Ok, so now I got reccomendations for possible curriculum material for my child: “PAL Lessons for Reading and Writing”, “Sounds and Letters for Readers and Spellers”,”Words Their Way”,”Visualizing and Verbalizing”,”Wilson Program for Reading and Spelling”, ” Rewards”,”Read Naturally”, and “Wordly Wise”. Her test scores were Lindamood Auditory Conceptualization Test- Raw Score 61, Test of Reading Comprehension- General vocabulary 9th %, Syntactic Similarities 5th%,Paragraph reading 16th%,Sequencing 9th% and the Qualitative Reading Inventory she got up to Gr. 2 14/20 (Frustration level) and the Developmental Spelling Inventory 8/25 correct so she is in the “within word” stage. I showed the reading specialist information on the “Barton” program to show her what I wanted to do at home. Hopefully that program will mesh well with the school’s. We’ll see what she says. Now I just need to make sure there is correct follow through on implementing the programs. Found out their computers have not been working in the resource room for a while during the IEP, so after my meeting I E-mailed the principal asking when they would be up and running and he responded that this was the first time he heard they weren’t working. I am hoping all the work the reading specialist has done will not have gone to waste and my school gets it together. We’ll see, and hopefully I’ve made the school more aware about reading instruction.
Re: First half of IEP results
The reading specialist said there is no one right program or magic bullet. A variety of materials may be appropriate to help support and develop the underlying processes. My child has problems tracking and sequencing sounds, has apraxia, poor working memory. They are using the PAL program which has pictures on the cards with the phonograms to help my child remember since her visual memory is pretty good. They are also planning using Visualizing and Verbalizing to enhance her good visual memory. Learning support will view the V&V video over Christmas break. They will use Read Naturally but my child will monitor her own rate and they will check her comprehension to make sure at correct level. Which is 2.5 to 3.0. The were still looking at spelling programs and asked what I thought. They also thought the speech pathologist could do LIPS. It was nice to hear the reading specialist say that I shouldn’t have to buy anything and that the school should be able to handle it. - But I will E-mail her and see what she thought of the “Barton” program so the school and I can work together.
Re: First half of IEP results
“No one and only way to learn to read” is a true statement which is unfortunately often used as a brush-off and an excuse. Every kid deserves an organized and systematic curriculum that the child and parents can understand , follow and see where it leads; and kids with learning problems need more support, not less. It is all too easy to buy a bunch of books and put them in a room and to hand out a bunch of copied sheets and then say “see, we’re teaching all this god stuff.”
There are many good programs. But you have to make a decision and choose one or at most two for each goal. One for phonics, one for massed practice reading and fluency (which is NOT identical to speed), maybe something extra for comprehension, maybe one more for spelling although it should be covered with phonics. Since each program follows its own order and design and plan and presentation, using too many can lead to contradictions and make things worse instead of better. You start at the beginning of each program or at least each level of the program, and you follow along as it is planned and organized. Three, maybe four, programs in parallel are possible to cover all the ground. Any more than that and you are most likely going to be getting confusion rather than learning. And choosing bits and pieces from various programs out of order means not using any systematic program at all.
Re: First half of IEP results
“No one and only way to learn to read” is a true statement which is unfortunately often used as a brush-off and an excuse. Every kid deserves an organized and systematic curriculum that the child and parents can understand , follow and see where it leads; and kids with learning problems need more support, not less. It is all too easy to buy a bunch of books and put them in a room and to hand out a bunch of copied sheets and then say “see, we’re teaching all this good stuff.”
There are many good programs. But you have to make a decision and choose one or at most two for each goal. One for phonics, one for massed practice reading and fluency (which is NOT identical to speed), maybe something extra for comprehension, maybe one more for spelling although it should be covered with phonics. Since each program follows its own order and design and plan and presentation, using too many can lead to contradictions and make things worse instead of better. You start at the beginning of each program or at least each level of the program, and you follow along as it is planned and organized. Three, maybe four, programs in parallel are possible to cover all the ground. Any more than that and you are most likely going to be getting confusion rather than learning. And choosing bits and pieces from various programs out of order means not using any systematic program at all.
Or they doing hodgepodge reading program, if it is organized it makes a difference on how they do it and which program they use. Many of the programs overlap, some are for reading fluency, others to enrich decoding. But if your daughter is still stalling in reading and not remembering sounds after your program it may be more than CAPD.
I would definitely look into the possiblilty that she may have other underlying issues which are interferring with her ability to focus and put things together.