as a college professor, trust me, no one is sitting through a 3 hour lecture!!!
As a grown-up I'm occasionally expected to sit through an 8-hour lecture, with a 20-minute stretch break every 2 hours and an hour for lunch midway. But yeah, it always aggravates me that the interesting stuff comes at the end, by which time my brain doesn't work very well.
ds can read at 6 grade level but can't write his name on the line - so what level is he taught at and how, and then the whole grade skip argument. Which developmental level matters? This becomes very philosophical!
I'd define "developmentally appropriate" to be 6th-grade level reading instruction, with an accommodation allowing for verbal, rather than written, responses. Same as you would for a 6th-grade-age kid with a disability that precluded written responses.
