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  1. my 2nd DD has some very.....different qualities. I have a sone with Asperger's, so i am not talking about that kind of different. she is very hard to pin down. i have thought for awhile that she could have dyslexia, btu when i tried to get the school system to help out us homeschoolers, they said dyslexia did not exist and had her read a sign there in their office. when she read it, they said "oh, she's fine". sigh. i'm not saying she IS dyslexic, but i am having a hard time moving past or explaining some of her stuff: SUPER sloppy HORRIBLE handwriting (as in it has not improved much if any from kindergarten) still writes, reads and says some things backwards occasionally at 9.5 years old reading and spelling is really confusing. i watch her read and think "how'd she get THAT?" and when she spells she totally misses whole sounds, or adds things that are not there. she said a word backwards today. we are doing wordly wise and my poor little girl just cannot get it. i have to sit there with her while she struggles through definitions, antonyms, synonyms, and does not even complete the writing activities unless i ask her the questions and write down her answers. even then still sometimes she struggles to find the answer in the reading segment. now that i've laid out all my sweet girl's bad qualities, here is where she shines: inventing. she is a genius! hilarious outlook on life very active, spunky, quirky--has a great attitude quite capable in every way except "schoolish stuff" wants to be an architect. she one of "those" types any insight? i am going to a dyslexia seminar next month, but without someone's being able to LOOK at her, i am not sure she'll ever get to her true potential.
  2. Hi Folks, Our second son, 13, is a serious dyslexic and quite frankly, learning to read was far more important to me than anything else so we let a lot fall by the wayside. Well, now he's going on 14 (been reading for about two years and still working on overcoming other aspects of this LD) and technically in 8th grade and we want to help him get ready for high school. He's not ready for rhetoric level work, he's just getting into puberty and starting to be ready for logic level things, so we're way behind to say the least. I've reread my WTM and other things trying to figure out what we should do in this next semester to continue to help him. I doubt we'll call his next term, his 9th grade year, a high school year, but we really don't want to "leave him back" -- he does want to graduate with his peers. BTW, he doesn't believe he's smart either even though he's made remarkable progress, going from not being able to read more than three letter words at 12 to being able to read, really read, his Bible (NIV) on his own in under two years! We're also still working on the math issue; he's up to L16 of Intermediate MUS Classic, which is about the equivalent of Delta or Epsilon, fractions and division. There's no way he's ready for algebra yet. We tried ToG and it didn't really work out for him. He couldn't handle the questions in the Dialectic level at all, and some of the more subtle things in the literature totally went over his head. We're also still working on writing skills and the act of handwriting. We haven't done science in over a year either. I feel so overwhelmed right now, trying to figure out what to do, what skills to focus in on over the next few months, and what we can reasonably expect to be able to plan for his future school years. Is there a crash course we could do? Something that could help him get up to speed, or at least closer to where he should be, but something that won't kill him! Thanks for any advice and encouragement you may have.
