Dyslexia/Dysgraphia specific accommodations and modification

[marissa]

I've got a 9 year old whose been in a meltdown since 3:30 today *it's almost 7 pm here* because he had a rough day with writing in school and I asked him to fix things in his writing journal. When I talked to him today in a brief period he wasn't sobbing he told me he's not getting access to his AT for school and is told he's not able to use it.  He said he was told he can only use a computer on day 2 which is their computer day for literacy.  

What accommodations and modifications are helpful for kids on the spectrum who have dyslexia and dysgraphia? What he has is: 
M is sensitive to heat - allow him drink water frequently and rest to cool off

Utilize a picture schedule to help with transitions, including pack up/dismissal

Monitor planner for accuracy in recording assignments

Differentiated activities/assignments

Utilize Peer Buddies in class

Question student to ensure that what has been presented is understood.

Allow student to work at own pace and avoid time pressure situations.

Clearly define limits and expectations.

Provide positive reinforcement.

Give frequent, brief, positive feedback about daily work, especially noting his handwriting.

*Teachers should be aware that his rate of speech does influence his reading fluency (silent and oral).

Student will be given the option of using noise cancelling items during assemblies.Student is allowed to use parent provide ear buds.

Student will not be graded on spelling.

Student permitted to access technology, such as a tablet to generate ideas and/or produce a final copy.

Encourage use of keyboard options for written work.

Allow additional processing time

Allow extended time for tests/quizzes up to 50% (including Mad Minutes)

*Use a visual cue (chart) to ensure he has everything he needs to go home, when he is packing up.

Student permitted to give his response orally for the Math Open Ended Response Assessments.

Reinforce spelling words using the multi-sensory approach.

Utilize self-editing checklist for language mechanics.

Do not use loss of recess or social times as a consequence for incomplete assignments.

[auntie]

Oct 27, 2014 18:13:00 GMT -5 marissa said:

I've got a 9 year old whose been in a meltdown since 3:30 today *it's almost 7 pm here* because he had a rough day with writing in school and I asked him to fix things in his writing journal. When I talked to him today in a brief period he wasn't sobbing he told me he's not getting access to his AT for school and is told he's not able to use it.  He said he was told he can only use a computer on day 2 which is their computer day for literacy.  


So, BTDT. As you recall, DS has that same cluster of issues- Aspergers plus specific LDs  dyslexia, dysgraphia, dissorder written expression- plus ADHD, dyscalculia and GAD. Fun times.


You need to tighten the IEP to avoid the bullshit in the bolded. Below, in blue, are my experiences in public school as well as best practices in places like Lewis, Cambridge and Center Schools. 

What accommodations and modifications are helpful for kids on the spectrum who have dyslexia and dysgraphia?


I think it's important to all be on the same page regarding what- exactly- dysgraphia is and to be careful not to let them roll dyslexia, anxiety, executive function deficits, central coherence glitches  and disordered expressive (written) language into dysgrahia.


www.wrightslaw.com/info/read.dysgraphia.facts.htm


What he has is: 


My opinions, below. As always YMMV.

M is sensitive to heat - allow him drink water frequently and rest to cool off
Not really a SLD accommodation. More ASD. If he is taking an SSRI, the heat thing could be a side effect of that medication, btw. While it's a common ASD thing without meds, it seems to get more "respect" when put in the context of Rx tx as in "if this is a problem, we could try it without meds..." 

In high school DS had a "golden ticket" which allowed him to leave. I wish I'd fought for it sooner. 

Utilize a picture schedule to help with transitions, including pack up/dismissal
I'm all for a graphic organizer, but does he still need pictures? He's old enough for a simple text checklist which could be given daily and checked off. DS's resource teacher had these taped to each of her charges desks; they were individualized. Less stigmatizing when it can be a list.

Monitor planner for accuracy in recording assignments
I would tighten this up. In the intermediate grades DS was supposed to capture assignments and materials needed. His teacher or classroom aide would check for accuracy and initial it. After homework and returning all assignments and materials to a clear envelope, I would initial the list. This was done in the same assignment planner all kids in the district receive. In middle school his teachers looked at his assignment book but we didn't sign. Kids were to exchange phone numbers to call each other if needed. By high school, every teacher used their website for assignments and even materials.

