Re: dealing with NY & dyslexia
[email protected]
In a message dated 7/4/99 6:09:43 AM Eastern Daylight Time,
recourt@... writes:
<< We refused so they pulled together a bunch of "in-house services"
including
occupational therapy (delay in and difficulty writing), reading recovery
(he was a reading level 2 in Jan. and worked up to a 19 (slightly above
average among his peers) by May with one on one instruction) and he also
worked with a speech therapist (truly needed) and they had him see an early
intervention specialist (for "anger" problems (frustration is more accurate
if you ask me). The end result is a beautiful little boy who thinks he is
stupid and was showing many physical symptoms of stress at the end of this
school year. >>
Dyslexia and dysgraphia is an important issue with me. My 15 year old is
dyslexic. She turned a 3rd grade reading level of reading (tested at the end
of 6th grade before we pulled her out) into a 10th grade reading level the
following year after a year of homeschooling (and unschooling as it turned
out). She read a book which did not fit into the curriculum at school and
decided to turn it into a movie script. She spent the year typing more than
80 pages (single spaced) of dialogue. At the end of the year, she had
learned vocabulary, spelling, keyboarding, grammar, reading, etc. I think
that the testing (computer software) and the 30 pages of the script (20 pages
from the front and 10 from the back) helped support our contention that she
was learning. (This is what VA requires.) In essence, we selected the
portfolio method of reporting for that year. It was her most dramatic year
and it was clear that there was learning.
Now, after 4 years (10th grade) she is at a much higher level and the change
is not as dramatic. Last year, VA had a problem with her learning level
because there wasn't as much documentation. They cited "Standards of
Learning". This year, she has been working on stories. I'll have more
documentation but not exactly what they want (essays of comparison about
books concerning our multi-cultural world). While she is well versed in
knowledge about our multi-cultural world, she hasn't exactly read lots of
literature about it. I'm hoping there isn't any problem but I am a little
concerned.
Any ideas?
Christine, I have lots of information about dyslexia and teaching reading
(without frustration) if you need it. I have given workshops on it based on
my experience (i.e., I'm not a "trained" LD teacher). By the way did you
know that dyslexics have compensating gifts. They can be excellent
architects, mathematicians, engineers and computer technicians. Dyslexics
apparently use both parts of their brain more equally than "normal" people.
(Normals use one side more than the other.) Dyslexics have a way of seeing
things that others do not. Einstein and Leonardo da Vinci are suspected of
having been dyslexic. Whoopi Goldberg, Tom Cruise, Nelson Rockefeller, and
Charles Schwab are dyslexic.
Here's the International Dyslexia Society web page:
http://interdys.org/default.htm
Cynthia
recourt@... writes:
<< We refused so they pulled together a bunch of "in-house services"
including
occupational therapy (delay in and difficulty writing), reading recovery
(he was a reading level 2 in Jan. and worked up to a 19 (slightly above
average among his peers) by May with one on one instruction) and he also
worked with a speech therapist (truly needed) and they had him see an early
intervention specialist (for "anger" problems (frustration is more accurate
if you ask me). The end result is a beautiful little boy who thinks he is
stupid and was showing many physical symptoms of stress at the end of this
school year. >>
Dyslexia and dysgraphia is an important issue with me. My 15 year old is
dyslexic. She turned a 3rd grade reading level of reading (tested at the end
of 6th grade before we pulled her out) into a 10th grade reading level the
following year after a year of homeschooling (and unschooling as it turned
out). She read a book which did not fit into the curriculum at school and
decided to turn it into a movie script. She spent the year typing more than
80 pages (single spaced) of dialogue. At the end of the year, she had
learned vocabulary, spelling, keyboarding, grammar, reading, etc. I think
that the testing (computer software) and the 30 pages of the script (20 pages
from the front and 10 from the back) helped support our contention that she
was learning. (This is what VA requires.) In essence, we selected the
portfolio method of reporting for that year. It was her most dramatic year
and it was clear that there was learning.
Now, after 4 years (10th grade) she is at a much higher level and the change
is not as dramatic. Last year, VA had a problem with her learning level
because there wasn't as much documentation. They cited "Standards of
Learning". This year, she has been working on stories. I'll have more
documentation but not exactly what they want (essays of comparison about
books concerning our multi-cultural world). While she is well versed in
knowledge about our multi-cultural world, she hasn't exactly read lots of
literature about it. I'm hoping there isn't any problem but I am a little
concerned.
Any ideas?
Christine, I have lots of information about dyslexia and teaching reading
(without frustration) if you need it. I have given workshops on it based on
my experience (i.e., I'm not a "trained" LD teacher). By the way did you
know that dyslexics have compensating gifts. They can be excellent
architects, mathematicians, engineers and computer technicians. Dyslexics
apparently use both parts of their brain more equally than "normal" people.
