Thank you so much for that information, geodob. Your explanation definitely provides me with a better understanding of her issues. It seems she has a combination of diverse strengths and weaknesses. I hope soon that I can make some heads and tails of it.

Thank you both. My daughter can read and has made tremendous gains but she often substitutes words and is not fluid. I feel one of her biggest obstacles is comprehension and vocabulary. Even the slightest idioms and metaphors go way over her head. She is scheduled for an ABR test next week to rule out anything organic and hopefully we will be able to formulate a plan soon.

:hurray: :hurray:

Celebrating with you!!

Thank you once again for all your help. I do realize you weren't suggesting Barton to me although it did come across that way from my response. Your suggestion that I view the video made me realize that I definitely should not curriculum hop based on the new information I gleaned regarding mixed receptive expressive language disorder. LiPS does look like it may be a very viable option but I will wait until I start with the SLP to make any additional purchases. I have a closet filled with expensive mistakes. :-( Thank you for making me aware that I may indeed be dealing with dyslexia. I wouldn't have otherwise known.

I started viewing the Barton website and it said that her system should not be used with individuals that also have mixed receptive expressive language disorder so until I get clarification from the SLP I will continue with just the basics. Heathermomster, from what the SLP told me it looks like she will be receiving therapy 2x per week for 30 minutes. My SLP is 45 minutes a day so hopefully I can have her spend that time doing immersion reading. I am noticing more and more that with regard to reading, in addition to it being choppy she is substituting words and leaving of endings ex; that for the and old for older. That is just another observation in addition to many other things that are coming to light. Thank you all again for your support.

Well now I am uber confused. My daughter's psychological evaluation is coded 315.00 specific language order with impairment in reading and 315.32 language disorder. So does that correspond to dyslexia and mixed expressive receptive language disorder in addition to the auditory processing disorder? She was tested privately at ETSU. Also, thank you 1short mom for the AAR recommendation. I am taking a look at that program

Well, somehow I managed to download a book with the audio on my tablet and it worked. No small feat, I assure you but I was able to download Fairy Tales Every Child....and my daughter just got done listening and following along. There is quite a learning curve for me and I am still playing but hopefully I will become proficient at some point. With regard to dyslexia, that has been no mention by either her psychologist or speech language pathologist. The speech language pathologist did identify mild expressive and receptive language issues.

She had a full neuropsych evaluation and she does not have dyslexia. She was diagnosed with a language disorder with impairment in reading but she scored in the 99.5 percentile for visual perception and reasoning skills. On a different topic, maybe you can help me. I am very confused about what system to use or how to gain access to immersion reading opportunities for my daughter. I have called Amazon and unfortunately either I am not asking the right questions or they are not informed. What specifically do I need to purchase to have her be able to follow text and read at the same time? From what I have read, it is my understanding that I need to select books with the Whispersync option. Is this correct? Do I need to purchase the e-book and audio separately? How do I search for books in her reading level or at least her age group with that option? I have several tablets so I am assuming that I do not specifically need a Kindle. Again, I am scattered and obviously showing my age. Please help if you can.

Thank you for the :grouphug: . It is timely and greatly appreciated. With regard to your question, her independent reading is poor. She has gotten better but struggles. She rarely picks a book up on her own. I think in addition to her decoding issues, the fact that her vocabulary and comprehension is weak is an added factor for her. A Kindle may be an option her. Thank you again.

As suspected, my daughter's report from the audiologist indicated abnormal auditory processing abilities specifically in the areas of binaural integration skills. They have recommended an Auditory Brain Stem Response Test because of asymmetrical speech discrimination testing results. As it was explained to me, her results are a bit unusual. She scored 100% in the Scan 3 test but did poorly on the Standard Spondaic Word Test and when given the CID Auditory Test W-22 she scored only 48% accuracy in quiet in the right ear. This test was repeated with similar results. Some of her responses were gain for the word she, thing for big and war for law. Word recognition in noise in the left ear - 20% accuracy and 56% accuracy in the right ear. We will be starting therapy 2x per week in the near future. In the interim, I am trying to formulate a plan because I feel like I am spinning my wheels but at the same time worry that I am not doing enough. I dropped LOE (moved too fast for her) for AAS for spelling and am seeing some improvement. CLE for math is a keeper. I have her write two sentences a day and that is her only formal writing aside from working with WWE1 which I have to breakdown into three separate chunks of text per lesson. We are also doing a comprehension sheet, read alouds and I am having her read to me. I gave up on history and science because it seems that she retains nothing. Even the most basic information seems to go over her head. Her spelling and vocabulary are very poor. One of the recommendations from the audiologists was to build word family awareness and word roots. Is there a vocabulary program that would fit the bill? Any other strategies or recommendations curriculum wise? I am scattered, I know but this is a lot to take in. Thank you for your thoughts.

