What signs to look for in Learning Disability??

Yes, crick, the memorization does help as long as they are pointing at the words while they are saying them. a lot of kids don't want to follow along with their fingers, but it is a good tool to make sure they are actually looking at the words, not just repeating them. Flash cards are also useful... even flashcards with pictures. Not all words can have a picture (what does 'the' look like?), but if you can find some type of visual reminder it will help. Phoics ae great, but we have a lot of words in the English language that cannot be sounded out. They have to memorize what those words look like to be able to read them. Most first grade teachers can give you a list of sight words that they need to be able to read by the end of first grade, putting them on flsh cards will help your child learn them.

Another thing other than reading with him - is get him that teddy bear that reads along with you. I LOVE this..I forget the teddy bears name - however, he asks questions and sings and he will read along with the kids books...so it makes it fun for the kids rather than feeling like a lesson. I don't know if you adopted your child or not - but one thing that was suggested to me, as I am having similar problems with my fd is that because of the past trauma in her life - it is hard for her to focus and get the instructions in a class room setting. If there is anything going on around her any movement - that is where her attention goes - part of her trying to keep her environment safe - so the learning comes second...if we spend HOURS and HOURS on the work she gets it - but it has to be with NO distractions and it has to be all about her and you have to hold her hand thru it - and repeat repeat repeat until something clicks somewhere. It is all very strange. I think she has the ability to learn it - but it is so hard. Anyway - I find that the teddy bear works great - and it gets her imagination going. Before when I read to her it was just like listening to charlie browns teacher just words being thrown at her - they didn't go together and make a sentence or a story - so that is when I had to learn to ask questions and play around with the story so that she got it and started to take an interest. I would say that my fd is in 2nd grade but probably only reading on beginning 1st grade level - but that is really an improvement. When I got her in K (her second time thru) she still didn't know her abc's or how to count past 20. She could count up to 20 but if you showed her a number like 10 and asked what it was - no idea.

Swan - that's a neat idea!:) He likes his leapfrog stuff but so far that is more about "doing stuff" than helping him learn to read. I like leapfrog, just not specifically for reading. Yes, he is adopted. We adopted him at age 2 and while I do believe his health presented some problems during the language development stages, he's really caught up on that now. So it may be he needs more time to catch up on the reading skills...who knows? I've talked to two friends, one in the area and one not, who are both teachers. They know my son, so I wanted their input too. Their feeling is to not put him on an IEP but perhaps do a 504. So I'm looking into that aspect as well. Gathering all this research...lol! Read a lot of sites over the weekend and honestly, it's just overwhelming! LOL! I do like all the input though because it's my first kid that has presented with such a struggle in this area.

Our son had a problem with reading and we did months of tutoring at Sylvan Learning Center, and yes it cost us...they wanted to hold him back because you cant read instructions or much even though our son was good at math and an okay speller...So, I took index cards, wrote alot of easy words on them, and placed on floor and had him put them together to make sentences...he could make different sentences because I had words like, cat, dog, pig, ant, and, I, you, run, sit....ect...tried to keep to the 3 letter words...before I knew it this exercise really helped him alot...and when he was writing sentences I told him to place his finger after the word and leave that much space before he wrote his next word...he before had along line of just letters and you wouldnt know where the words began and ended...good luck...this was a long process for us, but now he is 15 and has been on grade level for years...he is an average student, A,B and couple of C's, when he doesnt apply himself... hope this helps..

I too have a struggling reader much of what you described. Our 8 year old was recently diagnosed with Dyslexia. He cant sound out words.. He can memorize like CRAZY but when it comes down to reading and writing-- ferget it.. Now they are making parents PAY for services that a public school MUST legally provide for? Thats ludicrous! I would definately push for an IEP. To work with him at home, I would suggest some Dick and Jane books and there is also a website that helps kids with phonics online. Its [url=http://www.starfall.com]Learn to Read at Starfall - teaching comprehension and phonics[/url] my younger ones love it, its free and interactive and you can also get printouts.. We homeschool all the boys and Ive tried various reading programs. Each of them learns differently so Ive had to accomodate all of them. Check out the international dyslexia society web site too for more information and do check out the ldonline website that someone had posted. That site is SOOOOO wonderful.. Go in the school knowing what your rights are and what they by LAW have to provide for your child. Von

