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nukeswife

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Posts posted by nukeswife

  1. Posted · Report reply

    Thanks all for you input, when reading out loud she does fine with pronunciation for the most part, typical issues with longer words that you'd expect her to have trouble with because they aren't commonly used.  All the small words that she has trouble with in spelling she can read with no problems. 

     

    The concern I have for college is  where she may have to do an in class essay as a test/exam.  My son is going to the school she is currently planning to and his English 1010 final was an in class essay.  Something like that could tank her grade. 

    After looking over Barton and AAS again, we decided to try AAS.  They now have an app, which was her biggest push back with that program.  We're going to make spelling and writing a bigger focus than we had been.  It may mean she reads less literature but sometimes sacrifices have to be made. 

    • Like 1

  2. Posted · Report reply

    Who did the evaluation and what were they evaluating for? What tests were run? Was it only a vision evaluation? Was it through a developmental optometrist? Has she ever had an evaluation through a neuropsychologist or edu psychologist?

    She had many of them through various avenues, yes the VT was through a developmental optometrist, yes she was tested by a neuropsychologist 

     

    Looks much better than my 14yo son...... did they test for dysgraphia?

     

    Sent from my SM-T530NU using Tapatalk

     

    Yes. 

    Was she evaluated for dyslexia?  Late reading and lingering spelling issues are common signs.

     

    Yes. We were told she is not dyslexic. 

  3. Posted · Report reply

    I'm really feeling lost.  My daughter is 16 and although she's a lovely girl and very gifted artist she struggles with spelling all the time.  We've tried every program out there from Spelling Workout, to spelling power, to AAS, and everything else we could think of.  Nothing sticks.  

    I'm adding a picture of something she wrote today, it's scary.  I've had her tested.  At age 10 II had her evaluated because she also wasn't reading, they found a binocular dysfunction and she went through a year of vision therapy which helped immensely.  She's now an avid reader, but the spelling still isn't coming together. 

    I have no idea how this girl will make it in college with this issue, it's not a matter of "spellcheck will be her best friend" it's such a problem even spellcheck doesn't catch a lot of it. 

    Any suggestions are welcome. 

     

    post-141-0-63556300-1515463278_thumb.jpg

    post-141-0-63556300-1515463278_thumb.jpg

  5. Posted · Report reply

    Those are some nice increases and all sections went up! Seems my kids have never been able to raise all their scores on the same test. They will improve two or three sections but a fourth will drop. Nice work!

    Thanks, he worked really hard on prep this time, but focused mostly on raising the abysmal english score from last time.  

     

    Over all we're happy he reached the score he needed to not have to take non-credit leveling classes at the school of his choice and is eligible for the HOPE scholarship here in TN. 

    • Like 8

  6. Posted · Report reply

    I just took a sample ACT with my Dd#1 a few weeks ago. I thought the advice above (skimming instead of reading the whole passage) would be useful, but it turned out to be horrible for me and dd. Reading speed is very important for the ACT. It worked best for us to quickly read the passage, pausing to answer questions every couple of paragraphs. Skimming didn't give either of us enough to answer the questions that were often at the end which asked us to compare something or reference something that was part of one but not the other. We wasted time going back and reading what we'd just skimmed.

     

    My point, and several others made it too, was that he needs practice reading and that will hopefully increase his reading speed over time. The passages on the ACT Reading section are often non-fiction and of course the science section is all non-fiction. So, reading these books and magazines will not only be interesting to him and educational, but also help with his prep!

     

    Interpreting charts and graphs is very important in the science section, and I agree with practicing that. But, again, speed is very important. (I only barely finished the Science section on time.)

     This is probably going to vary by kid/person.  We use the skim method to find the section that would have more information as there is often a lot of information that is not needed to answer the questions, so it's not important to read the whole entire passage word for word to answer them. 

     

    The fact that this section is 35 minutes doesn't really allow most to read every passage completely and answer the questions. 

