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About BlsdMama

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  • Birthday January 14

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    Keep the crazy to a minimum and keep on reading!

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  1. Yes! 1,000 times yes! The first paragraph is shameful. Sigh. We know better so we ought to DO better. It's 2019 for goodness' sakes!
  2. Yes, that would imply dyslexia. There are certainly other issues that exist such as auditory processing problems. Barton is one program (of many) that is based on Dr. Orton and Anna Gillingham's research. They were working with dyslexics. So, yes, Susan Barton's program was made to remediate the reading skills of dyslexics - both adults and children. As you're seeing the genetic link, and because dyslexia is completely commonplace, you are likely seeing dyslexia. Your mother may believe she could not have learned via phonics, but science states otherwise. The truth is, if repeated efforts using auditory and tactile methods had been used, she could have been taught to read phonetically. She compensated. Did they have those methods then? Yes. Did they utilize them? No. So was that an option for her education? Nope. It's disgraceful. There is a slide of dyslexia affectedness. As science predicts, as children of a dyslexic, my kids run about 50/50 dyslexia vs. non-dyslexic. I have a very mild, two moderates, one severe-profound, and two more that I don't know where they fall - I'd guess one moderate and one profound. So, here's what I'd say to no comprehension issues - she either has an incredible memory and has most words memorized *or* isn't reading things of great complexity in long spurts. My oldest DS - we began to do remediation and he did several levels of Barton, but truthfully, he was 14 when we started. His reading ability is incredible - however, so his memory and word recall. When he was tested, his "reading level" was grade 12+. However, when he needed to decode and encode "nonsense" words - he failed. His ability was below that of a fourth grader. He has an incredible recall for words and reads by sight. He doesn't have comprehension issues unless he is doing very heavy reading, a lot of reading, or reading when exhausted. This is typical of dyslexics. DH used to say when he was doing homework that he'd need to read things 2-3 times to really get it. This is comprehension. As adults, we are rarely called to read new and complex materials we haven't come into contact with previously, so we at the best age to judge whether or not there are comprehension issues, if that means anything. Even if she was in a complex line of work, she probably now has familiarity with the subject and so has "absorbed" those words and doesn't have to think about, "What is this word? What does this word mean? What is the context? What is this passage saying?" until she gets it, kwim? Difficult to ascertain the comprehension of adults who can read (well) via sight.
  3. May is ALS Awareness month. Doing my part. 😉
  4. I think teachers have it rough on a lot of fronts. I've never met a teacher who wanted her students to fail - it isn't why they go into the profession. Rather, one, they may not know. Sally Shaywitz (Yale Center for Dyslexia) said only a few years ago that (at that time) only TWELVE universities were preparing their elementary teachers to understand and teach reading correctly and most had no teaching at all on dyslexia. That's flabbergasting when teachers are the first line of defense. For the kiddos who struggle with phonetic awareness, they need very specific, thorough, and repeated teaching using tactile resources as well. Sigh. I am going to sidetrack for just a second and clarify - your friend is right. Dyslexia is a brain difference, one that can be seen on an MRI, that routes the ability to read through (essentially) a different, and not as efficient, pathway. Many students with dyslexia learn to read. (They generally count on their memory ability and if that is "short" then they struggle incredibly.) It is especially apparent around 1st-3rd grade. Modern science is telling us that approximately 20% of the population is dyslexic and that it is hereditary. These kids will struggle initially with phonetic awareness, then blending, and later comprehension issues if they can read. I am certain there are kids with vision issues. I know when our two littles went to preschool, they had to have an eye exam before entering, so I think these things are getting addressed. Many dyslexic children have some tracking issues, but I suspect, as science progresses, we'll find it's more of a symptom and definitely not an underlying issue for *these* students.
  5. I'm curious why they didn't reach 200,000? Did they need major repairs? Or you sold them for a different car? Around here, it seems that Outbacks are a challenge to find and when I do, they are over 200k.
  6. We've had cars last over 200,000 and one over 300,000. (I have no experience with Subaru but the Outback has my vote for DH's next vehicle - it's between that and the Avalon.) We look at it this way - repairs past 200,000 are often less expensive than car payments. We had a rebuilt transmission put into DH's truck and I think that was about $1800. I'd compare both on Consumer Reports. If you know you want one of them to go 200k+ (not unreasonable at all) look at their history of repairs. Then consider this - if both are very similar in expectations, will one be less expensive to repair? We've found DS' Malibu to be less expensive with repairs (215,000-ish miles) than DH's Honda. The Honda needed fewer repairs in its lifetime, but the Malibu was always less expensive. Just one consideration. (I'd still rather buy Honda or Toyota, but that's just me and my own experience.)
  7. So I am familiar with Zoom - is there a better medium than this? I'm using it on a PC. Essentially I'm tutoring a student in math. I need to use a whiteboard proficiently. I tried Zoom today and their whiteboard but I am using my mouse. It's SO sloppy. Can I attach my iPad by USB and use it to write? Or is there a tool that would transfer to be able to quickly write using a pen of some sort?
