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Everything posted by 4KookieKids

  1. Dd7 met with her piano teacher yesterday and played the song she’d learned the previous week. Teacher proceeded to introduce the idea of transposing music (which Dd has some exposure to already), using her new song as an example. Without any real knowledge of key signatures or keys, dd proceeded to transpose her song from C into D, E, F, G, A, and B all one right after the other just by ear. The teacher pulled me aside to say that she doesn’t know many adult pianists that could have done it so naturally and fluently and it was really something else. I couldn’t help but be proud of her, even though I generally try to value hard work over natural gifts.
  2. We do have wedgits! I should pull those out again. I don't think we ever had the cards, but I'll look into them! 🙂 Yep. I have lots of threads about her vision and how much she despises her vision therapy exercises. We got all her reflexes integrated about six months ago, but this is a good reminder for me to check again, since we haven't been as faithful on maintenance exercises as I would have liked in that time. QBitz Jr looks great! I'm pretty sure that whoever did the easy Tangrams with her did something like this too! Thanks!! These look great too! Thank you very much!!
  3. Dd7 has some visual stuff going on, and I'd like to get her working on something that's like Tangrams, but less complex. I'm thinking of something that I saw a therapist do with her at one point (I can't remember all the details of who and where and when, though!) where it was like a tangram puzzle, EXCEPT that it only had 2 pieces, AND they told you *which* two tangram pieces it was. All she had to do was actually figure out how to orient them correctly and lay them in the design (which, I'll just say, was still wicked difficult for her). Presumably, it would've gotten more difficult (maybe 3-4 pieces eventually, or not telling which pieces to use, etc.). I've tried searching for easy tangrams for younger kids/preschoolers, but all I get are normal Tangram puzzles with the pieces already outlined for the kid to match, and this isn't really what I'm looking for. Any ideas where to look? It really does need to be simple. In some research study my kids volunteered for at the local uni, they played a game where you had to mentally rotate puzzle pieces and figure out where they'd go, Poor dd7 scores lower than her sister four whole years younger... 😞 So super easy initially (but with room to grow) would be really good!
  4. I think she's kind of all of the place. She can *always* sound out "p a n," but she often struggles with blends. So she might see "split" and read "slit" or "spit", and vice versa, she often does this thing where she sees something like "spit" but reads "split." (It's pretty common for her to insert an l or r after another consonant blend.) Elizabeth B has been working with her a lot, which has been super helpful, because she was able to identify that dd's biggest struggle (aside from rushing) is consonant blends, and I hadn't recognized that previously. So, so long as words aren't overwhelming (i.e., just *look* long, like "fantastic") and don't have consonant blends, she can read *most* things at this point, if she actually slows down to read carefully. But if any one of those pieces is missing (i.e., she's hurrying/guessing, the word looks overwhelming to her, or it has consonant blends), then she's hosed. Some days she can blend consonants at an almost OK level - others, particularly when she's tired, she has no hope of hitting even a two-letter blend. She's actually starting to get her consonant blends down a bit better in the nonsense word game, but it is not transferring very well to words of more than one syllable. But it's a start! PS: Sorry for taking over some of the initial direction of this thread, OP. I will take it to a private chat, if you'd like, but it's not clear if this might still be helpful to you, even though it's more detailed than you may need at this point?
