Um, wow, Kathleen'smum. Your description of your DD's struggles are nearly identical to DD9's -- high reading (we have no grade level, but ">99%ile" by grade), mixed CTOPP scores with nonsense syllable reading at 25%ile. She is being evaluated this afternoon, but it's not clear that testing will be today.
We've also suspected issues since first or second grade, with deteriorating writing skills after kindergarten, which is when she learned to read. I have been reluctant to pursue this with the school until this year because we were pushing for math acceleration. Because the process was contentious (I think I still bear the scars of the experience) I had been trying to see what traction we could get at home working on these skills.
I'd also been slow to pursue much because no descriptions of various LDs seem to fit DD. She lacks many of the so-called hallmarks for dysgraphia. She also started in another program within the school, and I had been thinking that the writing weaknesses were a result of a poor fit to that program for grades 1-2.
Now the school is under the gun on LD services (close scrutiny from the state), and DD's math placement is obviously right and feels secure. We're doing our own testing now so that I have my own independent understanding of DD's issues.
I know this isn't answering the OP's question. That's not far off from what DD would have written in first grade. There's a lot of content in what's written, but I think if I were to do it again, if I didn't see improvement into second grade on the use of capitals and getting the i-t order right, yeah, would have pursued it sooner.
Last edited by geofizz; 12/22/11 07:24 AM.
