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Auditory Processing Disorders (APD) evaluation!
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<blockquote data-quote="BusynMember" data-source="post: 521492" data-attributes="member: 1550"><p>All I can say is, I read a little later than other kids and passed them up quickly and am an avid reader and writer today. I do think four is a bit much for the diagnosis of dyslexia. My daughter DID NOT have dyslexia and she had a terrible time learning to read, but she was already in third grade when she was finally diagnosed with a processing problem, which did not show up last year in her extensive neuropsychologist testing at age fourteen (she reads fine now, by the way). Different kids mature at different times. Now my daughter gained much through special education in reading, however her diagnosis completely changed. She has NO INDICATION of any processing problems anymore. </p><p></p><p>I guess what I'm trying to say is that four in my opinion is a bit young to diagnose almost anything, but certainly a good educator can help if a child seems to need it in certain areas. I started out here all gung-ho about labels and early diagnosis...and I am still in favor of early help. However, I've read about too many kids who were diagnosed XXX at age 4 and were suddenly diagnosed as yyyy at age twelve and it is not always a projection of what they showed while young. I think, just as we were not quick enough to help kids in my day, maybe we are too quick to say, "Aha! It's a problem with a name!" in this age. And maybe I'm wrong. But that is the conclusion I personally am starting to think as the years go by. Maybe we are overcompensating? Maybe I am just plain wrong? I don't know...</p></blockquote><p></p>
[QUOTE="BusynMember, post: 521492, member: 1550"] All I can say is, I read a little later than other kids and passed them up quickly and am an avid reader and writer today. I do think four is a bit much for the diagnosis of dyslexia. My daughter DID NOT have dyslexia and she had a terrible time learning to read, but she was already in third grade when she was finally diagnosed with a processing problem, which did not show up last year in her extensive neuropsychologist testing at age fourteen (she reads fine now, by the way). Different kids mature at different times. Now my daughter gained much through special education in reading, however her diagnosis completely changed. She has NO INDICATION of any processing problems anymore. I guess what I'm trying to say is that four in my opinion is a bit young to diagnose almost anything, but certainly a good educator can help if a child seems to need it in certain areas. I started out here all gung-ho about labels and early diagnosis...and I am still in favor of early help. However, I've read about too many kids who were diagnosed XXX at age 4 and were suddenly diagnosed as yyyy at age twelve and it is not always a projection of what they showed while young. I think, just as we were not quick enough to help kids in my day, maybe we are too quick to say, "Aha! It's a problem with a name!" in this age. And maybe I'm wrong. But that is the conclusion I personally am starting to think as the years go by. Maybe we are overcompensating? Maybe I am just plain wrong? I don't know... [/QUOTE]
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Auditory Processing Disorders (APD) evaluation!
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