Back from educational psychologist - DD is mildly dyslexic.

[StripeyKnickersSpottySocks]

He basicly said that she scores as being very intelligent and her reading is 2 years above her age, her maths is on target and her writing and spelling slightly below her age.

However she has very poor working memory, trouble with phonocological processing and trouble with the speed of her thought processing. A full report is to follow.

He said that her intelligence helps her a lot and raises her level. That if she wasn't above average intelligence then she would be moderatly dyslexic.

He reckons it will become more of a problem the older she gets as she will be expected to remember more complicated/lengthy instructions. Also that she can't hold too much in her head - so if she has an idea/answer she may forget it before she writes it down. He said it also explains why she's so disorganised.

The report is going to give some advice about coping strategies but it seems like a lot of it will be making lists for her. Obviously we need to make teachers aware.

Anyone else with a child like this - would be interested to know how they cope? DD is 7yo and in Year 2.

[cornsilk]

Was it a private assessment?
I'm sure I remember someone posting something similar a few weeks ago.

[keepcalmandcarryon]

My DS1 had a very similar assessment to your DD at the same age.

He has most problems with spelling and reading, and the Toe by Toe book was brilliant for that - wd highly recommend.

The sequential auditory memory (ie remembering a string of instructions) or phonological processing ((bloody jargon) is still a prob with my DS - we do lots of strategies such as telling him three instructions, asking him to repeat them back. Also play a lot of memory games in the car (I went shopping and bought an apple, a banana, a cake, a dinosaur, etc).

I find it easier to be patient with him now it has been given a label and I know he's not just doing it to be annoying (at being grumpy with my poor DS)

There's lots of good suggestions on MN. I'm sure you will make sure your DD gets the support she needs.

[Heated]

Is this by any chance a private assessment?

[lulumama]

sounds like the female version of DS. it was the disparity between his apparent intelligence and the standard of his written work that was big hint that there was something amiss

he is in year 3, and is 8.7

gets lots of extra help, two sessions a week with senco, got referred for a specific language impairment course at the local childrens; centre, which i attneded too, to learn new ways of learning and remembering. he has a scribe if he needs one,. and uses mind maps a lot, or dictates work to TA or teacher to be done on computer. they make lots of allowances for his different learning style. and play up his strengths which are verbal eloquence and art.

BUT< all this was done by the school, they started the process and have put everythng in place

[Fullmoonfiend]

Heated, are you, by chance, a teacher?

[KateF]

My dd2 is also in Yr 2 and is nearly 7. She is moderately-severely dyslexic and like your dd her intelligence means that she is reading at an average level for her age but struggles with spelling, sequencing, verbal processing etc. She is also very disorganized and can't do things like put her shoes on the right feet or do up buttons. You really have to keep plugging away at educating teachers about dyslexia because few receive any training. I have just met the SENCO at school and they are going to start her on Toe by Toe. It is a relief to know what the problem is and gives you a bit more patience with the more trying aspects of it. Also worth remembering that dyslexic children have to work so hard to keep up that they are often v. tired at the end of school.

[lulumama]

DSs reading and spelling ages were below his chronological age, but have improved with the extra help he has been hving

[claricebeansmum]

Yes! This was my DD at the same age.

You have to adapt slightly - only give one or two instructions at a time otherwise confusion reigns.

My DD has seen a dyslexia tutor since her first diagnosis to help her with spelling. She is far beyond peers on reading and comprehension but far behind in spelling.

Dyslexia tutor will help give her strategies on how to deal with her dyslexia - not a cure - but strategies to help.

DD does most of her school work on laptop. She does have beautiful handwriting but the constant stumbling with spelling slows her down.

She is not yr 5/10 yo and is much improved. It is a constant work in progress but does not slow her down.

You may see some other dyslexic traits - poor hand eye co-ordination.

For my DD is was a huge relief - she was told that she wasn't stupid and just that her brain is wired in a slightly different way to many other people.

Good luck!

[KateF]

Actually I'm not sure intelligence changes the level of dyslexia. dd reads better than expected but she also works very hard at it.

[claricebeansmum]

Intelligence wont change the level of dyslexia but intelligence might well cover the dyselxia.

DS also dyslexic but did not find out until her was bout 9 because according to Ed Psych up until then his intelligence had covered it. He had found ways of coping but as the work racked up and the pressure came on these strategies fell apart.

[KateF]

Yes that makes sense but the OP implied that if her dd was less intelligent she would be moderately rather than mildly dyslexic. I don't think that is correct. My dd has well above average IQ but her dyslexia is still moderately severe.

[Heated]

Ah my cynicism shines through! Ime parents put a lot of store in the assessments but then get disheartened when the school doesn't.

[KateF]

So what would you suggest Heated?

