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  1. We started back to school this week after a month of break and a month of "light school" before that. My 8yo was finishing up AAS3 with 2 lessons to go when we stopped for break. So we just jumped back in where we were yesterday, using the review cards. Gah! She spelled "graceful" "g - a - c - backwards e - s - f - u - l" and "where" "w - a - r - e - r". There were also some more straightforward mistakes, like not doubling the consonant in "giggle," "middle," "wetter," and "dropped". And, of course, there were all sorts of spelling mistakes (on things we had covered in AAS2 or AAS3) in her other written work. Overall, I was pretty discouraged. I suspect she's dyslexic because learning to read was a rough road (although she's reading at about grade level now.) Spelling has always been hard for her. She does not have a good visual memory for words, so I was really happy to find AAS because it taught rules and just relied on visual memory for rule breakers and the long vowel words that can be spelled different ways (e.g. "steel" vs. "steal"). By the end of last year, she seemed to be doing pretty well with spelling, although she had a bit of trouble keeping up with all of the different rules about adding suffixes. Is what I'm seeing just normal learning loss after a break? Or is it looking like AAS might not be working well for her? (But then, what else should I try?) Should I go back and re-teach some of AAS3, or is there a good way to review in more depth than just going through the cards? Or should we just continue on and go through the review cards? Thank you for your help! Spelling has been a tricky subject to teach this child because our brains seem to work in different ways. I learned to spell visually and never had much trouble with it.
  2. My oldest is 11.5 years old. When he was 9yo I determined that he likely has dyslexia. I've had him do various test (but not official tests - stuff from home) and it does seem the likely diagnosis. I've been working with him over that time with a few things for reading. He does read - but makes typical dyslexic mistakes (missing endings, missing words, similar words - one example that comes to mind that for some reason I can remember is reading 'dominion' as 'domination'.) At 9 he couldn't spell at all (we did AO, so I hadn't focused on spelling before that point) - he did improve with AAS - we did Level 1 and a bit of level 2. At 11 he still has handwriting like a younger student - and is very resistant at writing (does 'ok' with copywork... doesn't like it.... he is barely writing a sentence or so) Anyway - that is just to get you an idea of where he is. And his sister is 9yo, and she has 'something' going on too. Her symptoms are different (of course - can't have anything simple) - I did AAS with her about the same time - she just finished level 1 when I stopped using it. She also isn't reading to grade level (but did young... she had read at maybe a grade 2.5-3.0 level since she was 5 - no real progress). It took her forever to learn to write fairly legibly - I'd say just this year really. She reverses how she writes numbers a lot (ie, backwards 6 - not 65 instead of 56) So that is about where she is. Their Step-sister (now an adult) was apparently diagnosed with dyslexia at age 16 or 17ish. So - I'm in Canada. Where I am there is no testing at all available through the schools for homeschoolers. Even if I put them in school (which I'm not going to) there is generally a waiting list for their own students for reading evaluations of at least a year - and it would probably take a year or so of convincing it wasn't due to bad teaching (homeschooling). And then any help they could give would be likely to be ineffective as it is not designed for dyslexia. We have no medical insurance - and this type of evaluation wouldn't be something covered by the government for free. The dyslexic center here (we actually have one!) costs $2000 flat fee for an evaluation. (well, that was the cost when I checked 2 years ago - so at least that.) We are not likely to ever be able to afford it. No Scotish rite centres here.... Now that my oldest is getting close to 'Junior High' school age - I'm just getting frustrated and worried. I am doing what I can for him and I think I'm doing 'ok', but there is no documentation for the accomodations I am using for him. I'm worried about tests in the future, university, or whatever else. I also worry about whether I'm doing the best things for him. I realize that you guys likely don't have any answers.... but I'm just so frustrated.
