shop class/industrial arts", a subject where both have talent and interest. My son can type well and use word processing programs, and now has learned beginning CAD and computer programing. He performed in a play and participated on local sports teams. We taught Driver's Education and he got his driver's license. He got his first paying job. My son was been homeschooled all along, and it's always been difficult to answer the question of what grade he's in. We've re-assessed what "school" and "high school" really means, and decided there is no need to rush "graduating" him from our home school. Our plan for next year is for him to take a few dual enrollment classes at either a college online or a trade school. We expect he'll graduate our homeschool around age 19 with some college and/or trade school credits, a job history and some marketable skills. Barton taught me as a tutor to "Teach to Mastery"; I also recommend to "Teach to Talents". People with dyslexia typically have talents outside of traditional academics. In addition to remediating weaknesses, spend time developing talents. Provide opportunities for success and reduce the chances of failing. Take advantage of the opportunities homeschooling high school provides for an IEP-- a truly Individualized Education Plan.
  5. Counting test prep for English credit happens at public schools. I recently learned that our local public high school offers a "ACT Test Prep/College Study Skills" as a class in their English department can count towards graduation English credits. In addition to the typical "English 9, English 10, 11 & 12" they also offer "Creative Writing", "Speech" and various Literature classes that all go towards fulfilling our state's graduation requirements. Seeing how much work you expect the classes to require, I'd suggest the classes be combined and/or incorporated with other work. Mine took a co-op debate class and counted it as part of their English that year but I required additional work in vocabulary and writing. We were using high school curriculum from a homeschool provider in another state that separates "Literature" classes from "English" (rhetoric/vocabulary/writing). It sounds like the three classes you are considering cover vocabulary, rhetoric and writing, which may be enough to equal a full year of English credit. I assume your child will study some form of English Literature at some point during high school. Perhaps literature can be a bigger focus some other school year or perhaps incorporate literature into a different subject such as history.
  6. There's a product that can be added to paint that works as a mold inhibitor. Also some better paint brands offer specific paints with mold inhibitors designed to be used in wetter areas like bathrooms. These are meant to be used after the mold is all removed or before it's there in the first place.
  7. I think it's wonderful that you are closely involved in your ninth graders' homeschool education. You like teaching. They are learning and you're learning with them, so keep doing what works for your family.
  8. The sooner your dd knows what she wants, the easier it is to plan. Even if the school accept all credits, some majors in some schools will still take 3+ years to get through all the required courses even with 2 years of college credits. Taking classes towards a specific major and staying at the same college and major seems most cost effective in terms of time and money. One of mine transferred in college credits as a freshman but those credits didn't get him through college any faster, and when he decided to change his major, that slowed him down further. Another decided to stay at the college where he took classes in high school, and he hopes to get out in less time. Three of mine are looking into their college choices right now. Just about every college with the major my dd wants will require her to go three years even if she comes in with 2 years worth of college credit, the exception being the place where she currently takes classes where she can get all the specific classes she needs to graduate. Some colleges may offer lower tuition and/or better scholarships that make it cheaper per year, but taking longer to graduate can make college cost more.
  9. The problem with "tolerance" is that some things are intolerable. You want to change the standard of what's tolerated. Relatives listening to different news channels and radio programs isn't the problem, but you mentioned that several times on this thread. Separate one opinion from another. Don't assume that your other relatives agreed with this person even if they listen to the same sources of news and information. Perhaps some also found the comment awkward and also wonder how to endure their family get-togethers.
  10. Since you asked how we change bigotry on an individual level and hope to make a world more tolerant: Tolerate "Uncle Ted". Tolerate "Betty". Tolerate their views. Tolerate freedom of the press, which results in news and information that may not match your worldview. On an individual level, the only person you can really change is yourself. So change. Be more tolerant.
  11. I believe it's part of the groups that are turned off temporarily due to technical issues. See this post:
  12. To answer the first question: You might look into Lindamood-Bell’s LiPS program and/or Seeing Stars Program. I used parts of both those programs, combined with Barton. We needed LiPS first because my son (then 8) could not pass the Barton screen. Once he was able to proceed to Barton, we used Barton faithfully but not exclusively. We only used the first part of LiPS that teach how to detect sounds in words through how they are physically formed. The later parts of LiPS resembles the first few levels of Barton except they aren’t nearly as scripted and don’t have stories. Their Seeing Stars program has books and puts an emphasis on fluency. I used workbooks from Seeing Stars in addition to Barton for several reasons, one being that I wanted to provide some additional work to do so that his homeschooling at least somewhat resembled that of his siblings’. I also like the way Star Words workbooks introduce the most common words in English with very child-friendly materials that are appropriate for children with reading struggles, including possible comprehension issues. Plus, I’m fond of the silly cartoon cat, Ivan, who is often featured. Now that said, I have met Susan Barton several times. She does not claim to write great stories; in fact, I believe she’d agree with your assessment that they are contrived. She contrived them to emphasis phonics concepts from the lesson and to make sure the Barton student could read the words in paragraphs and stories before moving onto another phonics concept. The Barton program goes in a specific sequence: teach a phonics concept using tiles, have the student demonstrate ability to read both real words and nonsense words on tiles, then show ability to read large print real and nonsense words on paper and ink, the write, then those type of words in phrases with other words and concepts that the student has already mastered, then write phrases, then read sentences, then write sentences, then finally read a story. And then it begins again, using those same steps for the next concept, then the next, then the next, for every single phonics concept in the English language through all ten levels of the program. Is it great literature? No. Is it a great program that helped my child learn to read so eventually he could go on to read great literature? Yes. And did I, (like you) expose my dyslexic child to great literature and Living Books by reading to him at other times of the day while we struggled for years through reading remediation for severe dyslexia? Absolutely! Whatever methods you decide to use to teach your child with dyslexia to read, I strongly suggest you include vocabulary lessons in with decoding lessons. Understanding the meaning of the words is critical to reading comprehension. I like the book “Bringing Words to Life: Robust Vocabulary Instruction†as it helped to augment my own education as a reading teacher. When reading Barton stories or any other stories—use that opportunity to enlarge the student’s vocabulary! Outside of nonsense words, make sure the student understands that reading should make sense! Do not allow her to disengage while just working through the mechanics! Answer her questions when she asks what a word means--and if you don’t know, look them up together. There are several reasons why someone might struggle with reading: decoding is one, but vocabulary is another. The Seeing Stars program that I mentioned above includes teaching the meaning of very simple words that a child with language difficulty might struggle with. Lindamood-Bell also has another program for those with reading struggles called "Visualizing and Verbalizing" that specifically works on comprehension. Whatever method or materials you ultimately decide to use, if your child does not understand the meaning of the English words and phrases she is decoding, please stop and take the time to teach her what they mean instead of just powering through them as if they were nonsense words.
