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4KookieKids

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  1. He listens to a lot, but I wonder if it's not his autism that hinders him from answering the questions correctly, because he doesn't get nuances and has a hard time seeing the forest for the trees, you know? Readtheory is basically like a test: you read a passage and then answer multiple choice questions about it. It explains why the wrong answers are wrong and why the right one is right after you answer them. It automatically adjusts the reading level of your passages based on how well you answered the questions on the previous passage (i.e., good answer -> higher reading level, more
  2. I agree it needs improvement. My dd8 got the dx even though she fell a point short of the threshold on the ADOS. I appreciated our examiner really listening to us when she made the final decision. In particular, she fell short of the threshold, despite being able to articulate things like: It's hard to understand people. In public, in a group, I'll say stuff like, "Yeah, yeah, totally!" But I'll walk away from the group thinking, "What just happened? I don't understand what's going." When I get in trouble for being mean, I don't understand how or why I got in trouble and I'm sad that people do
  3. DS10 is 2e (dyslexia, dysgraphia, ADHD, and autism) and taking the PSAT 8/9 this year through Numats. He really wants to improve his language score this year over last year, but I'm not actually sure how to help him. I will not put him in one of those actual "improve your score" classes at this point. He's in level 6 of Barton and is reading voraciously, though I don't really test him on what he's reading, so I have no way of knowing how much is being skipped or missed. That aside, when he does sit down to practice a bit on readtheory.org (please, no judgement! It's all his idea...), he'll cal
  4. One thing that came up on dd8's most recent SLP eval was that she scored 100% on explicit comprehension questions on a story, but 0% on implicit comprehension questions. So one of the recommendations is to target implicit and inferential comprehension and question answering. I would've asked at the SLP about it, but at the time I was more focused on the dyslexia aspect of things. Since we've moved since then and don't see that SLP any longer, I thought I'd just ask here first if anyone knows what that actually means and what it means I should be doing? I do recall the SLP saying that it *could
  5. Only my attention and confusion. She has been known to say that it's fun to be sassy or rude because when you're sassy or rude, you get more attention. And she's open about doing things for attention on a regular basis. So, yes... it's confusing. lol. I may try a different day. Or take those top 3 and try all different variations of those and see what happens.
  6. Ok, so can somebody tell me if she's pulling my leg, or if this sounds at all legit? We got our overlays and I was just laying two at a time on two of the Barton stories and asking her which one looks easier to read . One color makes the words look "fuzzy," another makes them look "moving," and yet another makes them look like they're "jumping," she says. A few made the words stand still. With yellow on the left and pink on the right, she says they're about equal, but with yellow on the right and pink on the left, she says pink is fuzzy. She says her left eye just likes yellow more and her rig
  7. Oh, I didn't mean "get emailed" to me. I just meant that I go on weekly, and just click the student name and it pulls up reports for every class he's worked on, so I can check how it's all going. Sorry!
  8. We just ordered a set of colored overlays that are coming in the mail today and we're going to experiment and just see what kind of preferences my kids have. 🙂
  9. Yeah, I did just pull out her actual score sheet, and other things that were extremely low were Picture memory, Verbal learning, and Verbal learning recognition (~ 9th %ile, no idea how those two are different, even after googling it, lol. ) Picture span was around the 30th %ile, and her stroop scores were 99th for words, 75th for color, and 13th %Ile for color-word, lol. She's a complex kiddo for sure, and I wish the VT weren't so hard on her so that we could get some of this stuff figured out. She does like reading on the blue student pages in Barton a lot more than the white and says it mak
  10. I don't recall actual scores, but we had a range of high scores (processing speed > 99.7th%ile, certain verbal areas > 95th%ile, verbal comprehension and story memory > 95th %ile- I think, though I'm not pulling the report out now to look at it) with a wide range of low scores (phonological awareness < 9th %ile, visual closure < 1st %ile, working memory around 40th %ile, etc.) and not too terribly much in the average range except actual reading, which was right around the 60th %ile (so naturally, the neuropsych who refused to test phonological awareness or even give an actual ct
  11. Hey, ds10 is working through the PreA book more or less independently right now. Because of dysgraphia and organizational/EF challenges, I don't require him to write anything out when he works on things on his own. I wish that weren't the case, but this is how it is right now (just moved, other kids having bigger issues, etc.). So my main source of feedback is just the Alcumus reports I get on a weekly basis. It just made me wonder what others require of their kids. I feel like green would be fine if he were actually doing some book problems, but maybe I should set it at blue since that's his
  12. Ha ha. Yes, I was hoping to include her sisters in the games to help give dd8 some confidence and have her help "teach" the younger girls some. I think she's far enough ahead of them that it will only be positive (something I had to consider when I decided against playing nonsense word games with her and the 6 yo, since the 6 yo was reading them better than the 8 yo...). 🙂 Thanks for the encouragement. It's good to just laugh about what a cooky mix of strengths and weaknesses they are when I feel bogged down.
