Friday, June 20, 2008
Standardized Test Scores Jump Significantly in One Year!
I think that these test score results, from 3rd grade versus 4th grade, speak for themselves. The first image comes from his 3rd grade report; and the second image comes from his 4th grade report. As you can see, reading comprehension - and just about everything else - went up significantly. These findings are also in line with the progress shown in his SPLA annual assessments from 2007 versus 2008.
Friday, May 9, 2008
New Zealand Ministry of Ed Finally Recognizes Dyslexia as "Real" - June 07
View this... then tell me...
when will with the US education system follow suit?
I work at the University of West Georgia. I've had more than one "expert" here tell my that Dyslexia does not really exist. I've had representatives from the public school systems tell me the same thing. Have they really not seen the recent brain research? Or are they avoiding the issue because addressing it would be costly?
How costly is it for the US educational system, then, to bury their head in the sand and continue on the same disastrous path?!
when will with the US education system follow suit?
I work at the University of West Georgia. I've had more than one "expert" here tell my that Dyslexia does not really exist. I've had representatives from the public school systems tell me the same thing. Have they really not seen the recent brain research? Or are they avoiding the issue because addressing it would be costly?
How costly is it for the US educational system, then, to bury their head in the sand and continue on the same disastrous path?!
What's Next? Davis Dyslexia Program, Orton-Gillingham, Counseling
Though Coleman's recent reevals show huge progress, as the curriculum gets more challenging and time passes, we'll have to stay on top of the issues and continue to practice strategies to cope and improve.
Though released from the SPLA therapist, she recommended an Occupational Therapist eval for visual perception issues. I still want us all (the family) to get some counseling, to continue to help improve understanding and lingering self-esteem issues. And we're also considering trying an Orton-Gillingham program, to help with Coleman's continued weakness in decoding.
One thing is for sure - we will definitely do more Davis Program work this summer!
Though released from the SPLA therapist, she recommended an Occupational Therapist eval for visual perception issues. I still want us all (the family) to get some counseling, to continue to help improve understanding and lingering self-esteem issues. And we're also considering trying an Orton-Gillingham program, to help with Coleman's continued weakness in decoding.
One thing is for sure - we will definitely do more Davis Program work this summer!
Thursday, May 8, 2008
Re-Eval Shows Real Progress; Davis Dyslexia or SPLA Therapy?
Coleman just completed an annual reevaluation at his Speech/Language Therapist's office. The progress that has been made in one year is amazing! He's maintained As and Bs in his accelerated private school; he can read and do homework independently (and correctly) for the most part; and most importantly, much of the anxiety and worry has gone away. His Grays test results show that he is now on grade level or above on all aspects except decoding and word attack. In some areas he's 2-3 grade levels above.
On the way home from the results meeting, I explained that he would not need to go back to SPLA therapy any longer. He said... "I don't know why I ever went in the first place. The only thing that ever really helped was Scott!" (Scott being is Davis Dyslexia program guide).
I don't know that I agree with Coleman's perspective 100%... I saw real progress with his rapid naming and writing skills during the sessions with the SPLA therapist (Linda Lane at Scottish Rite in Ga). She also taught Coleman to work past the frustration and keep going without giving up/breaking down; and to have fun while learning. She was also open-minded to the Davis Program and supportive of our efforts. We are very thankful for everything she has done for us, both providing professional help and personal support!
I do know, though, that nothing else made such an immediate significant difference than did the week he spent in the Davis program. I will be forever grateful to the Davis program and Scott. I wish EVERY child struggling could have this experience. I wish it was covered by insurance or part of today's public school services.
If someone asked me which one was better - the Davis program or SPLA therapy - I would not be able to choose. They have both been instrumental in Coleman's progress and if I had to do it all over again, I'd do it the same way.
On the way home from the results meeting, I explained that he would not need to go back to SPLA therapy any longer. He said... "I don't know why I ever went in the first place. The only thing that ever really helped was Scott!" (Scott being is Davis Dyslexia program guide).
I don't know that I agree with Coleman's perspective 100%... I saw real progress with his rapid naming and writing skills during the sessions with the SPLA therapist (Linda Lane at Scottish Rite in Ga). She also taught Coleman to work past the frustration and keep going without giving up/breaking down; and to have fun while learning. She was also open-minded to the Davis Program and supportive of our efforts. We are very thankful for everything she has done for us, both providing professional help and personal support!
