Some of you are CRAZY. A kid who can't spell "lego" and "play" is not dyslexic and dysgraphic, he is a normal first grader.

Yes, there are ranges, and yes, you should not stress, but also in retrospect, I wish I had done more to reinforce all these skills at home. My kids DID NOT magically learn to write and spell (this was APS), and these gaps still persist. If you can do something to help without stressing your child out, absolutely do that. You will never regret that, but you may regret not doing something, IMO.

I wouldn’t worry that much OP. My eldest, now in second grade, was way ahead of her peers. She started first grade teaching chapter books and had beautiful handwriting. My second, now in first grade is starting first grade with handwriting that sounds like what you are describing. There’s such a huge range. My understanding is these skills pretty much even out by the time kids hit third grade.

Anonymous wrote:My husband just got back from our back to school night and said some of the kids in my son’s first-grade class have very good writing skills. The teacher hung little stories that each first-grader had written on the wall.

Some of the kids had spelling and writing skills that looked like they were at a fifth-grade level. Others had so-so writing skills.

Meanwhile, my son wrote numbers backward and couldn’t spell out several words like “Lego” and “play.” The teacher had to fill in the rest of the letters for him.

I know kids have their own pace of learning, but we were both disappointed that he was a bit behind the other kids.

He is above grade level for math and his teacher has handed him some worksheets on addition, subtraction and multiplication.

What are your expectations for first-grade reading, writing and spelling skills? Because clearly we have work to do.

As others note, kids are still all over the place in 1st grade as these skills develop. Consider reaching out to the teacher to get a sense of what's developmentally appropriate.

That said, how's his reading? What were his dibels scores in kinder like? Spelling and writing challenges can be signs of dyslexia. I've seen kids identified in 4th/5th grade -and spelling was the "tell" for the concerned parent.

If your gut is leading you to post on an anon forum, don't let others here dissuade you from following up. May just be he needs some more practice and explicit instruction, or it may be an indicator of a specific learning disability. Dyslexia can and should be identified early.

My kid has very advanced reading and comprehension skills, but her handwriting is not very good.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are two issues here. One is that some of the kids are entering 1st grade well above grade level. That is what it is and as a parent of another kid, I would not focus on this. Some of those kids likely just took to reading/writing early and their proficiency snowballed -- this happens with kids for whom reading "clicks" during kindergarten and may not be parent driven. Other kids have likely been pushed hard by parents via extra tutoring, at-home phonics lessons, etc., to get to that level. Either way, that's a path those other kids are on and it should not concern you because, again, that's well above grade level.

The real issue is whether OP's son is below grade level for writing and potentially reading (it might just be writing, but also these go hand in hand and improved proficiency in reading can also help with spelling and writing fluency as kids become more familiar and comfortable with a larger vocabulary). I would be looking for fun activities you can do at home that will allow him to work on writing/spelling, maybe looking into phonics-based programs that might be engaging for him. The thing about switching direction of numbers could be a sign of a learning disability or could be normal development -- this is the age where it can be hard to tell because reversals are common for kids still working to proficiency. One thing to look for is whether this is something that is improving (like he used to always do it and now he only does it 30% of the time), which indicates that it's something he's moving past and I'd just keep doing what you're doing, especially if his math skills are good. But if it's not improving, yes, I would seek to have him tested for dyslexia and dysgraphia. If he qualifies, having those diagnoses at this stage is so much more useful than waiting until 3rd or 4th. He would be able to incorporate skills coaching into his foundational language and math learning, which will help him avoid additional problems down the road.

I often think they should do screening tests for these issues in 1st grade, not the full test but a basic screening that would indicate whether someone needs the full test, because early intervention for dyslexia/dysgraphia is amazing -- not only can it essentially solve these issues for kids, but it also avoids the stigma that children sometimes experience with later diagnosis, and the negative self-talk that can get in the way of not just overcoming these problems but having a positive attitude toward school and learning generally.

