Holding back a grade? Really need advice

[Anonymous]

Anonymous wrote:Can you explain the "word retrieval issue" more? Honestly, it sounds like my gifted kid at that age - her brain was just moving faster than her mouth.

Holding her back over such a minor issue, particularly without knowing the root, seems counterproductive and possibly destructive.

PP here; used the term. Op described her kid as having trouble finding the right words and socially kids lost interest and her DH was getting frustrated. That’s why it’s not a minor issue.

[Anonymous]

Anonymous wrote:It sounds as though you wouldn’t really be holding her back, but instead placing her in the correct grade for her age according to the school district’s guidelines.

She would likely be happier and have an all over better experience being in the grade with her age peers.

I agree.

Op, in the 1970s my sister was allowed to skip a grade b/c she was smart and tall. Well she was still tall but not maturing at the same rate as her classmates in middle school. She was very distraught by this and felt incredibly out of place. In high school, she cut school a lot b/c she felt awkward and out of place. She was immature for her age group. She eventually straightened up and did go on to college and be gainfully employed. But it tough few years.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Can you explain the "word retrieval issue" more? Honestly, it sounds like my gifted kid at that age - her brain was just moving faster than her mouth.

Holding her back over such a minor issue, particularly without knowing the root, seems counterproductive and possibly destructive.

PP here; used the term. Op described her kid as having trouble finding the right words and socially kids lost interest and her DH was getting frustrated. That’s why it’s not a minor issue.

OP here

Its hard to explain but I’ll try. If you ask her a question that is a routine/everyday question like “what’s for dinner?” ...She can ask/answer no issues. But if she’s speaking about something new for the first time - she struggles to the point where it’s not clear to anyone what she’s saying. She will tell
Me about her dreams the next day and only because I’m her mother - I know what she’s saying. I often catch myself finishing sentence for her or have ask follow up questions to make sense of what she’s saying in social settings. So her friends understand her and she doesn’t feel bad. Maybe that’s just me overthinking the situation.. In these situations, I’m with here to help her. What happens at school. Second grade is probably too young for kids to notice or poke fun but it’s entirely possible too.

During DL in spring, it become very obvious where she was vs her peers in her speech. How they answered to the teacher vs how DD did. Other examples: Sentence formation is messy, not grammatically correct (even after we repeatedly correct her. Eg: Saying how MUCH bananas are we going to buy today?); Using “thing” instead of calling it by the actual name. “That thing over there” “I was looking at that thing and ..”

[Anonymous]

Anonymous wrote:We are holding our September DC back in K. There is no way 1 as DL was going to work

What was the process for you? Did you make a case and your public school agreed?