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[quote=Anonymous][quote=Anonymous]Another APS mom chiming in here to say we had the same experience with a missed dyslexia diagnosis. Our kid had fallen to the bottom spelling group by 3rd grade, despite testing as reading above grade level on her PALS. Turns out, she was memorizing everything as a whole word. By 4th grade she had developed a fear of public speaking/reading out loud. Her APS teacher and the ES counselor said it was anxiety and recommended we put her in therapy. Then she moved onto middle school and the foreign language teacher flagged that she couldn't sound out basic foreign language words, even when she asked her 1:1 outside of class. We had her privately tested, and sure enough, she has dyslexia. Afterwards, I went back and asked APS to give me the detailed breakdown of the DIBELS reports and saw that kid was scoring in the 99%th percentile on the MAZE/written reading comp part, but was in the 20s/30s in percentile in the oral reading. At the time (3 years ago), APS only provided the DIBELS average, which was at grade level. Some kids can navigate their dyslexia from a written/silent reading comp perspective with strong memories and just remembering whole words (the decoding part). But they can't encode, meaning spell and read out loud. APS is crappy at picking those kids up. I wish we had known earlier, because it has been a lot harder to address with a busy middle school schedule.  [/quote]

My child is similar as to remembering whole words, but I'm pretty sure they weren't really decoding but using context for reading. They were looking at the shape, so then spelling becomes a disaster because it's based on the shape (where the short and tall letters go--they can draw a fantastic graffiti-looking outline of a word's shape) plus what they remember about which letters were in the word.

For the middle letters it seemed almost random what order they put them in there. No phonics rules were being followed really. Not all sounds were even being represented, whether with the correct grapheme or not because they weren't operating on the sounds (phonemes). This also results in spelling the same word 3 different ways on the same page, which is a huge red flag (I think they address this in the video I posted above but I haven't watched it in a while).

I mentioned in another thread this week that basing spelling off shape is a red flag. Here's one of my favorite blogs on how things should work: https://www.parkerphonics.com/post/the-essential-linnea-ehri

Lack of spelling ability betrays a fundamental lack of understanding of the structure of the English language, which is a huge hindrance going forward.[/quote]

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