I have to say i am using a pretty old version. I use version 4. But
i might be intresting in upgrading, what new features have they
added?

Si

--- In dyslexiaclub@yahoogroups.com, Lee Chun-Soo
<leechunsoo2003@y...> wrote:
> Hi Simon,
>
> What version of Read and Write are you using? They launched a new
version in January, I of course couldnt resist buying it. It has
loads more stuff on it compared to older ones.
>
> Just to let you know they sent me an email to say that existing
users can get up to 50% of the price of Read and Write 7, incase you
are interested.
>
> Lee
>
> simonjames30 <no_reply@yahoogroups.com> wrote:
> I have to agree with this read and write from text help is
brilliant
> i personnaly use it and ahve done for the last 4 years. I don't
know
> where i would be without it. Also its not that expensive either
> compared to some.
>
> Si
>
>
> --- In dyslexiaclub@yahoogroups.com, Lee Chun-Soo
> <leechunsoo2003@y...> wrote:
> > Sharon,
> >
> > If your son has dyslexia I can recommend a computer program that
> has really helped my family. I bought a copy of Read&Write from
> Texthelp a few years ago and you would not believe the difference
it
> has made to my son. The software is less expensive than kurzweil
and
> other dyslexia software. It can also read out text which would be
of
> particular benefit to you wouldnt it?
> >
> > Have a look at their website: www.texthelp.com
> >
> > Lee
> >
> > Sharon Rudd <bearspawprint@y...> wrote:
> > Please post the list on-list :-) My son is 10,
> > attended K and 1st grade...a disaster. I withdrew him
> > and have been unschooling. But, as and essentric older
> > mother with MS, my mouth gets tired reading everything
> > aloud to him. I did get him officially dx (a long,
> > drown out expensive process) to convince my husband
> > (his daddy...he thought that if he was just more
> > disciplined he could do what he can not do) that what
> > I was saying and we were working with was real, and so
> > that I can get some supplemental services, such a
> > tutor or appropriate private schooling for him. The
> > public school ESE, at least in our area, is
> > overflowing with behavior problem kids, ie bullies.
> >
> > So a list of programs, etc., would be nice, especially
> > if your suggestions are the same as what I have come
> > up with, so far. Or if there is something else that is
> > easily to get to (ha! we live 10 miles from anywhere)
> > and is not too expensive!!
> >
> > Thank you
> > Sharon of the Swamp
> >
> > --- jumpher wrote:
> > > I know this will make me unpopular, and please note,
> > > at one time I
> > > was one of the BIGGEST advocates for no meds, but
> > > let me argue FOR
> > > meds for a second please.
> > > First, unlike Dyslexia, research has proven that
> > > ADD/ADHD is
> > > partly a chemical imbalance in the brain. Why do
> > > you chose to PUNISH
> > > the child by expecting him to perform tasks well
> > > about his maturity
> > > level and control an aspect of his being that has
> > > physical origins?
> > > If he had been born with no legs, you would not
> > > expect him to run, or
> > > without eyes, to see. At the 3rd grade maturation
> > > level, he is no
> > > more able to filter the huge jumble of incoming info
> > > than he is
> > > capable of driving a car or balancing your
> > > checkbook.
> > > Second, do you realize how miserable he is getting
> > > into
> > > trouble for something he CAN NOT control? Have you
> > > thought about
> > > what it is doing to his self-esteem? Do you realize
> > > how much he
> > > misses not only in a lesson, but in social
> > > interactions as well? I
> > > am ADHD, ADD as a kid, ADHD with hormones (post
> > > children) and I have
> > > an ADHD gifted son and have worked with ADHD kids
> > > for going on 8
> > > years now, let me tell you, body language is
> > > something we
> > > don't "get", later on, it will cause social problems
> > > if it hasn't
> > > already.
> > > Another aspect of language delays is that ADD/ADHD
> > > affects is
> > > the student's ability to filter and track when in a
> > > group. I have
> > > 5th and 6th graders right now who don't socialize
> > > with more than 1 or
> > > 2 friends at a time, not because they are shy as
> > > people suspect, but
> > > because they simply can't follow and process a
> > > conversation in a
> > > group of people. Too much is happening, too much is
> > > being said too
> > > fast for them to process, understand, and reply to.
> > > So instead they
> > > stand there, quiet or say in appropriate things or
> > > start new
> > > conversations that have nothing to do with what
> > > everyone else is
> > > talking about. Can you imagine what a busy
> > > classroom is like for
> > > them?
