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[quote=Anonymous]Just a contribution to this thread; a testimonial of sorts.  My son was in about 2nd grade.  He enjoyed books and seemed to be an early reader...until we started with little chapter books that he had not memorized or, for lack of pictures, could intuit.  It dawned on me that the reading thing was not happening at school.  He went to a public elementary school (Princeton, NJ - supposedly the best in the state).  Ha!  They did not want to test him.  They really dragged their heels.  They put him in a reading pull-out program, but it was really a form of isolation rather than a supplemental skills learning opportunity.  I realized (dirty little secret) that public schools have no incentive to test kids as they would then have to accommodate them.  I had to go outside of the school for testing, at significant cost.  Very worthwhile.  I had a diagnosis, and most importantly a better understanding of my son's learning strengths and weaknesses - which armed me with patience and a determination to help find solutions.  (Note, his issue was somewhat mild, but it was still interfering with his ability to master reading.)  The psychologist mentioned Lindamood Bell and O-G strategies.  The public school did nothing; they practically denied ever having heard of these strategies.  Union deadweight IMO.  We transferred him into the Princeton Charter School, which was a brand new, bare bones education initiative.  THE BEST MOVE EVER!  This was actually the first school where my kids were issued text books, like grammar books and math books of their own.  It was an amazing can-do learning environment.  The PCS is thriving to this day.  I am a liberal democrat, but this experience really made me believe in school choice.  (After the PCS charter school opened up and citizens found out about how much learning was taking place at PCS, they started making demands of the public school because they could point across the street and say, "it's happening over there at half the budget, you don't have any more excuses!")  I digress....The PCS allowed me to hire a L-B instructor independently.  It was a few hundred dollars a week (circa 2001) and worth every penny.  L-B was a like a key unlocking his brain.  He was a bright kid and this ability to read fluently, which developed rather quickly, just increased his confidence so much.  He's still not a great speller, doesn't like foreign languages, etc., but thriving.  He never received any accommodation (his choice) in school or in SAT testing.  He used to say, "I won't get accommodations in life, so I don't want them now."

He thrived in middle school and high school.  He double-majored at an Ivy League school and suffered through the language requirement.  He got his MBA from top 5 program in Chicago.  Married, kids, great job and his house is over-flowing with books he has read and enjoyed.  I am so grateful to L-B for helping him figure out how to be successful with reading and learning and setting him up with a lifelong love of learning.  The reason I'm on this site, for anyone still reading..., is that I am wondering if an intervention will be needed with his pre-school age kids in the future.  I'm convinced there's a genetic component to some learning differences?!?!?   The kids sure do love their picture books now, but my antenna is up.  [/quote]

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