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[quote=Anonymous]My foster child could not read at grade level and was, in fact, 2-3 years behind at the start of fourth grade. The school provided some additional help for him (like 30-45 minutes of a pullout with other students in his situation), but the teachers believed he would come along in due time and start to pick up on how to read.

All of the SPED interventions that could be found inside a school building were not going to get him even close to grade level no matter how many school years passed by. 
The thing that worked was that we had him evaluated privately outside of school and the evaluation was very thorough (and expensive). It showed moderate dyslexia. We then sent the report to the school and the evaluator offered to look at the IEP that was developed and to come to any IEP meetings. The school upped their game as far as what they provided after they got that report. But there was no way, in the big picture, that they were going to be able to teach him to read with what they could provide. He needed intensive and sustained direct instruction by an expert using an evidenced-based dyslexia pedagogy in a 1:1 setting. That was the only thing that worked. 
 So he went after school twice a week for two years, and it was this private instruction that taught him to read. It cost a small fortune and was a real time commitment for him and everyone. But he entered middle school able to read. One silver lining was that he loved the tutor and she gave him his confidence back with her upbeat and warm demeanor and her belief in him, and she helped him to learn the study skills he could not previously learn because he could not read. His math improved too because there is reading that goes along with math (I hadn’t ever thought of that before she pointed it out). 
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