Thank you, ladies!

Smiling and celebrating with you!!

Thank you! I took a look at the GEMM learning site and had her do the demos and she enjoyed it. I am still in the "stuck" mode as to how to proceed with her and have set up an evaluation with an audiologist in the next few weeks and will see what comes of it.

Thank you for the replies. I am going to take her to UT (University of TN) for the audiological evaluation. I am just trying to figure out what the best curriculum will be for her in the meantime. I will look at the programs recommended above.

Here are the results of my DD's evaluation. Any thoughts, curricula suggestions? We are using LOE Essentials for spelling. She is not translating the knowledge to spelling but she has had improvement in reading. We are using WWE1 and she cannot answer the questions unless I break the passages into three parts asking one or two questions at a time. Her retention of anything read to her is very poor. Her vocabulary is very immature. She didn't know what the word palm meant the other day. She was reading and she came to a part which read, don't look at that picture with a full stomach, and she had no idea what that meant. I am teaching her about Columbus and from day to day she remembers close to nothing. The same applies to basic science. She is doing fairly well with CLE2. She struggles with basic word problems. Does this sound like an auditory processing disorder? *sigh* :( Expressive Language (Word Classes 1 Expressive Subtest - CELF-4) Scaled Score - 10, Age Equivalent -7 years 6 months (chronological age - 8 years, 4 months) Severity Level: Mild Receptive Language (same test as above but receptive) same score as above Total Receptive and Expressive Language Scores: Scaled Score 17, same age equivalent as above Notes: S (dd) yawned throughout the evaluation and when asked if she was tired she responded yes. It is notable that very often children who manifest auditory/language processing difficulties become fatigued during tasks which require listening/auditory directions. Severity Level: Mild SCAN C Test for Auditory Processing Disorders in Children was administered. Her Composite Standard Score : 78 (mean 100) %ile 7. Borderline Disordered Range. She also performed in the borderline disordered range on the Filtered Words subtest and the Auditory Figure-Ground subtest. The Auditory Figure-Ground subtest borderline performance reflects difficulties in understanding speech in the presence of competing background noise. An audiological auditory processing evaluation is recommended. Articulation/Phonological Development - Goldman Fristoe Test of Articulation No articulation errors were noted. Criterion score overall was WNL but she had difficulty detecting rhymes and sentence segmentation. Summary: (just including the pertinent information here) She is functioning approximately 1 yeear below age level relative to overall language and decoding. Audiological Auditory Processing Assessment recommended along with therapy to improve reading recognition and comprehension skills. The CELF-4 complete language evaluation should be administered. Diagnosis: Language and Reading Impairment/possible auditory processing disorder Recommended therapy 2x per week. Therapy goals: DD will define 10 age/grade vocabulary words with 70% accuracy Recognize 10 rhyming pairs with 100% accuracy Correctly segment 10 sentences with 100% accuracy Read and answer 10 age/grade level comprehension/language content questions with 70% accuracy Therapy revisions will be added if Auditory Processing Disorder diagnosis is made. If you have made it this far, thank you very much!

I feel the same relief. It can be quite overwhelming to navigate these waters alone. I am so blessed by the wealth of information and generosity displayed at this forum. When we have our evaluation, I will be sure to share our results and any advice we are given. And last but certainly not least, isn't adoption a blessing? :)

Thank you so much, Marie. Your post was so helpful. I will post back after I have an evaluation with an SLP.

My 8 yo dd's scores and challenges are very similar to your dd's. She was diagnosed with language disorder with impairment in reading and we will be seeing a SLP asap. She had a 40 point spread between her PRI and VCI testing very superior in the PRI category. The psychologist mentioned engineering to my husband and me and said we should continue to support her love of art and provide many creative outlets for her. He stressed that hands on science would be a benefit for her. I hope someone will chime in with some more information for you. Wishing you all the best!

