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seema

SLD-reading diagnosis, need some advise please

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Dd 14 was a very fluent reader at early age, her comprehension problems became evident last few yrs, we just had the 4th evaluation completed, as the previous 3 did not do indepth testing for reading disability.

She was given SLD-reading this time. 

GORT-5 oral reading index-composite score 92, CTOPP-2 she had very low scores in phonological awareness, particularly phoneme isolation. Her reading rate is above average, but due to her fast pace of reading, she drops accuracy. Her reading style impedes her comprehension.

He explained  her ability to say words with parts missing and construct words with multiple parts was low average.

A lot of her problems are due to going toooo fast, she is UNABLE to slow herself down. She tries to read aloud and that helps slow, but she hates reading aloud all the time, its an uphill battle.

I am not sure how to help her, where do I begin now??What curriculum do I need to start her with to improve all her reading deficits.She also has poor vocab, low average spelling, dysgraphia.

 

Thanks 

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Look into REWARDS from Sopris West. It is a multisyllabic word reading strategy program that reviews vowel sounds, vowel teams and breaking apart the words. The overt and covert strategies encourages the reader to look at the parts. It also has vocabulary and spelling built in.  The secondary program has comprehension questions and some I did orally..others I had my child write an essay type answer.

 

For dysgraphia..teach her to type and if her writing skills are weak..look in Diana Lansbury Kings Writing Skills series.

 

I also like Apples and Pears for spelling..that will also re-inforce multisyllabic word reading..looking at parts and not just whole. You can do a placement test.

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Also look into Language! from Sopris-West, it starts with mono-syllabic words, but each lesson is set up so people at different reading levels could use it in a classroom at the same time, with some easier reading parts and some harder. And it has a strong focus on comprehension. Your dd may be at Rewards level, or may need to backtrack to somewhere in the Language! progression.

 

Also look at ElizabethB's materials for possible of review of all basics of phonemes, spelling, etc.

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I would work on phonemic awareness and nonsense words.  After working on phonemic awareness, work through my syllables program and then do nonsense words and the rest of Webster's Speller.  Spores-West Rewards is also good.

 

To understand phonemic awareness, watch my blending video, designed for beginning reader but also good info for a remedial student with phonemic awareness problems.

 

 

 

Phonemic awareness ideas:

 

 

 

I also like this website/app for showing how the sounds are made:

 

http://soundsofspeech.uiowa.edu/index.html#english

 

My syllables program:

 

http://www.thephonicspage.org/On%20Reading/syllablesspellsu.html

 

To slow my students down and stop guessing I use nonsense words.  Also, for some I have them sound out every sound of every word before saying the word for a while if the nonsense words are not enough.  

 

How did she learn to read and is she currently in school or being homeschooled?

Edited by ElizabethB
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Agree with the need for phonemic awareness exercises. Being able to manipulate phonemes, as is "say SNOW, now say SNOW without the /n/" type thing is the highest predictor of reading ability. 

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Speaking of: I'm looking for phonemic awareness/isolation exercises that aren't babyish. My dd is in 4th grade. She's in Barton level 4 but she needs more phonemic awareness than is in Barton... maybe in a more creative way, than Barton. Like games or something. Or worksheets.

 

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I love Reading Rockets and Elkonin Boxes were very helpful for my older son. I used AAS tiles and drew lines (like underlines) for each tile, only put a few tiles as choices, etc. He liked that. His ability to do it lagged even after he was reading well and it's common for kids to still lag some even after they are reading on oral phonemic awareness stuff like this. But she also does need to be able to do it to a certain extent.

 

My younger son had goals for this in speech therapy and she had fat megablocks with letters written on them, and she would make the words and then remove a megablock, or let him do it. He loved that.

 

I know it is supposed to be better without letters (orally only) but we practice a lot with letters. It was just very hard for my older son. For my younger son he has developmental delays and it is a hard concept for him to understand. But I think they could fade to no letters on the mega blocks once he understood the concept. I don't know, my younger son did it at school so I wasn't super-involved.

 

Oh, for my older son word chains were also very helpful. They are words where only one letter changes, we did it with letter tiles. It helps him see how the word changes when just one letter changes. For consonant blends you can take a letter from the blend out or add a letter to make a blend.

 

And really I thought we got more mileage using letter tiles than blank tiles or counters, but it is supposed to be better to not use letters. But I didn't do that very much. But I think my younger son may have started with letters and then gone to not having letters (like the letters were a prompt and they faded the prompt -- since he has autism that is a really common teaching technique for him). But I'm not sure.

Edited by Lecka
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