"My 5 year old doesn't understand rhyming at all. Even if I give him multiple examples of rhyming words and ask for another one, he'll still get it wrong.
Yup. That's a key phonological processing skill.
Despite knowing the sounds of the letters for several years, it wasn't until I started working with him using a reading program intended for dyslexics and struggling readers that reading started to catch on.
Also probably a PP issue (blending). Have you continued with the program? It's also important with kids who memorize sight vocabulary as their go-to strategy -not- to read unknown words for them while they are reading, as they have precious few natural opportunities to practice decoding skills as it is. See below.
It's also quite obvious to me that he reads pretty much exclusively through sight words.
Huge red flag for dyslexia.
And then from reading books about dyslexia, I've realized other things, like talking around words when he can't quickly recall the word he wants ("the color of our car" instead of "white") and difficulty understanding time and schedules.
Yes, often found in dyslexics, but strictly, it's more because of the learners who have mixed oral and written language disabilities, so this is more indicative of an expressive language disorder in addition to possible dyslexia. And yes, it is possible for a child to score high on VCI (or VC in the case of the DAS-II), and still have an expressive language disorder.
I asked the school district about evaluating him for dyslexia awhile ago, but they said not until 3rd grade.
Aargh! This drives me nuts, as a professional, when it's known that a) earlier remediation improves the chances of altering the brain in dyslexics to a more efficient, non-dyslexic reading pattern; and b) it doesn't matter whether a child is a "true" dyslexic, explicit instruction in phonological processing and phonics (such as in OG) has a long and excellent track record for remediating reading delays in the vast majority of students who are below grade level in reading during the primary years.
I believe that they're also going to do an achievement test, such as the W-J. So maybe it's in the combination of those that we'll see something?
That would be a good start. Given what you've described above, I would consider testing for phonological processing, and speech and language. Plus, ADHD and CAPD are often difficult to tease apart, so in conjunction with s/l, I'd also consider evaluation for auditory processing (usually easiest with a referral from your pedie, and conducted at a hospital).
(And I know that I'll get explanations about results. I just like to know what to expect first. That's the gifted in me.
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No need to explain yourself!