Please don't listen to the "don't worry about it, you're kid is fine" posters. Yes, your kid is fine. That doesn't mean he couldn't use some help here! He's 6 -- he should get any support he needs.

They do. Kids in Virginia are given both the PALS and DIEBELS screening tests.

Unless the substance of PALS has changed, I would not trust it to identify problems. There has been reporting on it as a screening tool. One quick article https://www.arlnow.com/2020/03/25/peters-take-uva-reading-test-monopoly-harms-at-risk-students/

That's why they now also do DIEBELS. They added it based on concerns that PALS was not sufficient.

Thanks. I do not have any experience with DIEBLS since my dyslexic child was in the first grade five years ago.

For the OP, if the OP does not think they have enough of a basis for IEP eligibility assessment by the public school (for which I would ask for GORT testing), if the OP has the means I would look into hiring an OG tutor for a few hours to conduct an assessment.

As a parent, you could also try checking your child’s sound picture knowledge (for reference, this book was a great resource / we had a tutor that used this program with our child before switching to OG https://www.amazon.com/Reading-Reflex-Foolproof-Phono-Graphix-Teaching/dp/0684853671)

Anonymous wrote:There is a huge range.

+1

HUGE range. It levels out by 2nd/3rd for most. If still significantly lagging compared to peers in 2nd get private eval.

OP I remember thinking the same thing when I went to my daughter’s back to school night. In fact I had a little book from first grade that I recently showed my daughter (she’s a freshman in college now) where the kids all wrote a little story, and my daughter said, “Oh my gosh my handwriting and spelling was the worst in the whole class!” But now she is a freshman in college and a fabulous writer with unbelievable handwriting. Her notes for class look like they have been printed out. She’s a great student and an amazing person. My son also had terrible handwriting but his is much better now. On top of it I was a teacher and I worked with my kids over the summer. They both just took a long time to develop those fine motor skills. So just give them the opportunity to color paint draw and write, and don’t worry too much about it. It will come.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are two issues here. One is that some of the kids are entering 1st grade well above grade level. That is what it is and as a parent of another kid, I would not focus on this. Some of those kids likely just took to reading/writing early and their proficiency snowballed -- this happens with kids for whom reading "clicks" during kindergarten and may not be parent driven. Other kids have likely been pushed hard by parents via extra tutoring, at-home phonics lessons, etc., to get to that level. Either way, that's a path those other kids are on and it should not concern you because, again, that's well above grade level.

The real issue is whether OP's son is below grade level for writing and potentially reading (it might just be writing, but also these go hand in hand and improved proficiency in reading can also help with spelling and writing fluency as kids become more familiar and comfortable with a larger vocabulary). I would be looking for fun activities you can do at home that will allow him to work on writing/spelling, maybe looking into phonics-based programs that might be engaging for him. The thing about switching direction of numbers could be a sign of a learning disability or could be normal development -- this is the age where it can be hard to tell because reversals are common for kids still working to proficiency. One thing to look for is whether this is something that is improving (like he used to always do it and now he only does it 30% of the time), which indicates that it's something he's moving past and I'd just keep doing what you're doing, especially if his math skills are good. But if it's not improving, yes, I would seek to have him tested for dyslexia and dysgraphia. If he qualifies, having those diagnoses at this stage is so much more useful than waiting until 3rd or 4th. He would be able to incorporate skills coaching into his foundational language and math learning, which will help him avoid additional problems down the road.

I often think they should do screening tests for these issues in 1st grade, not the full test but a basic screening that would indicate whether someone needs the full test, because early intervention for dyslexia/dysgraphia is amazing -- not only can it essentially solve these issues for kids, but it also avoids the stigma that children sometimes experience with later diagnosis, and the negative self-talk that can get in the way of not just overcoming these problems but having a positive attitude toward school and learning generally.

Please don't listen to the "don't worry about it, you're kid is fine" posters. Yes, your kid is fine. That doesn't mean he couldn't use some help here! He's 6 -- he should get any support he needs.