> > > My son came out of the womb going 110 mph. I
> > > REFUUSED to try
> > > meds and 1 on 1 he was not a problem, but in a
> > > classroom, he was a
> > > terror and struck in a nightmare. In first grade he
> > > LIVED in the
> > > office and refused to complete classwork even though
> > > he read on a 3rd
> > > grade level and could do math on a 4th. It was the
> > > same thing until
> > > 4th where I had the honor of teaching the most self
> > > aware kids I'd
> > > ever taught. They explained to me what it was like
> > > for them in a
> > > classroom. I cried! I realized by not at least
> > > trying meds I was
> > > putting my very bright son at the worst
> > > disadvantage. I thought his
> > > inability to do things like everyone else was a
> > > reflection on me and
> > > my parenting skills or a lack there of. I was
> > > wrong. It wasn't
> > > about ME at all, it was about a problem HE had that
> > > I could help him
> > > with. So, we tried them.
> > > To his teachers, it was a miracle. He didn't
> > > disturb the
> > > class, get conduct marks as often and he completed
> > > assignments. His
> > > self esteem rebounded. The next year he did not use
> > > meds and did
> > > fine. In 6th grade he started having a lot of
> > > social issue problems
> > > and forgot assignment regularly. After trying every
> > > trick that
> > > worked for my students, I gave up and told him he'd
> > > have to come up
> > > with a plan for himself. He chose to try meds
> > > again. There were
> > > immediate improvements, mostly with his classmates.
> > > This year he's
> > > off again and better able to handle middle school
> > > life.
> > > The point of this long story is this: You try
> > > everything
> > > else, if nothing is working, you go that one last
> > > step, try meds, if
> > > it works, do it, if it doesn't stop it and look for
> > > something else.
> > > I send a checklist to the teachers every week to
> > > fill out to see if
> > > the meds are helping – they don't like filling it
> > > out, but I want
> > > proof to determine if we need to look for another
> > > solution or not.
> > > New meds don't have the side effects of old meds.
> > > New
> > > research shows us the old myths we heard early on
> > > about these meds
> > > are false – the kids do not become drug addicts as
> > > adults,
> > > conversely, kids who are treated with meds have
> > > higher self esteems
> > > and therefore do NOT get mixed up with drugs or
> > > alcohol anymore
> > > readily than the general population – the opposite
> > > can not be said.
> > > Many drug addicts and alcoholics have been found to
> > > have ADD/ADHD.
> > > Also, higher self esteems lead to fewer relationship
> > > problems as
> > > adults. There are even studies that suggest that
> > > kids on meds have
> > > higher IQ's – makes sense, if you can pay attention
> > > long enough to
> > > learn the skill, you'll have that skill at your
> > > disposal to use, if
> > > you can't, you won't…..
> > > I find that the issue isn't so much that my kid
> > > needs meds so
> > > much as it is that there maybe something wrong that
> > > I can't fix and
> > > that may be my fault. Get rid of the guilt! The
> > > second problem I
> > > find is "What WILL the neighbors think?!" For both
> > > of these ideas I
> > > ask this: If your child were diabetic and required
> > > insulin, you
> > > wouldn't worry about these issues would you?? Let
> > > the guilt and
> > > worry about what everyone else thinks go and work on
> > > educated
> > > assumptions and knowledge to solve the problem.
> > > Now to address the Dyslexia problem. The teacher
> > > is VERY,
> > > VERY uninformed, a personal pet peeve of mine!
> > > PLEASE send me her
> > > email address and I'll be more than happy to explain
> > > to her how
> > > Dyslexia is a brain STRUCTURE (meaning the brain is
> > > BUILT
> > > differently) and PROCESSING (because the brain is
> > > different)
> > > difference NOT AT ALL chemical like in ADD/ADHD,
> > > bipolar, OCD etc.
> > > Nor is it a "will" problem. There are actually
> > > scientific studies
> > > where they've taken pictures of the brain doing
> > > language tasks and
> > > they've found that the Dyslexic brain actually
> > > process language in a
> > > DIFFERENT area of the brain than "normals". In some
> > > cases the brain
> > > doesn't register sounds of particular letters at
> > > ALL! That is why
> > > they will often mispronounce words they've heard
> > > auditor ally. The
> > > system is archaic – there is NO excuse to NOT be up
> > > on the current
> > > scientific research – ESPECIALLY if you are
> > > diagnosing kids for
> > > labels and placement! That is negligence and that
> > > warrants a law
> > > suit, not for IEP accommodations but for a
> > > scientifically researched
> > > and proven multisensory, explicit, direct
> > > instructional approach.
> > > The IDA recommends several good programs to that
> > > end. If you'd like
> > > to know of a good program that you can do with your
> > > student, contact
> > > me off list and I'll give you the info so you can
> > > evaluate it for
> > > yourself.
> > > Sorry this is sooo long. I get upset when the
> > > child suffers
> > > for our misunderstanding and systems refuse to take
> > > 10 mins for new
> > > training and research!
> > >
> > >
> > > ~Jenn
> > >
> > === message truncated ===
> >
> >
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