  3. Our ds9 is probably dyslexic and probably has some other issues. This is the list of things observed while he was developing: -extremely colicy child until 8mo old (I did not sleep more 3h a night until he was about one -cried and distressed a lot while an infant and toddler, it was almost impossible for him to fall asleep -lots of ear infections, ended up with ear tubes -late talker, started talking at about three -since very young age liked particular toys, ordering them in the same manners, to the point of being distressed when something did not look as he imagined -whining to get what he wanted, and nothing under the sun would calm him -for a long time: mispronounces long words, switching syllables, making new words when confused (she birthed the baby), -hearing similar word, but not the one that is spoken and asking back if this is what was said -phonics were not that hard to grasp for him, but now while reading he misses words (that, which, the, a etc.) -can not read well the surnames, names of people, places -can not remember peoples names, even friends or calls friends constistently a different name -reading abilities can change from day to day or from week to week (sometimes I think, Oh, he is over it...and then he makes again the same mistakes) -TOTAL frustration with math, can not live without abacus or cuisinary rods (which is ok if it helps him, but mental math is not going well); the same kind of four math problems one day can take him two minutes, and the next day he can not grasp the concept at all; can not memorize multiplication tables (knows well only skip counting by 2 and 3), can not master long division for almost a year now; very hard for him to change the method of solving a problem, if it does not produce good results (can not "switch" in his mind the way he thinks - in his own words); he has tendencies to think in a more complicated or complexed way, then needed to solve the problems; daily crying during the lessons, if there is something that is too difficult, new, or something that he can not imagine; when overwhelmed "zones out"; still problems with operating with money -excellent with Lego, can spend hours undisturbed in his own room; good spacial imagination; interested only in Lego and Star Wars, lately Lord of the Rings and Narnia (but nothing else!); excellent at imaginative role playing by himself -very particular with how the things in his room should be (total order, but sometimes total chaos under control) -difficulties with falling asleep (can lay in his bed for one or two hours before falling asleep), vey little sleep needed as for a boy of his age -can not spell almost at all -somewhat clumsy, but not all the time; right handed, but rides on his scooter "the other way, because it feels right" -certain visual stimulation provokes real stress (we have had "Grossology" book and cards, and he would not come inside the room if he knew that the book or the cards were there; now it continues with very few other unpredictable items) -fidgety, not only when sitting; may wave his whole arm like a windmill while walking -quiet smart, likes jokes, tells stories well, leader of the group, friendly, makes unexpected connections from known facts, could be very bright to the point of being arrogant proving his point (and does not understand that it is wrong, thinking it is just pointing to the facts and making sure the facts are correctly understood by others) -remembers a lot of details from his toddler age, even conversations, emotions -short memory problems -for a long time could not get a grasp of time; could not understand the difference between months and seasons; still can not tell time well from an analog clock; -easily distracted by noise while learning or working, but also can sit for hours over something he loves (Lego) and nothing can distract him -trouble with copying, discouraged by handwriting; tired after copying two sentences; ("I hate writing") -still can not tie his shoes I am finding myself waking up for the last year and dreading the day thinking about another day of dealing with my ds (him being distressed so much). We were thinking about diagnosing him a year ago, but did not, because we knew that labeling him would not change nothing and I was not sure that we would be ready for any kind of therapy, if needed. We thought that if it is some kind of dyslexia, then we will deal with the issues as they show up. I also could always find a method to teach him (after some time). But I am tired of dealing with this lately and I do not know if I just need more patience (which I do not have a lot left) or go the other way. So my question is: if we diagnose him, which way is the right way to approach this? Any other thoughts would be appreciated. Thanks
  4. My kids do well in math most of the time (they almost always get A's on their tests). When they do struggle, though, it's usually from either not reading the instructions thoroughly (working on that!), or from a calculation error. My son especially tends to get the first problem in a set wrong--if it's a set of subtraction problems, he'll add the first one. Or, the other day he added the ones column and subtracted the rest. He used to subtract whichever number was bigger from whichever was smaller (could be one way for the ones column, another for the tens column, and so on). He has mostly worked out of that, though sometimes it can still happen. Long division has been a buggaboo if the problem is very long, LOL! Mainly he gets afraid of all the steps--he can do it but after awhile he will make a careless error. I'm wondering if any of you have good ideas for helping kids clean up some of these kinds of errors and just careless errors in general. Are there tips? (I'm hoping yes!). Also, any advice on helping them with checking work? Today I was showing my dd how she could use estimating to see if her answer for a string of numbers to add was in the ballpark. (She had it wrong and was so sure I had to be wrong, poor kid! Occasionally I am--and even occasionally the book is, they love that! But it was not to be today...). We really like our program so I'm not looking to switch, more for teaching techniques or maybe something supplemental you found helpful because of the teaching techniques. Thanks! Merry :-)
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