Venting

[MrsK]

Oh I hope the re-do is better!! It sounds like a momentous achievement.

It really was. I just couldn't bear for our celebration to be something we had to just endure while K2 hollered.

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[OrionGrad]

I'm so sorry [MENTION=1498]MrsK[/MENTION]. I hope it goes better tomorrow.

[niener]

Ugh I'm so sorry. I hope tomorrow's re-do makes up for it!

[L.Jane]

I'm sorry. That really sucks. I hope the redo goes better.

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[MrsC]

What an achievement! I hope tomorrow goes well!

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[ladymoreta]

I hope today was better. I'm sorry the original day didn't work out. It just makes us moms feel so sad.

[MrsK]

Today was better. We picked up the pizza coupons and cashed them in immediately. The dentist gave them ice cream today and I didn't want to do that twice in a day.

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[TulipsAndSunscreen]

Yay, glad it was better.
Side note: your dentist gives out ice cream?!?


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[MrsK]

Yay, glad it was better.
Side note: your dentist gives out ice cream?!?


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Yeah, I know. Definitely not my favorite thing about this dentist

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[Thirteen]

I'm so glad it all worked out!

[MrsC]

Glad today went well!

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[niener]

Aww good I"m glad it went well

[houseelf]

I'm sorry motherhood kicked your ass today. BTDT times 1000. It's like you can't win for trying. I LOVE being a mom but today kicked my ass. I'll post elsewhere.

RE: reading. K1 is young. You're best bet is to get on this sooner rather than later. Once you shift from prevention to remediation, it gets much more difficult. Call the local dyslexia association. Ask for names for certified Orton Gillingham tutors. Ask for an initial diagnostic test. it is really important to get to the root cause: Is it decoding? Language comprehension? Mixed? Motivation?

Speech issues are often, but not always, precursors to reading challenges. Think about it. Written letters and letter combinations are basically symbols for speech sounds. If you are not hearing or discerning sounds and/or not producing the sounds correctly, this is could be a reason underlying speech issues. (Which is why I'm a foaming-at-the-mouth advocate for MORE speech services in school at earlier stages). In this case, the challenge could be rooted in a slow phonological processor. (Don't be scared of the "slow" processor...many kids labeled as gifted are slow processors). He could have more challenges with the flow and structure of the stories or discerning meaning.

Note, dyslexia in and of itself, i.e. no co-appearance with other identified learning challenge, bears no correlation to intelligence. In fact, I know a very well known Pediatric Surgeon in Chief (not in this family) who is dyslexic. His son is dyslexic too and let's just say that they have gone to Battle Royale mode with the Public schools over the need for intervention and challenge simultaneously. In some cases, dyslexics' need to learn and comprehend meaning outside of strict decoding forces them to develop other neural pathways creating stronger intelligence, understanding of systems, and creativity.

I tell you this to not freak out about labels. Most of us are on some spectrum somewhere, it's just a matter of where we lie on that spectrum, how we've learned to work around it, and whether other strengths can mitigate it. This is NOT a pull yourself up by your bootstraps observation because some kids have incredibly challenging disorders. I think that as parents we sometimes need an emotional deescalation because sometimes labels seem scary. When teachers talk to me about my youngest being a overactive and distracted, I think to myself, "Yup, that would be 5 out of 5 of us swimming somewhere in the "overactive" spectrum. I prefer to call us awesome, thanks!" But I digress.

Anyway, OG, if practiced correctly, is a supportive, multi sensory, sequential, cumulative approach. It is developed to make struggling readers feel success. In fact, in some of the most recalcitrant readers, parents read to their kids for enjoyment only with the tutor performing the teaching because the child needs a deescalation from the pressure. They figure out that they are not doing as well as their peers.

Clearly, I feel passionate about this topic.

I know that you're sorting out a lot with him right now and it feels like a battle. It was super eye opening to go from High School, to Middle school, to elementary school literacy intervention. In elementary school, everyone is figuring things out, what is just a kid who needs a little more intervention versus what is going to be a long term challenge that needs addressed. The teachers, family, and kids are all over the map. It is much more emotional for everyone. You are not alone. All over the world parents are navigating similar paths. From being on this side of things, I advise people to prevent rather than mediate. Who cares if your kid was a borderline case---it's extra help! Let's get on this and see if we can get them back on track. God knows I was a super late bloomer. I try to point out that lots of kids have learning challenges. In the allegedly most successful public school system in the world, 50% of the student population receives intervention at some point in their educational career.

