First, thank you again to all of you who helped me buck up and prepare for the meeting with our psychologist this week about DD7. Second, apologies for long-post to follow.

The good news: the results make sense, and match what we see. The not-so-good news: LD in reading and writing, probably ADHD-inattentive, perhaps CAPD. Thanks to much obsessive reading of this forum over the last month, I am at least not feeling shell-shocked, just - OK, now what?

Your BTDT advice would be hugely appreciated. Priority looks like it ought to be on an immediate O-G type reading program. First steps seem to be figuring out what I might reasonably expect the school to do, and how we can most effectively complement that at home. School is grade 3 in a regular public program, full time French Immersion (since SK), with a one-hour English class each day (since grade 2).

We’ve already met with her teacher; she’s lovely, willing and eager to help. But she’s young and has no idea what to do. I don’t know what shocked her more - the 99%ile VCI or the 1%ile “write a sentence using word x”. It’s clear she has little experience with either E. And 23 other busy kids to deal with. So beyond the obvious accommodations - more time, technology etc - what are the most important things we could reasonably expect her to do in a classroom?

The school has a teacher who is the part-time Learning Support and will be the lead in making the plan/ IEP and providing any pull-out extra teaching. But there’s 500 kids in the school, and I don’t know if they have the time or training to provide any substantial amount of remedial phonological-based reading training. What might I reasonably expect a school to do? (Canadian experiences especially useful here). And do I need to be worried that a little bit may be more detrimental than none at all, or conflict with non-school remediation?

From what I understand, the standard approach is multi sensory structured language teaching, of which O-G is the foundation. I’ve seen a lot of support in the forum for Toe-by-Toe in particular, and was trying to figure out if this would be good to do at home. Some immediate questions are: How important is a trained tutor - lots of comments suggest it’s critical, while others have had great success with parent-led work at home. There’s no Lindamood Bell in Canada, but a quick google reveals a couple tutoring centres specializing in dyslexia. TbT doesn’t seem “multisensory”, being just a workbook - is it missing a key element? Any views on for whom/ under what needs and circumstances TbT works best, and if other approaches are better for some kids?

Under what circumstances could a tutor and/ or TbT at home conflict with whatever they might be trying to do at school? Orally, she does excellently in French at school (her new teacher actually asked me if we spoke French at home), so the second language is not a problem. But any thoughts on whether remediation should focus on her main school language or her home one? Would it make a huge mess of things if they worked on French at school and we did English at home? Should we defer all regular reading while we work specifically on the tutoring/ TbT/ whatever?

OK, deep breath. Enough questions for one post! As you can see, I’m looking for advice in any and directions - especially the ones I haven’t even thought about yet. Meds? - - oh, yeah - - - next post.

Testing in a nutshell: WISC-IV, WIAT-III, WRAML2, CTOPP2, parent and teacher questionnaires PRS-C and TRS-C. All data in percentiles (seems to be the Canadian way).

WISC: VCI 99th; PRI 86th (but split with Picture Concepts and Matrix Reasoning at 63/ 50 and Block Design at 98th). WMI 70th. PSI 42nd (Symbol Search 37th and Coding 50th).

WRAML2: 9 scores, mostly high (85th+), up to 98th on story delay. Outliers are Finger Windows (37th), and Design and Picture Memory 37/ 63 (huh? vs Block Design?).

CTOPP2: Scattered.
Non-word repetition: 25
Rapid digit/ letter: 50/ 37
Elison: 37
Blending words: 16
Phonemic isolation: 84 (huh?)

WIAT: This is where it gets ugly… but totally fits what we’ve seen. Early reading 63rd (she seemed fine through Sk - but skills have not “automated” since). Comprehension 55 (great at compensation, we suspected she was doing a good job of faking it from context/ first letters). When you take away the context and only give only words/ pseudo words, reading drops to 16th/ 12th. Overall basic reading composite is 13th, and Written is 12th.

Oddly, she did well at Sentence Combining (61), adequate at alphabet fluency (32), falls apart at Spelling and Sentence Composition (10 and 14), and tanks Sentence Building (generate sentences with target word) at 1st %ile. Math was 25th in operations and 88th in problem solving.

OK, sorry - I was trying to summarize, but that’s a pretty big nutshell.

Thank you already - just writing this has helped me sort it out considerably, and knowing I have people to actually say it to, out loud, is just huge.