They do. Kids in Virginia are given both the PALS and DIEBELS screening tests.

Unless the substance of PALS has changed, I would not trust it to identify problems. There has been reporting on it as a screening tool. One quick article https://www.arlnow.com/2020/03/25/peters-take-uva-reading-test-monopoly-harms-at-risk-students/

That's why they now also do DIEBELS. They added it based on concerns that PALS was not sufficient.

Anonymous wrote:

Anonymous wrote:There are two issues here. One is that some of the kids are entering 1st grade well above grade level. That is what it is and as a parent of another kid, I would not focus on this. Some of those kids likely just took to reading/writing early and their proficiency snowballed -- this happens with kids for whom reading "clicks" during kindergarten and may not be parent driven. Other kids have likely been pushed hard by parents via extra tutoring, at-home phonics lessons, etc., to get to that level. Either way, that's a path those other kids are on and it should not concern you because, again, that's well above grade level.

The real issue is whether OP's son is below grade level for writing and potentially reading (it might just be writing, but also these go hand in hand and improved proficiency in reading can also help with spelling and writing fluency as kids become more familiar and comfortable with a larger vocabulary). I would be looking for fun activities you can do at home that will allow him to work on writing/spelling, maybe looking into phonics-based programs that might be engaging for him. The thing about switching direction of numbers could be a sign of a learning disability or could be normal development -- this is the age where it can be hard to tell because reversals are common for kids still working to proficiency. One thing to look for is whether this is something that is improving (like he used to always do it and now he only does it 30% of the time), which indicates that it's something he's moving past and I'd just keep doing what you're doing, especially if his math skills are good. But if it's not improving, yes, I would seek to have him tested for dyslexia and dysgraphia. If he qualifies, having those diagnoses at this stage is so much more useful than waiting until 3rd or 4th. He would be able to incorporate skills coaching into his foundational language and math learning, which will help him avoid additional problems down the road.

I often think they should do screening tests for these issues in 1st grade, not the full test but a basic screening that would indicate whether someone needs the full test, because early intervention for dyslexia/dysgraphia is amazing -- not only can it essentially solve these issues for kids, but it also avoids the stigma that children sometimes experience with later diagnosis, and the negative self-talk that can get in the way of not just overcoming these problems but having a positive attitude toward school and learning generally.

Please don't listen to the "don't worry about it, you're kid is fine" posters. Yes, your kid is fine. That doesn't mean he couldn't use some help here! He's 6 -- he should get any support he needs.

They do. Kids in Virginia are given both the PALS and DIEBELS screening tests.

Unless the substance of PALS has changed, I would not trust it to identify problems. There has been reporting on it as a screening tool. One quick article https://www.arlnow.com/2020/03/25/peters-take-uva-reading-test-monopoly-harms-at-risk-students/

Anonymous wrote:There are two issues here. One is that some of the kids are entering 1st grade well above grade level. That is what it is and as a parent of another kid, I would not focus on this. Some of those kids likely just took to reading/writing early and their proficiency snowballed -- this happens with kids for whom reading "clicks" during kindergarten and may not be parent driven. Other kids have likely been pushed hard by parents via extra tutoring, at-home phonics lessons, etc., to get to that level. Either way, that's a path those other kids are on and it should not concern you because, again, that's well above grade level.

The real issue is whether OP's son is below grade level for writing and potentially reading (it might just be writing, but also these go hand in hand and improved proficiency in reading can also help with spelling and writing fluency as kids become more familiar and comfortable with a larger vocabulary). I would be looking for fun activities you can do at home that will allow him to work on writing/spelling, maybe looking into phonics-based programs that might be engaging for him. The thing about switching direction of numbers could be a sign of a learning disability or could be normal development -- this is the age where it can be hard to tell because reversals are common for kids still working to proficiency. One thing to look for is whether this is something that is improving (like he used to always do it and now he only does it 30% of the time), which indicates that it's something he's moving past and I'd just keep doing what you're doing, especially if his math skills are good. But if it's not improving, yes, I would seek to have him tested for dyslexia and dysgraphia. If he qualifies, having those diagnoses at this stage is so much more useful than waiting until 3rd or 4th. He would be able to incorporate skills coaching into his foundational language and math learning, which will help him avoid additional problems down the road.

