My DS reads; however, he slows down after a page or so. He is completely capable of reading and comprehending a sidebar and the notes of a textbook illustration. DS rarely uses immersion sw, so when DS reads a textbook, he wears his headphones and reads with the book. He stops the audio when he needs to read sidebars. DS also adjusts pitch and reading speed to make the process more comfortable. I taught DS textmapping because learning to read non-fiction text is a skill that needs to be taught explicitly. Publishers lay out their books in a very specific way so understanding the structure of the text is very helpful for looking up information and answering the comprehension questions. I taught DS to outline in 7th grade, and he uses the Inspiration app to help organize ideas and concepts. In the past, DS has read aloud to me. Periodically, he would stop to answer my questions, and then I would scribe the ideas in the mindmap. I just want DS to figure out for himself how he learns best.

The focus in DD's SS class has been Bible memory, not Bible reading. At this age, it is assumed that these kiddos are in the process of learning to read. Maybe request a copy of the memory verses ahead of time and work on those. That is what DD's SS class does because there are at least two dyslexics and another child with APD/expressive language disorder in her class. My DD has no clue that there are kids with SLDs in her SS classroom.

OhE, My church has an orchestra. For the players to be prepared, the bulletins are emailed one week in advance containing the music. Any member can opt to be on the email list. Also, the bulletin is posted online ahead of the sermon. We sometimes practice the hymns at home. A good friend teaches her young children all of the doxologies and responsive singing ahead of time. The first 15-20 minutes of children's Sunday school are dedicated to singing hymns...not catchy FM praise tunes, but hymns from the Trinity Psalter. DS played trumpet 5th-8th grades. As far as Bible goes, who cares what it looks like when your child reads the Bible? And exactly how much reading are kids his age actually doing while the preaching is going on? I may open my Bible but mainly listen. Even in Sunday school, not all students read aloud. We never call upon a student that struggles to read. My church purchased straight up ESV Bibles for every Sunday school student at our church. The Bibles are kept at the Church with the SS teachers, but every student gets a Bible during Sunday school that is opened and in front of them whether they can read it or not. The kids love them. DH uses an ESV Bible app but believe there needs to be Internet access. I will need to check. The app has a listen option but no immersion. DS uses the One Year Bible Online study plan to read/listen. I don't know how to sum this up. DS reads/listens to Bible through the week for about 30 minutes per day. DS does that because he learns best that way, and I don't care how it looks because at the end of the day his comprehension is what matters. Bible reading is a tough anyways. I would expect any Church body to be thrilled that their kids studied scripture at all. As to the music, you should be able to know the hymns one week ahead of time. I just can't see the difficulty in that. Maybe ask the music minister and deal directly with him/her.

Piggie Wiggies aren't that great. They are just as expensive as Publix, loaded with redneck charm, but without the excellent selection of craft brew. Ours was wiped out for the 2nd time during the April tornado outbreak three years go. They opted not to rebuild.

For clarification, how did you purchase your Wilson materials?

The boys haven't been evaluated yet. I am assuming dyslexia which may or may not be the case.

To teach Wilson, you need to attend an OG course and get certified. My nearby dyslexia school offers courses. With Wilson, there are 12 books that you systematically work through, so the program should take about 6 years from start to finish. You basically adjust to the needs and learning style of the student, so the tutoring is more personalized. Barton lays everything out for you and is specifically designed for people with no previous experience. You watch videos that enable you to present the info to your student. You can use Barton with both of your boys, and it has a very good resale value. I don't know a thing about Fast Forward or Dancing Bears.

I'll take the prices at Publix over the perverts and the rotten veggies sold at the nearest Walmart store any day. We mainly shop between Costco and Publix.

I use LOE foundations with my neurotypical DD. She is 7 yo and completed Foundations C around March. We started D and then I set it aside for the summer to just practice reading and to regroup. Personally, I find the materials simultaneously slow and incomplete at the same time. As I understand it, Foundations was designed for classroom use. My DS is dyslexic and worked with a Wilson tutor for 5 years starting when he was in 2nd grade. I can say firsthand that outside the phonogram sounds, LOE in no way resembles the work that DS did with his Wilson tutor. After the experiences with my eldest child, I would only recommend a product like Barton, an experienced OG tutor for intense remediative work, or suggest you take a one-two week OG course to learn how to teach your kiddos so that they can receive the most effective and efficient tutoring possible. ETA: The course I recommend assumes full testing with an NP, OT, and VT to rule out any other conditions that may be present and could possibly prohibit the effectiveness of any OG program.

Maybe look at Suppose the Wolf Were an Octopus. I would save the Teaching the Classics until 5th grade or later.

DH and I are both electrical engineers. It seems ironic to me that DS has dyscalculia when neither parent has it. Math comes very naturally to me so math solutions like lattice and partial products are bitter pills to swallow. Not so much now, but oy! :eek: The methods work for DS, so I must be content.

Yes,..DS did eventually learn long division the old fashion way,,,but it is a total pain. In 8th grade, DS started using lattice multiplication for the huge 5 by 3 numbers and rarely makes a mistake. As an EE, I am not happy about it, but it works...so there you are.

Speaking for my DS...yes, yes, and yes.

Double division and/or partial quotients, and then calculator...If the problem involves decimals, go straight to calculator.

I am back again. You could have her make a diorama of an event in a story. I think FairP has used a Lego kit designed for retelling stories with her boys. You could also select one story element and focus on just that detail. I am pulling a blank right now, but I believe McGraw-Hill sells Corrective Reading materials that teach inferences and reading comprehension.

