|
Post by piglet on Mar 12, 2014 18:27:15 GMT
Little Roo has had a screening for dyslexia. Although the test indicated that she probably doesn't have it, it did indicate that she has some verbal reasoning / speech and language issues. Does anyone know this means in real terms?
|
|
|
Post by monkey on Mar 12, 2014 19:57:38 GMT
Hi Piglet Our little one had a screen too recently which showed quite strongly that she was Dyslexic but I haven't been able to find out any more. Apparently schools don't refer on or provide any specific support these days. I tried contacting a private provider but they too felt that there was little point in paying out as schools don't recognise private reports. I was briefly shown a number of reports at the meeting with the school teacher but school seem reluctant to share them. I've parked it for the moment as we've lots of other things going on but it's very frustrating. I'll be interested in the replies you get. MMx
|
|
|
Post by leo on Mar 12, 2014 21:49:28 GMT
Only time for a quick reply I'm afraid - but I'll come back to it tomorrow if no-one else posts!
For verbal reasoning think 11 plus test if you took it (we all had to in my school). It's the kind of: 'what's the odd one out between apple, pear, boot, banana' or 'If Kate is 4 years old, her sister Mary is 6 years old and their brother Fred is double their ages then how old is he?'
Really, it's the ability to apply logic and reasoning to a situation or problem - and in particular if they have identified speech and language then her ability to explain her own thinking or reasoning. It also can include what most people would think of as reading comprehension - so being able to answer questions where you have to use inference or deduction ie. the text says 'the little girl put on her red coat before she went outside to play on the windy playground' A simple literal question would be 'What colour was her coat?', a verbal reasoning question might be 'Why did she put on her coat?'
Speech and language issues around this could also be lack of ability to group objects - ask most 7 year olds to name as many things with wheels as they can in one minute and you're likely to get a long list, ask a child with speech and language/VR issues and they may only name 3 or 4.
Children with VR issues often need extra time to process information and for that info to be given in small chunks rather than all at once. A Speech Therapist once described it as the child's brain being like a library with all the right books in it but no Dewey classification system in it so when you wanted a particular book you had no idea where to start looking for it and it took a long time to search methodically through all the shelves to find it.
Sorry for a short reply.
|
|
bigredbus
New Member
Married Adopter
Posts: 30
|
Post by bigredbus on Mar 12, 2014 21:54:50 GMT
Even if you haven't the energy to deal with it now; I'd put a polite request in for copies of reports about your child (best done in writing)
when you have time you can review them at your leisure, but it's always worth having them.
YOUR child. You need the info.. No point it sitting in a file at school. Also you may need to share relevant parts with other professionals etc. In theory they all work together, in practice the right hand never knows what the left is doing.
sometimes one report may help another professional (thinking of my friend's child. Their salt report shows no issues at all with language but highlights enormous attention problems. Could be very interesting reading / evidence for many other professionals)
don't let them hang onto info on your child.
you are entitled to a copy and really think you need to get hold of them.
|
|
|
Post by leo on Mar 12, 2014 21:56:56 GMT
Monkey - you have a right to have your own copy of any test/screen your child has undertaken. You should also then have had the opportunity to have a meeting and discuss strategies to help. Schools do not necessarily refer on automatically but they have a duty to provide appropriate support.
The most common strategy for children with dyslexic tendencies is to present as much information as possible in a visual way, to use flash cards for helping with reading and spelling, to 'overlearn' phonics and spellings - so you keep going back to things she can already do and help it make the transfer between short term memoery and long term memory, to make sure they have a good grasp of time and money can often help, ensure they can sequence events/stories/numbers etc.
Again, sorry for short reply but hopefully some more knowledgeable people will be along soon.
|
|
|
Post by piglet on Mar 12, 2014 23:05:41 GMT
Thanks. Her comprehension is very poor in my view but I think her main issues are around attention and focus. They are going to get and educational psychologist in to assess her so I think that's good. I will ask for the report!
|
|
|
Post by damson on Mar 13, 2014 14:57:08 GMT
If the school think it worth bringing in an educational psychologist, they are taking her seriously. Where we live, ed psychs were so thin on the ground, schools rationed who they would get assessed. The waiting time was also substantial.
My AD was nearly 7 at placement, and could not read. Her ed psych assessment done while in foster care was worrying reading. However, she learned to read over the summer holidays, and worked steadily on through school. With help, she made the grade academically at key stage 2.
Looking back, the school's focus was on attainment and compliance. The ball we were also watching, but unable to do much about, was the lack of a real friendship group.
|
|