My oldest dd is 6 ½ and in 1st grade. I would describe her as:
- a novelty learner
- has issues with anxiety
- is left-handed
- sensitive and emotionally mature for her age
- is a perfectionist
- creative problem solver, good at making something out of nothing (i.e. created an elevator system to lift objects to her bunkbed out of a bin, rubber bands, ribbon, and hangers)
- inattentive and daydreams in class
- absolutely loves science, history, nature (always asking me to research things for her on the web)
She took the WISC-IV and the WIAT-II at a technical institute that has psychology major students (studying for their Masters) who do IQ testing for a small fee. I was concerned she could be dyslexic and possibly have an auditory processing problem or ADD. Her FISQ score was in the average range. On the Verbal Comprehension she scored a high average and on the Perceptual Reasoning she scored in the gifted area. Her Working Memory and Processing Speed scores were much lower than her PRI and VCI scores (one was a 29 point difference) but still considered average according to the tester. On those she scored in the 27th percentile and 34th percentile respectively. Her GAI score on the WISC-IV would put her at mildly gifted.
The results of the WIAT-II was only one point lower than her FSIQ score so the tester concluded that there are no signs of a learning disability. Her weaknesses on the WIAT-II were reading (particularly the pseudoword decoding) and math, and her strengths were on the written language and oral language. Dh seems to think we should leave it at that. I feel that she could still have mild dyslexia. She struggles with writing, i.e. spacing problems, letters above/below the lines, fatigues easily, transposing, irregular letter formation. She occasionally will still write an entire word backwards and mirror image. She also has difficulty with reading. She will often misread easy words, i.e. how is read as who, there is read as three, what is read as that, etc… When it comes to big words (immediately, somewhere, instead, etc… if she has memorized them she knows them and reads them quickly. But she struggles with decoding words she doesn't know. She will stare at the word for an extended period of time and when she starts to sound out the word she doesn't start out correctly. For instance, she will try to start sounding out the word 'sniffed' but it will come out as finsed or something. And because of her personality if she struggles with something she gets frustrated easily and gives up. She already compares her reading and writing capabilities to her classmates and puts herself down.
So I know that the GAI is sometimes taken into consideration for entrance into gifted programs, but can it be compared to WIAT-II results for diagnosing learning disabilities? If so, how much of a point difference is considered significant?
- a novelty learner
- has issues with anxiety
- is left-handed
- sensitive and emotionally mature for her age
- is a perfectionist
- creative problem solver, good at making something out of nothing (i.e. created an elevator system to lift objects to her bunkbed out of a bin, rubber bands, ribbon, and hangers)
- inattentive and daydreams in class
- absolutely loves science, history, nature (always asking me to research things for her on the web)
She took the WISC-IV and the WIAT-II at a technical institute that has psychology major students (studying for their Masters) who do IQ testing for a small fee. I was concerned she could be dyslexic and possibly have an auditory processing problem or ADD. Her FISQ score was in the average range. On the Verbal Comprehension she scored a high average and on the Perceptual Reasoning she scored in the gifted area. Her Working Memory and Processing Speed scores were much lower than her PRI and VCI scores (one was a 29 point difference) but still considered average according to the tester. On those she scored in the 27th percentile and 34th percentile respectively. Her GAI score on the WISC-IV would put her at mildly gifted.
The results of the WIAT-II was only one point lower than her FSIQ score so the tester concluded that there are no signs of a learning disability. Her weaknesses on the WIAT-II were reading (particularly the pseudoword decoding) and math, and her strengths were on the written language and oral language. Dh seems to think we should leave it at that. I feel that she could still have mild dyslexia. She struggles with writing, i.e. spacing problems, letters above/below the lines, fatigues easily, transposing, irregular letter formation. She occasionally will still write an entire word backwards and mirror image. She also has difficulty with reading. She will often misread easy words, i.e. how is read as who, there is read as three, what is read as that, etc… When it comes to big words (immediately, somewhere, instead, etc… if she has memorized them she knows them and reads them quickly. But she struggles with decoding words she doesn't know. She will stare at the word for an extended period of time and when she starts to sound out the word she doesn't start out correctly. For instance, she will try to start sounding out the word 'sniffed' but it will come out as finsed or something. And because of her personality if she struggles with something she gets frustrated easily and gives up. She already compares her reading and writing capabilities to her classmates and puts herself down.
So I know that the GAI is sometimes taken into consideration for entrance into gifted programs, but can it be compared to WIAT-II results for diagnosing learning disabilities? If so, how much of a point difference is considered significant?