We chose to do two intensive (and expensive) weeks at LMB. I felt that my son would be more motivated and compliant for the intensive, short-term remediation, and this is LMB's model.
When he comes across a word he doesn't know, I am THRILLED to hear him SOUND IT OUT!
I hope some of this is helpful!
You can't imagine how helpful! Well, actually, you probably can, from the sounds of it. It's a huge help to be able to learn from those who have BTDT. I too have been glued to the Eides (for DS10, too - who can read like a charm, but not write...). It took a lot of digging, mostly on this board, before I saw dyslexia descriptions that looked anything like my DD - yet now it seems obvious. And thank you for the reminder that no matter how ornery they are now, teenagers are a whole other world - there's been several recent threads discussing the importance of normalizing accommodations as young as possible.
I am intrigued by the LMB intensive remediation model, which I've seen mentioned several times on the forum. I haven't seen anything remotely like it in Canada. I don't seem to be able to quite wrap my brain around the idea. Everything I see talks about daily doses over the long haul. Even the reading specialist I spoke with seemed to think we were already going way too fast through our at home program. I'd love to hear more about how an intensive program works, and the pros and cons as compared to the more typical model. Can they actually absorb that much change, that fast? Or is it more of a kick-start to a longer-term approach? I don't know that it's an option we can access, but the possibility of starting with a big jump is certainly appealing - it seems like it could give the child enormous confidence in the process and herself, both. And you and others have experienced good results.
I am totally with you on that thrill! It's wonderful that your DS has been able to achieve so much. In our tiny way, I am already seeing DD forced to look, *really look*, at the words and sentences in her reading program, and sound out the letters that are *actually there*, and read the words that are actually there. It's extraordinary that I really can, for the first time, see her start to try and decode what's there, not guess what it probably ought to be.
