I'm not happy - do I let history repeat itself or cause disruption?

[Whocantakeasunrise]

I have two dc, my eldest child was always advanced, (top of top groups etc) but when she finished year 2, it transpired she was unable to read (she just had a photographic memory and could just "bark" the words at you), I was horrified that I hadn't worked this out, I then spent the next 4 years trying to get someone to believe there was a problem, but because she was performing wel above national average it was not taken as an issue. In year 7, at a new selective state school she was assessed and the school were shocked that with how severe her dyslexia was a) that she had even passed the exam, and b) that she was functioning at the level she is.

I was gutted, and felt that I had failed my dd, not that she's got dyslexia, but that I hadn't pushed for the assistance for her earlier.

I then vowed if my youngest had same problem I couldn't do it twice - I most certainly am of the school of thought just because I did for one doesn't mean I do exactly the same for the other, and I also try to learn from my mistakes.

So I've had my youngest assessed, and the Ed Psych has said categorically he is dyslexic hich is unheard of as they normally use words such as signs or potential of dyslexia etc.

So he's in Yr 1, so I've informed his school, and all they keep saying to me is, but he's so advanced, don't worry about it, he's coping fine.

Been there done that history repeats itself!

He wants to change school in Year 3, to a school that only starts in year 3. Do I grin and bear it for the rest of this year and next year, and hope damage is limited by doing it at Y3 rather than Y7?

Or do I move him now, which would result in another move end of Y2?

WWYD?

[Whocantakeasunrise]

I agree with the self esteem issues - but his attitude to learning is he's lazy. He's not happy he's gone up a level, because the books are longer and he doesn't want to read them. Therefore he has no problem with the level he was on, and with regards to doing basics, he doesn't like the fact he's the one doing the hardest in the class, as he wants to be doing the same as his friends, and there are a couple in the class still doing the basics, and he has voiced that he is jealous that they get to do that work, as there are less questions on the page.

Don't get me started on the Maths because that is the other line that the school have said 'He is an outstanding mathmatician.' 'We are astounded at his mathematical ability.' 'Why are you concerned about his English when he's so mathematically able?'

Because I want the English ability to be close to the Maths!!

[mrz]

After a long struggle he saw an EP who assessed his reading age as being far ahead of his chronological age and me as a neurotic mother who was worrying about nothing. He saw 3 other EPs and was diagnosed as ADHD (possible dyspraxia/dyslexia)at secondary school and ASD as an adult.

[jaded]

Good god mrz - that is incredible! How is he now?

[mrz]

My son was reading before nursery and could read the Financial Times to his Grandfather in reception but she still insisted he read The Fat Pig by sounding out each word (which he couldn't do) and I'm speaking as a Literacy coordinator and SENCO and an advocate for phonics.

[prettybird]

Not sure ds ever learnt to blend either - but he did learn, eventually (at over 6 and a half) to read :)

Whether it is de-coding, phonics, belnding or wahtever, I don;t really care

The really important thing is that he now (age 10) reads for pleasure and even writes his own wee stories.

[mrz]

My son is one of those rare people who has never learnt to blend (he doesn't know any phonics) and his reception teacher sent home "The Fat Pig" (Gay Way scheme) night after night after night ... he could read it but couldn't "sound out" the words so she refused to change it.
My son was also good at numbers but because he did the calculations in his head she refused to accept his answers

[prettybird]

....and in response to mrz's point, that was why my ds was moved groups to maintain his confidence as he couldn't blend but was appearing to "read" the books. In the long term it was going to damage his confidence.

Surely that was why the LSU initially proposed extra/different sessions for him?

In my ds' case, it helped that ds was always good at numbers (and knew he was - and enjoyed it :)).

It does seem as though either (or both ) the Scottish system of education is more flexible or we were particularly fortunate with the school. Perhaps the fact that we don't have SATS helped, so the school could just put the children forward for their "Levels" when they thought they were ready.

[prettybird]

Ask them to have a session with you there then to show you how brilliantly he has learnt the basics, so that you can be wowed by their skill

[mrz]

A LA Ed Psych would be unlikely to give a diagnosis of dyslexia to a Y1 child.

I understand prettybirds point about not moving him on while he can't "blend" but it can also be bad for a child's self esteem to stay on the same books for a long time if indeed they can read the words but don't /don't appear to blend.

[Whocantakeasunrise]

Thank you for those - the way the conversations have so far gone at the school since Reception -

Me: 'I am concerned he's not decoding, do you think there are any dyslexia issues considering family history?'
Teacher: 'Oh no, none whatsoever he's the most advanced in the year group.'

