How many children out of 100 would be reading ORT yellow and blue books in Y2?(152 Posts)
I know DS1 is behind but just wondering. Interestingly, he is starting to write independently so he must be able to read a bit I'd have thought.
Anyway, just interested in where he is now. I am optimistic it will all come together in the future.
Actually my real question is what SATs level is this if reading is a separate category, I can't remember from his mixed P6/1c levels in Y1.
Have you tried paired reading at home to encourage him to try new books? It is a method where DC get to choose books that interest them, but would be too difficult for them to access on their own. You read it together, quite literally saying each word at the same time. You let him lead with words that he is confident with - the, and - and you led with the more difficult words. Gradually you give him the space to lead more words, as he grows with confidence. If there are words he should know, but gets stuck, don't make a comment, just pause to give him the opportunity to have a go and move on. This is a really good method if you DS1 is struggling, because you can make a nice safe space for him to explore books, read at a speed that allows him to understand the story and gives him an opportunity to read a wider range of books. My DD2 has been struggling - dyslexic like me - and she had almost given up trying. Within a month of starting, she had started to love reading again and went up a level at school. She reads books about space and planets at home, books she would otherwise not be able to access. There is lots of information on it on the web. Good luck!
Will try Metbird. He definitely need errorless correction, he will not just hazard a guess which is fair enough. I will do he has to read a book with me, I'll provide all the words he doesn't know, then I'll read the books he likes as usual.
Remind him that <wh> is a spelling for the sound /w/ so w-e-n
sea side split it into syllables for him - you mean need to remind him that i-e is a split spelling for the sound /ie/
It sounds as if he has gaps in his knowledge either because he has never been taught or because he hasn't learnt is difficult to tell.
When you say he couldn't get helped, did he misread it as help-ed or did he have no idea? If it is the former, it just means he doesn't yet know how to deal with ed at the end of a word and can learn that. If the latter, it seems more of a problem with phonics. Definitely follow Metbirds advice to keep his confindence up, but also see his teacher to find out more about his difficulties.
No knowledge of reading bands but if he's a year behind that's not so bad honestly. When DH taught year 3 in a standard state primary the range was level 1 to 4 plus in most subjects, and these were "normal kids" a couple on various SEN plans were lower . He had to differentiate, and did, to cover all levels.
He had no idea Cecily. Said 'huh' 'eee' 'ull' etc
I will have a word, see where they think he's at. Like I said, many more problems than this, but we have to start addressing it.
It sounds as if he may have a problem applying phonics despite enjoying the classes. Can you try him on some made up regular 3 letter words and see how he gets on - if he is willing, of course.
Do try and get him formally tested for dyslexia. Many dyslexics find it very difficult to apply the correct sounds to letters, despite 'knowing' the phonic sounds. There are other ways to learn to read, and it may mean you will need to try a variety of methods. Do speak to his teacher - they will be able to give you advice and reassure you that they are applying other methods too.
With the summer holidays coming up, you will also need to continue intensive reading practice over the hols, so he doesn't lose any ground. I use ReadingBox - an online children's book library over the summer when I haven't got access to the school's library.
Don't give up...he will catch up. I couldn't read at his age and now I am studying medicine. He has got a mum that loves him, who is prepared work with him to help.
Finally, if you want to see an example of paired reading, John Thaw's character, Mr Tom teaches William to read by paired reading in 'Goodnight Mister Tom'.
Thea - he's not a year behind, he's 2 years behind.
Being 2 years behind after 3 years at school is a problem. A big problem. It means he's learning at a third of the rate of everyone else.
It's certainly not just a case of differentiated teaching. Just because your DH had no problems teaching kids a year behind does not imply that the children made adequate progress.
While absolutely anythings possible the most likely scenario is that if the child is 2 years behind at end of Y2 they are likely to be more than 2 years behind end of Y3
Yes, he's clearly not happy or taking it in. He has produced an amazing amount of work this year though, his books are full of activities and work he has completed. He produced approximately 1.5 pages in any of his workbooks last year, it was a very bad year.
He has a 25-hour statement but there are clearly some kind of specific learning difficulties going on. It's so strange because from talking to him you'd think he was perfectly capable/ miles ahead but he's not, quite the opposite.
It's so strange because from talking to him you'd think he was perfectly capable/ miles ahead but he's not, quite the opposite.
That's not at all strange. That's what most dyslexic children present like.
You say he has a statement. Can I ask what his statement is for?