    • Like 1

  7. Posted · Report reply

    I checked today and my son's ACT scores from the April 8th test have posted. 

    He's an average kid and this was his 2nd time taking it. 

    Although many will think his score was a dud, we're really proud of what he was able to do.

     

    Overall composite went from an 18 to a 21

    English went from a 13 to a 20
    Math went from an 18 to a 20
    Reading went form a 19 to a 20
    and Science went from a 21 to a 24

     

     

    • Like 18

  9. Posted · Report reply

    I'm going to offer a bit different approach. The reading on the ACT isn't really about analyzing anything, it's about finding the information (at least this is what my son says)  the biggest thing for him to learn was You don't actually read the entire passage first.  Go read the questions for that section then skim through the passage until you find an area that includes information the question is looking for then do more thorough reading if necessary.  

     

    The science section is actually more data interpretation, so learning to read graphs and tables is more beneficial than actual science knowledge.  

    I will say those sections are tough because they really don't give you a whole lot of time. 

     

    • Like 4

  18. Posted · Report reply

    I would go ahead and complete FLL4 and then move on to either ALL or to another complete grammar program. FLL4 will fill in the gaps.

     

    If he was able to complete the beta testing of WWS without too much trouble, I'd continue on with that, rather than going back to WWE. Writing With Ease is simply intended to get them to the point where they CAN do middle-grade writing assignments. The fourth Writing With Ease book is primarily useful for students who are not quite ready, in terms of maturity, to move on to logic-stage writing--it's additional practice that allows them to develop a longer attention span and better recollection skills--but it isn't absolutely necessary before going on to WWS.

     

     

     

     

    I would do FLL3 and either PAL or WWE, whichever seems to help her write without frustrating her.

     

    SWB

     

    Thank you Susan, I'll follow the suggestions you made above. So far the problems seem to crop up when we veer away from your programs. Maybe this year I'll learn to hold the course and we'll have a more productive and happy year.

  19. Posted · Report reply

    ok here's my scenario, any advice would be greatly appreciated. Warning this is long.

     

    My oldest is 12 and will start 7th grade. LA is not my favorite area, and in trying to find something that worked for us we bounced around a lot. He's had some grammar but not much stuck other than the part of FLL3 we did the end of last year (we barely scratched the surface and only made it to lesson 9).

    I bought JAG to use for this year (we don't start until the 19th due to my dh deploying soon and having to move away from us recently) which we'd tried before but usually by about unit 4 he crashes and burns. He really liked FLL3 for those few weeks we used it and even said SWB was a genius) We also used about the first 1/4 of WWE 3 and the first draft of the WWS beta testing. He enjoyed those as much as a kid that hates to write enjoyed them. We used some of IEW SWIA for a while too and that was ok but I like SWBs approach to writing better.

     

     

    Now the next student

    My dd is going to be 10 in Nov, but she has some issues that will require vision therapy, and she can't read well on her own. She can read Magic Tree House, but it takes here about 45 minutes just to read one chapter in it. Due to her reading problems she doesn't write well, but can give an oral narration very well and enjoyed using parts of WWE 1 last year. She's had no grammar exposure at all other than about the first 21 lessons of FLL 1 last year (which she enjoyed)

    I was thinking of using FLL 3 for her (and just helping her with spelling/acting as her scribe if needed) and PAL writing.

     

    Now that our start date is getting nearer, I'm worried about the choices I made of JAG and IEW for writing. So here are my questions.

     

    What would you use for him? I have FLL 3 and 4 here as well as WWE 3 and would gladly buy 4 if anyone thought that would be a better fit for him. (the WWE 3 narrations were really tough for him, but he loved the challenge)

     

    What about for her, should I do any grammar or hold off until next year? Keep using WWE (using level 2 this year and helping or modifying dictation as needed)?

     

    Thanks in advance for all that were brave enough to read this crazy novel of a post and for any that offer advice.

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