testing results

First, she does very well on the global auditory processing tasks and seems to do less well on the visual processing ones. I use a Lindamood strategy to connect sound/symbol because I like their multisensory approach. I do, though, blend Orton-Gillingahm into it after the sound/symbol introduction.

I don’t believe it is a one-program world—the trick is in not moving forward in the developmental sequence and forgetting about a skill until the child has mastered it. I never know exactly what I’m going to do for and with a child until I’m working with them—seeing what they know-what still needs work. (I don’t use programs, I use methods.) I use V-A-K-T strategies (visual-auditory-kinesthetic-tactile strategies) because that is how struggling readers learn—whether it is with the PG program, an O-G based program (Project Read, Wilson, SPIRE, Slingerland, Alphabetic Phonics, and many more) or the LiPS program. In the end, visual process is a primary role because it is where the reading process begins. Then the link is to auditory and language centers.

First, connect sound/symbol and then work at developing pattern recognition along with building rate and accuracy through practice. Mixed in are vocabulary development and comprehension strategies.

A bright little girl like your gifted-LD daughter would be a quick student in my book. Be sure she can rhyme and do some word games: Adult says a word (“ball”), child says a word that begins with same sound (“basket”). That’s a fun car game. Then make it harder: ending sound—not too quickly, it is much more difficult to segment the final sound than the initial one.

Lots of visual discrimination games at home. Light Bright is good. I’ll see if I can find more.

If she cannot hear the initial sound in words, consider doing Earobics at home. Not very expensive.

I can really understand wanting a program in place — something more structured than the get-through-the=day activities that are common there. Usually the good kiddo who’s brighter than the others is the one the teacher just doesn’t get around to, with so many kids needing so much help. Having a program in place can make a big difference.
I have to laugh — I, too, would almost automatically question a good coding score given the other weaknesses ;) However, especially at the younger end of the test, if she figured out what the test was asking for and saw it as a very clever puzzle, she might have managed to work around those visual weaknesses and use her strengths in dealing with codes & symbols to do better than most folks her age. (Or it could be a mistake…)
You can get creative with the beginning letter game — making up sentences with as many of the same initial sound (the beanie baby, the big blue beanie baby… the big blue beanie baby bounced off the basket and into the bath, bathing us in bubbles… keep trying to add an adjective or a phrase…) That would help with memory stuff too.
And check out some of the materials for fluency — including simple stuff like practice lists of 25 words that are really the same 4 words mixed together and repeated (look for Phyllis Fischer’s stuff on that). That you can get to that resource teacher right away and she can practice independenlty.