Struggles with Reading and Spelling

My dd also had visual perception included in her general sensory integration disorder diagnosis. I aggressively worked on it with pattern blocks, regular puzzles, Learning Wrap up’s in any area that she required help in( they address many things- http://learningwrapups.com/wrap-ups/early-childhood.html ; although they wrap from left to right is the only drawback, so whether she can ahndle that yet is up to you) Equilibrio, the very inexpensive Memory game (in whatever form you find it that she’d enjoy playing) the Critical Thinking Skills Visual Perception skill building workbook; since she likes to draw and color, I used the Thinker Doodles, too. There’s also a half n’ half animals along the same lines http://www.criticalthinking.com/jsp/catalog/search_product_result.jsp?code=p&page_number=1&sale_only=false

Super Duper catalog also has fun decks for different issues. I assume she’s seeing someone to help her strengthen her visual perception and they can recommend from Super Duper. Timber doodle promotes something that looks really good called miniLUK visual perception pack (along with other miniLUK things that may help her), it’s hands-on: http://www.timberdoodle.com/miniLUK_Advance_Visual_Perception_Pack_p/123-886.htm

I would definitely pause on the grammar and spelling through dictation. Reading is the foundation to all you mentioned and without that, spelling and grammar will be an uphill battle. So yes, focus on strengthening her VPS, continue reading to her and teaching her the sounds; perhaps using large magnets with color coded vowels and color coded consonants would help as there is more than one sensory organ at work, not just her “eyes”. I got mine from Educational Insights color coded Alphamagnets Jumbo size (you can get them at Amazon and inc. numbers). Use either a phonics program you already have or here’s a free one, with readers, if the colors don’t bother her:http://www.progressivephonics.com/ . You have to find out about the backgrounds of things; some like colors, some don’t. I found that the more black and white the better, but if it was in color, that it not be too busy. Perhaps the readers she’s reading are too busy, too and she can’t focus on the words/letters themselves. Again, ask her to tell you what she ‘sees’ better-a black and white reader, like First Steps or McGuffey, or many of the more modern colored ones, that I think tend to be busier. So just ask her and she’ll tell you.

As for writing, if she’s having trouble there, too, perhaps switch to Handwriting Without Tears, as it was designed by an OT and the format is much better for visual sensory problems. Its not as pretty as some other styles, but it is functional. I would continue some copywork, but in the HWT style or whatever style you have found successful, but in short sentences. You can correct ‘grammar’ for now orally, by correcting her english speaking and telling her about nouns, adjectives, etc; probably continuing what you’ve already been doing, just orally. Maybe, use the sentence she has for copywork and break it down casually, without her having to write or circle or do anything stressful.

I don’t know if you should continue forward with ILL yet.  She can still learn grammar by the means mentioned above, then when she’s ready, move into more direct grammar teaching, whether it’s next year or the year after.

HTH, Rachel

There’s some nice grammar books that are colorful and told in rhyme. A World of Language series by Ruth Heller. I don’t know if they may be of interest to you. They are younger in nature than Grammarland. Here are the titles: http://thecurriculumchoice.com/2010/01/ruth-heller%E2%80%99s-world-of-language-series/

If I think about any thing for the short term memory, I’ll let you know. Hopefully someone else with a simialr situation will also give counsel.

Rachel

It occured to me after reading your post, while I was cooking yesterday, regarding the short term memory thing. Perhaps the addition of the extra sensory input, like the magnets, will increase her memory span. With those, it’s auditory (she spells it out loud to you), kinesthetic (obvious) and visual (large and color coded). I think it was very successful with my dd.

You may also be dealing with some audio dysfunction, as well, since it sounds like this was all oral based. Again, my dd has that as well, though by exposure to a lot of audio books, that has been helped tremendously and narration over these 2.5 yrs. She also used Jim Weiss’ Abba Dabba Alphabet when she littler; probably too youngish for your dd, but that’s what we did. My dd likes to sing. I do the same in math; I get her the Classical Math to Classical MUsic for her memorization and it’s been great for her. Perhaps if you can find something to help strengthen her audio, too. Here’s some music based items from Intellitunes-http://www.singnlearn.org/khxc/ccp0-prodshow/beginningreadingskills.html and http://www.singnlearn.org/khxc/ccp0-prodshow/it-grammar.html

What is her strongest sense? Her strongest learning style? My dd’s is kinesthetic, auditory and visual. The more of a combo I can get in there,the better she is.

There is a specific Spelling through Copywork from Queen’s that progressively reinforces the phonics rules in copywork passages. I haven’t used it, but others have and been pleased with it.

Lastly, and I just recalled this from aconversation years ago; there is a hands-on, color-coded Grammar program that may be useful for your dd more than ILL if she continues to struggle but when she’s ready to move into more “English teaching” called Winston Grammar, which combined with audio songs of grammar rules, may be a great route to consider:http://www.singnlearn.org/khxc/ccp0-prodshow/winstongrammar.html It’s recommended to start around 5th gr. anyway. It’s strictly grammar-nothing on punctuation and composition and the lessons are short; but if you have ILL, then I think you could use those sections for that, maybe. Here are some other sites to save to peruse for later if you want:

http://www.winstongrammar.com/

a personal review on another forum:Winston Covers grammer instruction and the parsing of sentences (rather than diagramming). Instruction includes things like parts of speech, noun functions, word usage sentence types, modifiers, clauses, etc. No grammar mechanics (practice of punctuation, capitalization, etc.) in Winston, so you will need to find some other way to instruct and drill that aspect of grammar.
A more hands-on approach, using cards with key words/pictures to help the student remember the key concepts. Can be done orally, or the student can mark the workbook pages with arrows, underlines, and key words, etc. (We did it on the whiteboard.) The student is not expected to rewrite the sentences.
Comes in 3 levels; each level is designed for 1 school year. (We did each level of Winston for 2 years, with the first year getting about 2/3 into the program before the student hit a mental “roadblock”, then doing the entire program the following year, with student having no problem.)
– Winston Basic (gr. 4-5) = 8 parts of speech; 2 parts of a sentence; 7 noun functions
– Winston Word Works (gr. 5-7) = instruction and practice in word usages (example: who vs. whom)
– Winston Advanced (gr. 7-8) = 4 sentence types; tricky modifiers (gerunds, participles, infinitives); clauses

http://www.eclectichomeschool.org/reviews/individual_review2.asp?revid=148

Anyway, you don’t have to make a decision now, just thought I’d offer alternatives that I know of that are out there. I hope I didn’t overwhelm you!

Rachel