Hi aeh,
Thanks for your reply. Much to ponder in it. First - it's quite a relief to get a direct answer on whether asynchrony applies outside the social/emotional arena. It always made so much sense to me that it would. But I've had a hard time finding on-point articles/research.
Regarding this: "Of course, after a certain point in brain development, it is much more difficult to alter these patterns." Do you have any sense of what that certain point is? Of course we're dealing with non-neurotypical kids anyway, so I guess ages wouldn't work. But developmental signs or anything? I'm looking for my panic point!
Regarding this: "It is also difficult to find trial words to 'force' the application and practice of decoding skills sufficient to automatize orthographic mapping, when an individual has already memorized an enormous sight vocabulary...." That's exactly us. The only reason I know DS7 is sounding out words is that he's started doing it out loud instead of skipping a new word or making me read it. Bless those complicated Magic the Gathering cards!
I guess there are ever larger/longer words we can use for phonics practice. It does seem funny to be practicing phonics using my old organic chemistry textbook. FYI however, it's useful for showing that little details are important (ethane is a very different critter from ethene!).
Thanks as always,
Sue
