6 year old might have reading issues?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would ask the speech therapist to really check if it's truly just an articulation issue.

How does she do with numbers and doing math with pictures of physical objects?

Her math skills are extremely strong. She can do basic multiplication and division in her head. She can do single digit addition and subtraction without pictures of objects. I can just ask her “what’s 10-8?” She’ll immediately say 2.

Right-- but how does she do *not* in her head? Like if you showed her a picture of 10 objects and asked how many. Or if you showed her a card with "5" on it and asked her to find the matching quantity of objects. I'm asking you this to zero in on difficulty interpreting visual symbols.

[Anonymous]

Anonymous wrote:Something's not adding up, if her WPPSI scores are that high and consistent yet she doesn't have the K sight words, at a school you're happy with and with reading intervention. Definitely do the neuropsych-- I think that's the next step for sure. And have a sit-down with the reading interventionist to talk about what might be going on, in light of the WPPSI.

You saying she does math in her head is an interesting clue. Can she do math on paper? Does she understand that the image of a number means a certain number of objects?

Can she write her name or other common words?

Yeah, she can do math on paper and definitely understands that the number equals a number of objects. She can write her name. She can write some words, but she very much avoids writing. She reverses b and d quite a bit.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would ask the speech therapist to really check if it's truly just an articulation issue.

How does she do with numbers and doing math with pictures of physical objects?

Her math skills are extremely strong. She can do basic multiplication and division in her head. She can do single digit addition and subtraction without pictures of objects. I can just ask her “what’s 10-8?” She’ll immediately say 2.

Right-- but how does she do *not* in her head? Like if you showed her a picture of 10 objects and asked how many. Or if you showed her a card with "5" on it and asked her to find the matching quantity of objects. I'm asking you this to zero in on difficulty interpreting visual symbols.

She can do that very quickly. She likes to tell me she doesn’t have to count objects to know how many are there. She’s right that she can do it up to about 7-8 things.

[Anonymous]

It sounds to me like it could be dyslexia, combined with a really strong memory and high processing speed and other strengths that help her compensate for the dyslexia. The O-G teacher is zeroing in on the potential dyslexia as a problem with decoding because that's what O-G teachers are able to do.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

[Anonymous]

Did she have a real speech evaluation to check for auditory processing issues? Sometimes what seems to be an articulation issue is actually an underlying problem of not hearing the difference.

[Anonymous]

Anonymous wrote:It sounds to me like it could be dyslexia, combined with a really strong memory and high processing speed and other strengths that help her compensate for the dyslexia. The O-G teacher is zeroing in on the potential dyslexia as a problem with decoding because that's what O-G teachers are able to do.

I’m assuming the neuropsych eval would help us get closer to a diagnosis, if that’s what it is, right?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

She’s doing 1 hour one on one. I don’t think her school covered th last year in K, and she can’t say it right (she says it as f), so it’s definitely tough for her.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It sounds to me like it could be dyslexia, combined with a really strong memory and high processing speed and other strengths that help her compensate for the dyslexia. The O-G teacher is zeroing in on the potential dyslexia as a problem with decoding because that's what O-G teachers are able to do.

I’m assuming the neuropsych eval would help us get closer to a diagnosis, if that’s what it is, right?

Yes, but if you still have the speech eval paperwork that would also be informative.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

She’s doing 1 hour one on one. I don’t think her school covered th last year in K, and she can’t say it right (she says it as f), so it’s definitely tough for her.

Does she call it out when you mess up those sounds, i.e. can she hear the difference?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

She’s doing 1 hour one on one. I don’t think her school covered th last year in K, and she can’t say it right (she says it as f), so it’s definitely tough for her.

Does she call it out when you mess up those sounds, i.e. can she hear the difference?

I’m not sure. She can produce a correct th sound if I remind her to stick her tongue out, but I haven’t asked her if she can tell the difference between f and th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

She’s doing 1 hour one on one. I don’t think her school covered th last year in K, and she can’t say it right (she says it as f), so it’s definitely tough for her.

I would consider adding at least another hour or maybe 2

My child is dyslexic so may be a different situation but he started making real progress with 3 hours a week of OG (mainly in the second grade year. He continued OG until fifth grade and can now read grade level novels independently (as a rising 7th grader).

[Anonymous]

That’s a really long time for pure articulation issues. I’d do a full speech and hearing eval. Also adhd.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

She’s doing 1 hour one on one. I don’t think her school covered th last year in K, and she can’t say it right (she says it as f), so it’s definitely tough for her.

Does she call it out when you mess up those sounds, i.e. can she hear the difference?

I’m not sure. She can produce a correct th sound if I remind her to stick her tongue out, but I haven’t asked her if she can tell the difference between f and th.

Try sneaking it in when you are reading aloud and see if she notices.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If she is not reading CVC words fluently, what is she reading to you?

She can sound them out. Her reading specialist said she would like DD to be able to read them more “automatically” (aka without having to decode them sound by sound). She’s reading Starfall books at levels D and E.

She needs prompting for the first sound for words like “this” and “what,” but she can sound out the CVC words. She also knows a good number of the sight words in the books, although sometimes she reads “it” as “at.” When I ask her to look at it again, she gets it.

To me, I think you could consider more OG. How many hours a week is she receiving OG and on what setting (small group / one on one). If she can sound out CVC, that sounds like progress. For this, she needs to know - th which she may not have been taught yet. If she has been applying what she has been taught, I would suggest being patient and possibly adding more tutoring.

She’s doing 1 hour one on one. I don’t think her school covered th last year in K, and she can’t say it right (she says it as f), so it’s definitely tough for her.

1 hour a week of OG for someone with dyslexia is nothing. Most dyslexic kids I know are doing 3-5 hrs/week.