One thing I was curious about is what you meant by "his reading is now quite good". Can your child read fluently out loud? If he can't then he is not truly "reading", and he may be doing well with silent reading because he is gleaning enough words from context when silently reading to just "get by" and understand the material, but is not actually reading fluently. As he gets into more and more difficult material this will be harder and harder for him to do. If he is reading well out loud, no issues with decoding and fluency, but his spelling is still an issue, Barton or another program like it might help with that, too, but it might not be needed. If you can, you might consider getting an assessment through a neuro-psychologist or an edu-psychologist. We finally had evals done for both kids and found they had weaknesses we did not know about that were tripping them up in ways we could not easily observe. but they also have tremendous strengths that were not being tapped. It gave us some areas to pursue for help with remediation but also for areas of strength that not only could help with remediation but could help with determining areas of interest to pursue and even career possibilities. Well, I tried to quote only part, then ended up deleting too much, so we'll try some color here. Thank you for your reply, One. I appreciate the thorough explanation of what Barton actually does. I'll go and read through the other post. I assign 30 minutes of reading on his own, but I have him read through the 4th grade Pathway Reader aloud to me each day. Some days he reads with no errors, some days he stumbles a bit but will correct the word when I point to a word he has misread. He doesn't always read with proper attention to the punctuation, but he understands what he is reading, and sometimes laughs or comments on it. We are overseas and an assessment is not possible at this time. He was tested in August of 2012, but we were not very impressed by the lady who evaluated him. She seemed a little spacey and unprofessional, and I didn't feel she gave us a clear read on what we were dealing with. Frustrating, because when you are trying to figure these things out, you don't know where to go. So I keep muddling through, trying to find out what is out there as well as trying to figure out where he is and what he needs. That's where all you guys come in. :) Thanks.

I've asked several questions before about my 10yo ds. Okay, so I've been reading The Dyslexia Advantage. And though I don't yet know which areas are my son's strengths, he fits the markers. Last August (2012), I started using Pathway Readers and the little workbooks that accompany them. His reading is now quite good, and silent reading comprehension is very good. I don't know that he will ever test well, but I am pleased with his progress. He does not have problems with his grade level readers. Again, his spelling is pretty bad, and his writing is bad as well. He is a visual learner, in spite of the dyslexia. We are now finishing up AAS Level 2. We have 1 ½ more lessons to go. I have Levels 3 and 4 on hand, as well as A Workbook for Dyslexics. Should I go on with these, or would it be beneficial to do Barton? I have resisted doing Barton, because when I looked over the material, I felt it would discourage him if we backed up that far when his reading was coming along so well. It seemed like it would back up too much, and that it was somewhat overkill (ETA: overkill in his case, not for every kid). The workbook and AAS are both based on OG methodology. I don't know whether, for the sake of his spelling and writing and future needs in these areas, to back up again and do full Barton, or to plow on ahead with what we are doing. Is Barton the magic bullet? Will it benefit him enough to be worth it, i.e., since he may always have problems with writing and spelling, should I just keep working on them as I am, or do we stop them and start Barton? I know each child is different, and you can't know exactly what my son needs. But I don't want to just be stubborn about Barton--I just don't know if that is what he needs. But neither do I want my resistance to keep him from getting something that might really help him. Is it so much better than anything else out there that I should drop them and pick it up? Opinions? I was also wondering about how to approach future curriculum. Before reading The Dyslexia Advantage, I was thinking, "Oh, so maybe I need to trim down the classwork and provide lots of hands-on kits, etc., to work on the basics but give wing to his strengths." But after reading about how dyslexics need structure for ideas and facts, I am thinking that lots of enrichment in all areas may be the way to go instead. I am happy with what we are doing this year, but am thinking of next year. Perhaps: TT for math Easy Grammar (he is doing FLL 4 now, and doing well with it) Continue with AAS Well, that's for the basics, but I don't have time right now to fill in all the blanks--but lots of reading aloud, and having him read as well. I hope to buy World Book Encyclopedias--hard copies--because I know he enjoyed my mom's ancient ones. He does like to pull down books and look through them, even if he might not read all the text. Insights?

