Thanks so much for sharing kathleen'smum - both your experience with specific accommodations on the other thread (saved to be reviewed many more times for newly diagnosed DD7) and your post here about what it has taken to get a dyslexia diagnosis.
I would be most grateful to learn more about what dyslexia looks like in a kid with high reading comprehension - where did you see the deficits if not in reading? How did it affect her? And what changed with OG tutoring? Also, how, eventually, was the dyslexia found? What had to be tested to tease it out and eliminate the compensations, and how was that done? And finally, if you're willing to share (post or pm), you said the diagnosis "described her to a T". What did it say and capture that was so *right*, that hadn't been part of the picture before?
I seem to be suddenly posting about DS10 ten all over the place this morning! But I'm asking for all these gory details because DD's recent diagnosis of dyslexia and probable ADHD-I has raised a ton of questions about her brother that I have not yet had the space to address. Primary issue is that while reading is excellent, he can't get words out of his head and on the page (but not in a dysgraphia kind of way: for example, keyboarding makes only a small difference, and copying is OK). Our psych calls it a "discrepancy" rather than "disability" - but it's requiring his teachers to provide massive and time-consuming accommodations out of the goodness of their hearts, and without a diagnosis. Saying "he's fine, he just can't write" feels seriously inadequate when it's clear he would not have passed grade 4 without these radical - but voluntary! - accommodations. So I'd love to learn from your experience.
