Really???!!!
The purpose of the activity is to show that the student understands a document. That is a reasonable outcome, but I don't understand why it must include some sort of rhyming. Dyslexics often struggle with rhyming.
So, what's a mom to do? I'm all about holding my children accountable and my husband tried to work with my son, but after 45 minutes of total frustration there was a nuclear meltdown.
I have emailed the teaching explaining my son's challenge with phonological issues such as rhyming and requested an alternative assignment. I suggested completing the activity without rhyming. I will be interested in receiving a response...so now it's all about waiting! By the way, I really like this teacher and my son seems to like the teacher too, but at a recent IEP meeting the teacher expressed frustration with my son's challenges with focusing.
In the meantime, I did a basic search to find more resources that I can share if needed. Here's what I found:
- A study that included an fMRI demonstrating a difference in phonological processing between normal-reading children and dyslexic children age 8-12. http://www.poldracklab.org/pdfs/temple_neuroreport_2001.pdf
- A study demonstrating that computer remediation can improve phonological processing for dyslexic children. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC151431/
- Here's another study that basically says that part of the dyslexic brain doesn't work during phonological experiences. http://archneur.jamanetwork.com/article.aspx?articleid=591676
I'll post more when I hear from the teacher.
In the meantime, let me shift gears and provide another resource. My son who has dysgraphia came home and requested a special pencil from the Therapy Shoppe. The pencil is call PenAgain "Twist and Write" Pencils. The pencils arrived in the mail a few days ago. I was happy with the price and the product. My son was happy too!
