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<blockquote data-quote="svengandhi" data-source="post: 541857" data-attributes="member: 3493"><p>I concur with checking his eyes and if there's a developmental vision specialist, see that person. My babyboy had glasses since K but it wasn't until grade 4 that we realized he had a convergence problem AND needed bifocals. 9 months of vision therapy and the right glasses turned a child who would scream and throw books across the room into a voracious reader.</p><p></p><p>My D was in the gifted K class but was about the 3rd youngest of 28 kids. She knew the letters but didn't know how to read. I thought she did but that was only because she had such a good memory that she could fool us on books she already knew. She finally learned to read in grade 3 because she was annoyed at being put in the slow group and asked her teacher how to get out of it.</p><p></p><p>Oldest boy learned how to read at 3 but we didn't realize it until K when he brought home a book and read it to us. It was well above grade level and he said his teacher had read it to him and he memorized it. Teacher said she did not read it to him and sent home another book he'd never seen before. He was and is an amazing reader but dropped out of college after one semester while my D, who strugged much more with reading, is an honor student in college.</p><p></p><p>All kids learn at different speeds. Reversals are common until about grade 3. However, that does not mean I think you should ignore it till then. My PC16 was diagnosed with dyslexia at age 4, by my mother in law of all people who commented one day that easy child's homework looked just like H's. H was diagnosed with dyslexia in graduate school. Just recently, babyboy was diagnosed as dyslexic. It wasn't until we dealt with his visual issues that his dyslexia emerged. His is also much less severe than easy child's and he managed to get by on his smarts till 7th grade when the writing demands increase exponentially.</p><p></p><p>I agree with ktlc about trying different methods of reading instruction. I don't know if you have Orton-Gillingham or Wilson in France, but both methods were used with my easy child and he reads well above grade level with excellent comprehension, though he does read very slowly. These methods were so successful that my SD now incorporates elements of them into the regular reading curriculum. </p><p></p><p>There's also the possibility that he just isn't ready to read. My difficult child, who has the highest IQ of all of my kids and no Learning Disability (LD)'s, would not read anything other than math word problems until 3rd grade. Then, he decided he wanted to see a new movie based on a book (Holes) and he wanted to go with oldest boy, who was in 7th grade, without parents. I told him he had to read the book first and tell me about it. He did. The funny part was when he got home he said that he liked the book better! </p><p></p><p>I am only telling you about all of my kids so you can see that even amongst biological siblings raised in the same home and attending the same schools there are wide variations in reading.</p></blockquote><p></p>
[QUOTE="svengandhi, post: 541857, member: 3493"] I concur with checking his eyes and if there's a developmental vision specialist, see that person. My babyboy had glasses since K but it wasn't until grade 4 that we realized he had a convergence problem AND needed bifocals. 9 months of vision therapy and the right glasses turned a child who would scream and throw books across the room into a voracious reader. My D was in the gifted K class but was about the 3rd youngest of 28 kids. She knew the letters but didn't know how to read. I thought she did but that was only because she had such a good memory that she could fool us on books she already knew. She finally learned to read in grade 3 because she was annoyed at being put in the slow group and asked her teacher how to get out of it. Oldest boy learned how to read at 3 but we didn't realize it until K when he brought home a book and read it to us. It was well above grade level and he said his teacher had read it to him and he memorized it. Teacher said she did not read it to him and sent home another book he'd never seen before. He was and is an amazing reader but dropped out of college after one semester while my D, who strugged much more with reading, is an honor student in college. All kids learn at different speeds. Reversals are common until about grade 3. However, that does not mean I think you should ignore it till then. My PC16 was diagnosed with dyslexia at age 4, by my mother in law of all people who commented one day that easy child's homework looked just like H's. H was diagnosed with dyslexia in graduate school. Just recently, babyboy was diagnosed as dyslexic. It wasn't until we dealt with his visual issues that his dyslexia emerged. His is also much less severe than easy child's and he managed to get by on his smarts till 7th grade when the writing demands increase exponentially. I agree with ktlc about trying different methods of reading instruction. I don't know if you have Orton-Gillingham or Wilson in France, but both methods were used with my easy child and he reads well above grade level with excellent comprehension, though he does read very slowly. These methods were so successful that my SD now incorporates elements of them into the regular reading curriculum. There's also the possibility that he just isn't ready to read. My difficult child, who has the highest IQ of all of my kids and no Learning Disability (LD)'s, would not read anything other than math word problems until 3rd grade. Then, he decided he wanted to see a new movie based on a book (Holes) and he wanted to go with oldest boy, who was in 7th grade, without parents. I told him he had to read the book first and tell me about it. He did. The funny part was when he got home he said that he liked the book better! I am only telling you about all of my kids so you can see that even amongst biological siblings raised in the same home and attending the same schools there are wide variations in reading. [/QUOTE]
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