Is your sense that the anxiety leads to the writing difficulty, or that the writing difficulty triggers the anxiety?
We have it going in both directions in this house. For kid 1, ultimately a diagnosis of dyslexia (with slightly larger splits in writing + spelling vs other verbal abilities) led to services to address the underlying phonological processing issues, which removed a lot of roadblocks in the writing, and therefore relieved a lot of the school-based anxiety. For kid 2, we're addressing *both* underlying phonological weaknesses as well as language difficulties (as exposed by a language evaluation from a SLP). This has so far facilitated an order of magnitude increase in writing output.
For us, these assessments were based on multiple evaluations of phonological processing (from WIAT/WJ, CTOPP, and AIMSWeb as well as specific OG testing-CORE?) and metalinguistics evaluation from a SLP. Neither kid really showed clear difficulties in overall phonological awareness, but certain subtests were clear outliers.
Our district counts a split in scores of more than 22 points as qualifying for intervention services, with no requirement that the student be below grade level.
Last edited by geofizz; 06/08/15 10:57 AM.
