So, with remediation and what appears a moderate LD should we see gains in achievement...does the "ball and chain" become lighter? I guess that is what this year is about, huh...no crystal balls but wonder how much the second e eclipses the first, typically.
We were posting at the same time so I missed this while writing my loooong reply
I wouldn't worry abut what you see on the WJ-III results as a measure of true achievement - compare them to what you see inyour ds, but remember they measure very specific sets of skills. True achievement (jmo) is more readily assessed through what happens in the classroom and in the types of achievement tests thatst schools use for all students. At least that's been our experience - take it for what it's worth!
Our family's experience has been that the challenge E takes center-stage during the early elementary years for several reasons - it takes effort to untangle the exact issues, it's a challenge for the student, and nice you know what it is you still don't necessarily NW all the answers re accommodations and remediation because that ales time and every student is unique. It can make recognizing the intelligence gifts and abilities difficult for searchers and mighty mean there are school opportunities your ds won't have that he wod have had if not for the challenge E. OTOH, once your are past the early years of learning the ins and outs of what is going on and how to accommodate and remediate, youll find the challenges taking much more of a back seat andthe intellectual gifts will shine. My ds is in middle school now, and although he still is and will always be dysgrhic, and will most likely notchoosewriting as a career path
he is a happy, well-adjusted kid who is doing very well in school and has many opportunities for advanced studies.
polarbear