  5. Thanks so much for writing this! Most of the time, I hear about folks with some similar issues but low WM *and* low PS, whereas dd only has low WM, but wicked fast PS. Thanks for your thoughts on the slowing down, and yours too, @Lecka!! It's kind of funny because sometimes she'll just be flying through something and she'll read a word wrong because she's not *actually* reading it, so I usually just tap it once or twice (I still point to her reading because she does have some vision issues we're working and I just find it's easier to work on vision separate from her reading) to indicate that she should try again. Occasionally she'll read it wrong 3-4 times because she's just trying to fill in something that makes sense in that place, before actually slowing down to look at the word itself. And often (maybe 70% of the time?), once she *really* looks at the word, sounds it out slowly (here I may have to cover up parts of the word so she only gets a syllable at a time, or I may remind her to split syllables between the consonants or some other such thing), she really can read it. (We're not talking very complicated words here, though.) It just sometimes takes several "taps" before she stops to actually read. 🙂
  6. We have been doing your re-reading books ideas. In this case, she's less about getting to the end of the story, but speed is still a problem. It's almost like the parts of her brain that are *not* working hard to sound out a word are just making up the story faster than she can read. So she kind of flits from big/obvious word to big/obvious word, and just makes up a lot of what's in between. It's a real struggle to get her to read what is *actually* on the page (like you said). Unfortunately, for books that she already knows the story to, she is far more likely to just recite the story as best she can remember it, using just occasional word cues from the book. It takes super careful reading on my part to catch her when she skips a part or makes up her own sentence for a part -- if I were just listening to her while cooking or something, I would never know that she wasn't actually reading what was on the page. I'll think about if I might be able to convince her she'll get more out of the book if we read more slowly. It's an interesting idea. I think the biggest issue is that her story-brain is usually several steps ahead of her sounding-out brain, and doesn't really want to slow down, so she just consistently skips a few words ahead with her sounding-out brain to catch up instead of slowing her story-brain down. I'm not sure if that will make *any* sense to anyone else, but she almost rushes more when she knows the story well, because she's more able to remember how the story goes and just make things up as she goes (and they're usually *pretty* close in meaning - even if completely different in actual language).
  7. @Lecka PS. ITts lots of rushing because she just thinks quickly and doesn't want to taker her time sounding things out. I think dyslexia just poses a special challenge to my girl with a processing speed above the 99.7th percentile... She wants the STORY!
  8. Oh, we've completely switched over to audiobooks since that one book-throwing tantrum! 🙂 She has Audible and BARD on three separate devices that she can access on her own (at least 100 books loaded onto each one) as well as her NLS talking book machine that she calls and requests new books for about 1-2 times a month. In fact, we've been doing everything she can to *stop* her from reading (actual books) the last six months, because we found that the more she tried (even just on her own and for pleasure), the more she fell into sight-guessing habits. The only time she is supposed to be reading at this point is with me at her side doing a specific lesson/activity.
  9. This has been our (limited) experience as well. With lots and lots of hard and focused work, dd's reading improved maybe 1.5 grade levels in the last 10-12 months (which was GREAT!! don't get me wrong here!!), but in that same time span, the books she likes and listens to and wants to be able to read went from a 2-3 grade level, to a 4-7 grade level. Boo. So she feels even more behind/incompetent snd even less able to read what she'd like to read. 😛 What did you do for fluency? I feel like dd is getting *better* at words in isolation (e.g., a nonsense word game), but loses all that progress and reverts back to sight-guessing whenever she's face with an actual book.
  10. I hear you. My dd loves the Spalding program (many similarities to AAS/AAR), and even spells pretty well when we're doing the lessons. But as you say, there is no retention. More importantly, the Spalding lessons do not seem transfer over to reading for my dyslexic kiddo. (It worked just fine for one of my others, though, and I still love the program.) I feel like she's finally making progress, but we really had to take it down to basics. Things like "Say fry... Now say fry but instead of /r/, say /l/." "Say split. Now say split but without the /l/." These exercises were almost impossible for dd to do at the beginning. She could sat "cat" but replace /c/ with /m/ just fine. But as soon as we started blending sounds, she couldn't actually distinguish what was one sound and what was more (is "st" one sound? What about "str"?) Given that she *had* been reading roughly on grade level, I was completely taken aback by this kind of massive gap in her abilities. We have spent 20-30 minutes a day working on these exercises (most days but not all) for the last two months, and she's *starting* to get it some days (but still has huge lapses if she's tired or emotional -- just this afternoon, she couldn't turn "tight" into "sight" by replacing /t/ with /s/.)