I often think they should do screening tests for these issues in 1st grade, not the full test but a basic screening that would indicate whether someone needs the full test, because early intervention for dyslexia/dysgraphia is amazing -- not only can it essentially solve these issues for kids, but it also avoids the stigma that children sometimes experience with later diagnosis, and the negative self-talk that can get in the way of not just overcoming these problems but having a positive attitude toward school and learning generally.

Please don't listen to the "don't worry about it, you're kid is fine" posters. Yes, your kid is fine. That doesn't mean he couldn't use some help here! He's 6 -- he should get any support he needs.

They do. Kids in Virginia are given both the PALS and DIEBELS screening tests.

There are two issues here. One is that some of the kids are entering 1st grade well above grade level. That is what it is and as a parent of another kid, I would not focus on this. Some of those kids likely just took to reading/writing early and their proficiency snowballed -- this happens with kids for whom reading "clicks" during kindergarten and may not be parent driven. Other kids have likely been pushed hard by parents via extra tutoring, at-home phonics lessons, etc., to get to that level. Either way, that's a path those other kids are on and it should not concern you because, again, that's well above grade level.

The real issue is whether OP's son is below grade level for writing and potentially reading (it might just be writing, but also these go hand in hand and improved proficiency in reading can also help with spelling and writing fluency as kids become more familiar and comfortable with a larger vocabulary). I would be looking for fun activities you can do at home that will allow him to work on writing/spelling, maybe looking into phonics-based programs that might be engaging for him. The thing about switching direction of numbers could be a sign of a learning disability or could be normal development -- this is the age where it can be hard to tell because reversals are common for kids still working to proficiency. One thing to look for is whether this is something that is improving (like he used to always do it and now he only does it 30% of the time), which indicates that it's something he's moving past and I'd just keep doing what you're doing, especially if his math skills are good. But if it's not improving, yes, I would seek to have him tested for dyslexia and dysgraphia. If he qualifies, having those diagnoses at this stage is so much more useful than waiting until 3rd or 4th. He would be able to incorporate skills coaching into his foundational language and math learning, which will help him avoid additional problems down the road.

I often think they should do screening tests for these issues in 1st grade, not the full test but a basic screening that would indicate whether someone needs the full test, because early intervention for dyslexia/dysgraphia is amazing -- not only can it essentially solve these issues for kids, but it also avoids the stigma that children sometimes experience with later diagnosis, and the negative self-talk that can get in the way of not just overcoming these problems but having a positive attitude toward school and learning generally.

Please don't listen to the "don't worry about it, you're kid is fine" posters. Yes, your kid is fine. That doesn't mean he couldn't use some help here! He's 6 -- he should get any support he needs.

Anonymous wrote:Teacher here - Please stop now - your son is fine - way too early to get caught up in the race to nowhere. Just encourage him to do his best.

This is horrible advice. First grade is early enough to assess whether your child is dyslexic and/or dysgraphic. If your child is dyslexic, you can then push for appropriate evidence based phonics instruction that will give your child tools to decode words and encode (spell) words.

Schools often are still not using evidence based approaches to reading instruction so the full extent of struggles your child may be having may be masked by flawed taught strategies such as guessing words rather than using phonics skills.

Kids have tutors and/or after schooling-weekend school b/c public school standards are in the toilet

Yea my sons were the same and the teacher like the one above said it was totally normal, but it wasn’t and they were dyslexic AF.

Don’t listen to the teacher she has a a limited viewpoint.

Teachers are not as much an authority as they think they are.

Youre the parent, if you feel your child is behind give them help to catch up.