I would think lots of accessories such as costume jewelry, scarves, hats, shoes, capes, uniforms; thinking little kid dress-up box on steroids. And yes, thrift stores and garage sales. A big old-fashioned trunk to put it all in. Maybe an old typewriter, monocle, cane.

When my twins were that age (with two school-aged sibs), if I just tried to do school, they were so disruptive. Like boscopup, I finally learned that the simple act of reading a few books to them first made all the difference. They were then much happier to play. It may or may not work for you, but it seemed to satisfy them when they got that attention, and they were content to then play around where we were working.

We sort of have a family gift as we will be traveling the day after Christmas--a fun but not cheap trip we will all enjoy. Our boys have older siblings who will also be giving them gifts. But: Together they will be getting a 400-block Keva set with accompanying duffle. Sisters will be bringing them, and they have already tried them out and approve. :) Then 10yo ds will get a minion t-shirt (He loves minions and one of his sisters will give him a small stuffed one). And almost 13yo ds will get a small flexible tripod for the camera he will get two days later on his birthday (He knows he is getting the camera). Then some stocking stuff. We will also be buying them some books, but not specifically for Christmas. Light, but they will be pleased.

Interesting conversation. Sandy, you did not make me feel bad. I disagree that I do not need to continue ahead, however. It's just "with what" that was my question. The reason I disagree is because of how I am learning that my son works learning in general. He would get upset and bored stiff if I stopped moving ahead and camped out where we are for a bit. He seems to work better with moving ahead but continuing to pound on the concepts that were behind where we are. In math, for example. I just wondered if AAS was worth continuing in that path. The reading evaluation was done before we started AAS. Thank you, ladies.

Well, I'm not too interested in trying another program that is essentially the same thing. I just wanted to know if the skill development will eventually start showing up, lol. It's a patience thing, and I guess I just needed some encouragement. It takes time for things to "stick" with him, and I am (continually) having to remember that I need to stay with things and there will be progress eventually. If you met him and talked with him, you would see him as bright, but "schooly" skills, whether math or language arts, need a lot of reinforcement. He missed out on those first foundational years of cuddling, read alouds, etc. He does not like the tiles, so he writes the words in his notebook.

Thank you so much for the links, etc. I don't have a lot of time right now, so I will go through them later. We were coming in from overseas, and the lady who did the assessment does private assessments, then usually sends them to the schools. I was not terribly impressed by her professionalism, but she is who was recommended to us, and that's where we started. She made some suggestions, but most were things we were already doing. His reading was coming along before we started with AAS. When he does the spelling for the lessons, he usually does very well. He just cannot seem to apply them anywhere else. I know that is typical for a time, and this is also a child for whom many things just take time and lots of review when it comes to schoolwork. Yes, I have looked at various O-G methods. I didn't start with AAR or Barton, because his reading was progressing, but I did feel like he needed a partial program of some sort. Thank you again for your recommendations.

"That's because they are having to think about so many other things (content and correct answers, grammar, syntax, capitalization, punctuation, neatness, creativity...)" I'm not so sure he is thinking about too many of these things. ;) But really, thank you all so much. I do think he will always struggle with spelling to a certain extent. He has other talents. :coolgleamA: But I would like to bring up the baseline a good bit. Again, thanks!

I am about to finish Level 2 with my 10yo ds. I can't tell that his spelling has improved much at all. He was adopted internationally at almost 4yo. His reading came slowly but he is making good progress now, and without testing, I think he is almost on grade level now. His writing is behind, but he's learning. His spelling is atrocious. We had him tested before he started 3rd grade, and was diagnosed with a reading disability. It was not specific, though, and the results were not very helpful. So as we finish this book, I don't know whether to continue on and buy Level 3, and just keep plugging away. I also have A Workbook for Dyslexics on hand that I could use. If he is dyslexic, it is very mild, but I thought the materials that would be helpful for dyslexics would probably be helpful for him as well. Has anyone here used this book? If so, what did you take away from it? Ideas or suggestions, anyone? ETA: I guess there has been some improvement with AAS. He knows the rules, and can sometimes apply them. But not anything as consistently as I would like.

