I would understand problems in the spatial domain to mean that a child had poor awareness of the relationship 'in space' of one object to another. For instance, if asked to jump over a line s/he might start the jump much too early and land on the line, or start too late and be on the line before the jump starts. Or, if they had to catch a ball they would be unable to judge where it was most likely to finish its trajectory and hold out their hands in the wrong place. On paper, if they were given a circle and asked to place a cross in the centre they would place it to one side or another of the centre. Quite what this has to do with reading I am not sure, though I can see it could affect writing.brady5 wrote:Following his assessment the Ed Phyc reported that my son "is experiencing specific learning difficulties of a dyslexic nature. These are in both the auditory and spacial domain. he has a weak short term memory and therefore struggles to retain a sequence of digits or letters with more than four elements in them." I understand the auditory problems as highlighted above and I understand the poor short term memory but I dont really understand the spacial domain.
Is he able to blend sounds now? Was there any emphasis on blending in the Easy Read programme?brady5 wrote:In foundation 2 he was taught Jolly Phonics but had a lot of trouble when it came to blending the sounds together.
That is not too surprising as /t/ and /d/ are very close, one is 'voiced' and the other isn't; /p/ and /b/ are very close too. Is he generally able to distinguish between sounds, though? You clearly recognise that he needs to be able to identify separate sounds for spelling - is his hearing OK? I wonder if that is why the assessment said that he had difficulties in the auditory domain? Did the Easy Read programme do any work on hearing the individual 'sounds' in words? It is a trained skill which doesn't come naturally. If your son has hearing problems he may need to be thinking about the 'feel' of each sound and how he produces it (lip position, tongue position & airflow) in order to discriminate them.brady5 wrote:Today he asked how to spell octopus. I asked him to breakup the sounds oc-to-pus, to which he replied oc-do-bus, although he can say octopus as a whole word quite clearly.
Has the Easy Read programme introduced the 160ish common spellings for the 44 sounds? If you are not sure, have a look at this chart on the RRF home page which gives an overview of the 44 sounds and the most common ways of representing each of them.
It would be helpful to know in what way he is not confident enough to read independently. Does he, for example, struggle to work out unfamiliar words?brady5 wrote:He has done well on Easyread, but I do feel that he is not confident enough to read independantly from books
I would thoroughly recommend the ARI books for reading practice and to extend his learning.
For spelling I have seen Apples & Pears (the companion to Dancing Bears) recommended.
If you feel able to answer my queries we may (because I hope a few more people are going to join in here!) be able to give you more specific help and advice.