  8. I just want to clarify - I agree with much of what you've said here. I'd like to add the caveat that while you are correct (college algebra) - many parents feel very uncomfortable teaching Algebra or anything past it. When this happens, those students are *far* better served by enrolling in CC and to continue forward movement in math rather than be paralyzed by inept teaching. (-Speaking as the inept teacher, I am challenged once we hit about 1/2 of the way into Algebra 2 and my kids paid for my tentative abilities here.) I think the posted information is accurate. I think parents, especially homeschool parents need to recognize that everything doesn't transfer or, if it does, can transfer differently. For example: While Comp I can sometimes be waived, I do not feel that a student who scores high on the ACT/SAT in the writing portion can necessarily translate those scores into focused and functional writing. If they can't write an essay or a research paper well, they should take Comp I and Comp II. Here, our University offers a single class - rhetoric, 3 credits. Conversely, if you take Comp I at the CC, it transfers in as NOTHING. A student must take Comp I, Comp II, and Oral Communication/Speech to transfer in as the same 3 credit Rhetoric course. That said, my kids have (so far) taken Comp I/Comp II in their junior year of high school and OC in senior year. They still walk into the U with that rhetoric complete and we/they didn't pay $972 for the rhetoric class. Caveat: We found that by taking classes at the CC, we gained non-mommy grades. We felt there was value in the practice of having a light/moderate intro into juggling life and college courses. However, DS took fairly light courses his junior/senior year. He went into college with a ton of (transferrable) credits. These gen ed credits were his fluff - his easy As in the engineering program. His scholarships spin on his University GPA (not his overall GPA) so when all of his "easy" courses were at the CC, they didn't count towards his University GPA. He went into Engineering only taking the harder freshman and sophomore courses with no padding of easier courses like Rhetoric. Painful lesson. We are having DD take fewer courses - but harder courses. Her junior year she took Human Anatomy & Physiology so she could earn that hard A, but leave some softer courses for the U when she transfers.
  9. I have a DD that needs extra practice calculating area of prisms, pyramids, etc. & volume. Is there a specific resource for just help/extra practice in specific areas?
  10. No, beloved, He does not. Oh, how I wish it wasn’t all this at once, but when we think we can handle everything on our own, that’s what we try to do. When we are overwhelmed it seems we seek Him more. This is so much. 😞 I think the plan you have could have great benefit. I’m glad you’re getting a full evaluation. If he comes back healthy and well from Japan, there will need to be a plan in place to maintain things and have an idea of what next.
  11. This might not be useful, but is a job change an option? Out of the city, and no travel for DH?
  12. Yup. LOL! DD (#3) is going to be a senior and DD (#4) is going to be a junior. I feel ya! But, OTOH, it's so great that he's feeling motivated and understand that planning and prep is useful! (After them, only SEVEN more to go!) 😉
  13. We skipped DD(15) ahead her freshman year. It makes her a junior this coming year! This is going too fast!! Current plans: CC dual enrolled: First Semester Environmental Science Comp I Second Semester Comp II Spanish II Homeschool (group) class: Chemistry (Discovering Design with Chemistry) At home: US History and Government (Biblioplan Year 3) Algebra II and 1/2 credit Geometry (Shormann's new program) SAT/ACT prep (Panda Prep & Blue book - mostly over the summer) Worldview: Summit
  14. I think this is what I'd tell my friend sitting at the table, sipping coffee: She's 15. In the next couple of years, as she really hits her stride, gains full independence, and fully embraces becoming her own woman, it will become so clear that she is capable of making these decisions. As this comes about, you guys will have important conversations and your job is just to ask good questions so she can sort through her own thoughts. Your other job is to equip her, to the best of your abilities. I *really* struggled with this - before my oldest daughter was in high school, what I wanted most for her was to be a stay at home mama because *I* found it very fulfilling and a right and good thing. At the same time, she was extremely academic. I prayed over it long and hard and felt firmly impressed that it was my job to equip and hers to decide. Equip is so broad - a strong worldview, a good work ethic, academically - the expected skills and abilities to go to college if that's her decision. And, now, after she's graduated from college, is married, and is (currently) staying home with two babies, I feel confident this is the way to go. I did the parenting thing to the best of my abilities and I helped her "sort through" her thoughts and then the decisions were hers to make and own. The long story & feel free to ignore, but if it's useful, then great: Sometimes I feel parents feel pressure to help them make "the" right decision, as though there is only a single path. She might be a karate instructor for two years, then decide she wants a two year degree and to teach dance. That switch is good and acceptable. My own husband planned on a four year degree. He spent his freshman year watching the Clarence Thomas trials and partying and had to leave the University for poor grades. He went to CC - intended to get a two year drafting degree. Graduated with his AS and we got married and he transferred to a four year college. Graduated, got a good job with an outstanding company, but then took a leave absence to go into the Army to pay off student loan debt. While he was there - got an MS in two areas and MBA. He went right back to his company. It was this long and windy route and definitely doing things the "hard way" - working and going to school, but I feel like it was FANTASTIC route for us! Later, when we were told his 9/11 benefits would expire - we found out he was eligible to earn another degree. As he works in Logistics, he decided a Masters in Supply Chain (ERAU) made sense and he'll finish that this summer, after 20+ years in his current company. Essentially, we didn't feel locked into a mindset that said there was just "one way." Instead, there existed this fluidity to made choices as they fit who we were and who we had become as a couple.
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