There is something to the idea that she is fighting remediation because it highlights weaknesses that she has worked hard to hide. Some time ago, I had a severely dyslexic student who managed to hide the reading disability until very late in high school. When Wilson was offered, the team had to work quite hard to convince the student to accept support, and finally was successful only because of the student's close relationship to a teacher viewed as a mentor, who was able to find a personally-relevant purpose.
In your case, your daughter is much brighter, but also much younger, than the student I had, which means she likely has both more awareness of the discrepancies between her own expectations and performance, and fewer emotional strategies for managing them. She may perceive accepting remediation as admitting to being intrinsically flawed in some way, rather than as simply filling in a skill or instructional oversight. She may also be resisting having to re-learn some of her approach to decoding. Stealth dyslexics, after all, can read, just through a highly inefficient pathway. But re-learning a pathway that will be more efficient and less burdensome in the long run still feels like going backward, and perhaps a bit babyish.
Not everyone learns the same way, and it so happens that the way we teach reading to most students only works really well for about two thirds of them. Wilson works well for nearly all of the other third, but unfortunately, not all of those students are identified, or in schools where they have the resources to give them the correct type of reading/spelling instruction for them. She happens to be in that third, and to have been identified, and to be in a school with teachers who have been taught how to teach her correctly. This is an opportunity which she may choose to embrace.
And if it does happen that you end up homeschooling her, two excellent OG-based (like Wilson) programs designed for homeschooling are All About Reading/Spelling, and Logic of English. Many of us have used AAR/AAS to good effect, making modifications to fast track (but not skip) through many lessons based on the rate of learning of our individual children. LoE was originally designed for older dyslexics, which may have value in a PG learner who is already a functional reader (although you will need to select the right combination of materials). Both programs can be used in small, frequent doses, rather than relying on lengthier sessions. (e.g., 20 minutes daily).
Last edited by aeh; 04/22/19 05:31 PM. Reason: Typo
