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Also, I do think a lot of the reason that DS is doing as well this year as the school says is because this year unlike last year, he has an IEP and strong accommodation for his vision and hypontonia.... He gets breaks, teachers and aids BELIEVE him now when he says my "eyes hurt," they help him write and scribe for him when they notice he is fatiguing, etc... They realize he is 'slow' in tasks for a reason out of his ocntrol (a physcial reason). Last year he was just pushed to do more, he was hurried (Ben, you have to keep up!) and he was treated as though he was 'just saying' his eyes hurt because he was simply trying to avoid the task (basically he was just lazy and didn't want to do his work or he was add/adhd and that's why he did this stuff)... As a result he really broke down and all the school people saw was weird behavior and him shutting down - they didn't see the actually physcial issues causing his problems... so, in their defense....
Last edited by marytheres; 12/06/12 08:29 AM.
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However, he has most of the other signs:
1. great difficulty with left from right
2. can't tie shoes
3. had great difficulting memorizing address, phone number, days of week and months (he still can't do phone numbers. Still. He just recently seems to have mastered his address but he does seem to get the order of the numbers wrong). He does now know all of the months and days of the week but I definitely think he was 'slow' on those.
4. He has all of the dysgraphia writing symptoms. All of them. Every one. But he also has hypotonia so that's often to what we attribute the writing problems; hwoever, he does things like starts writing letter from the bottom up that probably do not have to do with hypotonia. And the reversals - reverses pretty much constantly.
5.Reading symptoms: skips small words (like the prepositions, etc), ignores suffixes (I have noticed he has great trouble with suffixes and will often ignore them - had no idea this was common with dyslexia), guesses at words, reads "was" as "saw" and "on" as "no." Last night he read the word "spot" as "stop" and then went back and corrected himself when he realzed "stop" must be wrong b/c it didn't make sense in the sentence. He also read "also" as "laso," reads slowly, reads through punctuation (but this has been improving). regarding spelling, I have no idea how bad Ben's is ... on the WAIS he cored very hiigh on reading and math but the spelling portion was "average." However, the dyslexia screenign tester noted that on their test DS had great difficulty on the encoding section - buit it didn;t say his score or even whether he did poorly or not.... He also excels at math - he does very well at math and dyslexics apparently often have trouble with math. I hit a lot of those points and my son at the moment a bit more. 1. Left Right - Check 2. Can't tie shoes - Check (actually, I finally figured it out at age 40 when I found a web site that explained the principle behind the opposing strings with a diagram of it) 3. Memorizing - Check 4. Dysgraphia - Check 5. Skip small words - Check for DS (much reduced if he uses his finger or a bookmark, but he still comprehends), but not for me (I've always had to sub-vocalize and still do when I read, but I read a lot and fast) Doesn't mean it isn't dyslexia, but it seems tending towards the abstract/whole picture realm combined with visual tracking issues either is a type of dyslexia or smells a lot alike. I also think there is something to do with mirror neurons as no one can show me how to do anything. But I can read any manual or see diagrams of devices and am good to go. I'll be curious where this winds up for you as we aren't using any extra therapy, but the word skipping is having minor ripples due to some of the ways testing in school focuses on out loud exact reading.
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Interesting Zen ! I am sorry, I can not remember - do you and/or your DS have dyslexia? Or no? (Sounds like no?)
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I'm now highly skeptical of all online checklists of signs and symptoms of various things. Going on things I find online, my kids aren't gifted, my DD isn't dyslexic, and I have OCD. And yet, they're both gifted, DD is most certainly dyslexic, and anyone taking one glance at me or my office knows I'm far from OCD.
As a point of reference on the right vs left bit: I coached soccer for 13 girls age 8-10 last year. I discovered when trying to debug some serious positioning problems that only 7 were solid on right versus left. From there on out, I wrote in pen on their right hand at the start of each game. I'd say 9 were solid with RL 7 months later with 4 still checking their hands as they ran out onto the field each time.
I think R-L comes over a very wide time window for normally developing kids.
A neuropsych can sort this out, and can most certainly make a diagnosis of dyslexia that a school will recognize. This can be particularly useful for a kid who's had a checkered past with the school, and they will sort out differences between ability and performance without regard to grade level.
