Announcement

Collapse

Disclaimer - Read This First

Disclaimer

This website contains general information about medical and educational conditions and treatments. The information is not advice, and should not be treated as such.

The educational and medical information on this website is provided “as is” without any representations or warranties, express or implied. Cheryl Swope, M.Ed. and Memoria Press make no representations or warranties in relation to the information on this website.

You must not rely on the information on this website as an alternative to medical advice from your doctor or individualized advice from any other professional healthcare or educational provider. If you think you or your child may be suffering from any medical condition you should seek immediate medical attention.

You should never delay seeking medical or educational advice, disregard medical or educational advice, or discontinue medical or educational treatment because of any information on this website.
See more
See less

OT: CAT results and thoughts on going into MP5

Collapse
X
 
  • Filter
  • Time
  • Show
Clear All
new posts

    OT: CAT results and thoughts on going into MP5

    Its the end of the school year for us here in Australia, so I got my daughter to sit the CAT (as I did last year). She has had mood issues but is currently her normal self and is sleeping better on melatonin. I felt like she was in a good place for the test and that it accurately highlighted her strengths and weaknesses.

    The results were essentially the same as last year:
    Vocabulary 99th percentile
    Reading comprehension 99th percentile
    Math computation 22nd percentile
    Math concepts and problems 68th percentile
    Language mechanics 67th percentile
    Language usage and structure 91st percentile
    Spelling 57th percentile

    I was really surprised about the Math Computation because I know she can do it. (Last year she was on 33rd percentile and I expected an improvement). She can do it, but it is still taking her a lot of time and effort despite knowing her math facts and most of her times tables (R&S4 was a big slow effort and we didn’t get to the end). When she sees a written maths problem she finds it a lot easier. Even a maths problem written horizontally is more likely to be answered correctly.

    With spelling I changed her to IEW Phonemic Zoo early in the year because despite consistently getting 17-20/20 in her Spelling Workout over at least 2 years there wasn’t a lot of carry over to her normal writing. Changing spelling program hasn’t fixed that. She can do better when applying significant effort. I have been getting her to write out her answers on scrap paper then I can correct her spelling and she can copy it into her book. She often makes errors in the copying too. And all these errors are so random...even common words that we have gone over so often still get misspelt (eg. with, because).

    My husband has said that he feels that the issue is ‘inconstancy fueled by immaturity.’ I’m just not so sure. Yes, there is immaturity aplenty. But she is trying and...well, based on my own experience of being a decent but not outstanding speller...it was never that hard. I don’t think her peers are finding it that hard. (She has asked me why I haven’t taught her how to spell like her friends from Girls Club can!!!)

    I have been blaming her spelling difficulties on the fact that I taught her to read with whole-word readers. I tried phonics with her, she was young and keen but she just didn’t seem to be able to get it (probably too young for it). But I’m starting to think it’s not that I did things wrong early on that are the root of the problem here. Now that I think of it, I learnt to read whole-word myself and managed spelling just fine.

    I enquired last December at our Registration meeting about getting testing through the school system and I can’t get testing that way...my only option is to pay for it myself and we just don’t have that kind of money, especially for something that my husband doesn’t see as an issue.

    My daughter is 10 now and I am determined for her to do MP5 core next year (subbing Maths...my son has changed to Math U See and I have bought it for her as well, IEW Phonemic Zoo and Grammar - which she actually really enjoys). I have told her that this is going to be the priority in our days. And I’ve asked my husband to keep me accountable and check her work most days (a strong motivator for Miriam as well).

    Is there something else I ought to be doing? Does she need specialist spelling tutoring? Should I start her at the beginning of Traditional Spelling? Is this just the way she is and I can teach her to adapt? My husband points out that there is spell check these days...but I want her to be able to spell. I feel that poor spelling creates a bad impression. My husband admits that he is embarrassed about his own poor spelling and often makes his own bad handwriting worse when writing on the board (he is a college lecturer) to help cover up that he doesn’t know how to spell.

    With Maths I’m hoping that a new format will boost her morale. She’ll enjoy the video, it’s still mastery with review...I guess with Maths I am happy to settle her in to a program that she can plod her way through without the Herculean effort she has been needing to get through work she can get right, and can do flash cards of (despite huge resistance much of the time.). I want her to use the character building effort to focus on the subjects I think she has real strengths in (C.C., Literature, FFL, FMoR). Does this sound reasonable?
    Sarah

    Aussies from Sydney, Australia
    Miriam 10yo
    Jonathan 8yo
    Elissa 5yo
    Thomas 2yo
    Caleb 2 months

    #2
    Hi, Sarah.

    Are you concerned about her math apart from the CAT score? If not, I would caution against changing math programs based solely on a single test, which is merely a sampling. The Math Computation score may reflect items she has not yet encountered. In other words, the CAT scope & sequence may differ from her current scope & sequence. It is possible that R&S Arithmetic may serve her better with math computation (the ability, not the test score) in the long run, especially if she is able to practice and master with consistency. Adding nightly math games with mental math -- or adding independent math games for practice -- may be a better addition than an entire curriculum change.

    Regarding spelling, as you know some people find spelling more challenging than others, and this is not always an indication of a specific learning disability. Without testing it may be difficult to tease out whether your daughter (and husband) fall into the group of "some people who find spelling more challenging" or whether something more serious is going on for your daughter. Even so, I do think a program like Traditional Spelling could be good to pursue. The color-coding, word analysis, and phonetic patterns could give you a means of shoring up her phonics for reading while strengthening her spelling.



    Comment


      #3
      Hi Cheryl,

      Apologies for how terribly rude I have been to take so long to reply to your thoughtful comments.