  11. I would absolutely run and not use her then!! Especially given your other thread on the AL board -- this is EXACTLY the problem we had with my dd! People spent almost a full year telling me she was not dyslexic because of (insert comment about her reading be "about right" or "at or above grade level" or "on par for age, since she's still young" here), before I found someone willing actually do the phonemic/phonological testing!!
  12. FWIW, our neuropsych wouldn't do dyslexia testing, despite that being one of two primary reasons we sought an eval (the other being anxiety/emotional issues). And he never even told me straight up he wasn't going to test for dyslexia, so I was super ticked when I got our results back, and all he had done was a basic reading test - I think one of the Woodcock Johnson III subtests. No looking at RAN, no phonological processing / phonemic awareness, no other language skills at all, nothing. He said that they can't test for actual dyslexia because insurance wouldn't cover it (and since dd was reading "at grade level, she was obviously not dyslexic anyway"...). I countered that I would've paid it out of pocket if he had just *told* me he wasn't going to test for it for this reason! It was hugely disappointing. When we finally settled on an SLP, she did all that was needed and we didn't even need the psych involved. So it would've saved us a *tremendous* amount of money to just do the SLP to begin with over the neuropsych...
  13. My oldest takes his first standardized test tomorrow! It's a first in our little homeschool, and I'll be so proud if he even makes it through the whole thing!! lol. I have no idea how it'll go, since he seemed completely lost when I went over the "this is what the test looks like" packet this week. It may be a colossal fail, but at least he'll have gained some experience (which is the main reason he's taking it.) ETA: He made it through! Exhausted by the end, but still made it through! Asked when he'd get his score and almost cried when I told him about 2.5 months... lol.
  14. I really like Sherlock, but he's definitely a jerk and a druggy. Maybe not in *every* story, but overall... lol. I had to re-read it as an adult as well.
  15. Thanks! After reading this thread through again, I set up an Alcumus account for him to start, and he really enjoyed it. It was obvious that thinking the math and reading the solutions was just so much easier for him than what we've been doing. He got green on all of chapter 1 already (granted, it's an easy chapter!!! lol) and I'm curious how he gets to blue, if it automatically puts him on the next topic once he hits green?
  16. I wonder... Are there other newspapers that she could contact? Our newspaper has a place you can submit anything you think is newsworthy (and will obviously be vetted). Maybe they don't have the authority to change the rules, but maybe some publicity would get them to take notice and change the rules...? It's good that she's able to accept that this was part of the deal from the beginning. But still disappointing to not get to move on!
  17. Wow! That's such a relief to hear!! I've been totally bogging him down in writing and feel so much better about considering easing up on that. Somehow I felt like I'd be "cheating" him of the AoPS experience if I let him slide without writing out full solutions to all the problems. Thank you both so much!!
  18. DS9 loves his PreAlgebra, but we're only just finishing up chapter 1 (it's only done occasionally). So far, I've been sitting with him while he does it so that I can scribe (he has difficulty writing), and also so that I can model appropriate conventions, like lining up the equals sign, justifying things (e.g., writing "by commutativity" or "by the definition of a reciprocal"), number the problems, etc. I'd like to get him more independent, but I fear it will come at the cost of him writing things out well. As is, he struggles to write out any work in BA, and I have to coach him to get him to write any of his thought process out. On the other hand, I'm concerned that I'm expecting too much of him in asking him to write out what is basically a complete proof for each problem. I teach math at the Uni, so it's hard for me to figure out what's developmentally appropriate for him (he does have some significant EF deficits) in light of the advanced/complex ideas and content that he *is* ready for. I'd love to see what kind of output your kids had at this point!