  3. My 11 year old is near the end of level 8 in the Barton tutoring program. For a few years we have allowed him to listen to books at bedtime via his Learning Ally app. This was great because he could listen to the books that all of the kids were raving about, Maze Runner, The Giver...etc...and then we would go see the movie if/ when it came out. It boosted his confidence to say with authority he had read Harry Potter. He has always loved encyclopedias and read those, you know the ones with lots of colorful photos and short captions and sidebars. But all of this was about the extent of his reading. Well now, he has discovered a deep love for actually reading books. He is tearing through the Warrior series. He listened to them years ago but insists he is getting so many more details by reading them. This is great except...I cannot get him to keep his light off and he is a bear in the morning to get out of bed. I think he has what I call a book hangover, you know where your eyes hurt, your head feels funny and you are exhausted from staying up all night reading. I am so overjoyed this is happening. For so many years I worried that he would not share the love of reading like the rest of our family.
  4. I could write 20 posts today with all the ?'s I have in my brain , but I decided to focus on the first priority:) Quick background, this is my 4th year homeschooling, but only 2nd with all 4 kids. They have all been in PS and pulled home gradually. All of my kids have learning issues.....mild to significant. My DD11 was in special education since age 4. She came home last year In 4th grade. She can read decode on a high 3rd grade level. She is finishing up AAR3 and is in AAS2. Her biggest issue is comprehension, plus she hates to read. She receives OT and PT and is on the waiting list for speech. She also is in VT. I do not feel that I am giving her what she needs. She struggles so much with auditory....but so much of our curriculum is that way because of read alouds. I do SOTW but that is auditory and she is TOTALLY lost after I read. Yes, there are hands on activities but I don't always have time for them because my day is so long and full with the 4 kids ( I spend 2 hours a day just teaching spelling and reading...my 8 year old still can't read). I have her read to me for 20 minutes a day for her all about reading lesson and then I tell her 15 minutes of quiet reading. It's always a book of her choice which is always on her kindle and usually a non fiction book. She uses the text to speech. She's in 5th grade...and I struggle with thinking I'm not pushing her enough to letting 15 minutes of independent reading be enough because she hates to read. We do free journaling everyday, but I'm trying to start IEW once a week (Bible Heroes) but she is already really confused on how to KWo. We use daily grams but that is not her favorite either. If it was just her and I at home I believe I could tailor her curriculum so differently, but I struggle keeping up with the needs of all my kids. I think she would thrive with unit studies but then I would be back to doing 2 curriculums because I dont' know if my oldest is ready to totally soar with no teaching from me (he is in 7th but learns best by listening to read alouds...so he LOVES that we do history together) and I don't like having to adjust curriculum for a 7th grade level and a 3rd grade level. I'm rambling.....I just feel frustrated because I don't feel that she is learning anything well.
  5. Here's my situation: My homeschooled son is 11 and in 6th grade. The only subject he's behind in is Spelling and he's VERY behind. I determined that he is spelling on a beginning of 2nd grade level (4 grade levels behind). I've tried AAS, Spelling Workout, Sequential Spelling, and a couple other programs. He is trying but has made very little progress in spelling and makes classic dyslexic mistakes like leaving out vowels and whole syllables, and spelling super phonetically, but not correctly. Dysgraphia is also a big issue. He does have reading issues (mainly new words, names, pronunciations, and skipping small words/inaccurate reading), but these pale in comparison to his abysmal spelling that never improves. I'm at the point where I NEED to do something drastic to help his spelling... something VERY different than anything we've ever done. I had my heart set on Barton (I love Susan Barton and her website as it really helped me identify what was going on and learn more about dyslexia). But I was sad to realize that I cannot afford it. I looked for it used and still couldn't find it. So now I'm considering whether I should seek services from the public school. I have no experience with dealing with schools other than sending in my homeschool paperwork. Now what?? My questions are: 1) Are there any other highly recommended OG methods like Barton that ARE affordable? Do tell!! 2) What about the more "alternative" methods like rainbow writing, sculpting words with play-dough, or associating words with pictures? I'll try anything! lol Are these worth a try for a kid who struggles a LOT in spelling (not mildly dyslexic)? 3) Should I tell the school district about my son's dyslexia? If so, how? 4) Am I *legally required* to inform the district about a diagnosed or suspected learning disability? 5) If I do tell them, what are the possible repercussions for my homeschool, or for my son's "record"? 