-=> Quoting Mike Martin to Regina Finan <=-
 MM> Howdy Regina:
 MM> Regina Finan wrote in a message to Mike Martin:
 
 RF> Not quite sure if it is the  ADD or other learning problem.
 MM> Please keep in mind, learning is not a problem, especially from what
 MM> you told me.  However, we each have our own best learning styles. 
 MM> Finding what works for Jonathan is your goal. 
 Jonathon is LD.  He is 2 years behind is age level in reading, social
 studies.  It is a comprehensive problem which is why all of our studies
 are based on comprehending what is read.  Our English, spelling, ss, science
 or anything is based on him understanding what is read.  We do alot of
 problem solving in just about everything.  I suspect from his testing at
 a learning hospital that, that still could be wrong.  His anxiety to
 a school environment made it all worse.  Therefore, a really good accurate
 testing could not be performed.  In a homeschooling environment he knows if
 he doesn't get something we slow down.  He has the time to think more 
learly
 and of course, never ever gets the headaches, stomaches, and the throwing 
p.
 Plus he is involved in what to learn.  Maybe I will get him tested again
 later on, I don't know, but he is progressing nicely and I find his IQ
 (I am basing this on his understanding, knowledge and intellectual answers)
 is higher than in the tests.  I was informed it could be way off due to all
 the stress he was under.  Learning doesn't seem to be a real problem with
 him, but I keep my eyes open and of course, as he was younger he had alot
 of help from the other school district.  Jonathon's achievement and IQ in
 1st grade (2nd time around) was only 6 months behind his real age level.  He
 was getting straight A's.  I know it was because of that teacher and a
 caring school.  Had we stayed in that school district Jonathon would have
 caught up to his age level.  When we left the district he fell apart.
 Now that I am homeschooling he is back on track.  Not completely yet, but
 I know he will be.
 RF> Math is his very strong point.  The  only
 RF> other problem he has in Math is explaining how to get an
 RF> answer or  where it came from.  He can quickly do the
 RF> problems mentally better than  doing it on paper.
 RF> So maybe this is a visual problem.  Taking a graph  and a math
 RF> problem he looks at it and comes up with the answer in 2
 RF> sec.  then you ask him how he got the answer and his face
 RF> goes blank.  His  reply is always "I dunno I just know it". 
 RF> Its kinda scary, cause he  knows alot of tricks in Math and
 RF> it is so natural that he just can't  remember which ones he
 RF> used (if any).
 MM> It may not be all that unusual for a gifted child to be able to
 MM> explain how he derived an answer that appears obvious to him. 
 MM> Expressive language is a highly refined art that many people do not
 MM> achieve. 
 Yes, I am thinking along this line also.  I believe he may be gifted in
 Math and Science.  He loves these to death.
 MM> Our schools today place a very high priority (and rightfully so) on
 MM> language skills.  You've not said much about Jonathan's reading
 MM> abilities, put you have said enough that I sense an expressive
 MM> language problem.  Focus on Jonathan's strengths.  If math is his
 MM> strength, then he is quite probably a very analytical concrete
 MM> thinker.  If this is so, he may not comprehend stories. Try to have
 MM> him write math stories, such as word problems initially.  Later, you
 MM> can grow into charts and graphs. 
 MM> Best of luck to you!
 That is definetly an idea.  You are right.  He has difficulty with this.
 When he reads sometimes I have to stop him to read it again.  Running
 words together not stopping at punctuations.  Writing stories are difficult
 for him to put in any real order.  We have trouble also in outlining as
 he just can't find what to pick out in a paragraph (like main ideas).
 Putting things together or breaking it apart.  Directions also confuse him.
 I am still teaching him to do them one step at a time.  Like underline a
 subject with one line, underline a verb with two, and circle the predicate.
 He will do the first, maybe the last, maybe two of them.  This is part of
 an ADD problem.  So it is going to take longer for him to get a grip on
 this one.  We can work on sentences and do all subjects or all verbs and
 their is no problem.  He is pretty good at it.  As soon as the directions
 ask him to do both in the same sentence, he's in trouble.  I'm not quite
 sure how to handle this one.  If I have him look for the subject then for
 the verb he still gets confused.  If I do it with him one step at a time
 he is alright.  If I let him go on to the other sentences alone he is not.
 Regina
... All I need is a Wave and a board to surf it on.
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