ASD essentially, along the lines of HFA or AS but more PDA if you've heard of it. Generally an anxiety-based need for control and extreme demand avoidance. A complete nightmare for teachers I'd have thought, a bright kid who just struggles with sensory issues and all sorts so being in a ms class has been quite a challenge but he has settled into it now.
I said about dyslexia or looking at hsi processing difficulties and further ed psych assessments at his annual review but there was a feeling it wasn't going to tell us any more than we already knew. I'm not so sure though.
My son also ASD didn't write until Y6 and I would suggest that it is his Autism with PDA co morbidity that is the problem (possibly added to by the streaming issue) rather than dyslexia
Yes I was impressed his writing has started before the reading but getting sufficient interest/ co-operation/ low stress to work on these things is very difficult. Mostly I'm relaxed about it and happy to leave it to school, sometimes I have a wobble. Pressure will not work, I know that for sure.
I think you need to bring it up at his next review and ask what strategies they are going to put in place - with 2 5hours support they should be able to give him daily reading support. I would suggest 2 or 3 shorter sessions will probably be better than 1 long.
It is common for ASD to exist alongside other specific learning difficulties. He should be assessed for dyslexia separately since this diagnosis might impact the strategies that the teachers use. It is important to understand that dyslexia will make him much more prone to tiredness, anxiety and avoidance. If he is dyslexic too, he will not only have to cope with the visual disturbance of decoding text on the page, but also the issues of converting the written symbols into sounds.
If he find reading (and therefore school) exhausting, confusing, unreliable and frustrating it cannot be surprising if he tries to avoid it. My own DD has become an expert in avoidance - in fact reading a bit about PDA I'm wondering about her too....
Unfortunately a diagnosis of dyslexia does not help a child learn to read
I guess this the very nature of a developmental disorder, totally uneven development and ability in different areas. I understand other strategies might help and I will raise this again. He can do the basic sounds and knows 'ch' for example.
Motivation and ability to concentrate in a busy, noisy environment are issues. Just a bit frustrating his good vocabulary isn't matched by reading, but his writing is coming along.
I'll talk to school again, I'm sure they're doing all they can, maybe it will all just fall into place for him over time.
There is a difference between knowing the basic sounds and being able to apply them to work out unknown words. If he has real difficulties in this area, it is not really lack of motivation that is the problem - so don't think he isn't trying. You really do need to talk to the school to see what the difficulties are. It is however reassuring that his writing is coming along.
Hi - exTA (male) here :
This does not exactly match your DS difficulties, but it may possibly be of some use. I have posted this item to several different parents, so hope it might be of interest :
There used to be a kit of cards and letter blocks called "Soundworks", but it's probably discontinued now.
The theory was that, for some kids, it is easier to SPELL words than READ them, which is a later stage.
It started with three-letter words, with a vowel in the middle - "a" glued onto a board.
The child then looked at the individual letter blocks, and was asked to make the word "c a t". Then ask, how do we change "c a t" into "h a t", which letter do we need to change? Then change "hat" into "ham" (with an emphasis on the "mmmm" sound).
The order sounds were learnt in was similar to today's phonics teaching : s a m p t i c k h r d, etc
This approach was used with our SEN Yr2 children who had been unable to make progress with more conventional methods of learning to read. It is rather time-consuming, and ideally needs resources to be made, but it does work very well.
So, if you can find or make suitable letters, and a card with "a" glued in the middle, he may enjoy building the words himself. Use letters that are occurring in words in the books he is bringing home, and go on to make cards for the other vowels if it seems to work with "a".
He could have a notebook and write down words he made, compiling his own 'dictionary'.
The children I used it with were not, at that stage at least, considered dyslexic, but handling the letter blocks and building the words seemed to be a satisfying experience for them, aiding their progress.
Thanks, I think he would like something like that, I'll have a look at what I can find.
It does look good, but too pricey: www.soundworks.uk.net/
dd1 is at special school and she is struggling with phonics, too. She seems to use whole wood recognition, which is slow, inefficient and time-consuming.
She's just leaving year 2 and it's still on red band books (ORT2). But she's keen and she thinks she can read really well!
She wrote 'Im a rat Im a bargn. Im 1p' independently last week -a huge achievement- and got a head teacher's award
Love that sentence!
I presume school must do something like soundworks, represent the sounds as independent entities and then put them together to form words. He just can't see it when a whole word is presented to him, he doesn't see the pattern. He may well be making sure he knows all the sound combinations before he tries though, that wouldn't surprise me. I'll ask them to send some work home and see what he can do.
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