  13. I understand wanting to be certain he knows the material well before moving on, but if you’re repeating levels after he’s been able to pass the test, that might contribute to some of the frustration. How amazing that your mom comes in to tutor him with Barton! But I’m not sure exactly what you are doing with the word list she gives you. As a homeschooling mom, it would be frustrating to me to just work on off a word list someone else gave me. You say Barton is boring, but to me working off a word list sounds like the most boring part of what you’re doing! And if he’s only able to work on Barton for 20 minutes, three times a week, then that adds up to only one hour a week of tutoring. If he’s really only getting one hour of tutoring per week, then you really aren’t doing Barton the way it’s designed as their website says, “For younger students, or those with significant focusing difficulty, a tutoring session may only last 40 minutes. But a Barton student must receive at least 2 hours of one-on-one tutoring each and every week in order for it to be frequent and intense enough 'to stick.'†https://bartonreading.com/tutors/#how I took my most dyslexic son through all 10 levels. Not all my children have gone that far, but I’m glad that I got through all ten levels! I’m a better homeschool teacher because of the tutoring techniques I learned with Barton. What I’ve learned with Barton tutoring I apply now with our schoolwork even when not doing Barton. I sometimes pull out those tiles to show how words are broken down, which is open, closed, unit, vowel team, etc. We use what we learned in Barton to break down words in my son’s high school books so that the spelling of those words makes more sense. When I read through his high school papers with him, I still ask, “Does it start with a capital and end with punctuation?†and I use that question when working with my younger children who aren’t doing Barton right now. I get how sometimes you may feel you need a break from Barton or want to use a different program. When I was using Barton with my son, I supplemented our Barton tutoring with other materials. My son didn’t initially pass the Barton screen, so we started with LiPS. I liked the Lindamood-Bell materials that I saw in their catalogs, so I added some workbooks from their “Seeing Stars†program. Barton’s wasn’t specifically designed for younger children, but Seeing Stars was and so it includes a little cartoon cat to introduce the most commonly used words in our language. Many of those are sight words or they use phonics rules that Barton doesn’t handle until later. I figured that since most school children with dyslexia have school work in addition to any outside dyslexia tutoring, I could include more of that type of thing in our school day too. Somewhere along the journey, we eventually did vision therapy too. Vision therapy alone would not have solved his reading problems, and I’m glad we waited and got a second opinion. When I say I waited, I didn’t exactly wait. I did some research and found some materials that people sometimes work with in VT, and we did those at home. (We used a workbook that supposedly trains eyes to move left to right, and he testing showed a poor visual memory so I found some quality games at a fantastic toy shop that worked on visual memory. Even the Seeing Stars program we used parts of I’d heard some do in VT, so I did all that I felt I could do on my own.) Eventually, I had the money and time and someone to watch my other children, so he started VT. He progressed quickly, faster than the therapist expected. Because of how far he was with dyslexia remediation before starting VT, I’m really not sure how much VT really helped his reading, but my son did find he was able to read for longer periods of time after VT—and his baseball batting average improved significantly that year! Anyway, I just wrote a very long winded reply. I would suggest that you stick with Barton, making sure he gets at least two hours per week of tutoring. Don't repeat levels he just covered if he's passed the post-test. Also, if after increasing the amount of Barton tutoring he's getting you still feel like you want more, I would suggest you look at something else in addition to Barton. Perhaps look at his VT report and see if there’s anything you could do to work in the areas of his shortcomings. A lot of therapies use games and other children’s activities, so I’d look to see if there are any games or children’s activities that you can use to address some of the issues apart from VT. Perhaps instead of working from word list that your mother (his Barton tutor left) you can look at teaching him some common words, apart from his Barton tutoring. Since your mother is the one doing the Barton tutoring, I’d suggest you make sure you understand how the system works so that you can use similar techniques when appropriate, but perhaps especially because you are not the one tutoring him with Barton, I can understand why you are thinking about trying something else. I suggest you stick with Barton but find something else too.
  14. Landscape fabric or even just a thick layer of paper grocery bags, covered by some type of mulch help supress weeds. If you do nothing else with the weeds, cut off their seedheads. Never plant mint. Plant more of whatever did well, as long as it wasn't aggressive. Don't plant anything that's aggressive or invasive. Plant annuals around perennials until the perennials are large. Teach your children to distinguish between plants you want and those you don't want before assigning them to weed. Plant plants a little closer together than recommended so the plants you like crowd out weeds.
  15. :grouphug: What a beautiful tribute you wrote to your daughter! I send my heartfelt condolences to you and your family! Your story touches me deeply and I grieve with you.
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