(Normals use one side more than the other.) Dyslexics have a way of seeing
things that others do not. Einstein and Leonardo da Vinci are suspected of
having been dyslexic. Whoopi Goldberg, Tom Cruise, Nelson Rockefeller, and
Charles Schwab are dyslexic.
Here's the International Dyslexia Society web page:
http://interdys.org/default.htm
Cynthia
Monica L. Molinar
Hi all,
I'm not dyslexic, and admit to knowing next-to-nothing about the condition.. but
I thought I'd toss a comment into the mix:
I was just reading an interesting article in the current (July 1999) issue of
National Geographic, that discussed various things about color, sight, etc....
the article mentioned that tinted lenses may be of help to people with dyslexia.
Monica
Ruhi19@... wrote:
I'm not dyslexic, and admit to knowing next-to-nothing about the condition.. but
I thought I'd toss a comment into the mix:
I was just reading an interesting article in the current (July 1999) issue of
National Geographic, that discussed various things about color, sight, etc....
the article mentioned that tinted lenses may be of help to people with dyslexia.
Monica
Ruhi19@... wrote:
> From: Ruhi19@...
>
> In a message dated 7/4/99 6:09:43 AM Eastern Daylight Time,
> recourt@... writes:
>
> << We refused so they pulled together a bunch of "in-house services"
> including
> occupational therapy (delay in and difficulty writing), reading recovery
> (he was a reading level 2 in Jan. and worked up to a 19 (slightly above
> average among his peers) by May with one on one instruction) and he also
> worked with a speech therapist (truly needed) and they had him see an early
> intervention specialist (for "anger" problems (frustration is more accurate
> if you ask me). The end result is a beautiful little boy who thinks he is
> stupid and was showing many physical symptoms of stress at the end of this
> school year. >>
>
> Dyslexia and dysgraphia is an important issue with me. My 15 year old is
> dyslexic. She turned a 3rd grade reading level of reading (tested at the end
> of 6th grade before we pulled her out) into a 10th grade reading level the
> following year after a year of homeschooling (and unschooling as it turned
> out). She read a book which did not fit into the curriculum at school and
> decided to turn it into a movie script. She spent the year typing more than
> 80 pages (single spaced) of dialogue. At the end of the year, she had
> learned vocabulary, spelling, keyboarding, grammar, reading, etc. I think
> that the testing (computer software) and the 30 pages of the script (20 pages
> from the front and 10 from the back) helped support our contention that she
> was learning. (This is what VA requires.) In essence, we selected the
> portfolio method of reporting for that year. It was her most dramatic year
> and it was clear that there was learning.
>
> Now, after 4 years (10th grade) she is at a much higher level and the change
> is not as dramatic. Last year, VA had a problem with her learning level
> because there wasn't as much documentation. They cited "Standards of
> Learning". This year, she has been working on stories. I'll have more
> documentation but not exactly what they want (essays of comparison about
> books concerning our multi-cultural world). While she is well versed in
> knowledge about our multi-cultural world, she hasn't exactly read lots of
> literature about it. I'm hoping there isn't any problem but I am a little
> concerned.
>
> Any ideas?
>
> Christine, I have lots of information about dyslexia and teaching reading
> (without frustration) if you need it. I have given workshops on it based on
> my experience (i.e., I'm not a "trained" LD teacher). By the way did you
> know that dyslexics have compensating gifts. They can be excellent
> architects, mathematicians, engineers and computer technicians. Dyslexics
> apparently use both parts of their brain more equally than "normal" people.
> (Normals use one side more than the other.) Dyslexics have a way of seeing
> things that others do not. Einstein and Leonardo da Vinci are suspected of
> having been dyslexic. Whoopi Goldberg, Tom Cruise, Nelson Rockefeller, and
> Charles Schwab are dyslexic.
>
> Here's the International Dyslexia Society web page:
> http://interdys.org/default.htm
>
> Cynthia
>
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>
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Christine Courtney
Cynthia,
Thankyou so much for the information, however my son is opposite eye
dominant, not dyslexic. At first I did not understand the difference but
it lies more in the visual processing (letters and numbers are seen as they
should be but reversed as he tries to put them to paper) of information
versus language processing. They also suspect he has an auditory
processing problem. I suspect it doesn't matter and he will learn on his
own, in his own time, in his own way.
Again if anyone out there lives in NY, I would appreciate any advice you
can offer on writing the IHIP-
Christine C
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Thankyou so much for the information, however my son is opposite eye
dominant, not dyslexic. At first I did not understand the difference but
it lies more in the visual processing (letters and numbers are seen as they
should be but reversed as he tries to put them to paper) of information
versus language processing. They also suspect he has an auditory
processing problem. I suspect it doesn't matter and he will learn on his
own, in his own time, in his own way.
Again if anyone out there lives in NY, I would appreciate any advice you
can offer on writing the IHIP-
Christine C
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