reading comp/language issues

If she’s better at accuracy (especially w/ nonsense words) than comprehension, then LiPS or FFW aren’t going to be addressing her needs — she needs the understanding aspects of it. PRobably the speech person is the most knowledgeable in that area. How is her comprehension of oral langauge, especially if you get more complicated than everyday conversatoin (that is usually awfully simple and full of context clues)? You can enhance her comprehension by paying attention to conversations and encouraging discussions of ideas and words.

Thanks, Sue.

Before testing my daughter the audiologist originally thought of V/V.

The only test the school SLP gave her at her recent triennial was the TAPS which was much improved. Two years ago a private eval had her receptive:84 and expressive 72. Following directions, 1 step on up assuming a left to right progression and using location, time and exclusion/inclusion were her most difficult areas there. Also, grammar, but her grammar has improved, imo. Her listening comp was 78 from 3 years ago. Since her apd issues have improved and she now has an auditory trainer in the classroom, that should help.

I have seen improvement with my daughter working with the SLP in school, but I have not received any measurable progress reports from the SLP - just statements that she is improving. The goals are set up such as “will improve expressive language skills by increasing vocabulary and using language to interact with peers and adults outside the speech room. ”

Debbie

Why wouldn’t the audiologist recommend V/V now? Clearly if reading decoding and fluency are not causing the problem with comprehension, then V/V would be an obvious choice.

You need to ask that progress in speech-language be measured by standardized tests on a yearly basis.

Janis

wow..that is an easy goal to reach… :lol: I would hope that the next g’s and o’s that are written are measureable and that she gives you percentages of accuracy along with progress reports. I am an SLP who has a teen with auditory processing and vocabulary issues you are talking about.

One of the best things you can do as a parent is to read books with your daughter and stop and discuss what she is reading every so often. You will be surprised at the number of words that she doesn’t know and one would assume she would know. Kids like this are good at pragmatics, acting like they know what words means when they don’t…

As she becomes more proficient at reading, her vocabulary will increase. But one thing you may want to check out is that she may have ADD on top of the CAPD disorder. The auditory trainer can actually help kids with ADD and in my daughters case the auditory trainer hid her ADD until 5th grade..

Interesting what you say about vocabulary, Patti. I am working with several second-language students who do this, read the story and appear to comprehend but when you get into details there are gaping holes.

I am doing what you recommend, discussing vocabulary in a meaningful context as we go. It’s slow but sure; after six months twice a week I’m seeing a big jump with two students in particular. The ones who are doing well are in primary.

My junior-high student with good pronunciation and absolutely nothing else in his second language is proving a hard nut to crack, however. We make progress but I am dragging him by the heels and without a miracle he’ll be repeating Grade 7. I think the message is to start as early as possible and keep at it.

[quote=”Janis”]Why wouldn’t the audiologist recommend V/V now? Clearly if reading decoding and fluency are not causing the problem with comprehension, then V/V would be an obvious choice.

She said that she believed her main difficulty was because of her weak language skills. Once she becomes more proficant with language, she believes it would help her comprehension. After I thought of it, I begain to wonder if that would be so. Maybe she has contacted the slp by now. I guess it is time to email her again.

You need to ask that progress in speech-language be measured by standardized tests on a yearly basis.

Janis[/quote]

Thanks.

[quote=”patti”]wow..that is an easy goal to reach… :lol: I would hope that the next g’s and o’s that are written are measureable and that she gives you percentages of accuracy along with progress reports. I am an SLP who has a teen with auditory processing and vocabulary issues you are talking about.

Do you recommend any specific kinds of testing for the slp to give? I am informed that she has plenty of testing.

As she becomes more proficient at reading, her vocabulary will increase. But one thing you may want to check out is that she may have ADD on top of the CAPD disorder. The auditory trainer can actually help kids with ADD and in my daughters case the auditory trainer hid her ADD until 5th grade..[/quote]

Freedom from distraction was 67 SS three years ago. She is on the spectrum. I can’t remember if I mentioned that. According to the teacher the auditory trainer has been very helpful and for the few ADHD kids who were moved close to her to benefit from it, too. Thanks. Every comment is helping :-)

Debbie

Autism? If so that puts a WHOLE different spin on this equation…

Welp, it depends on just how handily the diagnostician tossed out the “on the spectrum.” It’s the dx du jour — but sometimes it’s tossed out on a kiddo who’s more in the NLD takes-things-literally-especially-if-it’s-social category.

I should have mentioned the autism in the beginning ;-) PDD-NOS, possibly AS. My little challenge who is a mixed bag of complexities, lol. It is almost time for her to take the UNIT. The district agreed to give her that since she achieves more than her IQ of the WISC III from 3 years ago, they have been hesitant to give her more services. Others from other lists have recommended giving her pycho-educational eval to get a whole picture. It is just so frustrating.

Debbie

What I said would mainly apply to a kid with APD/ADD . However, it really depends on the severity of the autism to determine the things that would assist her in her educational program. In all sincerity, the goals should be measureable but I really can’t offer any other suggestions to assist you in your quest.

[quote=”patti”]What I said would mainly apply to a kid with APD/ADD . However, it really depends on the severity of the autism to determine the things that would assist her in her educational program. In all sincerity, the goals should be measureable but I really can’t offer any other suggestions to assist you in your quest.[/quote]

What you said also helps my daughter. When I ask her what something means, she will tell me if she doesn’t know. I need to do that more often in regular conversations, too. In my case, it also helps to be reminded of strategies such as what you suggested, because in my busy life I sometimes get out of that habit. Thanks!

What work goes undone? Is it classwork or homework? What kind of work? Math problems? Writing?

I would say I’ve met very, very few children who don’t do their work because ‘they choose not to’. It takes a rare child to have that kind of cool courage. Most often, there are other reasons for why the work goes undone particularly when we’re speaking of children with learning differences.

If it’s homework that goes undone, you can help with that or get help for her. If it’s classwork that goes undone - and you can increase her resource room time - then it might be the case that your daughter can get that classwork done in resource room.

A great deal would depend on what the resource room does. Some do work with children individually to support their regular classroom work but others will work to remediate the underlying issues and have an agenda of their own. What’s the philosophy and/or approach of this school’s resource room?

[quote=”Sara”]What work goes undone? Is it classwork or homework?

I help her with homework, so that is done - sometimes struggling. Quite a bit of classwork was not done and usually sent home as extra homework, usually resulting in too much homework. I don’t mind helping her, but there was an area (class assignment with a book with loads of metaphors…) where I believe I was not as helpful as I should be. The resource person was not happy with me since I passed the buck, but she is doing it now. My daughter says that she is understanding it better now. I will have to check it out.

As for other classwork, my daughter has problems with following directions (particularly new directions), depending on the work, language issues, some math, and definitely lots of writing.

I would say I’ve met very, very few children who don’t do their work because ‘they choose not to’. It takes a rare child to have that kind of cool courage. Most often, there are other reasons for why the work goes undone particularly when we’re speaking of children with learning differences.

Sounds like you learned well :-)

A great deal would depend on what the resource room does. Some do work with children individually to support their regular classroom work but others will work to remediate the underlying issues and have an agenda of their own. What’s the philosophy and/or approach of this school’s resource room?[/quote]

For reading, using the SRA program in small groups. My daughter did not progress with it. She is not doing that, at the moment (see above). I wasn’t happy with it for my daughter since she was expected to learn from the clues of the story on her own. Her language/vocabulary needs to be built up more, but on the spectrum I know that she will always have to work harder in some areas. Thanks!

Debbie