      My husband came to me a few days after I posted and said he’d been thinking about Miriam and her results and his own childhood diagnoses (dyslexia/dysgraphia/dyscalculia) and that it really might be worthwhile getting her tested. Then I found out the price of testing...yikes!

      R&S Math has been so so helpful for her (I really wonder if it hasn’t helped her overcome a lot, she has had to know those math facts)...but though she can complete the clock exercises mostly correctly it is very hard and she resists telling the time in ordinary life...doesn’t even want to know it and will make all the excuses under the sun as to why she can’t tell me what the time is. Plus and minus signs have been such a struggle to keep straight in her head, especially with multiple digit addition and subtraction, halfway through she swaps from one to the other, and sometimes back again. Maps in Christian studies and Greek Myths have been so difficult that we have had so many tears and tantrums I ended up missing that portion out of the last tests. We tried making a ‘salt dough map of Israel’ but it didn’t seem to help (except as a fun sensory experience). I think she is almost (but not 100%) tone deaf...and her sense of rhythm is appalling. I plan to get her singing and piano lessons when we can afford them (I’m hoping next year) as I’d like her to continue to sing without embarrassment at church. She says ‘I know it’s not my strength, but I just LOVE to worship!’ (I've heard that music and math have some link).

      We started back at lessons yesterday and she is trying so hard but just can’t see that she’s transcribed a word wrongly. I had a close look at Traditional Spelling. I can’t afford to buy it just yet (I just about had a heart attack at seeing how much her books cost with international shipping as is), but I’ll be getting that for her when I put in my sons Level 2 order in March/April. I want to give her the best I can and if taking it from the beginning is what it takes...I’m happy to go there!

      I've also been knocked for six by the wonderful blessing of expecting baby #5 (my mother in law couldn’t stop laughing when we told her...in the nicest possible way, and I felt exactly the same way)....just when things were getting a little easier, we moved house a week before we found out...and yet I am so so happy...but also exhausted!! I’m 39 this time and I can hardly believe I’m awake to write this at 9.30pm! After my last drs visit I realised its not going to get easier (I was sure, even hoping I had diabetes or low iron!) so I’m trying to prioritise...and Ms education and getting her to where she needs to be (without doing anything extra and a waste of my time) are where I feel I need to focus.

      My husband discusses a lot of theology and philosophy with Miriam and she catches on more quickly than many of his undergraduate students...so I’m not wanting to either hold her back because she is not knowing basic things that she needs to work on, or keep her so bogged down in trying to truly master things that are going to hold her back from moving forward in areas where she can excel and merely cause frustration. (The math change was really just for morale, after 3 years of hard work and character development with R&S! My son adores Steve on the Math U See DVDs and M is excited to see that...I am not ruling out going back to R&S if math skills take a slide). And with the mood challenges she has faced and may continue to face I don’t want to present any unnecessary challenge.

      I’m not sure if $1500 worth of testing is going to tell me that...but it was very useful intel to know what you said about the CAT scope and sequence.

      None of that is even much of an organised thought! But thankyou for your response and apologies for my late one. I hope that you and your family had a very peaceful and happy Christmas and start to the new year.

      Sarah
      Sarah

      Aussies from Sydney, Australia
      Miriam 10yo
      Jonathan 8yo
      Elissa 5yo
      Thomas 2yo
      Caleb 2 months

      Comment


        #4
        Originally posted by sarahandrew View Post
        My husband came to me a few days after I posted and said he’d been thinking about Miriam and her results and his own childhood diagnoses (dyslexia/dysgraphia/dyscalculia)
        Thank you, Sarah. The very fact that your husband is seeing his own diagnoses in Miriam's challenges may be sufficient for you to begin both remediating and accommodating. Elicit from him what worked well for him when he was young, what he wishes his teachers would have known, and what he wishes would have been done differently for him. He may be worth $1500 in insights, for free!

        Btw, no offense taken at all. This forum is here for people to come and go, respond quickly or leisurely, or use in whatever manner serves the person at the time. We always love hearing from our families!

        Comment


          #5
          The only thing I can comment on is MUS. IF you switch to MUS for math, I would want to begin in Alpha and move through each lesson (there are 30/book) to do a quick review for things she has already mastered and stopping to master things she hasn't covered yet. The scope and sequence for MUS is very different than other math programs, so if you can't just start it in the middle. I would recommend the same if she was moving from one math program to another, because none are quite the same). It may seem counter productive, but the review builds confidence and it will build the foundation needed. I did it with my neuro-typical boys when they were in 5th and 6th grades. They "caught up" very quickly and one went through Calculus in high school is a math major in college (junior) with a 4.0 GPA (that to say that starting at the beginning in 5th grade didn't set him behind). I'm not at all saying that you should switch to MUS, just telling you what I would recommend if you do :-)
          Cheryl, mom to:

          ds 26, graduated
          ds 25, graduated
          dd 11th Grade
          dd 8th Grade
          ds 6th Grade

          Comment


            #6
            I LOVE Apples and Pears! Sound Foundations also has an excellent reading program called Dancing Bears that was written for dyslexics. It is synthetic phonics, which I prefer even for neuro-typical children.
            Cheryl, mom to:

            ds 26, graduated
            ds 25, graduated
            dd 11th Grade
            dd 8th Grade
            ds 6th Grade

            Comment


              #7
              Thankyou Ladies! You’ve all given me a lot to think about and consider!
              Sarah

              Aussies from Sydney, Australia
              Miriam 10yo
              Jonathan 8yo
              Elissa 5yo
              Thomas 2yo
              Caleb 2 months

              Comment

              Working...
              X