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Found 4 results

  1. I'm looking for a good way to introduce reading remediation to a 12 year old boy who has had pretty negative experiences with school and is now REALLY emotional about reading. I can do my usual spiel about how having a hard time with reading doesn't mean you're stupid, how people with dyslexia have lots of cool strengths, creative thinking, etc. I was thinking of using the analogy of a foundation of a house - being aware of each sound in a word is like the foundation of the house, and once that's in place we can go on to build the rest of the house...? His phonemic awareness is low, his ability to separate sounds, blend and manipulate sounds is low, so I'm planning on starting with LiPS. It's so unusual that I think he may be on board, and I'm fairly sure it's just what he needs, but I'm still concerned about the emotional buy-in. Has anyone had any good/bad experiences with selling reading remediation to a pre-teen? I'm looking for a good way to introduce the remediation - I can do my usual spiel about how having a hard time with reading doesn't mean you're stupid, how people with dyslexia usually have lots of strengths, etc. I was thinking of using the analogy of a foundation of a house - being aware of each sound in a word is like the foundation of the house...?
  2. I'd like recommendations of learning to read programs (phonics based) that puts plenty of emphasis on phonemic awareness. Most phonics programs do that, it's part of phonics, but something that has "extra" phonemic awareness activities. My 5 yr old is either a bit behind or perhaps having some other troubles that I haven't discovered yet with phonemic awareness. And I know there are lots of ideas out there that I could just google and do, I'd love to find a program that ties it all in together so I don't have to go looking elsewhere and remember to do different things. or even a separate phonemic awareness "program" that would be fun and somewhat kinesthetic....
  3. My oldest dd is 4.75yo, and I've noticed for a while that her phonemic awareness is very low. I've been torn b/w "she's young, so don't worry - she'll get it sooner or later" and worrying that it's a sign of a real problem that will have to be dealt with at some point, so better to start now. At 4yo her phonemic awareness was pretty much non-existent - she had no awareness of rhymes, and couldn't say what sound a word started/ended with no matter how exaggerated you said it. I tried to do more poetry reading and nursery rhymes, and though she still stares blankly whenever I try to do a rhyming game, she *does* seem to have an awareness of rhyme now - she likes to recite nursery rhymes, and she clearly uses rhyme to help her remember the order of the lines and keep each verse straight. Also, she's gotten interested in writing and spelling in the past few months, and I model segmenting the word into syllables and phonemes as I help her spell it. She can usually identify which single-letter phonogram to use so long as I say the individual sound (no matter how much I exaggerate the specific sound we're on as I say the word, she can't separate it out on her own - I have to say it separately). She used to jump straight to saying the letter name in response to the sound, but I'm having some success in having her repeat the sound first. She does seem to have somewhat more awareness of sounds in words than she did when we started informal spelling, but I can't really quantify it. We also do some informal spelling/reading lessons (combo of SWR and Beechick - she writes it down as I help her spell it, and then I try to have her sound it out, as well as model the sounding out process), and she hasn't cracked blending yet (no real surprise). She can point to each letter and say the sound, as well as recognize that the entire written word represents the entire spoken word (the latter is fairly recent), but she can't blend the sounds to make the word. She has auditory discrimination issues as well - I have to really exaggerate some consonant sounds, and she flat out cannot discriminate b/w a short 'i' and a short 'e' (I just started trying to have her look at my mouth as a visual clue, but it hasn't helped yet). I'm wondering if I should just kind of continue what we are doing, figure that it will click sooner or later, especially since she *is* improving, if slowly. Or, as she has an excellent visual memory and is overall a strong visual person, if I should maybe try to piggyback the auditory stuff on visual cues, use her strengths to bolster her weaknesses. (I'm pretty sure I have undiagnosed CAPD, and that is basically what I did/do - it worked, in that I learned the basic phonemic awareness skills eventually (though not blending, which is slowly coming along as I'm trying to learn the Greek and Hebrew alphabets), read extremely well, and have no trouble with auditory comprehension in most environments - I rarely have to consciously use visual cues, and I only have real trouble understanding auditory input when I am in a noisy environment with *no* visual or contextual clues (say, on the phone with both dc going nuts in my ears :glare: and a completely new topic is introduced, or trying to learn a new language - I can't make heads or tails of a recording without a transcript (so Pimsleur is totally out ;)), or trying to listen to a sermon as I wrangle two littles :glare: - I need to be able to look at the pastor's mouth or take notes/somehow mentally interact with the material to comprehend it).) Or should I get some dedicated phonemic awareness resources (b/c all the reading/spelling programs I have, including AAS, start off way beyond dd's abilities), and seriously work on it (thinking of Adam's Phonemic Awareness in Young Children: a Classroom Curriculum). I admit, I'm dragging my heels here b/c I have had zero luck interesting her in any pa activities to date (which could be b/c they are beyond her), and the whole thing is out of my comfort zone (I'm not *that* good at pa, just good enough that I'm way beyond all the CAPD therapy programs - I seem to be already at the level of a successful 'after' person) - I really want it to be a developmental thing, that she will get better naturally as she gets older. I don't really believe that, though <sigh>. But how much effort should I put into it at 4.75yo? I mean, I'd hate to spend 100 hours now when I could have spent 20 hours a year from now, kwim? But likewise I'd rather spend 100 hours now than just wasting the next couple of years waiting for an improvement that will never come and *then* spending 100 hours, or even more.
  4. regarding my ds8 today. I had him tested because he has been struggling with learning to read. My heart was saddened by the results. He tested a lot lower than I excepted. His phonological awareness is at a pre-kindergarten level. I never even thought he had an issue with phonological awareness. During the testing he had a hard time with rhyming words, segmenting and deleting sounds. This really floored me. I thought since he knows the sounds of the letters that he didn't have a problem in this area. I was completely wrong. Now I'm left wondering what to do? Do I just stop all reading instruction and start working on phonological awareness skills? One of his strengths was his visual memory, he was able to spell a few words that I had no idea he could spell. The psychologist said he would probably do better learning to read by sight then with phonics. I'm just beside myself right now trying to figure out how best to help him.
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