I am about to finish Level 2 with my 10yo ds. I can't tell that his spelling has improved much at all. He was adopted internationally at almost 4yo. His reading came slowly but he is making good progress now, and without testing, I think he is almost on grade level now. His writing is behind, but he's learning. His spelling is atrocious. We had him tested before he started 3rd grade, and was diagnosed with a reading disability. It was not specific, though, and the results were not very helpful. So as we finish this book, I don't know whether to continue on and buy Level 3, and just keep plugging away. I also have A Workbook for Dyslexics on hand that I could use. If he is dyslexic, it is very mild, but I thought the materials that would be helpful for dyslexics would probably be helpful for him as well. Has anyone here used this book? If so, what did you take away from it? Ideas or suggestions, anyone? ETA: I guess there has been some improvement with AAS. He knows the rules, and can sometimes apply them. But not anything as consistently as I would like.

I'd like a cajon. Not necessarily for me, but to have around in the house when we have groups over and want to get musical. :) http://www.music123.com/drums-percussion/toca-players-series-cajonI I don't know if I really, really want it yet, because it is just a want, and I may realize there is something I need more, but I've wanted one of these for several years. ETA: I don't know why the link doesn't work. Let's try this one: http://www.amazon.com/Meinl-Headliner-Cajon-Rubber-Front/dp/B000B6FADU/ref=sr_1_1?ie=UTF8&qid=1383014138&sr=8-1&keywords=cajon

Thanks, ladies! I haven't really compared closely, so I'll do that--just wanted to know first if one was obviously better quality than the other. And Elizabeth, yes, we are counting on the extra luggage, but I also need some vitamins and some kitchen items, plus they have ideas for little brother gifts as well! We will be traveling back for a wedding next year, so I'm thinking we can add more blocks then, if they are as big a hit as I think they will be. I don't want any more "junk" toys around, and even though they are a little older for blocks, they are both rather engineering minded, so I am pretty sure they will enjoy making some elaborate structures. And also props for the Lego movies they like to make. :)

We are thinking about getting a medium sized set of these types of blocks for our 10 and 12yo ds. I'm pretty sure they would really enjoy them. Those of you who have seen them both to compare, what is your opinion of which is the best? TIA! I would love to just go ahead and get a 1000-piece set, but our daughters will be bringing them to us (overseas) in their luggage, so we'll have to settle for a smaller one for now.

I agree with this and with Hunter's post. If you just give him more academic bookwork, then he may lose the energy (physically, creatively, mentally) to pursue the kinds of activities that bring him joy and develop less visible (for now) skills. It sounds like there is a really good balance of keeping him going academically while still allowing him the time and space to develop other angles of his gifts and personality.

I know I read here someplace about a site where you can put in your words and it generates activities for those words. Could someone please point me to it? We are using Marie's Words for vocabulary, but we've reached 50 words now, and I'd like some review activities where I can put all 50 words in, and then have matching or some other sort of paper activities. Yes, I could do it myself, but if something is set up where I can put in the info and it will jumble it up for me, that would be great. I know there's an app, but unless it works on a Mac, it won't do me any good. I have no gadgets. ;) Thanks!