Thank you so much for your reply. I just got her results today so I am not sure how long it will take me to get in with the SLP. We are going the private route so it may not be too long. We gave up with going through the school. It was more frustrating than anything else. The therapist acknowledged that she scored very high in the perceptual reasoning index, so much so that he recalculated the scores to make sure they were accurate. She is highly artistic and he seemed to indicate that this made sense. With the little bit of research I have done on language disorders she seems to most closely align with expressive language order but I am certainly not willing to diagnose her. Thank you so much for the link. I am off to research now.

Hi all: I would appreciate your help making sense of my 8 yo 3rd grade daughter's test results and a proper academic course of action for her. I began homeschooling her this year after she began to fall behind in reading and math at our local public school. Her passion is art. At home, she struggles with reading, retention and writing and because I live in such a small town I decided to get her tested privately through University of Tennessee's psychology department. Her results are as follows: VCI: 99 PCI: 139 WMI: 97 PSI: 94 FSIQ: 112 Subtests VCI Similarities 11 Vocab 8 Comprehension 11 PRI Block Design 14 Matrix Reasoning 19 Picture Concepts 16 WMI Digit Span 10 Letter Number Sequencing 9 PSI Coding 8 Symbol Search 10 She was also administered the WIAT-III and scored average in all subtests except math problem solving (below average-8 percentile rank), word reading (below average-10) and oral expression (low-1 percentile). Her diagnosis was language disorder, specific language disorder with impairment in reading. The therapist suggested that she be evaluated by a speech language pathologist which I plan to do. I am looking for any curriculum recommendations, teaching methods or further testing recommendations. Thank you for your thoughts.

There are not many things worse than losing a beloved pet. :grouphug: :grouphug:

Thank you so much for all the replies. Sorry I am just replying but my husband had knee surgery yesterday. Talk about whining! LOL! I am starting to believe that my daughter whines and has a poor attitude because learning does not come easy to her and on top of it, she is a bit of a perfectionist. I brought her home this year from public school where she fell behind. Her teacher, in confidence, told me that she felt she should be left behind but because of politics et al she would not be unless I requested her to be. With that in mind, I selected curricula that I feel to be within her reach. She is technically a third grader (young 8) but we are working in CLE 2, LOE Essentials for phonics, spelling and dictation. I plan to start WWE1 with her once we find our footing. For reading, we are finishing Dancing Bears C and I am having her read about 10 minutes a day in an easy reader. I also read to her. That is all we are doing so far. I do plan to add in science and geography but am keeping it gentle and light. It will be mostly reading with lots of crafts and hands-on. She is making progress but with her it is definitely slow and steady wins the race. When I asked her today why she gets weepy and whiny and displays a poor attitude, she says its because I hurt her feelings and she started to cry. She also says math is hard even though she is doing very well in CLE. Today, during her cursive lesson, she learned the phonogram qu. She wrote I am quiting math on the top of her paper. She smiled when she showed it to me (her handwriting is beautiful) but deep down I know that is how she feels. I very rarely raise my voice above 1 octave but when I do she says it hurts her feelings. I do this when I find her wandering. I constantly have to reign her back in. I do not yell at all but she is sensitive to any type of correction. It's as if she views it that I do not think she is trying hard enough. She definitely has a low frustration threshold. I praise her often and try to keep it light but at the same time I need her to know that school must happen and she has to give me her attention when I am teaching her. If it were up to her she would draw and color all day long. Art is her passion and we end the day with some kind of art activity every day. So, there you have it. I have been diligently seeking out a provider to have a psychoeducational evaluation done. I live in a small town and the school board is no help. I have found a center about 1.5 hours away and am pursuing that so I will know further what I am dealing with on an academic level. Thank you for all your suggestions.

We are on day two of school but worked throughout the summer on math and reading. My daughter, 8, has a whiny voice and a frown on her face through most subjects. I have to walk away because everything is a struggle except art. I do acknowledge and praise her efforts and try to build her up the best I can. She is not mean spirited towards me but she just looks and acts miserable and is extremely sensitive. Any suggestions?

We are using Logic of English Rhythm of Handwriting. My daughter is enjoying it and her penmanship is beautiful.