At the end of the summer term I then spoke to the LSU and said if I was getting him assessed who should I use, that was when I was given the ED Psych's details.

During the summer holidays I had the assessment, plus Ed Psych advised suggestions to help, which includes going back to pre-school English work.

End of summer holidays I arrange meeting with LSU to go over the report.
LSU worker (School's SPLD specialist): 'We would never of thought there was a problem, but as this report is from this Ed Psych, and there is a severe problem, we need to get implmented 3 times a week 1:1 of him doing kindergarten work, plus we have some computer games that will engage him'

Start school I leave it a couple of weeks to give time to settle in. I contact LSU worker to see what has been put in place: 'Teacher, Head and I have decided although the report says there is a problem, he is performing so above his year group we don't need to do anything.'
Me: 'You do he is a non-starter, he does not have any of the foundation blocks, he has gone off on way too high a level.'
LSU worker: 'I will have a meeting with Head and Teacher next week, and let you know'.

This was 2 weeks ago, haven't managed to get LSU worker to return my calls, spoke to Teacher today, who was praising the fact he was now on new level, and I said 'What's happening about the basics?'

The teacher said 'I'm not going to hold any child back, he is moving forward and we are going to keep going in that direction.'

I said 'You are getting further away from the problem.'

Teacher 'There is no problem'.

I left it then, to come away to rethink next course of action!

[cornsilk]

Teacher needs to understand that by moving him on before he is ready she may damage his self-esteem. Can you ask for a meeting with teacher and school learning support unit? Do they have an SPLD specialist teacher on the staff?

[prettybird]

Ask for a meeting with the teacher. Give her the examples you have just given here. Ask her to try him herself with some words that he has not previously encountered. Ask her if she owuld be happy with a child progressing who had not learnt the basics. Explain to her (in the nicest possible way ) that it will be a reflection on the (poor) quality of her teaching if he leaves the year unable to form words independently - and not a good thing that "he has kept up academically with the rest"

If I understand the LSU's advice, they want to make sure that he is learning slowly so that he does cover the basics. Don't know much aobut dyslexia, so don't know if that is sufficient, but in ds' case, that was sifficient: they eventually, in P2 (Y1), after 6 weeks of intensiive extra 1:1 tuition from the depute head, decided (and asked us if it was OK) to drop him down a group for language to maintain his confidence until he did "get it".

By the end of P4 he was moved back up to the top language group and now, in P6, he reads for pleasure and "knows" that he is the brightest in the class. :)

[Whocantakeasunrise]

TuutiFrutti as prettybird has answered that's what she was doing, so for example with the books that you are doing at primary level, the teacher would read the words, as they are key words, she'd just learn the key words by rote. It manifests itself now she's at an age where it is no longer key words, but just all words in existience, she doesn't know how form words, therefore her writing is all written as the words sound, regardless of English 'rules', she also can't 'read' any words that she does not encounter regularly or never before, i.e. presented with a new word, she has no idea what the rules would be to be able to decode the word.

Cornsilk DD's was with an LEA Ed Psych, ds as at independent school was private, but the one that is the only one that the school will listen to and accept reports from, I've met with the school Learning Support Unit, and they told me what I believe should be in place, i.e. they were going to reiterate the basics before moving him on, but the class teacher is saying this is not necessary, and just keep moving him on, although if you give him a 3 letter word that he's not encountered for reading (last night I noticed it with "lip" and "hit"), he has no idea how to decode, (lip could give no suggestion hit was adament it was hint). But he can 'read' much longer words as long as he has previously encountered them.

Prettybird Thank you for your posting you have understood what I'm trying to say and said it so much more eloquently. I think I may just have to continue to nag.

[prettybird]

I know what you mean about "not being able to read" yet appearing to read the books as ds did the same (however, in his case he was just developmentally not ready).

Fortunately the school was really supportive and realised that he was not "blending" and put a load of extra effort into him to support him. Like your dd and ds, he was (and is) bright and in the top groups.

I'm not sure what else to advise - other than to keep on nangging the school and going in to explain to him that he is not actually belnding and is just learning everything off by heart.

[cornsilk]

Was this a LEA Ed Psych or private? Can you make an appointment with EdPsych and SENCO so the Ed Psych can spell it out for them?

[TuttiFrutti]

I'm a bit confused: when you say your dd "couldn't read" at the end of year 2, what do you mean? Surely not that she couldn't read at all, if she was in top groups? How did this inability to read manifest itself?

I am very sympathetic btw, as going through a similar thing with my ds's ASD. IME schools will often brush conditions under the carpet if the child's academic performance is within average range.