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It seems so SUDDEN
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<blockquote data-quote="Ropefree" data-source="post: 233130" data-attributes="member: 6271"><p>I am also a dyslexic ambadextrious (oh...sp) and had a heck of a time learning to read and spell...nightmare...fortunately my Dad didn't learn what was HIS promblem untill college...he was a math wiz. Reading, nope.</p><p>What I did with my boy was read to him for hours everyday. hours. What he learned was amazing. He learned to listen. And much of what he learned was retained. </p><p>it is not uncommon for boys to show reading at age nine and after. One of my freinds son just started reading in a big way at ten. My son would read for his teachers at school but not for me (he did not want me to stop reading to him)</p><p>Getting him tested for IQ...looking at how he IS learning...was a big help for my child.</p><p>Anger is the coupling of sadness and fear. Anger is a the cry for support. It is the esteem erosion that hurts the core of our children and it is no small injury.</p><p>Developing the social oppertunities is vital, Mom. Do not hender your boy by sheltering him from the age appropriate learning steps that are the foundation of his freindships and confidence in his school life. </p><p>My son was rough too. Plus he was a biter. That was SOOOO terrible for me. I am laughing now, but at the time it was HUGE. Lucky one day he tangled with another boy and as I scrambled to intervene the other boys mother put her hand on my arm and said "Please do not stop him. My son does that to other children "</p><p>We stood there together, two Mothers who had never met or spoken to each other befor completely uncomfortable while our two boys LEARNED SOMETHING FROM ONE ANOTHER. Something words alone do not do enough to teach practicably.</p><p>And those two boys played together many times and we mothers had a unique relationship twined around these "issues" our sons brought to the picnic.</p><p>It is tricky with children that young to know how much is environmental, developemental, and wether it is something that is going to disappear with developemental maturation. </p><p>Providing the support so that you are giving the learner input that he can then show as evidence of how he does learn wether he is diagnosible or not with something ultimately it is the childs strengths, not weakness, that will carry him through his journey.</p><p>have you contacted SEARCH about the testing you feel is appropriate for your child? Also you can go to the schools office and ask the principle for the form so you can request the testing. The principle may surprise you. Good educators want their students to achieve acamdemic excellance. If a trouble area is detected early in the education of a child the supplemental services to achieve that excellance is appropriate. Wether your child has a diagnosis of a disorder or is "just' having a learning issue. It is about proceeding based on evidenced testing.</p><p>What IS the problem is the center piece to supporting the solutions.</p></blockquote><p></p>
[QUOTE="Ropefree, post: 233130, member: 6271"] I am also a dyslexic ambadextrious (oh...sp) and had a heck of a time learning to read and spell...nightmare...fortunately my Dad didn't learn what was HIS promblem untill college...he was a math wiz. Reading, nope. What I did with my boy was read to him for hours everyday. hours. What he learned was amazing. He learned to listen. And much of what he learned was retained. it is not uncommon for boys to show reading at age nine and after. One of my freinds son just started reading in a big way at ten. My son would read for his teachers at school but not for me (he did not want me to stop reading to him) Getting him tested for IQ...looking at how he IS learning...was a big help for my child. Anger is the coupling of sadness and fear. Anger is a the cry for support. It is the esteem erosion that hurts the core of our children and it is no small injury. Developing the social oppertunities is vital, Mom. Do not hender your boy by sheltering him from the age appropriate learning steps that are the foundation of his freindships and confidence in his school life. My son was rough too. Plus he was a biter. That was SOOOO terrible for me. I am laughing now, but at the time it was HUGE. Lucky one day he tangled with another boy and as I scrambled to intervene the other boys mother put her hand on my arm and said "Please do not stop him. My son does that to other children " We stood there together, two Mothers who had never met or spoken to each other befor completely uncomfortable while our two boys LEARNED SOMETHING FROM ONE ANOTHER. Something words alone do not do enough to teach practicably. And those two boys played together many times and we mothers had a unique relationship twined around these "issues" our sons brought to the picnic. It is tricky with children that young to know how much is environmental, developemental, and wether it is something that is going to disappear with developemental maturation. Providing the support so that you are giving the learner input that he can then show as evidence of how he does learn wether he is diagnosible or not with something ultimately it is the childs strengths, not weakness, that will carry him through his journey. have you contacted SEARCH about the testing you feel is appropriate for your child? Also you can go to the schools office and ask the principle for the form so you can request the testing. The principle may surprise you. Good educators want their students to achieve acamdemic excellance. If a trouble area is detected early in the education of a child the supplemental services to achieve that excellance is appropriate. Wether your child has a diagnosis of a disorder or is "just' having a learning issue. It is about proceeding based on evidenced testing. What IS the problem is the center piece to supporting the solutions. [/QUOTE]
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