Differentiated activities/assignments
This one is hard. To start with it's vague. When we were deciding on specifics, my mantra was "what skills will he need in 5 years; where will he be in 10 years. For a bright college bound kid you might make different choices. So while we insisted on differentiation in curricla- specialized multisensory reading instruction early on, we tried to keep the material covered standard for the grade level. He should probably do handwriting with HWT instead of what the class does if they're even still doing "penmanship".

And it doesn't say what kind of differentiation or to get around what difficulty. Some DS had were chunking assignments tests instead of waiting until the end of a unit, rolling due dates with check-ins for longer assignments. Rubrics for all assignments so he knew the expectation. All kids get rubrics for major projects.

I can see allowing him to do some work in an alternative format- a Powerpoint instead of a report or allowing him to do math facts or spelling words orally. He should have unlimited access to a keyboard. The district should provide an Alphasmart at this age. By 8th he should be on a laptop. BTW- you need this keyboarding included in his IEP/504 if you want him to take his PSAT/ACT/SAT on a computer. 

Utilize Peer Buddies in class
JMHO, nope. A kid needs a highly qualified teacher or para, not an institutionalized "mercy date". By all means, a teacher should support the kids supporting each other, and be careful to assign your son decent team mates in group work, but he shouldn't be made a project for another kid.

Question student to ensure that what has been presented is understood.
Under what circumstances? By whom? Where? At what time? Depending on your DS's strengths, this could be a part of the check of the assignment book prior to dismissal. 

Allow student to work at own pace and avoid time pressure situations.
Why? If this is related to attentional issues or academic stamina- leave it in. If it's about the speed with which he works, he needs FT access to keyboarding. 

A lot of kids do best removed from uber competitive timed activities or even a classroom where free time doing something fun is earned by quick completion of tasks. If he needs extra time on tests, this needs to be spelled out- again, it will only be granted by ETS if it's been there all along.

Clearly define limits and expectations.
Too loosey goosey. For academics- rubrics, rubrics, rubrics. If behavior, via what plan? Social Stories, written contract? What?

Provide positive reinforcement.
Yes. But shouldn't this be best practices in any classroom short of grad/professional school? Sad you have to include it.

Give frequent, brief, positive feedback about daily work, especially noting his handwriting.
Is he wired this way? It's a feel good measure for some kids. But it pisses others off. DS hated the sugary sweet "good job" and "high fives" offered him but not other kids. YMMV. 

*Teachers should be aware that his rate of speech does influence his reading fluency (silent and oral).
What do you want them to do with this tidbit? Should he be graded differently? Given more time? How's his comprehension?

Student will be given the option of using noise cancelling items during assemblies.Student is allowed to use parent provide ear buds.
This kind of has nothing to do with dyslexia, dysgraphia. Have you considered something like Barard AIT to help him be more comfortable in noisy settings? He's not going to get the benefit of assemblies and other loud activities- especially the inclusionary shared experience thing.

Student will not be graded on spelling.
What are you doing to teach him to spell? He should be graded in spelling as a subject and he should be taught the limitations of spellcheck if you're expecting mainstream secondary and college. He needs to edit his own work- it's part of the process- perhaps this should have a teacher do this with him as part of the chunked assignments/rolling due dates.

Student permitted to access technology, such as a tablet to generate ideas and/or produce a final copy.

Alphasmart. It's easier to argue for an unsexy AT device than a tablet. You may need to drill down exactly when a keyboard can be used. I know bright kids who don't print anything. 

Encourage use of keyboard options for written work.
Not an option.

Allow additional processing time
Huh? When? Under what circumstances? In answering questions? Taking tests? Explaining material or expectations? Perhaps specifics need to be included- like multisensory options for instructions- written and spoken, classroom notes for new material as a pre-teaching strategy.

Allow extended time for tests/quizzes up to 50% (including Mad Minutes)
IME, Mad Minutes should go the way of dodgeball. If he's distractible, he should be tested in a quiet place.

*Use a visual cue (chart) to ensure he has everything he needs to go home, when he is packing up.
This can be included under the monitor assignment book/materials.

Student permitted to give his response orally for the Math Open Ended Response Assessments.
Useful for now. As math ramps up into applications and higher math, you'll need to revisit. Be prepared for a kid who fights "showing his work" and teachers who give limited credit. Having him do his math on the Alphasmart can mitigate this tendency.

Reinforce spelling words using the multi-sensory approach.
Wilson has some good spelling stuff. 