Von...the school isn't saying I need to pay...just the teacher's suggestion was for a tutor. But no..not gonna happen! LOL! I talked to a friend today and she suggested before I ask for an IEP, to shoot for an ILP that will force them to address this specific issue of reading. And since I've done some more research on the IEP thing, I'm wondering if that is likely a good place to start. To request the ILP first and go from there. Another friend who is a highschool teacher of special ed said to be aware of things but not to get too worked up just yet because he's just 6 and between now and 2nd grade, he will develop a ton. She confirmed what a lot of you have said too that testing for dyslexia or anything else right now is too early. Thanks so much for the free website...I do love free stuff!!! LOL! Will have to check it out tonight after bedtime!:)

Starfall is a great site! All three of my girls can find age-appropriate activities. Another site recommended by my 5-yr-old's speech therapist is earobics.com (click the link to Game Goo). Note re: IEPs...First request an eval in writing. If it's determined that he is below average in any skills, they'll have to write an IEP for him and put the supports in place. Once he has an IEP, you'll have two case reviews each year (Fall and Spring) to review his progress and make new requests. IEPs have legal protection (504s have some protection, too). Have never heard of an ILP. Check out the Wrightslaw books on IEPs. (I'm currently reading "From Emotions to Advocacy".) Good luck!

my sons doc started talking to me about what ever 504 is can anyone tell me what that is and iep and ilp

I work with kids who are having trouble learning to read. There are a few resources I really like and recommend to parents. One is a book by Peggy Kaye called "Games for Reading" that has lots of ideas for making reading practice fun. Since you are suspecting dyslexia, a fantastic book that disusses what it's all about and ways to remediate it is "Overcoming Dyslexia" by Sally Shaywitz. You should be able to find it at your library if you're not sure you need to buy. There are lots of Phonological Awareness materials out there that can help your child be a better reader too. Some sound games my kids like are 1) playing eye spy by initial word sound 2) throwing a ball back and forth with each player having to say a word that starts with the sound at the end of the last player's word before they can throw (the simpler version is to list words beginning with a certain sound) 3) clap out syllables, then when proficient, count sounds in words 4) sound out a short word and have your child guess what the word is (not reading just listening) start with words with only 2 or 3 sounds and gradually introduce blends. Just make sure you don't add a vowel to consonants (ie: c-a-t not cuh-a-tuh) because extra vowels make the task too hard (there's no such thing as a cuhatuh). R and L are particularly hard for some kids, so do those words after lots of easier ones like cup, phone, ship, pen, mop, ape, zoo, etc. If you have any questions, feel free to ask or pm me.

Chat - I dont' really understand the workings of a 504, so hopefully someone else will chime in. To my knowledge an IEP = Individual Education Plan - where you request in writing to the school that your child be tested as you suspect learning disabilities or behavior. They have 30 days to respond. If they test them then the results will show if they with you, need to make a plan specifically for your child and his education. All the teachers etc. are made aware of the plan and they have to follow the plan. This might be that your child is elegible for an in class aid, maybe he has to take tests in a quiet area, exempt from certain things etc. ILP = Individual Learning Plan - where you meet with the teacher and ask for a plan related specifically to one area that your child needs extra help or involvement on. So, for example...reading or math. This plan doesn't involve the state testing or anything like that. Matu - you provided a light bulb moment for me! The exact thing you mentioned about not putting in extra phonetic vowels is EXACTLY one of the things he has problems with!! And I have been following the school's method of that all along. But my goodness....it makes perfect sense that it would confuse the heck out of him as he is struggling! To all who asked etc.:) Teacher and I discussed...and he is getting extra help out of class during reading time 3 days a week. While he doesn't technically "qualify" for the school's "read to succeed" program, she agreed that he needed the help. I was hesitant to do the IEP, simply because of his frustration and attitude towards school. So sad to see a 1st grader HATE school! I didn't want to add to that by making him get tested and by all accounts, I've been told/read etc. that he's still too young to be accurately tested for Dyslexia. At home we do the starfall site daily, I made up flash cards of words related to items that we make a game out of. (3 letter words like mop, bed etc. and I found pictures or mini items that I stick the cards onto. Then I switch the cards around and he has to run around matching the cards up with the right item. LOVES it and it was an idea given to me by someone here, so thank you!!:) I also got him a special "reading finger". It's like a rubber gripper in the design of a tiger claw which he wears on his finger to help him point out the individual words as he reads. It seems to help him go directly to the word he is reading instead of being distracted by the other words. He is responding to the rewards I give out for learning new words and at home at least, he seems to enjoy reading much more. I have a conference with the teacher in two weeks so we'll see how the last month at school has gone for him with the extra help he's gotten there.