6) I know that public schools are legally required to provide services to those who request it, but are they generally even equipped to provide remediation for dyslexic kids? (One of my fears is making it "public", it going on his record, getting involved with the school, getting an IEP, and THEN finding out that all they do is work with him on spelling once a week or so and aren't even trained in dyslexia remediation or use an appropriate method... since that's the whole point. 7) If I did get him an IEP would he then have an IEP for the rest of his school career? 8) It's very obvious that he is dyslexic as he has MANY classic signs, but is a diagnosis required in order to get an IEP? I think I read that diagnosis isn't required, but a "need" is required. Is that right? For example, my understanding is that the school does not diagnose, but the school is required to assess whether a child is *eligible* for services. So doesn't that mean that I don't need to go through the whole diagnosis process prior to getting an IEP if we went that route? 9) If I didn't get an IEP but instead got private tutoring or tutored him myself, am I still legally required to tell the school district about his learning disability?? Anything else I should know? Any other options I'm not thinking of? I really need to get on a "road" and I'm so confused about which one to take at this point!! I'm reading books about dyslexia and how to deal with schools, but they never talk about how it relates to homeschooling so I feel like there's a big gap in my understanding about where to go from here. Even HSLDA doesn't seem to provide much info. Thanks in advance!! Tara
  6. First, if this is not allowed, please delete! Second, if you already know about this....YAY!! Finally, I was referred by a friend to this website (http://dyslexicadvantage.com/) last night - it was awesome! (well, honestly, I have not had too much time to look through the whole website, but the (free) live webinar was probably lifechanging!) The webinar was by Dr. Doresa Jennings (who is herself dyslexic) and discusses how she utilizes STEM / STEAM for her (dyslexic) kids. If you have a chance to watch this, there is LOTS of great info in this one video!!!
  7. We are almost finished with the first Ronit Bird math ebook (Exploring Numbers Through Dot Patterns) and, I feel like, my boys are doing quite well!! So, in my attempt to plan ahead, I am ordering / downloading the next book - Exploring Numbers Through Cuisenaire Rods. I suspect (hope?!?) that this one will 1) be more difficult and, therefore, 2) take longer to get through. I also kinda think that I will need two sets of rods - one for each of my boys. If you are using Cuisenaire Rods, where did you get them? Are they all the same - length, color, etc (e.g., if I order from Amazon are the rods the same as if I order from nest learning, etc???).
  8. I have an 8 yo that is a struggling reader. He has spent 18 months in AAR and though he has improved...he hasn't been able to get to the next level. My little guy is delayed and he is speech delays. He has some auditory processing issues . I recently started AAS with him because after talking with a tutor, she suggested that he really needs to have the spelling and reading going on to cement things. Well, I am realizing with the phenomnic awareness exercises just how poor his is. We are just doing the exercises that you pull a token for each sound you hear...good gravy. He can't begin to hear all of the sounds in a word like swift. Now I know why he was having such a hard time blending. I am 99.9% sure he is dyslexic. We are finishing up vision therapy which has been very helpful for him (he no longer gets tired reading or with looking at written work). I have never switched phonics programs before but after all this time I think we need a different approach so I am going to try Dancing Bears and maybe Apples and Pears. Any advice or experience with these? I am thinking about doing LIPS or Earobics or something for the auditory piece?? I have to be honest. I am so so so tired of the OG method of tiles and flashcards and rules that no one remembers...lol ( I have 3 kids doing AAS and 3 doing AAR). Any suggestions? Or maybe just encouragement? :)
  9. A linguist friend of mine, who also works with dyslexic students, has convinced me that all the weird spellings in English and "exceptions" to rules are actually orderly and pattern-driven. If you're skeptical, read on. Since all whole-language and even phonics-based spelling texts eventually resort to labeling things as exceptions, she says it's more accurate, easier, and more fun for struggling spellers to learn spelling through understanding that "words are made of stories." In other words, words have histories, and the histories explain the spelling. For instance, she says that the "wr" in all wr- words comes from an Old English base that means "twist": wring, wrangle, wrestle, wrap, wreath, wreck, etc., even wrath and wrong. Once you see them all grouped together, the shared meaning becomes clear. With a little imagination, you can picture wrath as a state of being twisted internally with rage, and wrong as somehow twisting away from the straight path. Cool, huh? She says dyslexic students in particular make great gains by approaching spelling in this way and by learning words in "meaning families," rather than by the usual memorize-each-word-separately approach, along with memorizing the "rules" and the "exceptions." She has three fascinating TED-ED talks, including one explaining that the silent 'b' in doubt is there because 'doubt' shares a base with 'double,' as in, being of two minds about something. You can watch it here. With her help I'm trying to pull together some simple lesson plans because she doesn't write curriculum, but you can learn a lot from her website, called www.linguisteducatorexchange.com.
