I can have sheep milk, and am very allergic to cow milk. Sheep milk is much yummier than goat milk, I really like sheep manchego that you can get at whole foods. The protein is even more different than goat milk from cow milk. That being said, if it works, I would limit sheep cheese and sheep milk yoghert to once every 4 to 5 days so she will not become allergic to that, too.

I have been trying for the last 23 years!! Parents are easy to convince, teachers have gotten too much sight word indoctrination in the Ed Schools or something, most won't even listen.

Phonics was more efficient for both comprehension and reading, the study is interesting. I am always interested in the science of reading. MRI scans were involved. https://www.sciencedaily.com/releases/2017/04/170420094107.htm I also found some cool posters about the science of reading while looking for a copy of the original study: https://www.rastlelab.com/posters I have read through the posters now and feel like I should have said "whilst" instead of while! :)

The latest study says phonics: https://www.sciencedaily.com/releases/2017/04/170420094107.htm

Here are their teacher math helps. I would start with Liping Ma, but you can usually get that cheaper from Amazon, the older edition is the same except a short intro in the new book. Then, the Singapore model method book. If you need more after that, they have more! https://www.singaporemath.com/Math_Teacher_Resource_s/27.htm I would just buy a few years of textbooks and HIGs ahead and read through those before buying additional teacher helps, the HIGs are pretty good. The Liping Ma book and the model method book are worth it, though.

The Singapore Standards Home Instructor Guides are much better than the U.S Edition Home Instructor guides. Between the HIGs and a few books Singapore sells about how to teach, you should have no problem with it. Singapore is very good, I used it from K to 6. I also did a bit of Right Start with my daughter who needed more math instruction. My son was good with just singapore.

If you want more in depth reasons for all the different sound spelling patterns, watch my phonics lesson 27, it explains different spellings by language of origin. http://www.thephonicspage.org/Phonics%20Lsns/phonicslsnslinks.html You could also watch my spelling lessons for a good overview of everything, but phonics lesson 27 goes more in depth about language of origin, which is the main reason for many of the different spellings you will see. http://www.thephonicspage.org/On%20Spelling/spellinglessonsl.html

Here are some more spelling and phonics rules for you to keep handy: http://www.thephonicspage.org/On%20Reading/Resources/spelling%20rules1.pdf

Sports bra in similar color under swimsuit you both like. Most sports stores have a large selection of colors, you should be able to coordinate.

Maybe Acellus? I have a friend whose child has a leaning challenge and she selected it for its flexibility, they have a variety of levels you can use. I don't know how it ended up working for them, though, but you could check it out and try it. http://www.acellus.com/acellus-academy/info/high-school.html

You could get a Saxon geometry book and use their algebra review, use theirs for the day, they have a few algebra review problems each lesson. The older editions are cheap on Amazon. Plus, you would have it on hand as a reference book for any Geometry topics that are a challenge, alternate explanations are always helpful.

Human factors. It is the study of how psychology interacts with engineering. http://www.apa.org/action/science/human-factors/education-training.aspx Also called human factors engineering or engineering psychology. http://www.apa.org/gradpsych/2007/03/engineering.aspx

With the processing speed disparity, I would also work on speed of phonogram recognition in addition to nonsense words. The regular black and white one page vowel and consonant charts, and the separate document with the two letter vowel teams. I go over them in pairs, ai and ay, oi and oy, etc. They are links 3 and 9 in the student documents in my link a few posts above.

The average in Idaho is a bit under 1%, .008. It varies, there is an exemption of the first $100,000 with a formula so people with more expensive houses pay a higher rate and people with a cheaper house pay a lower rate. There is no exemption for rental homes, I think that percentage is around 1.2%. Illinois was one of the highest places we lived, the nationwide average is around 1% but Illinois was over 2% I think. Most places we have lived were around 1%.

Recent brain research has found that the adult brain of good readers does not process words as wholes, but instead, as Stanislas Dehaene explains in his article, The Massive Impact of Literacy on the Brain, by analyzing the individual letters and letter teams at the same time in a "massively parallel architecture." I will add links to his articles and YouTube videos for those interested. If you can speed up the individual sound letter processing speed, the effect should multiply reading speed because each little bit is going on at once in each word. I found that some of my students who were siblings of students just there because their sibling needed help or those just in my class for spelling or Greek/Latin word root sections, that some of them improved their oral reading fluency after going through my linked above program. (Students who read above grade level.) I have not yet measured before and after silent reading speed, but suspect it would go up with an increase in oral reading speed. http://www.unicog.org/biblio/Author/DEHAENE-S.html

Based on how the brain reads, I have a theory that nonsense words will increase reading speed. I would quickly work him through this, focusing on nonsense words and nonsense word syllable division. Do 50 nonsense words daily, working on accuracy first but eventually speed. If he does not read widely, reading across different genres to get familiar with the vocabulary of each will also help. http://www.thephonicspage.org/On%20Reading/syllablesspellsu.html You have him read the nonsense words orally, with a goal of 100% accuracy at 100 WPM. If he has a slowdown of more than 15% on the MWIA, it may take a lot of time and nonsense words.