I don't know about stuffing, but dressing (I'm Southern!) can be made ahead and frozen, then heated up for the dinner. Yeast rolls can be made ahead, but drizzle them with butter, cover, and freeze before the last rising. Then take them out to thaw and finish rising (loosen the wrapping) a couple of hours before you put them in the oven. Pies can easily be made ahead and frozen. Then take out to thaw, and if desired, heat on low heat in the oven while dinner is being eaten. Of course, those are pies like pumpkin, pecan, French coconut, and apple. I suppose cream pies could be frozen; I mean, Sara Lee does hers that way. :P Corn is easy to put together at the last minute. So the harder, more time consuming dishes could be made ahead over time and put aside. If they are wrapped well, it will be no problem going ahead and starting on them now if you have freezer room. That cuts down considerably on the last-minute work. Then use your crock-pot for the meat, get a salad or cranberry sauce from the grocery deli, and let hubby and kids wash the dishes! (Or use pretty Chinet.)

Empire of the Sun - just touches me in deep places that most movies don't Music of the Heart (Meryl Streep) - love watching this story unfold I am not much of a movie person, so it is rare that I find one I would be interested in watching more than once.

I did well in math, but the only one I really enjoyed was geometry. Same teacher for Algebra 1, Geometry, and Algebra 2, so that didn't have anything to do with it. Many of my friends were the opposite. I did well in science (except I hated chemistry), but the only one I really enjoyed was anatomy and physiology. Interesting how the brain works. When I discovered logic in college, I was thrilled! Geometry with words!! (I went to a small town public high school and didn't know you could "study" logic. :001_rolleyes: )

Was it for that delicious-looking Snickers-apple-caramel salad thing? ;)

This has nothing to do with "schooling" in a formal way, but don't discount the importance of educational tools such as Legos, puzzles, those beads on tracking wires, art supplies, etc. Our son was almost four when we brought him home, and this kind of play was very important for his development. He had not had this, and his small motor skills and spacial/conceptual skills grew very fast once he had exposure to more stimulating toys than he'd had available. There was a lot of discovery going on! (And some frustrations as he learned basic physics principles when his Lego creations didn't work!)

Shel Silverstein's poetry books. My ds loves these, and memorizes them on his own to share with others. (He is also a big Calvin and Hobbes fan.)

OP - If you ever want to know what your adult neighbors think and/or feel about something, just listen to their children - as you so rudely found out this morning. They think you spend too much money on printer ink and you sit around watching TV all day. NICE! You know, before I had kids, I used to think like this--and probably even made comments along this line. Then my first son taught me that even very young children sometimes have a large capacity for having their own thoughts and expressing them, that might have nothing at all to do with what we parents thought or expressed in our home. Now I try to give the parents the benefit of the doubt, and "assume" that the child has his/her own independent opinions. :p ETA: to highlight quote since I must have deleted the quote bars.

I bought this book to go through with my boys. It provides some good conversation points for us about social interaction. I believe it was originally written for kids on the autism spectrum, but I think it can be helpful for those who just need some "polishing up" socially as well. Look at the samples first--it may or may not be helpful for your son. http://www.amazon.com/Social-Rules-Kids-The-Kids-Succeed/dp/1934575844/ref=sr_1_1?ie=UTF8&qid=1377073864&sr=8-1&keywords=social+rules

Ugh, I voted before reading the OP, so I just deleted it. I don't think I will say much unless asked for advice. However, on #2, we did say something when our son was dating a girl we felt truly was not right for him--nor him for her (it seemed like seriously to us, though he said it wasn't). Later, they broke up, and he could see how the relationship was not good. Now, he is talking marriage with a girl who has a very different background than his, yet we can happily support this relationship and will be able to genuinely welcome her into our family. It caused friction and hurt feelings when we spoke up, and we knew we were taking a big risk in our relationship with our son--and also with a possible daughter-in-law, but felt we would really regret not saying anything if we didn't. It seemed no one was bringing up to them the ways they were not compatible. Our son is now glad that we shared how we felt. So are we, as he is so much happier in this relationship, and can truly be himself. ETA: Our adult children often seek our advice, and our son has talked through this new relationship with us a LOT. Our family talks through things a lot, and I don't expect that to change. But I do very much want to respect our children and the choices they and their spouses make regarding their family life. My own thoughts and styles have matured over the years, and I expect theirs will too. If they ask specifically, I will carefully share my ideas.