  10. Just finished (finally) administering the Barton reading screening to my boys. DS1, who has diagnosed Severe-Profound dyslexia did quite well (a good fit for using the Barton system). BUT......Holy Moly..... DS2, who I suspect has some level of "dys", COMPLETELY failed - ALL Tasks :( Task A - counting words - he tried to count either sounds or syllables (even after re-explaining) insead of words. Then, Task B - clapping syllables - he could some of the time clap the syllables (but again, sometimes did sounds, instead of syllables), but could NOT correctly state the number (and number was ALL over the place (which, btw, is why I have been suspecting Dyscalculia)). And, finally, on Task C: Compare 3 Sounds - he could correctly repeat the sounds AND know if they were different or same....BUT REALLY had trouble visualizing / translating that onto sequencing the colored squares. So, now, I am pretty sure we will have to start at some VERY VERY basics for DS2 (as well as begin the formal testing procedures) like LiPS (are there any other basic programs that work well). He knows his letters AND can associate the correct sounds to letters, but somehow when doing a "more complex task" (like assigning the sound to a color and then putting it into a sequence) he really really struggles. And, for what it's worth, he actually said (during the beginning of task C) "Right when you say it, I forget it" - which tells me his working memory is a BIG BIG issue :( Is it even going to be possible for me to do Barton (reading) and RightStart (math) with DS1, LiPS ("reading") and Ronit Bird (math) with DS2??? I know it would be lots of individual instruction for each of them.....But, cost is the other factor :(
  11. Since everyone has been SO incredibly helpful, I have another question! Because I don't have access at the moment to "getting my hands on" any actual curriculum to 'flip through it', I am relying on 1) looking at it online (reading, watching videos, etc) and 2) reviews from awesome people who have used it! Now, I do realize that there is *nothing* anywhere that will work for *everyone*.....BUT..... I would love some honest 'been there, done that' opinions :) So, this will be my first year to homeschool my boys. DS1 age 8 and DS2 age 6 at start of school (would be grades 2 and 1 in Public School). DS1 has formal diagnosis of Severe Dyslexia and Dysgraphia; I suspect some level of "Dys" for DS2. DS1 is reading at about a Level 1 easy reader level (just higher that Bob books). I am looking at either Math U See or Life of Fred for a math curriculum......comparisons?? Benefits of one over the other for my boys? And, for remediation / language arts I am looking at Barton Reading or Saxon or LiPS (not sure my boys would need that based on reading some of the other threads.....)??? Anyone able to compare these?
  12. Hi There, I'm so excited about this book, 50 Tips to Help Students, that I wanted to share it with you. It's not homeschool specific, but it has amazing tips that are applicable to any situation. I was able hear the Author, Marydee Sklar talk at a Meeting that was held by Decoding Dyslexia Oregon (Part of this nation wide Dyslexia Group) Anyway, it's a good read! It's insightful for adults as well as students. Also, there is a teacher's guide that you can purchase. I am sure it's worth the cost. There are Online classes to partake in, Portland, Oregon live classes if you're local.... Anyway, It's a great book, and I'd love to hear your thoughts if you read it!!!!
