So - I'm re-reading this thread in light of something interesting that happened last night. We are deep into Greek mythology around our house, and last night were reading (me reading out loud) a story in which Mnemosyne was a character. She is the titan who embodied memory, and she's the origin of our word "mnemonic." And there was another critter whose name I can't recall but it had 50 heads and 100 eyes and some crazy name with a million syllables.
And I realized - I had to force myself to stop and sound out the names. And I had to do it very slowly and mechanically. It took so much effort that I lost the context of the story and had to re-read the sentence a couple of times. Egad - perhaps I have/had a bit of stealth dyslexia myself! Because now I think of it, I often realize as I'm reading that I say the wrong word out loud, but it doesn't matter because the word I used fits the context.
Now - I use words for a living (I'm a lawyer) and my scores on verbal parts of standardized tests have always been very strong. BUT - I wonder if I went back to the very beginning I'd find that I had some of these same struggles my son has. Of course there weren't all these early standardized test back in those dark ages. But I have a strong suspicion.
And so for the happy wrap up - IF I had the same issue as my son and IF it was because I my reading skill development was asynchronous and IF DS follows the same trajectory, he may have Zen Scanner's "epic paradigm shift" after the "one secret thing clicks" ... and tada!
Maybe I'm putting too much hope into the asynchronous deficits evening out. But hey - all the teachers say the kids "even out" after third (or fifth, or whatever) grade. Maybe they do - but in a way the teachers didn't think of. Maybe the struggles emanating from asynchrony will ease as all the brain parts get to the finish line and sync up as they would in a NT kid. And my sweet little PG guy will have a little bit less to struggle against.
A Mom can hope, right?
