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<blockquote data-quote="aeroeng" data-source="post: 344825" data-attributes="member: 6557"><p>Yes all of the good structured phonemic programs require a tremendous amount of effort. On the part of the student, therapist and parent. My Orton Gillingham training was by far the most difficult thing I have ever done, and I have two advanced degrees. Putting a kid through this is like making them get a PHD at a young age. But it is the only way we dyslexic learn to read. </p><p> </p><p> Wilson is not my favorite, but it is very popular and on the approved list. I feel it cuts too many corners, but many are happy with it. In all of these programs the child must develop new skills, in areas that do not come naturally for them. You would never expect a child to learn to play the piano without practicing every day. If a piano student only worked when the teacher met with them once a week they simply would not improve quickly. It is the same way with structured phonemic programs. The "structured" part means they have broken reading down into small single skills the child needs to learn. And, then teach them one at a time in an organized fashion. He needs to work with it every day for about 3 years for it to work properly. </p><p> </p><p> So yes, if he is missing 40% of the instruction time it will hold him back. When I discovered that my kids were inheriting my reading issues, first I cried. Then I found an academic therapist. He charged $40 an hour (today's rate is closer to $60) and the child really needed to work with him for at least one hour every day. I asked the academic therapist to teach me so I could reduce that to once a week with myself as the instructor for the rest of the week. (This is very hard to do as kids don't like working for their parent). He agreed and that is what we did. You might consider taking some Wilson training yourself that way he can continue practicing at home. (This is an overwhelmingly difficult thing to do, but you are not required to have teaching credentials to learn it).</p><p> </p><p> Now having dealt with both dyslexic kids and a difficult child, I can honestly say that I would pick the dyslectic kid over the difficult child any day. For dyslexia there is a structured program that works (many of them). For difficult child you are out on your own were even the professionals don't seem to get it. You have both, a tremendous challenge. Good luck, feel free to MP me and we can swap e-mail addresses.</p></blockquote><p></p>
[QUOTE="aeroeng, post: 344825, member: 6557"] Yes all of the good structured phonemic programs require a tremendous amount of effort. On the part of the student, therapist and parent. My Orton Gillingham training was by far the most difficult thing I have ever done, and I have two advanced degrees. Putting a kid through this is like making them get a PHD at a young age. But it is the only way we dyslexic learn to read. Wilson is not my favorite, but it is very popular and on the approved list. I feel it cuts too many corners, but many are happy with it. In all of these programs the child must develop new skills, in areas that do not come naturally for them. You would never expect a child to learn to play the piano without practicing every day. If a piano student only worked when the teacher met with them once a week they simply would not improve quickly. It is the same way with structured phonemic programs. The "structured" part means they have broken reading down into small single skills the child needs to learn. And, then teach them one at a time in an organized fashion. He needs to work with it every day for about 3 years for it to work properly. So yes, if he is missing 40% of the instruction time it will hold him back. When I discovered that my kids were inheriting my reading issues, first I cried. Then I found an academic therapist. He charged $40 an hour (today's rate is closer to $60) and the child really needed to work with him for at least one hour every day. I asked the academic therapist to teach me so I could reduce that to once a week with myself as the instructor for the rest of the week. (This is very hard to do as kids don't like working for their parent). He agreed and that is what we did. You might consider taking some Wilson training yourself that way he can continue practicing at home. (This is an overwhelmingly difficult thing to do, but you are not required to have teaching credentials to learn it). Now having dealt with both dyslexic kids and a difficult child, I can honestly say that I would pick the dyslectic kid over the difficult child any day. For dyslexia there is a structured program that works (many of them). For difficult child you are out on your own were even the professionals don't seem to get it. You have both, a tremendous challenge. Good luck, feel free to MP me and we can swap e-mail addresses. [/QUOTE]
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