  13. Hi There, I'm so excited about this book, 50 Tips to Help Students, that I wanted to share it with you. It's not homeschool specific, but it has amazing tips that are applicable to any situation. I was able hear the Author, Marydee Sklar talk at a Meeting that was held by Decoding Dyslexia Oregon (Part of this nation wide Dyslexia Group) Anyway, it's a good read! It's insightful for adults as well as students. Also, there is a teacher's guide that you can purchase. I am sure it's worth the cost. There are Online classes to partake in, Portland, Oregon live classes if you're local.... Anyway, It's a great book, and I'd love to hear your thoughts if you read it!!!!
  14. I've wondered if my dd7.5 has stealth dyslexia for a while: She had several of the preschool markers for dyslexia (including being left-handed, being slow to start talking, and being slow to develop phonemic awareness, including hearing rhymes). She had trouble learning to read, but when it clicked, it clicked, and she went from CVC words (at 6.5yo) to reading at a 3rd-4th level in under six months (before she turned 7). I thought at the time she'd finally learned to blend, but recently I learned that she *still* can't blend - she learned to read in spite of that. Her visual memory is incredible - she only needs to see a word once or twice to remember it. She loves to read, but despite working through the entire multi-syllable sections of Reading Pyramids, she still guesses at pretty much all the multi-syllable words (extremely effectively on ones in her oral vocabulary, though, and then she remembers them easily) - her ability to decode one she hasn't heard before is nil - she makes up something that's sometimes almost recognizable but often is way off. And those mispronunciations tend to stick (even just purely oral mispronunciations - she's been adding a syllable to "Alaska" for several years - she's only just now starting to be able to consciously correct that after years of us repeating it correctly back to her). We started REWARDS, and she couldn't blend oral syllables together on new words (words in her vocabulary she did mpstly fine). I stopped REWARDS because of her failing the Barton pre-screening (along with dd5.5), and I'm learning LiPS to do with them both. Her handwriting's not much better than it was when she taught herself to write at age 4.5, and she can only do copywork if it's spaced exactly as she would write it. She can't space words reliably on her own. And she gets tired of writing before her little sister. Copying from a book is extremely hard, and copying from memory is even harder - she really can't do the latter at all (and she gives up so quickly on the former that I don't know if she can do it in any practical sense). She can dictate stories to me fairly well, and she's slow but not too bad with typing out stories from her head. She has an incredible memory, but she still has to figure out her math facts most of the time - she's fairly fast at it most of the time, but it's clear she's reasoning it out instead of having them memorized. Granted, I've never done explicit math fact drill, but she works with them a lot and it's odd given her extremely good memory. And for a kid with such a good memory and vocabulary, she's surprisingly slow at word retrieval sometimes. All that led me to wonder and read up on my own, but I was careful to never mention it to her, because I wasn't sure and because she thinks of reading as something she's good at, and I didn't want to introduce her to the idea that it's something she's supposed to struggle with (although she does, in many ways; she just likes to read in spite of it). However, today dd7.5 said herself, unprompted, that she thinks she's dyslexic, because she has so much trouble writing and because spelling is hard for her. She also noted the same thing I'd noted, that it's becoming increasingly noticeable that dd5.5 doesn't struggle with writing the way dd7.5 does, that she likes it and is improving in a way that dd7.5 isn't. She was introduced to the idea of dyslexia through a book she read (and it turns out the author of that book series is dyslexic herself), although when she told me about it she clearly didn't include herself in the category of "people who have trouble with reading". In retrospect, the very fact she brought it up to me probably says something. She *has* seen me reading books on dyslexia, and I wondered if she'd make the connection as to *why* I might be doing so, and maybe she has, but not that she's said. But she keeps most things of importance inside her - her actually *saying* something that's clearly important to her is pretty significant. Anyway, my instinct is to weight her self-diagnosis heavily - any reason not to do that? And that plus my long standing wonderings/suspicions has tipped the scales toward my thinking we ought to do evaluations (plus seeing how dd5.5, who also has phonological awareness issues, *doesn't* have the writing issues). IDK, we don't have a lot of savings - enough that we *can* do one or two out of pocket evaluations, but not enough to do out-of-pocket therapy - just the copays/coinsurance on in-network therapy would be a stretch tbh. Our insurance is pretty good, but I don't know how much longer we will have it. And I don't even know what to look into first. I've been planning to do a regular eye exam with both girls on general preventative principles (especially since my entire family has myopia) - should I take dd7.5 to a COVD for it? And what would I ask for? Or is this an expensive neuropsych thing? I suspect giftedness with dd7.5 - does the potential 2E change anything in terms of where to go, who to see? Or should I finish my four dyslexia/learning-disorder books first (Overcoming Dyslexia, The Dyslexic Advantage, The Gift of Dyslexia, and The Mislabeled Child) and that would be helpful in pointing me in particular directions?