Utilize self-editing checklist for language mechanics.
Good. Who is supposed to enforce this? It might make sense to work through this with him until he's competent around it. 

Do not use loss of recess or social times as a consequence for incomplete assignments.
What's the consequence? Do you feel he's not completing because he wants out of "fun stuff" like recess? We actually gave DS the option to stay in and have lunch once a week with his resource teacher and class pets it he did do all his work on a timely basis. Other kids "lost" recess as a consequence, DS did as a reward.

Or do you feel he works so slowly he can't get stuff done at the rate peers do? If he academically competent, maybe it makes sense to allow him to work for that same time and declare him done. Obviously not a plan if he needs to do 50 math problems to master material, but worth thinking about for now.

As for social time; if he's wearing ear plugs, it doesn't count- he's isolating himself.

[auntie]

Some other things that helped DS with written expression were writing prompts. Reading more helped him become a better writer as well.

If he's using a laptop, Kidspiration software could help guide him with writing.

[marissa]

I'll write a response when I'm on the desk top. As for the recess, they remove recess if kids aren't done with their morning work or forget their homework three times in 3rd and 4th. His 2nd grade teacher started with it the 2nd half of 2nd to "ready" the kids. Because he was forgetting his folder, hence the picture cues on his desk, he had thIs consequence a few times last year until I could get it in his iep. I do not want him to miss recess which is a social time for him to gain social skills and burn off energy with his ADHD. It throws the rest of the day into turmoil and he melts for the 2nd half of the day and at home.

As far as the heat sensitivity, there's a physical issue where he passes out in the heat. We limit it in the summer and have a cooling cloth for him to use.

Earbuds help muffle the loud noise that he has issues with thanks to the SPD.

[auntie]

Oct 28, 2014 10:42:31 GMT -5 marissa said:

I'll write a response when I'm on the desk top. As for the recess, they remove recess if kids aren't done with their morning work or forget their homework three times in 3rd and 4th. His 2nd grade teacher started with it the 2nd half of 2nd to "ready" the kids. Because he was forgetting his folder, hence the picture cues on his desk, he had thIs consequence a few times last year until I could get it in his iep. I do not want him to miss recess which is a social time for him to gain social skills and burn off energy with his ADHD. It throws the rest of the day into turmoil and he melts for the 2nd half of the day and at home.


So the consequence of losing recess isn't a path to success. If he's on task and competent, maybe they could reduce his "seat work" to what he does in the allotted time and let him complete the bigger ticket assignments at home.

As far as the heat sensitivity, there's a physical issue where he passes out in the heat. We limit it in the summer and have a cooling cloth for him to use.

Yikes. Mine just complains mightily unless there's a train involved in which case I just fight to keep him hydrated.

Earbuds help muffle the loud noise that he has issues with thanks to the SPD.

A listening program could help him get to a place where he could be less dependent on this. I don't think they do much for CAPD but that can help a kid get used to noise.

[marissa]

Oct 28, 2014 7:56:56 GMT -5 auntie said:

Oct 27, 2014 18:13:00 GMT -5 marissa said:

I've got a 9 year old whose been in a meltdown since 3:30 today *it's almost 7 pm here* because he had a rough day with writing in school and I asked him to fix things in his writing journal. When I talked to him today in a brief period he wasn't sobbing he told me he's not getting access to his AT for school and is told he's not able to use it.  He said he was told he can only use a computer on day 2 which is their computer day for literacy.  


So, BTDT. As you recall, DS has that same cluster of issues- Aspergers plus specific LDs  dyslexia, dysgraphia, dissorder written expression- plus ADHD, dyscalculia and GAD. Fun times.


You need to tighten the IEP to avoid the bullshit in the bolded. Below, in blue, are my experiences in public school as well as best practices in places like Lewis, Cambridge and Center Schools. 


I want to pull the plug, give them the Jersey salute and get him into Lewis school. I feel like we need to have proof he's not doing well and I'm not sure how else to prove it. He has his testing this year. I guess we will have to wait and use the testing against them. I feel like I've forgotten about him since he's such an "easy going" kid. He's gotten lost in the shuffle that was the mediation year for his brother, C's OCD/ODD, and his oldest brother's cancer.

What accommodations and modifications are helpful for kids on the spectrum who have dyslexia and dysgraphia?