This is me offering you support, well-intentioned, but admittedly unsolicited. I hope it is taken in the spirit that it is given. I wish you and the K-lets well. God knows that parenting has kicked my a** lately and I'm marveling at the depths to which I have fallen. It would be hilarious if it was an episode of Parenthood or This is Us. IRL, it's just scary as hell and lonely.

[MrsK]

I'm sorry motherhood kicked your ass today. BTDT times 1000. It's like you can't win for trying. I LOVE being a mom but today kicked my ass. I'll post elsewhere.

RE: reading. K1 is young. You're best bet is to get on this sooner rather than later. Once you shift from prevention to remediation, it gets much more difficult. Call the local dyslexia association. Ask for names for certified Orton Gillingham tutors. Ask for an initial diagnostic test. it is really important to get to the root cause: Is it decoding? Language comprehension? Mixed? Motivation?

Speech issues are often, but not always, precursors to reading challenges. Think about it. Written letters and letter combinations are basically symbols for speech sounds. If you are not hearing or discerning sounds and/or not producing the sounds correctly, this is could be a reason underlying speech issues. (Which is why I'm a foaming-at-the-mouth advocate for MORE speech services in school at earlier stages). In this case, the challenge could be rooted in a slow phonological processor. (Don't be scared of the "slow" processor...many kids labeled as gifted are slow processors). He could have more challenges with the flow and structure of the stories or discerning meaning.

Note, dyslexia in and of itself, i.e. no co-appearance with other identified learning challenge, bears no correlation to intelligence. In fact, I know a very well known Pediatric Surgeon in Chief (not in this family) who is dyslexic. His son is dyslexic too and let's just say that they have gone to Battle Royale mode with the Public schools over the need for intervention and challenge simultaneously. In some cases, dyslexics' need to learn and comprehend meaning outside of strict decoding forces them to develop other neural pathways creating stronger intelligence, understanding of systems, and creativity.

I tell you this to not freak out about labels. Most of us are on some spectrum somewhere, it's just a matter of where we lie on that spectrum, how we've learned to work around it, and whether other strengths can mitigate it. This is NOT a pull yourself up by your bootstraps observation because some kids have incredibly challenging disorders. I think that as parents we sometimes need an emotional deescalation because sometimes labels seem scary. When teachers talk to me about my youngest being a overactive and distracted, I think to myself, "Yup, that would be 5 out of 5 of us swimming somewhere in the "overactive" spectrum. I prefer to call us awesome, thanks!" But I digress.

Anyway, OG, if practiced correctly, is a supportive, multi sensory, sequential, cumulative approach. It is developed to make struggling readers feel success. In fact, in some of the most recalcitrant readers, parents read to their kids for enjoyment only with the tutor performing the teaching because the child needs a deescalation from the pressure. They figure out that they are not doing as well as their peers.

Clearly, I feel passionate about this topic.

I know that you're sorting out a lot with him right now and it feels like a battle. It was super eye opening to go from High School, to Middle school, to elementary school literacy intervention. In elementary school, everyone is figuring things out, what is just a kid who needs a little more intervention versus what is going to be a long term challenge that needs addressed. The teachers, family, and kids are all over the map. It is much more emotional for everyone. You are not alone. All over the world parents are navigating similar paths. From being on this side of things, I advise people to prevent rather than mediate. Who cares if your kid was a borderline case---it's extra help! Let's get on this and see if we can get them back on track. God knows I was a super late bloomer. I try to point out that lots of kids have learning challenges. In the allegedly most successful public school system in the world, 50% of the student population receives intervention at some point in their educational career.

This is me offering you support, well-intentioned, but admittedly unsolicited. I hope it is taken in the spirit that it is given. I wish you and the K-lets well. God knows that parenting has kicked my a** lately and I'm marveling at the depths to which I have fallen. It would be hilarious if it was an episode of Parenthood or This is Us. IRL, it's just scary as hell and lonely.

Thank you. We started OG last summer at home and he worked with an OG reading specialist this summer. She thinks he may have dyslexia and recommended we have him evaluated because he is clearly working hard and just not making progress. She's also offered to continue working with him once school starts (which surprised me because she didn't seem to enjoy him). I already emailed with the school reading specialist. Basically, I told her that he hasn't made progress despite reading 156 books with me this summer and working with an OG reading specialist weekly. I want reading goals added to his IEP. She agreed to take it up with the resource specialist. I'll follow up with the principal and school psychologist when the school opens next week.

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[MrsK]

Also, he doesn't have any problems with comprehension. He's got all the books we read this summer memorized and is an ace at Harry Potter trivia. He also remembers which authors write which books and draws connections between their texts that I never thought of. It's strictly the mechanics of reading that trip him up.

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