  15. I'm currently doing Barton Reading and Spelling with Daisy, my 12 year old. It's going well and we're just starting Level Two. I'm also currently planning our next year's curriculum and literature selections and wanting to guesstimate which books she'll be able to read independently and which we'll do as family read-alouds. I'm also just a planner and like to know exactly where we're headed with things :) Anyway, so I'm curious. what grade level were your children reading at, or what books were they reading, after each level of Barton?
  16. My DD has been taking piano for a few years now. She loves to play but has had a great deal of trouble progressing through the books. She started learning with the Bastien Method but after almost 2 years she was still trudging through the Primer. We started with a new teacher in January which has been a wonderful change! The previous teacher was very understandably impatient when DD didn't know note names etc. I know nothing about piano so I didn't realize that a typical student would have mastered that by now and there was no communication from the teacher. The teacher would ask DD to play the songs she practiced all week and if they were not correct she would tell her "No, it should sound like this" Well, of course DD could then play the song she just heard. (She has a good ear) Our new teacher is using the Piano Adventures books. She was completely baffled when we started. She has taught piano for decades and said she has not seen someone on so many different levels in so many different areas. I.E. She cap point to a half note and say "This is a half note it gets 2 beats, a dotted half note gets 3 beats , a whole note gets 4 beats," etc. However when she plays it is difficult for her to keep a steady beat or give the notes their value. She can pick almost any melody she hears on the piano given a little time but after years and flash cards and computer print offs, she still can't identify note names, other than middle C, with any consistency. She identifies other notes by finding C and singing up and down the scale as she touches the keys. I heard Ms. Barton say on a video that children with Dyslexia should not be forced to learn to read music because they will learn to hate it. I also have a friend who has her Pedagogy who say's she was taught that although Dyslexic children have a difficult time learning to read music but it is good for their brain development to keep at it as long as they are in a positive environment. Has anyone out there had experience with this? Does your Dyslexic child play an instrument? Is another instrument better suited? Do they read music? Right now DD's teacher is very loving and understanding and I think with the circumstances she will apply gentle pressure and lots of encouragement. DD adores her and she is breaking down each concept for her. The other side is last week they spent an entire lesson clapping rhythms that DD still can't get. I am eager to hear of another's experience.
  17. My DS has announced that he really wants to tackle "high school level math" and because of a misunderstanding, he thought I said "Yes, of course you are ready. Let's start next week." I do not recall the conversation going that way at all, but I was wondering if there was anything out there that a 4th grader a bit behind in computational math skills but able to understand higher level math concepts might be able to do that would be more interesting yet still attainable than standard elementary math practice? Does that make any sense? He is really bored and wants a "thinking" challenge. Would Beast Academy fit the bill? I know it is supposed to be more of a thinking persons math... And to clarify, we will continue to work on computation. He just really wants more mental math challenges...
  18. I need to ask about timing. i know that Susan Barton recommends starting IEW right after completing Level 4. Only we won't finish Level 4, I don't think, until the beginning of May. I intended to start Level 5 in mid-May and carry it through the summer, along with math and typing, but take a break from everything else while the kids attended several educational and extra curricular day camps they would like to participate in. I would really prefer not to add in an intense writing program through the summer. Would it mess up using Level 5 if we don't start IEW until near the end of that level instead of the beginning? I can't find anything on the site that tells me.
