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Re: Dibels reading assess.
Posted by Darlene on 2/08/06


    On 2/04/06, Pearl wrote:
    > My daughter is a 4 yr old who has been reading 3 letter words with
    > short vowel sounds since she was 3 yrs and 7 months old. I taught
    > her at home.
    >
    > Here is my dilemma. She has a May birthday and does not qualify for
    > Kindergarten. (Should she be "Left Behind" due to her age?) She was
    > given the Dibels Standardized test at 4 years and 6 months and
    > tested at the first semester of kindergarten level. This test did
    > not include words for her to read, so I was really disappointed.
    > Her fluent reading ability was truly not tested.
    >
    > My daughter reads the directions on her homework and completes it
    > with little or no supervision. She is now reading words with
    > blends, two vowels, silent e words, 3 syllable words, etc. She will
    > voluntarily sit down and read a whole book (68 pages) such as Dr.
    > Seus' "Hop on Pop". She can count to 10 in Spanish and say a few
    > conversational words. She writes words without visual or auditory
    > prompts. She can write her first and last name, her sister's, etc.
    > She reads our emails, notes on the 'fridge, billboards, etc.
    >
    > Despite my detailed descriptions of her abilities, her principal
    > and the test administrator only responds with positive comments not
    > actions. "Oh, she's smart. Keep doing what you're doing. She'll do
    > fine next year in kindergarten."
    > Meanwhile, they want me to keep her in a Pre-K class that teaches
    > upper and lower case letters, numbers, colors, and shapes. She was
    > proficient in all of those areas before she was 3 years old. I
    > cannot believe their response to my child when this is a Title One
    > school who should have embraced and nurtured her abilities from day
    > one of Pre-K. She read for her teacher in the presence of the
    > principal on the first day of Pre-K. Yet they act as if they have
    > avid readers in Pre-K or even K. Out of the 50 kindergarten
    > students at this school, I do not think there is one who can read
    > as well as my child. Yet she is ignored.
    >
    > Perhaps I'll get Sylvan to administer a real reading test to her.
    I have very strong feelings about what you just described.
    I am the mother of six children, five biological and one we adopted
    as a toddler from Guatemala.
    My oldest started school reading on a fifth grade level and all
    through school was rarely taught anything new because she was
    working "at or above grade level". My second oldest made herself
    physically sick because she was so frustrated in 4th grade because
    they weren't allowed to work ahead until every single child
    understood. I pulled her from school and homeschooled her the next
    year, then when sixth grade started (junior high here) I felt there
    would be enough challenge and there was. So I put her back in the
    public school system. My third child, who not only was reading but
    also doing 2nd grade math before kindergarten, was basically
    ignored. I was told to take him to the zoo, on nature walks or the
    natural history museum and "leave the educating to us." My next
    child I pulled out of kindergarted right after Christmas. I had been
    promised and promised by her teacher that she would administer a
    reading test, which never happened. The day I pulled her out of
    school a kind teacher overheard my reason, the kindergarten teacher's
    response and asked to take my daughter to test her. She felt it
    would be helpful if I knew what level my daughter should be working
    at. She was reading on a strong 2nd grade possible early 3rd grade
    level. I home schooled her for two years, until the adoption of our
    son from Guatemala. Then I put her in school. By law they had to
    put her at her age/grade level. After one week I got a phone call
    and was told she needed to be moved up a grade level. I was
    concerned that there were some fundamentals that she was still
    struggling with, but found out those were covered at the end of the
    following grade in public school. So we moved her up a grade level
    and she was still in all the top groups.
    My fifth child, a boy, has been labeled profoundly gifted. The past
    year and a half he has scored in the hundred percentile of the Iowa
    standardized test and the one administered by our state. He is very
    frustrated sometimes, but has a wonderful teacher and a wonderful
    GATE (gifted and academically talented education)teacher who works
    with his teacher to keep him learning and stimulated. All of my
    children have benefited from this same teacher who prepares them well
    for life. Oh, and this child had no interest in letters or phonics
    until mid-way through kindergarten.
    I don't like the use of timed tests for kindergarteners! And I feel
    that most of my children would have benefited more from home school,
    had I known more then. The school administrators often forget that
    as taxpayers we pay them and they work for us. We have an
    administrator who won't let us have any say in who our child has as a
    teacher. If I don't get who I think is best for my child's needs, I
    will pull that child out and home school. It is not that difficult,
    and the problem of socialization is not a problem. Our children are
    involved in community sports and church activities, and quite
    frankly; after seeing what goes on in the schools sometimes I don't
    want that kind of socialization for my kids.
    Don't let the schools "dumb down" you child. If they would take
    these gifted children and move them along at the pace they are
    capeable of learning there wouldn't be the problems of other
    countries moving ahead of us technicalogically. But I am just a mom
    who obviously is too dumb to hold down a job because I stay at home
    with my kids.

     
     

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