You could try handing her a sheet of paper and pencil. As you read, have her take picture notes. Maybe start with a descriptive paragraph and speak slowly. Afterwards, allow her to use the notes to orally relate back what she heard. You could give a blank sequence mindmap where she drew in the first block and proceeded to the next block. That way when she reflected back, the parts would be in order. Often times when DS was little, I would preview the questions so that he knew what to listen for. Previewing the questions is a good study habit anyways. She may benefit from taking picture notes of the questions. Have you considered getting her into a Cogmed type therapy for working memory? Are you using sign language too since she is hearing impaired? I assume that you are. Are you using any LMB Visualizing and Verbalizing materials?

Is rhythmic movement training and alias for IM? Three years ago, DS went through IM while completing variations of cross body slapping and basketball bouncing. The IM took care of the STNR, ATNR, but not the spinal galant. ETA: After looking online at exercises, I can see that DS must have done RMT exercises in PT last fall.

I don't know. I see bias towards prim reflex integration therapies from NPs, our ped, and even the optometrist that we use and I happen to like. I've quietly asked around over the last three years and receive some very funny looks when I mention prim reflexes, so I've learned not to ask. Prim reflexes affect motor, vision, and attention, so I expect these trained pros to have at least some idea about how all the processes come together. Even a basic optometrist questionnaire wants to know if their are any SLDs present prior to an eye exam. I get irritated with the prim reflex and motor stuff because I have had to put 2 and 2 together, not the people that should know. It's really annoying, but you know that.

Here's the link for the testing. ATNR means Asymmetrical Tonic Neck Reflex. DS tested with that reflex about three years ago, and it is now integrated. He required exercises for posture, static/dynamic balance, and coordination to help his walk and general carriage. I believe that the reflex issues are legit and need to be dealt with ASAP. I believe there is a bias against reflex integration therapy though, so OTs aren't as apt to deal with it like they should,

DD was tested last year by an OT, and she is ambidextrous. DD has motor planning issues and is above average to bright in every other area. She memorizes verses quickly. Learning seems almost too easy for her. DD is emotional but not immature. I have read that mixed dominance may be linked to over-emotionality and all sorts of unpleasant things. I was told that as long as she constantly uses the same hand for writing that I should not worry. She's still young and sees a PT later this week. If she has retained reflexes, I will be surprised but will know by Friday, DS is mixed dominant. He's left eyed and right handed. He has 3 SLDs and a PT suggested DCD last fall. After about 9 weeks of an exercise regime, all reflexes are integrated according to the PT. DS trained himself to shoot an air rifle left and right handed and is completely interchangeable. There is no confusion for DS. He seems to have sorted out the best eye/ear/foot/hand combo job for whatever he is doing. Dyspraxia, motor planning, ADHD, and all associated mental health issues run in DH's family. I don't worry so much about the mixed dominance, but I do worry about the mental health side.

JUMP math is awful. I used it with DS when he was in the 7th grade and pitched it and apologized after 4 weeks of use. I was just thumbing through some JUMP math materials that I hope to donate and cannot fathom why anyone would recommend that curriculum. It seems to be written for educationally neglected, yet otherwise healthy children with no learning issues. I use techniques gleaned from Ronit Bird to help DS. OP, maybe check out this website for resources. Is your DS mindmapping, typing, or using audio books? It may be time to take an educational track that helps your DS be functional with daily living activities. You might also explore your state's voc/work rehab resources.

30+ years ago, my sister used a Cranmer and Slavonic abacus for math. I am certain that she used counters as well. Use what works. Math manipulatives are a great kinesthetic way to teach math concepts. No matter what math program you choose, abacus, rods, and counters should be in the mix. I don't quite understand the nuances between a Soroban (Japanese) and Cranmer abacus; however, publishers sell Soroban abacus workbooks that are easy enough for you to self-teach so that you are better able to assist your DD. I recall using a braille label maker for labeling so looked one up. Since the alphabet was written on the device, it was easy to use. Classical Academic Press sells a Latin curriculum called Song School Latin. SSL is written for grammar staged students, but it is easy and fun. My DD loves the songs. The program includes both the Classical and Ecclesiastical versions of Latin as well as a flashcard game that could be modified using the label maker I mentioned. Eta: Do you have an educational consultant for the blind that you could work with? Words in Braille have contraction forms to make reading and writing it easier. I wonder how Braille contractions would affect the teaching of Latin when expressing the Braille form or whether that is even relevant? Having a subject matter expert to work with would be nice.

Here's a link to a webinar by Dr. Charles Haynes where the subroutines for writing are discussed. FairP originally brought this to our attention last fall. DS took an IEW writing class in 7th grade with an OG certified Wilson tutor. I sat with him and scribed everything because the tutor strongly suggested I do so. Anyho,,,,kids have to internalize the steps to writing, and it can be quite challenging. By 4th quarter of 7th grade, DS pushed me aside and started writing on his own. The process was challenging and amazing. Scribing provided the scaffolding that DS needed to learn to organize and write. DS took the class with 3 others dyslexic boys and was the only one to transition to writing on his own because he knew how to type.

You have my permission to scribe, and don't think twice about it. You also have my permission to modify ANY writing program that you are using to satisfy the needs of your child. Your last paragraph is a great idea!

At this point, I wouldn't continue with sight words.