  19. I will try not to be too wordy here. My DD is dyslexic and probably dyscalculic. The reading issues we are effectively remediating and I have high hopes for writing, too. Math may never be a subject she functions well in (there has been progress but incredibly slow). I need to start planning her science schedule for High School. We want to start whatever she is doing early (maybe mid-8th grade) so she has plenty of time to get through all of the subjects. She wants to go to college and will work through summers to have the extra time to cover subjects. We are currently doing an Elementary level chemistry with her younger brother which I am beefing up to make more like Middle school for her and she will be doing some general labs through Landry Academy this year (7th grade) so she will have had some exposure to real labs, but nothing close to High School level. We have spent the past 2 years on remediation of reading so she is a bit behind in science for middle school but had an excellent science background from her brick and mortar elementary (great science teacher). She has trouble pulling all the strands together into a cohesive whole, though. I remember virtually nothing about High School sciences. I know that Chemistry is math intense. I assume Physics is too? The University she is interested in doesn't seem to have standards that would be out of her reach, but maybe I don't know what I am talking about. They require a minimum of Biology, Chemistry, Physics plus either Astronomy, Aquatic Sciences (she has a special interest here so maybe we could pursue this but I have no idea how), Earth and Space Science, Environmental Systems or an AP course in any of the above. Math minimum requirements are Algebra 1, Algebra II and Geometry along with Precalculus or higher (or Mathematical Models with Applications prior to Algebra II, but not sure what that is...). If we can get an official diagnosis of dyscalculia I am hoping we can get the Algebra II/Pre-Calculusrequirement waved since she is not intending to go into a STEM subject. I just don't think we will ever get to that level of math. I don't anticipate her starting on Pre-Algebra until 9th grade at the earliest. What schedule would you recommend?
  20. I don't mean reading programs such ass Barton, AAR etc. but programs you use to help with school such as Dragon Speech to text and so on?
  21. My 14 yo is having trouble getting the dragon program to recognize his speech. He has been reading the sample text until the program has enough to recognize, but he has to keep going. He did 6-7 years of ST and graduated but he has a very nasal, monotone speech when reading and I am not sure if that is the issue. Not sure how to proceed. I think Dragon would really help him move forward in his schooling. Once we can get Dragon working, I am hoping he can dictate his science notes and then have the program read it back to him so he can study. I have no idea if Dragon does this or not?
  22. Hello all, I haven't been on the forums in a long while, but I find I'm in need of advice. I suspect that my son may be dyslexic. I've read many lists of "symptoms" and he has many of them, including some of the more nontraditional ones. (http://dys-add.com/dyslexia.html#anchorSymptoms has many of these symptoms across categories). He is currently 6.5 and is frustrated that he cannot play many computer games because the games he prefers lean text dependent. Also the phrase "I can't read" is coming too easily to his lips. We are both frustrated. I'm looking for reading programs that aren't too expensive, but that have a track record of working for dyslexic children. I don't mind taking my time and going slowly, but I would like to see some sort of progress, no matter how minimal. We've tried Teach Your Child to Read in 100 Easy Lessons and it was a disaster. Currently we're working through Explode the Code and Bob Books, which is going "well" but with no retention or transference of skills. I'm looking into programs for next year when he will be 7 and hoping for some help. Please ask if more information is needed; I'm really at my wit's end. Thanks in advance, Aimee
  23. Has anyone out there see, heard of, or used these workbooks? http://www.dyslexiagames.com/ I would love to hear your opinions.
  24. Has anyone out there see, heard of, or used these workbooks? http://www.dyslexiagames.com/ I would love to hear your opinions.
  25. I have a rising 9th dyslexic dd. We have been working though the Logic of English, but had to slow down a bit because retention is tough for her. She reads on grade level and does a good job of comprehension. She's a sharp gal, but the dyslexia is a problem when it comes to spelling, vocab retention, tenses, etc. I think what she really needs at this point is a good study of morphology. Prefixes, suffixes, and root words. How they work together. She has worked on Vocab from Classical Roots, but at this point, she really needs something very basic to start with. The retention just was not there with VCB and she NEEDS the prefix and Suffix addition. I looked at MCT, but it just looks a bit overwhelming for her. That amount of required retention would dishearten her. Is there anything out there that builds upon words in an orderly and fun manner?
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