I would try my free to print stuff first, but IMO, reading is such a foundational skill that you can't do too much. I keep working until my kids are reading at a 12th grade level and can sound out anything. All the programs mentioned are good. My free to print program has explicit instructions in the transcript and reviews phonics basics while also working on syllables and advanced phonics. http://www.thephonicspage.org/On%20Reading/syllablesspellsu.html I use a variety of basic phonics programs and alternate them with work on the full Webster's Speller, working until they can read anything automativally and accurately.

I use this, the children are now big enough to use it too. You need to be at least 60 pounds to make it work unless the soil is really soft. It takes a while but works very well. Once you have gotten rid of most of them, it only requires a bit of maintance. I go out with a large paper sack and the weed puller. I bought it 5 years ago and it still works great. My father-in-law had his small lawn to the point of routine maintence but didn't want to be out gadgeted, he didn't really have the volume of weeds to justify one but he upgraded from a tiny weed puller to have the cool big gadget one. https://www.amazon.com/Fiskars-Deluxe-Stand-up-Weeder-4-claw/dp/B0030MIHAU/ref=sr_1_1?ie=UTF8&qid=1491875436&sr=8-1&keywords=weed+puller

Was she taught with sight words in K and 1st? Here are some diagnostic reading tests: http://www.thephonicspage.org/On%20Reading/readinggradeleve.html I would also do a phonemic awareness test: http://www.spelfabet.com.au/2013/02/free-phonological-awareness-test/ I have gotten children up to and above grade level quickly with my free to print materials, but if there is a phonemic awareness problem or a vision problem (screen for with a COVD vision doctor), that should be fixed first. If there were sight words, it takes a bit longer and a lot of nonsense words and is best to stop all outside reading during remediation for fastest progress. http://www.thephonicspage.org/On%20Reading/syllablesspellsu.html

I would start with these books, most libraries have them, this verb one is my favorite. My kids had fun being verbs... https://www.amazon.com/If-You-Were-Verb-Word-ebook/dp/B00ESEEE7O/ref=sr_1_1?ie=UTF8&qid=1491430173&sr=8-1&keywords=if+i+were+a+verb

The K singapore books were colorful when I used them. We liked them. That was 5 or 6 years ago, though. It was one softcover book and one workbook per semester.

I napped, learned to tie my shoes, and did 10 - 15 minutes a day of phonics with the I See Sam readers!! (I was in K in the mid 1970's.) I think it was half of a day, too, I don't remember. We got a lot of recess and finger painting and such things, too.

This. Also, I have been a volunteer remedial reading tutor for 23 years. The public schools with sight word lists produce a lot more failures percentage wise than homeschoolers who primarily use phonics with few sight words. So, you actually have a much higher chance of doing better just by choosing a good phonics program and not teaching sight words as wholes!! I like Phonics Pathways, Word Mastery (free online from Don Potter!) and Ordinary Parents guide to reading. Here is how and why to teach the Dolch sight words with phonics: http://www.thephonicspage.org/On%20Reading/sightwords.html It takes a bit longer up front but produces a much better reader in the long run and a lot less failures when you teach it all with phonics. I also have some YouTube videos that are good for learning how to teach phonics and pre-reading skills: https://www.youtube.com/playlist?list=PLJLxBWdK_5l3aBN-qowg2u8BdGYM64pTi https://www.youtube.com/playlist?list=PLJLxBWdK_5l0Z941Cy1INrADEO9Sy4ZWz

The research on reading and the brain showed that the better you could sound out words, the more the meaning part of the brain activated. I would have him work with a lot of nonsense words and syllables and my multi syllable phonics. http://www.thephonicspage.org/On%20Reading/syllablesspellsu.html That being said, there may be something else going on if there is also a problem with oral comprehension. There may be a hearing problem, a phonological awareness problem, etc. Here is a phonemic awareness test: http://www.spelfabet.com.au/2013/02/free-phonological-awareness-test/ And, some comprehension ideas and links as well: Here is an ESL comprehension resource from a friend/mentor of Don Potter, he also used it for non ESL students who needed explicit help in that area, it is in both English and Spanish, keep scrolling through if it switches to Spanish: http://www.donpotter.net/pdf/gonzalez_materials.pdf I found these helpful for my daughter who struggled with inference, we skipped to level 2 and some of the early exercises even in the level 2 book, but they all looked good, she just didn't need the first few books or the first bit of book 2: https://classicalacademicpress.com/subject/reasoning-reading/ Also, try to figure out what the challenge is--underlying specific vocabulary of the subject, problem with inference, problem with long sentences where you have to figure out the use of "but" or "and" or things like that, then isolate and work on problem area.

If she learned to read in the public school with sight words, she may need nonsense words to overcome problems. I would give her the MWIA, if she has a slowdown more than 15% or misses more than 1 phonetic word on the MWIA I or more than 2 on the MWIA II, she should work through my free to print remedial material. http://www.thephonicspage.org/On%20Reading/readinggradeleve.html Here it is, even without a slowdown you may want to try it, it is very efficently organized phonics and spelling for an older student. http://www.thephonicspage.org/On%20Reading/syllablesspellsu.html