I think it's important to all be on the same page regarding what- exactly- dysgraphia is and to be careful not to let them roll dyslexia, anxiety, executive function deficits, central coherence glitches  and disordered expressive (written) language into dysgrahia.


www.wrightslaw.com/info/read.dysgraphia.facts.htm


What he has is: 


My opinions, below. As always YMMV.

M is sensitive to heat - allow him drink water frequently and rest to cool off
Not really a SLD accommodation. More ASD. If he is taking an SSRI, the heat thing could be a side effect of that medication, btw. While it's a common ASD thing without meds, it seems to get more "respect" when put in the context of Rx tx as in "if this is a problem, we could try it without meds..." 

In high school DS had a "golden ticket" which allowed him to leave. I wish I'd fought for it sooner. 


See the other reply. I'll have to search for pictures to share with you sometime. He gets all red faced, splotchy, and then passes out. 

Utilize a picture schedule to help with transitions, including pack up/dismissal
I'm all for a graphic organizer, but does he still need pictures? He's old enough for a simple text checklist which could be given daily and checked off. DS's resource teacher had these taped to each of her charges desks; they were individualized. Less stigmatizing when it can be a list.

They gave him pictures of a clock with the times and wrote down where he is supposed to be. It's the size of a 4X6 index card.

Monitor planner for accuracy in recording assignments
I would tighten this up. In the intermediate grades DS was supposed to capture assignments and materials needed. His teacher or classroom aide would check for accuracy and initial it. After homework and returning all assignments and materials to a clear envelope, I would initial the list. This was done in the same assignment planner all kids in the district receive. In middle school his teachers looked at his assignment book but we didn't sign. Kids were to exchange phone numbers to call each other if needed. By high school, every teacher used their website for assignments and even materials.

How would you tighten this up? Last year he was forgetting to write things in or wouldn't get it all written in. The rule follower wouldn't use any more than the space they gave him. His penmanship is shitty on the best day.

Differentiated activities/assignments
This one is hard. To start with it's vague. When we were deciding on specifics, my mantra was "what skills will he need in 5 years; where will he be in 10 years. For a bright college bound kid you might make different choices. So while we insisted on differentiation in curricla- specialized multisensory reading instruction early on, we tried to keep the material covered standard for the grade level. He should probably do handwriting with HWT instead of what the class does if they're even still doing "penmanship".

And it doesn't say what kind of differentiation or to get around what difficulty. Some DS had were chunking assignments tests instead of waiting until the end of a unit, rolling due dates with check-ins for longer assignments. Rubrics for all assignments so he knew the expectation. All kids get rubrics for major projects.

I can see allowing him to do some work in an alternative format- a Powerpoint instead of a report or allowing him to do math facts or spelling words orally. He should have unlimited access to a keyboard. The district should provide an Alphasmart at this age. By 8th he should be on a laptop. BTW- you need this keyboarding included in his IEP/504 if you want him to take his PSAT/ACT/SAT on a computer. 

They put this in everyone's IEP's. So much for individualized, right?

Utilize Peer Buddies in class
JMHO, nope. A kid needs a highly qualified teacher or para, not an institutionalized "mercy date". By all means, a teacher should support the kids supporting each other, and be careful to assign your son decent team mates in group work, but he shouldn't be made a project for another kid.

How else would they monitor his planner to make sure he has everything written down? Note my sarcasm. 

Question student to ensure that what has been presented is understood.
Under what circumstances? By whom? Where? At what time? Depending on your DS's strengths, this could be a part of the check of the assignment book prior to dismissal. 

Allow student to work at own pace and avoid time pressure situations.
Why? If this is related to attentional issues or academic stamina- leave it in. If it's about the speed with which he works, he needs FT access to keyboarding. 

A lot of kids do best removed from uber competitive timed activities or even a classroom where free time doing something fun is earned by quick completion of tasks. If he needs extra time on tests, this needs to be spelled out- again, it will only be granted by ETS if it's been there all along.

This is a stamina issue and a pacing issue. He is a smart kid who tens to take a long time because his writing is laborious for him. It takes him a long time thanks to the processing issues and mechanics of writing. 



Clearly define limits and expectations.
Too loosey goosey. For academics- rubrics, rubrics, rubrics. If behavior, via what plan? Social Stories, written contract? What?

Rubrics

Provide positive reinforcement.
Yes. But shouldn't this be best practices in any classroom short of grad/professional school? Sad you have to include it.

