ccv
05-20-2008, 11:10 AM
I need help/advice. I've been a lurker for years (I guess because I've always known there was something up). I am open to any
suggestions, including other tests/evaluations (vision, neurological, etc), as well as different programs (Interactive metronome, neuronet, balametrics, brain gym, etc)? Because her school is so demanding, I'm pretty much limited to summers for intervention, unless I was positive it would be worth the time during the school year.
Here's the background:
My dd (13 yrs, 7th grade in academic private school that ability tests for admission) was recently diagnosed with Auditory Processing Issues as well as Rapid Naming Deficit (WJ III pegged her at 19%) and slow reading fluency (30% per WJ III) as well as a long term memory retrieval weakness (52% per WJ III...I know 52% is not low but it is low relative to her other scores). Other than long-term memory retrievel (rapid naming is a subtest of that), her other scores including processing speed and working memory were > 90%, so that her composite overall academic ability was 97%, even with her long-term memory retrieval issues.
The good news her overall reading is grade level. Bad news is that when her overall reading is compared to kids of similiar overall ability it is in the bottom 0.3% and when she has to read long passages (ie textbooks), her comprehension really drops. Standardized test passages are not long enough to pick up on this because her reading scores are 90% or slightly better. Finally, she is an excellent speller, has a large vocabulary, and strong phonemic/phonological skills, high processing speed (once again per WJ III).
As far as her auditory processing issues, dd has difficulty dealing with increasing levels of background noise, increasing speed of information presented, increasing length or complexity of information, and bilateral integration. I should add she has normal hearing.
I had her tested because I kept thinking something was not quite right, even though the school did not see any issues (her grades place here in the middle of the pack, while her standardized test scores somewhat higher than the average kid.) As the lady who tests her put it, my dd has figured out how to compensate for her difficulties; however, as she progresses in school this will become more and more difficult because of the increased reading load.
She is a good decoder and she automatically recognizes words...she's just slow. I used oral reading fluency tests from ReadNaturally.com, to check her level for grades 5th (level she choses to read at recretionally) upto 8th (one grade higher than dd and highest level for readnaturally.com). I also timed her reading a few pages of 10 first grade words, arranged randomly in 6 columns of 10 words each. Regardless of difficulty she read at roughly 120 WPM with 95% accuracy (and for the passages, appropriate expression, pauses).
Two years ago I did Brain Skills with her and I believe it substantially improved her reading fluency/comprehension. (BrainSkill has a set of exercises that drills on 17 of the 43? sounds). There is not a PACE or LearningRX provider near me, but I would go get certified in PACE if I thought it would help. Alternatively, there is a site that sells fluency drill sheets that I think I could adapt to a Brain Skills/PACE method. Site is http://www.oxtonhouse.com/decoding_automaticity_and_reading_fluency.html
Last Summer I did LindaMood Bell's Visualizing and Verbalizing with her and I believe it had little effect (but we only did it one hour a day, 6 days a week for 3 months).
She is a normally coordinated kid (plays soccer and skis).
Thank you so much for your help.
Carol
suggestions, including other tests/evaluations (vision, neurological, etc), as well as different programs (Interactive metronome, neuronet, balametrics, brain gym, etc)? Because her school is so demanding, I'm pretty much limited to summers for intervention, unless I was positive it would be worth the time during the school year.
Here's the background:
My dd (13 yrs, 7th grade in academic private school that ability tests for admission) was recently diagnosed with Auditory Processing Issues as well as Rapid Naming Deficit (WJ III pegged her at 19%) and slow reading fluency (30% per WJ III) as well as a long term memory retrieval weakness (52% per WJ III...I know 52% is not low but it is low relative to her other scores). Other than long-term memory retrievel (rapid naming is a subtest of that), her other scores including processing speed and working memory were > 90%, so that her composite overall academic ability was 97%, even with her long-term memory retrieval issues.
The good news her overall reading is grade level. Bad news is that when her overall reading is compared to kids of similiar overall ability it is in the bottom 0.3% and when she has to read long passages (ie textbooks), her comprehension really drops. Standardized test passages are not long enough to pick up on this because her reading scores are 90% or slightly better. Finally, she is an excellent speller, has a large vocabulary, and strong phonemic/phonological skills, high processing speed (once again per WJ III).
As far as her auditory processing issues, dd has difficulty dealing with increasing levels of background noise, increasing speed of information presented, increasing length or complexity of information, and bilateral integration. I should add she has normal hearing.
I had her tested because I kept thinking something was not quite right, even though the school did not see any issues (her grades place here in the middle of the pack, while her standardized test scores somewhat higher than the average kid.) As the lady who tests her put it, my dd has figured out how to compensate for her difficulties; however, as she progresses in school this will become more and more difficult because of the increased reading load.
She is a good decoder and she automatically recognizes words...she's just slow. I used oral reading fluency tests from ReadNaturally.com, to check her level for grades 5th (level she choses to read at recretionally) upto 8th (one grade higher than dd and highest level for readnaturally.com). I also timed her reading a few pages of 10 first grade words, arranged randomly in 6 columns of 10 words each. Regardless of difficulty she read at roughly 120 WPM with 95% accuracy (and for the passages, appropriate expression, pauses).
Two years ago I did Brain Skills with her and I believe it substantially improved her reading fluency/comprehension. (BrainSkill has a set of exercises that drills on 17 of the 43? sounds). There is not a PACE or LearningRX provider near me, but I would go get certified in PACE if I thought it would help. Alternatively, there is a site that sells fluency drill sheets that I think I could adapt to a Brain Skills/PACE method. Site is http://www.oxtonhouse.com/decoding_automaticity_and_reading_fluency.html
Last Summer I did LindaMood Bell's Visualizing and Verbalizing with her and I believe it had little effect (but we only did it one hour a day, 6 days a week for 3 months).
She is a normally coordinated kid (plays soccer and skis).
Thank you so much for your help.
Carol