Hi all, I haven't been able to read all the posts since I've been away for some time. However, I wish you all well. I am not sure since my absence that many of you remember my story. I'm also sure there are new members. I will try to be brief. My ds has an IEP. He is turning 9 and in 3rd grade. He was diagnosed by school with a reading disability but no neuropsychologist tests. He has been experiencing reading/spelling/writing problems since K but only got through to school last spring. So right now he reads /writes/spells at about an ending 1st/beg 2nd gr level. I have asked the school for help with this and he is getting extra help. However, my dilemna is this- If he can't spell the words for this week, and I'm assuming the knowledge needs to be somewhat cumulative, why is he given new words to learn for the next week? Why does he not have to get anything correct in the modern age of teaching? Why do they "provide him the pattern" and then mark the answer correct as if he knew it all along? Example:Spelling for last weeks words was the pattern of the sound ER as made by many different combos. Too many for me to grasp if I were him and of course there is NO set reasoning behind these usages. So he gets maybe 2 right by himself in school, I forget. But during practice time at home he does not know ANY of them and aks me to "give him the pattern" (like whether its ER, OR, IR etc.) Then, this week's words are now suffixes. To build on the words he is already supposed to know-BUT DOESN"T. He spelled Careful(C-A-R-F-E-L). He didn't make the vowel long. Lonely did the same thing(L-O-N-L-Y). Long vowels were supposedly learned a while ago. So I wrote a note asking the teacher to stop the 3rd grade spelling program for him and do remedial work to get him to learn the vowel spellings. Something I've been asking them to do since 2nd gr. So we will see. Any thoughts from anyone?