I do know, though, that nothing else made such an immediate significant difference than did the week he spent in the Davis program. I will be forever grateful to the Davis program and Scott. I wish EVERY child struggling could have this experience. I wish it was covered by insurance or part of today's public school services.
If someone asked me which one was better - the Davis program or SPLA therapy - I would not be able to choose. They have both been instrumental in Coleman's progress and if I had to do it all over again, I'd do it the same way.
Wednesday, December 19, 2007
Lying versus Reality; and Follow-up with Davis Program
Recently Coleman has been lying... sometimes telling tall tales.. and sometimes to get out of schoolwork/ studying for tests. We took swift action... taking away the things he loved the most... his golf cart and pool. When discussing the issue with Coleman, he did indicate that he was feeling a lot of pressure in school and he asked to go and see Scott again (see Davis Dyslexia post Aug 2007). He asked - it was all his idea.
I also saw the need for a follow-up because I personally had fallen off my duties in continuing to work with him in the clay and reading methods. I needed to get recommitted.
During our follow-up meeting with Scott, he explained that sometimes picture thinkers (dyslexics) have such vivid imaginations that what they see/experience becomes so real they actually think something really occured. For example, Coleman told a story about a bear approaching our camp once when he was little - which was not true -- but he was absolutely convinced that it DID happen. So, on one hand we need to understand his confusion of the facts. On the other hand, lying to get out of something is not "by accident" and most certainly should have consequences.
Coleman (and I) were reenergized by the follow-up and I have doubt it will help us get back on track.
I also saw the need for a follow-up because I personally had fallen off my duties in continuing to work with him in the clay and reading methods. I needed to get recommitted.
During our follow-up meeting with Scott, he explained that sometimes picture thinkers (dyslexics) have such vivid imaginations that what they see/experience becomes so real they actually think something really occured. For example, Coleman told a story about a bear approaching our camp once when he was little - which was not true -- but he was absolutely convinced that it DID happen. So, on one hand we need to understand his confusion of the facts. On the other hand, lying to get out of something is not "by accident" and most certainly should have consequences.
Coleman (and I) were reenergized by the follow-up and I have doubt it will help us get back on track.
Tuesday, December 18, 2007
Sound Training Rewires Dyslexic Children's Brains For Reading
A great article...
Sound Training Rewires Dyslexic Children's Brains For Reading
ScienceDaily (2007-11-04) -- Brain imaging adds further support to the idea that at least some children with dyslexia have trouble processing sound, rather than a visual problem. The study also shows that computer-based sound training exercises can not only improve reading but literally rewire the brain. The findings may help clinicians detect and remediate dyslexia even before children begin learning to read. ... > read full article
Sometimes He Can't Say What He Really Means
Example: He said "I can't", regarding a timed short division test (there's 100 division problems all on one page and students have 7 minutes to do them all).
This was strange, since I've watched him do long division during homework, pretty easily. We initially thought that he meant he could not do division... so we tried to go over again how to do division... he blocked us out...did not listen.. got upset... said "I can't" again. Then he just wouldn't - was belligerent - gave up - refused to do it - called himself stupid - cried.
Later, we talked about it again... he said in frustration "I can do it, I just can't do it THAT WAY!" What he meant was that he could not look at one page full of the facts and do it just by looking... he has to write them down. We tried it this way - with a cover sheet on which he wrote the problem and worked it out - and went zipping through them with no problem. Now, with a cover sheet, he makes 100s on these tests.
Lesson: I have to be patient and remember that Coleman really is the type of kid wants desperately to please; he is as upset as anyone when "he can't" because his brain doesn't "work right"; sometimes "I can't" really means "I can't do it that way" and what is really needed is another way of doing it :-)
This was strange, since I've watched him do long division during homework, pretty easily. We initially thought that he meant he could not do division... so we tried to go over again how to do division... he blocked us out...did not listen.. got upset... said "I can't" again. Then he just wouldn't - was belligerent - gave up - refused to do it - called himself stupid - cried.
Later, we talked about it again... he said in frustration "I can do it, I just can't do it THAT WAY!" What he meant was that he could not look at one page full of the facts and do it just by looking... he has to write them down. We tried it this way - with a cover sheet on which he wrote the problem and worked it out - and went zipping through them with no problem. Now, with a cover sheet, he makes 100s on these tests.
Lesson: I have to be patient and remember that Coleman really is the type of kid wants desperately to please; he is as upset as anyone when "he can't" because his brain doesn't "work right"; sometimes "I can't" really means "I can't do it that way" and what is really needed is another way of doing it :-)
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