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Hi marytheres - I think that's a good plan to wait on the neuropsych testing until your ds has been through vision therapy  I also think it sounds like you've done a great job advocating for your ds at school, and they are receptive - that's great! However, last night I contacted the Sarah Barton website for info and she/it informed me that if my child attends a public school, I need to hire a "Certified Dyslexia Testing Specialist" to get a diagnose that the school will acknowledge... and I am not sure my neuropsych has that qualification so may have to just get him tested specifically for dyslexia by a Certified Dyslexia Testing Specialist. I wouldn't take the word of a business re what the school district requires. I would ask your neuropsychologist if he/she knows what the school district requires, or I would call the school district SPED office and ask (if you can find a helpful person that you trust to give you a correct answer) or I would ask a local parent advocate if there is an advocate's group in your area. You absolutely want to have him tested by a provider that the school district will find credible, but the Barton business has a vested interest in convincing you to test with them. When you do see the neuropsych, if there are indications of dyslexia, they will most likely refer you on for further reading testing and screening (that's been our experience - the neuropsych is where you look at the broad spectrum picture of what's up, then when you have a diagnosis you still need more testing etc specifically directed at the area of challenge. It wouldn't hurt to have a dyslexia screening prior to the neuropsych eval, but I would wait until you feel that you've seen the majority of gains you'll find through VT, and I also would ask your neuropsych what testing they do vs a dyslexia screen by a dyslexia tutoring service, and who they usually recommend for dyslexia screening and tutoring in your area. polarbear
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Great advice Polarbear as usual! Thanks!
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Interesting Zen ! I am sorry, I can not remember - do you and/or your DS have dyslexia? Or no? (Sounds like no?) I'm quite confident I don't. DS, I doubt as his word skipping mostly disappears with the right reading pace and a visual guide. But he can read really fast with his word skipping and still comprehend. I'll keep aware as the gifted aspect could be offering a lot of coping, but it is still early since his patching therapy ended for me to trust skipping as a symptom of anything else.
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Also, I do think a lot of the reason that DS is doing as well this year as the school says is because this year unlike last year, he has an IEP and strong accommodation for his vision and hypontonia.... He gets breaks, teachers and aids BELIEVE him now when he says my "eyes hurt," they help him write and scribe for him when they notice he is fatiguing, etc... They realize he is 'slow' in tasks for a reason out of his ocntrol (a physcial reason). Last year he was just pushed to do more, he was hurried (Ben, you have to keep up!) and he was treated as though he was 'just saying' his eyes hurt because he was simply trying to avoid the task (basically he was just lazy and didn't want to do his work or he was add/adhd and that's why he did this stuff)... As a result he really broke down and all the school people saw was weird behavior and him shutting down - they didn't see the actually physcial issues causing his problems... so, in their defense.... This change is good news. We've also found it hugely freeing to DD to have the IEP and accommodations in place as a means for the teachers to understand her. Before she was consistently called to the mat for being sloppy and lazy. It took a huge toll. Because the emotional piece is in place, indeed, I'd follow polarbear's advice and do the neuropsych testing after finishing with the vision protocol. We had a series of recommendations from our neuropsych, some of which you could implement now. The most important one from our perspective has been to start listening to books on tape. He suggested listening to only "good stuff". This has helped merge DD's oral vocabularly with her reading vocabulary as well as to hear the voice of reading. Of all the academic gains DD's made this year, I suspect listening to about 100 hours of stories in the last 10 months has been a major contributor. You could start that now without fear of upsetting anything before any diagnosis.
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Geofizz - yes I was thinking the same ... I was looking into an app on his iphone to download books and he could listen to them ... DH does that (I swear DH is at least midly dyslexic - whatever he is, I think DS is too, actually)... I read to him a lot - A myriad of stuff. Some nights I read him my favorite poetry - Poe, Blake, etc. This past week I have been reading him The Foundling http://www.amazon.com/Foundling-Other-Tales-Prydain/dp/0805080538 (he/we love this one btw). But we also read Magic Treehouse and Patterson's Daniel X series. But I'd like him to be able to "read" even more, on his own...
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[quote=marytheres](basically he was just lazy and didn't want to do his work or he was add/adhd and that's why he did this stuff Actually, I should correct myself ... the school never implied he was lazy ... They called him "oppositional" even worse - cause then we all start walking down the ODD path ... meanwhile the poor kid is "oppositional" b/c you're making him do things that are physically painful and stressful for him .... Ayi Ayi yi
Last edited by marytheres; 12/07/12 07:27 AM.
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