[KateF]

BTW there is no alternative to private assessment here. Bedfordshire LEA has no dyslexia service at all

[cornsilk]

So do you think that private assessments aren't valid Heated? Why wouldn't parents find them important? They are carried out by qualified professionals. Not (as a SENCO I know thinks) by 'amateurs.'

[Fullmoonfiend]

I knew it

Heated, for some of us, we have to go for assessment because, in my case, the shcool spent 3 years telling me my son was ''normal for a boy'' but had concentration issues... in spite of me highlighting dyslexia in reception as a real concern (in that it runs in our family and we had noticed some signs and symptoms by then.). There was a chasm between his intelligence and his academic 'results'.
He is now (aged 10) 3 years behind in spelling. . .
so excuse some of us parents for our cynicism!

[Heated]

Some schools (secondary level ime) do not to take them seriously, unless it's an LEA one, which is frustrating for parents. My last SENCo told me that private assessment just tell parents what they want to hear. Maybe other schools are more positive with them, I hope so.

[dramaqueen]

OMG most of you have described my Yr 2 ds, but I have never thought about dyslexia. His teacher is on his back the whole time about his disorganisation, written work etc. I wonder how to begin getting this investigated?

[cornsilk]

Private assessments test chn in the same way that an LEA assessment would, often with the same tests. They are not going to 'make up' the results of the tests. Parents that are willing to fork out hundreds of pounds to have their child assessed usually do so because their child is having difficulties and they want to know why. What's wrong with that?

[Blandmum]

In reality, where ever the test results come from, few schools will have the resources to do a massive amount over 'mild dyslexia'.

Not right, but I'm being honest

Worth seeing if the school will give her an IEP and put her on SA.

But I teach children with autism who have no classroom support.

[Heated]

Cornsilk, nothing is wrong with that.

Ime what happens is the parent gives the report to the school SENCo. If there's a good SENCo team, then they have in place the support as outlined in Lulumama's post - my step-brother had excellent support for EFL. However, in some schools where resources are stretched, unless the report can be turned into a statement of educational need and attract funding, then sadly not a lot happens. It then operates at a very low level, like maybe the form tutor keeping an close eye on organisation. Or in my case I get a lot of info at the beginning of the year and it's left to me as a classteacher to decide what to do with it.

[cornsilk]

I agree Martian Bishop. But there are things that can make a child's life easier, not having to copy from the board, help with organising homework etc that are quite easy to implement and can make a big difference. For many parents it's the acknowledgement that their child isn't being lazy that's important.

[StripeyKnickersSpottySocks]

It was a private assessment.

The headteacher was very supportive when we told him that we were going to get dd assessed. He agreed that he thought we should do so and said the assessment would be very thorough and accurate.

I have a suspicion that dd's class teacher is less supportive - after feeling like I was banging my head on a brick wall at parents' evening we went to the head. I am a bit worried as it will be the teacher rather than the head having day to day contact with dd.

Will all schools do toe by toe? Does it benefit all dyslexic children. I am trying to be more patient with dd but she is so wearing. I don't know what part of her behaviour is due to any learning probs and what is down to her been a stroppy, rude 7yo who seems to be answering back and arguing all the time.

[neolara]

I'm afraid that I think Heated is right. A private EP's report does not necessarily mean that the school will automatically do anything different for your child.

If I were you, I would try and arrange a meeting with teacher and SENCO to get them to set up an IEP (individual education plan). You might want to tie them down to setting specific targets around organisation, spelling and remembering instructions. Make sure they tell you exactly how they are planning to help your DD work towards each target.

[keepcalmandcarryon]

agree with neolara. The IEP should be reviewed termly and the targets discussed with you (and you may have to be pushy to get this to actually happen).

The school should have a policy on this (called something like a Special Educational Needs and Inclusion Policy), so you can quote at them what they say they should do, and if they don't do it, you kick up a fuss. Then kick up a fuss again a term later. And again a term later (sigh).

It's good that the head is supportive - good luck with the teacher if he or she isn't to start with.

You may will be given the line by the SENCO or the class teacher that there is no budget/time for individual one-to-one time with your DD - particularly if she is 'mildly' dyslexic. "There are lots of children with needs greater than hers, you know" Makes me so Then they SHOULD ALL BE GETTING HELP!!!

I did Toe by Toe at home, 10 mins a day. It really broke the back of DS1's reading and spelling problems. It also really helped ME understand what he was having difficulties with, which made me more patient (absolutely agree, can be very difficult).It gives you strategies to read words, for example by giving rules of syllable division - broadly speaking breaking a word after each vowel and consonant sequence - div /is /ion.

If she has been assessed as dyslexic she should have an IEP. Let us know how you get on!