Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

OP, my DD (now age 23) has this exact profile. She always seemed so bright, yet her reading seemed to lag. The primary thing on testing that came out was very low RAN, which resulted in poor fluency. Her reading comprehension was still above average, but discrepant from her high IQ. She was diagnosed with dyslexia, did not qualify for an IEP, but had extended time via a 504 plan. She did a lot of speech-language therapy to shore up general language skills, we encouraged repeated reading, used audiobooks to maintain exposure to vocabulary and complex grammar structures, and then in high school had her take a speed reading course for a summer. This course had daily homework with repeated readings and I think it took her to the next level skill wise and before college. She is still a very fast reader today; faster than I am. The low RAN is an underlying cognitive process for which there is no evidence based treatment, but it is typically targeted through repeated reading to build fluency with common words and word parts.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

I think some of the confusion in responses is because you didn't include this info in your initial post, you just said she's on grade level for reading. A child who is scoring below benchmark on reading assessments and is getting pulled out for extra reading support is not on grade level for reading. A child with a dyslexia who is on grade level will most likely not qualify for an IEP. A child with dyslexia who has consistently scored below benchmark and has received ongoing reading support likely will qualify for an IEP. I recommend you request an evaluation to determine special education eligibility. IMO, it's not worthwhile to consult an attorney or advocate before requesting a school eval.

Anonymous wrote:What is an SLD?

Anonymous wrote:

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

She has had interventions over the years so far due to consistently poor DIBELS scores. So she’s had extra Lexiacore and Boost, and been placed in two reading groups for extra practice. Then, starting a little earlier this year, she got/gets pulled out to go with the reading specialist. Not sure but guessing that could be the tier 1 interventions you mention.

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

Anonymous wrote:

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

The thing that pushed me over the edge to do the testing was yet another bombed DIBELS and then shortly after we got the surprise of her very high CoGAT scores. When we learned of the CoGAT scores, we were like wait what…what the heck. But the backdrop to all of that was her unexpected trouble over the years with learning letters and sight words and us wondering why is this kid the slowest reader in her class. And, then also in our heads was that everything began to turn around when she got on ADHD meds—except the reading, which still remained (improving but) problematic. Oh and her standardized achievement testing has always been all over the map. So kid with 97th percentile in CoGAT nonverbal and 92nd percentiles in composites but latest state achievement test in math was 35th percentile. It all just didn’t make sense to me.

I don’t have all the specific reading assessments in hand now but I have my notes of the final mtg with the neuropsych and notes tied to scores say: basic reading, reading fluency, phonemic awareness, decoding, word reading, oral reading, orthographic fluency, orthographic choice, reading comprehension (and also listening comprehension and receptive vocabulary), spelling/writing, and GORT reading rate.

It was a lot of tests. 7 hours total. Notes have the IQ type tests and then reference to “learning word lists” (which she was in 99th percentile for, which is interesting because some of the orthographic stuff *feels* like it’s a memory issue but really it’s not that type of brain function).

As for anxiety, nothing of note came up of note on the behavioral health screening that was done. That said, we wondered and I will remain on the lookout for it.

Someone else asked about any identified processing issues and I think none other than the orthographic stuff. She did have a RAN result in the 25th percentile, which was the other outlier.

Anonymous wrote:OP, what prompted you to get this testing done? What specific reading assessments were administered? Tell me more about the orthographic testing. Does your child have any anxiety?

Anonymous wrote:Kids with dyslexia typically are not reading on grade level in 3rd grade. They often demonstrate difficulty with reading, and phonics skills much earlier. Often children with reading issues will receive tier 1 interventions for reading skills without an IEP. If your daughter has never been identified for even that, you are likely going to have a very hard time gaining an IEP without an educational impact.

Anonymous wrote:Here is the quoted FAPE law about good grades and IEPs
“ §300.101(c)(1): FAPE [must be] available to any individual child with a disability who needs
special education and related services, even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade.”

Also case law Endrew F v. Douglas states:
A school must offer an IEP that is reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances Educational opportunities should be appropriately ambitious.

Anonymous wrote:a few things.
School testing: Make sure they are doing the rest set of tests for dyslexia including a spelling test.
Schools can say they are grade level when they aren't. We had this happen when we switched public schools. They were "on grade level" at one and "two grade levels behind" within the same system (aps).
Yes, have school do OG if possible and remediate as much as you and she can afford. No kidding. You don't want to hear this but you have to.

When I was in this situation I pulled the standards from the VA website and clearly illustrated that my kid couldn't do things like spell or write.

https://vdoe.prod.govaccess.org/home/showdocument?id=34934&t=638054100935809852

Read the list. What can't your kid do? Can you prove it with a work sample? Bingo. IEP with SpEd for dysleixa or whatever they are calling it today.