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    Joined: Apr 2014
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    So from your description, it appears that he can spell accurately in isolation, either when producing individual words in a spelling-focused task, or when all he has to do is recognize the correct spelling. However, he does not effectively retrieve correct spelling patterns from memory when engaged in a more cognitively-demanding task.

    Pretty much what I would expect from a child who has not attained automaticity in one of the precursor skills to fluent written expression. My dysgraphic-esque child is very similar: spells fine when that's the whole task, and can distinguish between correct and incorrect spelling provided, but reverts to phonetic equivalents when attempting to think and write at the same time.

    Your DS1 has no scores below average, which may or may not make it a tougher sell to get accommodations or interventions through an IEP or 504, but, in the real world (and most likely college), should be using many of the same decoding/encoding accommodations I would suggest for his twin, including, obviously, word prediction software and speech-to-text (since these have proven effective for him already).


    ...pronounced like the long vowel and first letter of the alphabet...
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    I have twins in middle school and have never treated them as a package deal because they are two different people with different talents/interests/priorities/needs at different times. As a matter of fact, I have actually used each as a contrast and thus an additional support for the other for advocacy purposes at different times. It's a matter of individual philosophy, but I never ever share a particular score/award unless there was a specific purpose. As far as leakage, it's likely that other teachers/administrators will know but other parents should not have access to your DS' scores. However, I have found that other students talk so other parents often already have ideas about your child.

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    Hi all. Away for the holidays for a bit- nice to be back in the swing. Thank you everyone for your input.


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