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  1. Does anyone have suggestion for dropping ending sound of a word while reading? DS can decode the word correctly but often drops ending sound like -s, -es, -ed. He does OK with -ing ending though. His OG tutor has been working with him for word list with -ed ending and plan to start nonsense word list with him soon to see if it will help. We have been trying to correct this habit for a long time but seems not able to eliminate it completely. Few years back, he had same issue with his oral language but now he rarely has this issue when he talks. The issue mostly shows on his reading and writing only now.
  2. They recommended Wilson 2 times per week and 1hr each time but can be break down to 30 minutes each and 4 times per week. He is still at school and has IEP. He is supposed to meet reading specialist 3 times per week last school year and I know reading specialist is Wilson trained. However, I just knew that they were working on comprehension, not Wilson reading. This school year, he is placed in inclusive class that has special Ed teacher in class support his reading and language arts. From what I know, she will use direct phonic instructions while reading with him but not specified if it will be OG. I need to find out more. Speech therapy goals were achieved last school year but SLP will continue working on his Pragmatic Language part which is not set in his IEP. We have an tutor at home. She is OG trained but not Wilson. She does guided reading and writing with my son since 2nd grade. This school year, tutor will use megaword, vocabulary workshop and writing with skills along with four square writing framework with him. I will ensure he does reading assistant at least 3 times per week. I mentioned that to our private evaluator, and she thinks the home plan is solid. I will provided the report to our case manager and see what she says. Our IEP is due to renewal in January.
  3. Ladies Thanks for the great advise at the beginning of year when we started our IEP process. During passed summer, I finally took DS to do private dyslexis evaluation. Below is the score. CTOPP-2 Phonological Awareness = SS 88 (Average = 100), 21% Elision 50% Blending Words 5% Phoneme Isolation 37% Phonological Memory = SS 92, 30% Rapid Digit Naming 25% Rapid Letter Naming 37% Rapid Symbolic Naming = SS 92, 30% Memory for Digits 16% Nonword Retition 50% *************************************************** He got diagnosed with a Oral and Written Language disability consisting of dyslexia, dysgraphia, syntactical issues and poor working memory. Wilson reading, reading assistance are two things recommended for decoding and fluency. In addition to that, he also needs to work on retelling and sequencing. Is there any suggestion?
  4. Our district sent us whole report 10 days before IEP meeting. Do you only get the score or you have the whole report? My son had WISC-V for his IQ and woodcock johnson for achievement test. His IQ is not able to interpret due to variance of index scores on different categories (high VCI and PSI but very low WMI). The psych suggested to use his VCI as IQ index. In his woodcock johnson score, the comparison base is the score of majority children at his age can perform and then you can compare your DC's score from there.
  5. We use MM review book in the past two years. It has 2-3 review pages for each topic and then follow with one page test for the topic. At the end of each review book, it has year end assessment which contains several pages of mixed questions belong to the content of the year. I use it as refreshment during summer and prepare for next school year. So far it works well.
  6. Our social skills group runs by clinic that is out of network. We pay them first and they provide us receipt with code so we can submit it to insurance. We got 70% reimbursement back for out of network. We have United Healthcare. We just submit receipts online and the check will be mailed to us.
  7. I also got email from school psychologist as I mentioned that we want to know if DS has any change after we stopped fish oil two weeks ago. She checked with classroom teacher and reports no significant change after he stopped taking fish oil. At home, I continue noticing handwriting improvement, better attitude and better tolerance of frustration. His tutor and ice skating coach both reported better attitude and cooperation during session. Now all he takes in the morning is multivitamin (with 37.5mg b6, 15mg zinc), opc3 (Pycnogenol), and 200mg magnesium.
  8. How about borage oil? I just ordered a bottle of GLA from Nordic Naturals and my Dad gave me a small bottle of cold press flaxseed oil. I think I will start to give him GLA over the long weekend and see if it makes any difference. So far DS has been reacted nicely after we stopped fish oil. Two emotion incidents reported after we stopped fish oil but school psychologist told me that he handled fairly well. Calm down faster with adult and was able to come up with solution for problem solving.
  9. DS has slightly smaller than regular red blood cell (68/72) and slightly lower hemoglobin level (10.6/12). It's not due to lacking iron intake. Let me research more on this.. Thanks.
  10. Recently my son told me that taking fish oil seems make him cranky. I asked how? He said when other kids are joking, he will be more emotional if he takes fish oil that day. If he does not take it, he will just join them and laugh. So I stopped his fish oil last week. The first thing I notice is that his hand writing becomes neat. Everything stays on the line. Second thing I notice this week is that he can take correction much better and does not argue too much now. While showing improvement on some areas, he was more forgetful after we stopped fish oil. He forgot to bring back some homework twice since last week and forgot to turn in his reading log last Friday. Has anyone experience this? He is taking Nordic Natural Pro EPA fish oil. Background: DS is 10 and in public school. ADHD PI, Mild Specific learning disability in reading and writing
  11. I just signed up summer camp yesterday. We will do the same camp like other summers in the past. It's half academic and half fun activities. This summer my mom will take my niece here so we have Mandarin immersion environment at home this summer. I am planning to do more Chinese lessons through this summer. I also think about signing him up for Mathnasium summer session to see if it will help more than just doing MM workbook in summer. Swimming lesson and ice skating (he wants to switch to hockey track) will continue through summer. We also need to prepare his violin audition for Youth Symphony this summer. I hope he can get in and get some different experience playing in orchestra setting. By the end of summer, we will go on road trip to Boston and Acadia National Park.
  12. I guess it will depend on school district. We just went through the process from district and child study team in our district has been very helpful. In addition to run tests in school, we were also referred to psychiatrist outside for psychiatric evaluation which was paid by district. Each professional shared and reviewed all information. Each of them provided us individual report from their perspectives. My son ended up getting more help than I expected. But educational psychologist will mainly focus only on improving his function in educational setting. I did ask them if I should go to audiologist to sort out APD possibility and they said it will be our choice as it will not change whatever they have in IEP for him. In addition, they do not diagnose nor give out label. However, the psychiatrist we were referred to is able to give us diagnosis (ADHD combined, mild dyslexia, mild dysgraphia, adjustment disorder) on his report after he interviewed us and reviewed all results from school evaluation. If you have concern outside of academic area, neuropsychologist may be better choice to go to.
  13. Thanks all for commenting above. We went to IEP eligible meeting today and DS did qualify for IEP under ADHD. During meeting, they mainly focus on his working memory and ADHD. But they did put down he has reading difficulties so it's addressed in his IEP. His Wilson reading with reading specialist will continue 30min x 2 times per week to work on his reading skills. They will have special ed teacher push in his class twice per week to support his language arts (both reading and writing) for the rest of his 4th grade and extend to 45min x 5 times per week each for reading and writing on 5th grade. He also gets speech therapy twice per week, classroom aide for science and social study next year when he is on 5th grade, both individual and group psychological consulting with psychologist once per month, enabling text to speak feature during state test for math and tons of classroom modification. I have not done reading the whole IEP draft yet but those are pretty much on top of my head after meeting.
  14. What you said above is very true. Psych put the similar comments in the report. He observed that his WMI score got impacted by his ability of attention and impulsiveness (choose answer without finish looking all options).
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