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[quote=Anonymous][quote=Anonymous]Is there any advantage keeping a child back one year, when that child is bright, but has a LD, such as dyslexia?

My son is a late summer child, who is a struggling reader in his K classroom. He failed to meet the K entrance reading benchmark, so it's not just my imagination. We suspect he may have an LD (dyslexia), and are in the process of having him evaluated.

My question is -- assuming dyslexia is his reality -- would he be better served by retention for one year, or by continued school-based and home services in his current grade? I fear that if he continues to need the pull-outs, he will develop doubts about his ability and become stressed about school. He is already concerned about the pull-outs, complaining he may be missing math (his favorite), and saying he is not good at learning. He's only 5.

So... would simply giving him an extra year to solidify his reading skills be enough to avoid the dreaded pullouts in the long term? Would that be leveling the playing field with the other kids, who are obviously much older than he is? Would the added 1-year maturity be enough to mitigate this particular LD?

Or should we simply keep moving forward? He's bright, social and seems to make good progress in reading, now that he has the needed support. But I don't really know what lies ahead... I really regret not waiting another year...[/quote]

He should not be missing math with his pull outs; it should happen during a non core subject time.  Math is a core subject.  I found that in order to keep DC's engagement with school, he had to be getting the cognitive part on schedule otherwise it would have been way way too easy for him and he may have disengaged from school altogether.

How long it takes to mitigate dyslexia is really dependent on the severity and type(s) of dyslexia and if there are any other LDs or issue present.  What is the K reading benchmark?  [/quote]

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