Give frequent, brief, positive feedback about daily work, especially noting his handwriting.
Is he wired this way? It's a feel good measure for some kids. But it pisses others off. DS hated the sugary sweet "good job" and "high fives" offered him but not other kids. YMMV. 

He is wired this way. He looks for the positive praise. He feels badly about his handwriting so they would praise the positives in in.

*Teachers should be aware that his rate of speech does influence his reading fluency (silent and oral).
What do you want them to do with this tidbit? Should he be graded differently? Given more time? How's his comprehension?

They use timers to assess fluency not expression, etc. He has Apraxia and speaks slowly. He was "stuck" at the same level not because he couldn't read it effectively but because he couldn't complete the wpm requirement they put on each level. 

Student will be given the option of using noise cancelling items during assemblies.Student is allowed to use parent provide ear buds.
This kind of has nothing to do with dyslexia, dysgraphia. Have you considered something like Barard AIT to help him be more comfortable in noisy settings? He's not going to get the benefit of assemblies and other loud activities- especially the inclusionary shared experience thing.

What is Barad AID?

Student will not be graded on spelling.
What are you doing to teach him to spell? He should be graded in spelling as a subject and he should be taught the limitations of spellcheck if you're expecting mainstream secondary and college. He needs to edit his own work- it's part of the process- perhaps this should have a teacher do this with him as part of the chunked assignments/rolling due dates.

This is specifically because they were marking things in subjects other than spelling incorrect because his spelling is bad. I work at home with both him and J with spell check on the microsoft programs and have been working with J showing him dictionary.com. IMO, using a traditional dictionary will frustrate the kid who can't spell. We tell him to look it up based on his incorrect spelling therefore he will not find it in a dictionary. J has had more success with dictionary.com and spelling it how he has spelled it and looking for the correct spelling as a choice. M is not receptive to his yet. 

Student permitted to access technology, such as a tablet to generate ideas and/or produce a final copy.

Alphasmart. It's easier to argue for an unsexy AT device than a tablet. You may need to drill down exactly when a keyboard can be used. I know bright kids who don't print anything. 

We need an AT eval. I asked last year and they told me no.  His testing is this year. I'm putting in the formal request again.

Encourage use of keyboard options for written work.
Not an option.

Would you say simply use of keyboard for written work. 
Allow additional processing time
Huh? When? Under what circumstances? In answering questions? Taking tests? Explaining material or expectations? Perhaps specifics need to be included- like multisensory options for instructions- written and spoken, classroom notes for new material as a pre-teaching strategy.

He seems to have a language processing issue so, for example if the average kid takes 5 seconds to answer *no clue just inserting a random number* I give him 7-10 seconds. 
Allow extended time for tests/quizzes up to 50% (including Mad Minutes)
IME, Mad Minutes should go the way of dodgeball. If he's distractible, he should be tested in a quiet place.

His last mad minute was done and completed with a 49/50 in 2:59. His teacher has been keeping track of them to see if he does need the extra time. It's more of the processing and motor speed for it. 

*Use a visual cue (chart) to ensure he has everything he needs to go home, when he is packing up.
This can be included under the monitor assignment book/materials.

He forgets his folder and assignment book. He has a visual on his desk to remind him.

Student permitted to give his response orally for the Math Open Ended Response Assessments.
Useful for now. As math ramps up into applications and higher math, you'll need to revisit. Be prepared for a kid who fights "showing his work" and teachers who give limited credit. Having him do his math on the Alphasmart can mitigate this tendency.


We really need that AT eval. He does his work and if need be they have him explain how he did it and they write down his words. 

Reinforce spelling words using the multi-sensory approach.
Wilson has some good spelling stuff. 


That's what they are using with him for reinforcement.

Utilize self-editing checklist for language mechanics.
Good. Who is supposed to enforce this? It might make sense to work through this with him until he's competent around it. 

They aren't using this one either. I have one and he's pissed when I make him use it. 

Do not use loss of recess or social times as a consequence for incomplete assignments.
What's the consequence? Do you feel he's not completing because he wants out of "fun stuff" like recess? We actually gave DS the option to stay in and have lunch once a week with his resource teacher and class pets it he did do all his work on a timely basis. Other kids "lost" recess as a consequence, DS did as a reward.

Or do you feel he works so slowly he can't get stuff done at the rate peers do? If he academically competent, maybe it makes sense to allow him to work for that same time and declare him done. Obviously not a plan if he needs to do 50 math problems to master material, but worth thinking about for now.