  19. I feel like things change so crazy fast that I can't even think about this right now! In particular, ds9 loves AoPS PreA, but is nowhere near independent in terms of writing out his work well, so I still sit with him on the days that he wants to do that. But he's still had BA to work on when I want/need him to do something independent. But... he's finishing up BA5 in the next few months, and as of next year, I'll also be officially adding a 6 yo to the homeschooling mix, and the 4 yo will also be amping up what she wants to do (they do a lot together, but at different levels - if that makes any sense at all...). So I'm a bit nervous about adding two more kids to the mix *and* having ds9 need a lot more of my time to work through AoPS. I'm beginning to wonder if I should switch him to a PreAlgebra/Algebra that he could do more independently, instead of AoPS. This year has been a crazy year for us with having dd7 dx'd with dyslexia, taking about a 4 month break from "school" with her to undo some of the emotional damage that came in the process of getting to the root issue, and then trying to move forward again. We also spent a lot of time driving around to vision therapy and OT. I'm hoping to be done with that for a while (we just quit both of them at the end of January), but am not holding that plan too tightly! 🙂 So next year, my kids will be 10, 8, 6, 4. My hope for the the oldest is to start having him start formally learning some history and science that we've mostly just played with up till now. I'd like that to be mostly independent, so not sure what it'll look like yet. My hope for the 8 yo is to get her reading up to par (including German), improve her confidence/enjoyment of reading, and keep plugging along on math. Once she turns 8, she'll be allowed to audition for the Nutcracker, so she's been practicing a lot of ballet in anticipation of that, and she wants to join an ensemble for violin. Both my older two have their sights set on a spelling bee for next year, though I'm not sure why. My (soon to be) 6 and 4 year olds get the shaft a bit, so I'd really like to figure out where they're at and meet their needs a bit better. I really hope to get the 6 yo reading -- she's so close! And she loves math, so she will probably start BA next year. All four will continue piano (though ds10 is hoping to also start the bagpipes, oboe, or drums???) and spend lots and lots of time outdoors.
  20. I think this just blew my mind. (I'm pretty sure your comments often blow my mind!! lol.) She was so desperate to start ballet this year (spent 6 months asking! at 2.5 yo!!), and she's spent the entire time after the first month not wanting to go anymore. We've been scratching our heads trying to figure out what happened, talked with the teacher about what's going on in class (we watch the class, but didn't know if we'd missed something), and going back and forth on letting her quit (their show is in a month and she wants to be on stage with the nice costume, despite not wanting to go to class) since she's only 3. It's hard for us to know how much to follow her lead and if she'll regret it if we did let her quit. But I never realized I guess how much she struggles with the midline thing and it never even occurred to me that the class might just be too hard for her (since it's super age appropriate and fun -- so it's not like it's too hard for most 3 yo's, but maybe just too hard for her). I'm not sure I ever would've thought of this.
  21. I'll look into it! I honestly have no idea if she went straight to walking... I can't remember exactly (4th child within a short span!), but I don't recall her skipping crawling (I'd like to think that would stand out to me?)
  22. Oh this is interesting. My dd7 is very musically inclined but really resists some songs and I've never seen a rhyme or reason for the ones that she resists. But she does have dyslexia and visual processing challenges, so maybe I'll see if I notice these kinds of trends in the songs that she dislikes next time it comes up! Not since 20 months. She passed everything, but had borderline scores for social-emotional skills and communication skills. But kids change a lot in 2 years and she's more than twice as old now as she was then! 🙂 Yeah, I think I definitely stumbled across something odd, because tonight at dinner she was using her left hand to eat the food on the left side of her plate (all that was left), so I spun her plate so that it was on the right side now, and suggested she take another bite. She stared at her plate for a good ten seconds, and then started to switch fork hands. I gently nudged her right hand out of the way, and just said to use her fork! I've never seen a child reach for a piece of meat so slowly!! lol. After one bite, she switched her fork to her right hand, so I spun her plate so that the meat was on the left again. She stared at it for another 10 or 15 seconds before throwing down her fork and yelling at me to stop it. So definitely not normal, I don't think!
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