Thanks for the responses and such!! :-)
His old school was the one worried about possible LDs. His new (current) school is the one who acted like we were crazy for even suggesting it. The school psychologist completely dismissed the copy of the "private" school psychologist report saying she didn't see any reason why he made his assessments or recommendation for further testing. (and declined the invitation to call and talk to him in person)We are always on the fence whether we believe that he has any issues or if we are crazy over reacting parents. (so it is farely easy to sway us if a strong enough case is presented. At the time what she said made perfect sense- but now I am not so sure)
Reasons we worry/worried about LDs- he did not learn his alphabet until the 1st grade (he has caught up since then remarkably fast!)and it was not a lack of trying. Had horrible time learning colors (and we have had eye sight and other possible eye issues examined more than once with no cause to believe that there are any issues there)Even now- he has trouble telling time on digital clocks- numbers are hard to read he says (5's and 2's especially) He has a speech delay still (which he is on an IEP for and received speech at school 2x a week)Even though he has caught up to grade level in reading- it is a huge struggle for him still. Alphabetizing his spelling words (20 of them usually) can take him over 20-30 mins if we do not sit there and help. When he took the OLST- he did very well (130 on non-verbal- not highly gifted by any means- but in range but his verbal was pretty low)but the ACC ranges were low on every subtest except 2 (one of those oddly being the language subtest!)
The main reason we think we might be crazy in worrying- he gets almost perfect scores- even on his spelling test (but we drill him all week on them- if asked the next week to spell them- he can't do most of them)He loves school and seems really happy in his class.
