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Joined: Feb 2012
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DS9 participated in a study at a local university. Part of the study included some testing. I know the results can't be used for educational or clinical purposes. I still find it interesting to compare to his results from three years ago.
Three years ago he had a complete evaluation with 2e specialist and was diagnosed with DCD, dysgraphia, and dyslexia. He had/seems to have low processing speed and working memory. Do these scores seem consistent with his known issues?
Woodcock Johnson IV Bascic Reading Skills - percentile rank 94 Reading Fluency - percentile rank 65 Math Calculation - percentile rank 27
TOWRE Sight Word Efficiency - percentile rank 86 Phonemic Decoding Efficiency - percentile rank 77
CTOPP - percentile rankings Elision 75 Blending Words 37 Memory for Digits 25 Rapid Digit Naming 75 Rapid Letter Naming 37 Rapid Naming 16
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Joined: Apr 2014
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By and large, yes. Looks like his reading decoding skills are much stronger than the typical dyslexic, but his fluency is only average, which would be discrepant in this context, and is consistent with a compensated dyslexic. Notice that reading fluency is better for single words (TOWRE) than it is for sentences (WJIV), which is often the case for compensated dyslexics, as you don't have to also read for meaning while reading single words. His CTOPP results are interesting, as you can see that he still has relative weaknesses in some aspects of phonological awareness, phonological memory, and rapid naming, which are consistent with the dyslexic profile, but also has strengths in those areas. (Odd, though, that Rapid Naming as a cluster is so much lower than the two subtests; is one of them a typo?)
I'm guessing a factor in the math score was math fluency, which would be affected by DCD, dysgraphia, and the automaticity deficits that underlie dysgraphia.
...pronounced like the long vowel and first letter of the alphabet...
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aeh- just wondering if the weakness in fluency is under the dyscalculia umbrella?
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He is definitely a compensated dyslexic. We did a lot of remediation and did it early (when he was between 6 and 7).
The person doing the testing mentioned he did really well with nonsense words. Part of his remediation included Toe by Toe which uses a lot of nonsense words.
I worry about math. He struggles and really just doesn't like it at all. Is there some evidence based remediation for math? I've looked at some programs but it is hard to gauge how they'd work with someone like him.
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Also, time is definitely an issue with math. He can't do anything quickly. He has very few facts on recall and does a lot on his fingers or with pictures still.
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aeh- just wondering if the weakness in fluency is under the dyscalculia umbrella? If it's for actual automaticity reasons, yes. If it's just because of fine-motor speed, not really.
...pronounced like the long vowel and first letter of the alphabet...
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Joined: Apr 2014
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Also, time is definitely an issue with math. He can't do anything quickly. He has very few facts on recall and does a lot on his fingers or with pictures still. And in answer to Emma's question, yes, this situation falls under dyscalculia. It's not that unusual for dyslexics with low rapid naming, as it's essentially a manifestation of the same underlying issue that causes poor reading fluency, but in mathematics.
...pronounced like the long vowel and first letter of the alphabet...
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Joined: Apr 2014
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Touch Math has a decent track record with math disabilities. I've worked with teachers who use this, and like it. There is also Marilyn Zecher's OG-inspired Multisensory Math program out there, which has an access model similar to OG's, where you hire tutors certified by the developers. I don't have direct experience with that one.
Many of the multi-sensory math remediation programs mention the concrete-pictorial-representational sequence, which is what Singapore Math and Math Mammoth (for instance) are based on. For most students, difficulty with math facts is based in deficits in basic numeracy skills. These curricula start from numeracy.
Interesting ways you can build practice into the day also include dice and card games, learning to read music (rhythm notation is all fractions), cooking, woodshop/carpentry, etc.
...pronounced like the long vowel and first letter of the alphabet...
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Joined: Feb 2012
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Thank you very much for the information and ideas.
I talked to DS about math and different options.
This is what he wants:
No timed tests and extra time on assignments Multiplication chart and sample problems at desk
"I just want to do the least amount of math possible throughout my life. I want to know whatever is required for being a normal adult with a phone. I like history, reading, writing, drama, and science. And I know science involves math but that's not the science I like. I don't like math, I'm not good at math and I don't want to spend a lot of my time doing it, either now or in the future."
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