As for social time; if he's wearing ear plugs, it doesn't count- he's isolating himself.

[auntie]

I want to pull the plug, give them the Jersey salute and get him into Lewis school. I feel like we need to have proof he's not doing well and I'm not sure how else to prove it. He has his testing this year. I guess we will have to wait and use the testing against them. I feel like I've forgotten about him since he's such an "easy going" kid. He's gotten lost in the shuffle that was the mediation year for his brother, C's OCD/ODD, and his oldest brother's cancer.

Yeah, you've had a lot on your plate. 

A place like Lewis would be a good fit for your DS for a couple years. Especially now that they officially accept kids with ASD. When DS attended they claimed they didn't. Do you think your district would pay for it? A number of the kids in DS's classes were placed there by their districts- NJ was better about this than PA though that was BC- before Christie.

See the other reply. I'll have to search for pictures to share with you sometime. He gets all red faced, splotchy, and then passes out.

Interesting. DS did this too. His ears were almost like a barometer for how stressed out he was when he was little- they'd get red and hot to the touch. This was pre-dx. There was a pediatric CNP at DS's preschool who pointed it out to me. She said sometimes this is related to food sensitivity, especially to phenols and salicylates. Not usually dietary approaches but it was interesting that certain fruits did seem related.

This is a stamina issue and a pacing issue. He is a smart kid who tens to take a long time because his writing is laborious for him. It takes him a long time thanks to the processing issues and mechanics of writing.

When a kid writes slowly and deliberately, they're probably "drawing" letters rather than writing them.  This is one of the things Lewis does really well- teaching writing as a graphomotor skills rather than straight up fine motor. For some kids on spectrum who are anxious and self driven to do well and be recognized this is a real risk. This is often an anxiety thing. It's best to shut it down. So long as he's drawing, he'll never be fluent in writing. 

DS's handwriting won't win him any awards, but it's become and effective tool for note-taking and such. I used to think it was dreadful, but TBH, a lot of his scout friends I worked with have horrendous handwriting too.

I would tighten this up. In the intermediate grades DS was supposed to capture assignments and materials needed. His teacher or classroom aide would check for accuracy and initial it. After homework and returning all assignments and materials to a clear envelope, I would initial the list. This was done in the same assignment planner all kids in the district receive. In middle school his teachers looked at his assignment book but we didn't sign. Kids were to exchange phone numbers to call each other if needed. By high school, every teacher used their website for assignments and even materials.



How would you tighten this up? Last year he was forgetting to write things in or wouldn't get it all written in. The rule follower wouldn't use any more than the space they gave him. His penmanship is shitty on the best day.

I'd add it to the IEP outlining who exactly is responsible for over-seeing this. 

The plan would be to eventually fade the help, perhaps starting with him and a para packing up together and her signing off (to be certain it's happening) and then your DS packing up and having it checked over by the para with a signature. For a long time we had a single clear letter sized envelope into which any assignments, notes and permission slips traveled. 

They use timers to assess fluency not expression, etc. He has Apraxia and speaks slowly. He was "stuck" at the same level not because he couldn't read it effectively but because he couldn't complete the wpm requirement they put on each level.

There might not be a fix for this. It may improve with time, but it may be something that not fixable. Can he be excused from this assessment format or is it important? 

What is Barad AID?

www.berardaitwebsite.com/

This is specifically because they were marking things in subjects other than spelling incorrect because his spelling is bad. I work at home with both him and J with spell check on the microsoft programs and have been working with J showing him dictionary.com. IMO, using a traditional dictionary will frustrate the kid who can't spell. We tell him to look it up based on his incorrect spelling therefore he will not find it in a dictionary. J has had more success with dictionary.com and spelling it how he has spelled it and looking for the correct spelling as a choice. M is not receptive to his yet.

It's hard. Some kids find an easier time using Kidspiration software because it has word prediction included. I know older kids who have been successful with Dragon, but the littler ones don't tend to have the stamina to overcome the steep learning curve associated with it.

DS used a Franklin Spell Check for a time in the intermediate grades.

dyslexia.yale.edu/EDU_KidsCantWait.html

www.walmart.com/ip/Franklin-Electronic-Publishers-Children-s-Dictionary-HW1216/5171993

I hope some of this helps.