TwinkleToes, she's only 6 - does her school really police this type of thing at 6? Being all about the big picture and spotty with the details isn't at all unusual at 6. Our kids' schools saw these types of things as developmental and not all kids are "there" yet at 6 (even PG kids)... so school separated out the skills - for instance, our schools were big on allowing inventive spelling, and for things like caps in the middle of words etc - if the exercise was a free-writing exercise or a science study or something like that, they weren't even marked or noted. If the exercise was language and they were specifically working on grammar/punctuation/composing sentences or paragraphs etc - the incorrect things would be circled and noted and that was it.
Re skipping over problems all together - my dd who has an extremely high working memory and processing speed used to do this all the time. She's in 3rd grade now and still does it some, but it's gotten better as she's gotten older. In her case she's a kid who's always in a hurry to be on to whatever is next and check the current task off her to-do list. We've explained and reminded her that she needs to slow down and make sure she does her work carefully, but I think what helped the most with that was simply maturing a bit.
You mentioned this is bother her teacher - does her teacher have any suggestions? You also mentioned it might affect gifted programming - is she in a gifted program now or do you hope to place her in one next year? Does the school track students based on grades? What type of measures do they use for their gifted program and how is it implemented?
polarbear