  13. Yes, as I've thought about this more, I think I've just been treating her too similarly to my super math intuitive older child. I never did intended to. But I let her rush through when she seemed bored or impatient, and it just never occurred to me (until things were a complete mess!!) that I needed to take a serious step back and consider how she learns best. I may have ruined her for Singapore permanently at this point, but I won't toss it yet. lol. I downloaded the Ronit Bird books on games and am going to spend a few weeks playing those with her, I think, and including my younger girls as
  14. I honestly don't know. I'm sure that she is correct more than 95% of the time when I ask her something verbally. But I haven't really done it in a variety of situations to know where the fault may lie. As dumb as it is, it's just never occurred to me. Inability to generalize is still a concept *I* am struggling with, having come to the discovery in the last 3 years (though it feels like a lot longer!) that three of my kids and my DH area all autistic. I have to sort through all of the comments above and figure out how to actually evaluate in what contexts she is "good" with things, and in whic
  15. Thanks, all. I need some time to process all of the responses, because there is just so much information here for me to consider. I really appreciate it. The reflex work went pretty well for us, actually. We did the exercises faithfully, 3-4 times a day for 4 weeks, and got everything integrated. We just continued for several months to try to make sure things "stuck." It just didn't help the VT struggle at all. And now that we've moved, we're about 2-3 hours from the nearest VT place. lol.
  16. I will look into those books. Thanks. There definitely are visual processing issues going on as well. Her vision doc tested some different (visual closure and a few other things) and she was below the first percentile in her scores. 😞 Unfortunately, we did 4 months of integrating reflexes and then 8-9 months of vision therapy, every day crying and screaming about how it was too hard and hurt her head, with almost no actual progress in her actual test scores. So... we stopped. Whether that was good or not is beside the point -- I have four kids that ALL have issues like asd, adhd, dyslexia
  17. I’m making dinner and don’t have the time to reply to all of the helpful advice you all gave right now, but I will just say that it is definitely her. At one point, she had also Aced Xtramath for subtraction, multiplication, and division, so I put her back on assessment only of all four basic operations, just to see what she had retained (this was a year ago), and she remembered almost nothing… She is currently finishing up level three of Barton for the *second* time, because she could apply each rule in each lesson in isolation, but could not apply them in the mixed form that the post test pr
  18. Ha ha. It's true. Last year, she "read" the first 10 pages of Tuesdays at the Castle to me (small print, lots of words per page!) very convincingly -- until I realized she's actually just memorized the entire first 10 pages, word for word. I called her on it (in a joking way), and she just sheepishly admitted to having memorized it. I told her it was nothing to be embarrassed about, and it's totally a good thing! She also picks up accents very quickly (we just moved to eastern KY and she's got quite a drawl already). lol.
  19. I haven't. I don't know that I've ever even heard of it before this thread. I *thought* I was set in my curriculum choices by now, since my kids are 10, 8, 6, and 4. lol. Thank goodness for the individualization of homeschooling! lol. Though DH is of the mind to just suck it up and push her through, since it works for actual schools... (I make the case that it *doesn't* actually...)
  20. Ok... So the addition facts got learned by sheer, dogged determination, I think, because she doesn't like XtraMath, but did it daily for almost a year straight. Other than CLE, Math-U-See, and Saxon, any others you'd recommend I start looking into? It's hard for me to wrap my brain around, but I recognize that MY learning style (teach it once, I'd rather scrub toilets than drill-n-kill, etc.) may just not work for her. It's difficult to not view other types of programs as slow/boring/tedious/etc.
  21. Yikes. This is her in a nutshell. Skip counting is still adding - not automatic at all. And DH thinks she's definitely trying to get me to just lead her to the answer so she doesn't have to do it all herself.
  22. So I'm clearly not in the know, here, because her working memory scores were a good 3 standard deviations from most of her other scores when we tested -- but I don't see why conversions tax working memory? (I realize I'm showcasing my ignorance here.) We've been letting her do her ft/yd conversions with a really long tape measure, but I feel like the *idea* isn't really sinking in, despite her figuring out the answers. And I'm torn in that place of feeling like she's lazy/not trying/ etc. (all those dumb things I know I shouldn't think of a kid who's struggling, because I *know* that kids
  23. I don't know if this goes her or on the AL board, honestly. I'm so confused and frustrated, and did not think I would have math struggles with my kids, given that I have a PhD in math and routinely teach graduate level courses for in-service teachers.... lol. Dd8 used to like math and do well at it, it seemed. Sure, there were a few hiccups, like the fact that I often had to translate problems for her (so 12 / 3 would get blank stares, but she could do it if I said we had 12 cookies to divide between 3 kids), her inability to remember ANY math facts, and a complete inability to follow the
  24. So how do we know which ones are more visual and which ones not? Is there a list of "good" visual ones?
  25. All of my kids ages 5+ are dyslexic. So I read it to them. It's not a problem.
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