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[quote=Anonymous][quote=Anonymous]Can anyone recommend intensive older-elementary-aged tutoring programs or summer programs in NoVA or DC for intensive dyslexia remediation? This is for a child with *profound* dyslexia (3 grade levels behind) with severe language retention, processing, and memory weakness. No behavioral problems. Sweet kid. But obviously frustrated and has developed a low frustration tolerance due to trauma from public school and also Covid/virtual.

Child is currently enrolled in a private school that specializes in language-based learning disabilities, but administrators are concerned about lack of progress and are not sure they can provide sufficient services anymore.

We are at a loss about what to do bc child is already in a private special Ed school, is getting privately tutored 2x a week, OT twice a week, and speech therapy 1x a week and is still functionally illiterate. Public school was a disaster and left DC emotionally in shambles.

Help! [/quote]

My son is profoundly dyslexic, dysgraphic and has combined ADHD. He started out in the single digit percentiles for all of the reading tests except for comprehension.  We stayed in FCPS because he also is a very good in math and science and we wanted to support his strengths too.  We fought for what we could get in his IEP and supplemented the rest. He qualified for AAP based on his test scores.

2-7th grade he went to a private tutor 2-3 times a week including summers.  Wilson was our chosen OG method. I got instruction from his tutor and worked with him on his non tutor days, including weekends.  We got him up to low average for phonemes and orthographic but he is still in thefirst percentile for RAN. He also had some Wilson at school in ES and took a reading class in 7th and 8th.

In order to keep up with reading comprehension, vocabulary, plots and character developments, increasing complex lots, background knowledge, we relied on audio books and reading to him.  He received electronic books from 2nd grade through graduate school.  Ear reading is just as beneficial as eye reading.  We did this daily from second grad through 12th. This was key for him.

He was extremely slow on acquiring his math facts, but after that he soared in math and took ended up majoring in it in college.

In summers, he did a keyboarding program daily for 20 minutes and that was enough to keep up with keyboarding.  I would take the timed tests for him as he was always too slow.  He is still a slow typist but says he is fast enough for his brain.  He has had a typing for all things accommodation throughout, including in college. Kurzweil is what he used starting in 7th grade but there have been massive improvements in technology, I am sure there are better things out there. He could scan in a worksheet and label everything by typing-excellent for biology and chemistry. There is also a math app he uses for calculations.

He got xtra time, a reader, and a scribe for all assessments.  At first it was a human but by college it was all electronic. He took mostly Honors and AP classes in hs, except he was in a team taught class for English.

On advice from his evaluator, we stated transitioning from remediation to learning technology in middle school.  I was his reader and scribe from homework until he was fully on technology fall of junior year in HS. It was a gradual change over.  In HS iy was mainly on particularly frustrating days or when technology was acting up.

We opted for him to not take a foreign language, in HS he took additional math and science classes instead (supporting his strengths). I lobbied for ASL at his HS and they finally added it after he graduated.

Progress is very slow, but small steps add up over time.  Things take more time.  Persistence is crucial.

MS was the worst, then ES, but HS was an excellent experience. College as mixed, but receiving accommodations was the easiest part (he received them at three different schools, each had their own process but the end result was the same). 
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