An IEP and an ILP usually involve specialists, such as Speech or Occupational Therapists, or reading or math specialists. Children may be pulled out of classroom for these special services. For example my 1st grader has an IEP. He gets pulled out of his regular class for Speech therapy once a week, and daily to work with math tutor. in other words, his needs cannot be met within the classroom. With a 504 there are no specialists, and needs are met within main classroom, with modifications. Sometimes this will mean extra time to complete a task. Sometimes it means the teacher has to provide individual instruction. For instance may give verbal instruction on an assignment, followed up with written instructions for student with 504. We are in the process of starting a 504 for my 5th grader. He is a very intelligient boy (reads at 11th grade level) but has a hard time staying on task and getting his work completed on time. Most of his work is A or A+ work, yet he gets docked for being late! Math papers are especially difficult for him, even though he is actually quite good at math. But, one of the main difference between a 504 and an IEP/ILP is the involvement of specialists. Hope that helped clarify.

thanks that helps alot

:grouphug: Actually a 504 can involve specialist if it is for occupational therapy (ot) or physical therapy (pt), it include modifications to the enviroment testing accomidations,etc. They are suposed to be reviewed yearly. a 504 plan is part of the vocational rehibiliatation act. Many professionals belive it is best to wait to test a child not because a child is to young to be diagnossed with a learning disability (the state I teach special ed in does not test for dyslexia, but the evaluation may state carracteristics of dyslexia) but because their has to be a discrepency between the IQ (intellegence qoitent (sp?) and achievment score. Usually their is not that much discrepency in a young child, but it sometimes occurs. You could also see if the school would do a screening test to see if their is a problem. One that our student support team (it sounds similar to the ILT) is called a Kaufman Brief Intellegence test KBIT. You could ask for a schol based evaluation that you need to ask for in writting due to reading dificulties, but it will become part of your child's permentate, but seperate record. You could also pay for a private evaluation, specifically looking at dyslexia and reading issues. It is true that many students confuse b, d and p. What ever path you choose, the best help is the help you provide at home along with a positive attitude can help the most. Good luck

I'm not sure how active this thread is but what Crick described in the original post describes my daughter (also 1st grade--7 years old) as well. She doesn't get her letters mixed up but she is really struggling in school compared to her other counterparts. Math seems to be no problem for her but the reading/writing/handwriting has been giving us significant problems. It is almost like she has to be coaxed into doing homework and falls apart if she has to do anything independently. Sometimes she breezes through, sometimes she just spaces out and our two page homeworks turn into an epic struggles. I've spoken with her teacher and the teacher sees significant improvement throughout the year but admits that her reading/writing skills are lacking. I also have my daughter in piano lessons and although she does pretty well on her evaluations (got a gold medal on one exam), it has been an epic struggle getting there. It is almost like she loses her ability to process information like simple instructions and just doesn't catch on very well. If you tell her to raise her right hand, she just sits here with a blank look on her face. Just today her piano teacher asked if we had her evaluated for a learning disability. This is been more or less on my mind so this question didn't come as a surprise. She was adopted at the age of 3 1/2 from Russia. My son is also adopted and we had some concerns after the owner of the preschool mentioned possible ADHD. We did an IED and he came through with flying colors. We are still holding him back from Kindergarten because of his maturity level and very small stature. Compared to the other kids in his class, he seems to lag behind academically as well. At this point, I am extremely frustrated. My daughter doesn't seem to be on the extreme end of a disability scale but in my heart, I feel like something is wrong. I've spent so many hours doing homework with her or on her piano studies. Things just don't seem to click in her head like they should at this point. My husband is in denial. Do you think that an IED can really screen her effectively or should I take her to a doctor first for an evaluation? She failed a vision test and has to use glases for distance reading. Her hearing is ok. After doing this for my son, I almost felt like "chicken little, the sky is falling." The evaluation team was very nice but I couldn't help feeling that I wasted their time. I will probably formally request an evaluation for her as well but I'm not sure if they can adequately access her in an hour. Her problems seem subtle---it is really hard to describe them and when she has to perform (like her piano evaluations), she comes through with flying colors (usually). Need some advice or moral support. It has really been getting me down lately. I can't help but feel that next year in 2nd grade will be a disaster.

The reversing letters sounds like dyslexia to me. I've known a few people with dyslexia, & they're usually pretty bright & have special talents in things other than reading. Lots of them are good with their hands. I would encourage him to keep working on his reading, but also point out other things he's good at so he feels good about himself & knows he isnt dumb.