Help w/ scores for parent on LDOnLine

[dhfl143]

A parent on LDOnLine asked for help with understanding testing scores. I have directed them here. Can you guys help out?

Here is their original post:

"My daughter was re-evaluated last year. She is now currently in third grade. The school is classifying her as a slow learner. I would agree but that is not the only problem. I believe she has memory and processing problems and I am not entirely sure that she received all of the testing necessary to identify her as having a learning disability. Perhaps someone can help me understand her scores. She is unable to do more than one task at a time. She has a lot of difficulty with spelling and I believe her written expression will suffer. She works extremely hard and despite her hard work seems to just do okay. She needs a lot of repetition. She repeats words when reading and often can't recall a new word despite having just read it.

Her WISC-IV scores are as follows:
VCI 102,
PRI 108,
WMI 104,
PSI 85, and
FSIQ 102.

Verbal Comprehension Subtest (scaled score)
Similarities 9,
Vocabulary 11,
Comprehension 12;

Perceptual Reasonsing:
Block design 7,
Picture Concepts 15* (No ceiling point reached),
and Matrix Reasoning 12;

Working Memory:
Digit Span 11 and
Letter Number Sequencing 11;

Processing Speed:
Coding 6,
Symbol Search 9.

Woodcok Johnson II Test of Cognitive Abilities: The school only tested phonemic awareness and my daughter ranked 116-128. I have no idea why they didn't just do the entire test of cognitive abilities. Perhaps they were trying to be cute!!

WIAT-II - Reading Comprehension was 92.
Woodcok Johnson Test of Achievement:
Letter-word identification 101,
Reading Fluency 102,
Passage Comprehsnion 98;

Broad Math:
Calculations 102,
Applied Problems 94, and
Math Fluency 92;

Broad Written Language: Spelling 84,
Writing Fluency 92, and
Writing Samples 114. "


Thank guys in advance!

[dihicks6]

She's got some scatter (large differences between subtest scores), which is usually a red flag. Others here can interpret the scores, however, remember that you are entitled to request an IEE = independent educational evaluation if you disagree with their evaluation and they will have to pay for it, or file for due process to defend their evaluations. Most schools will grant the IEE as it is less expensive. If she is not making progress, then they are not presenting the curriculum in a manner in which she can learn. In addition, an IEE will give you much more comprehensive, detailed info and also should include specific educational recommendations tailored to how she learns. IDEA requires that when a student is not making progress, the IEP must be revised in order for her to derive any meangingful educational benefit from the IEP.

There is a letter requesting an IEE listed under sample letters on the main board. Good luck!

[michellea]

The low PSI is a red flag - slow processing gets in the way of taking in new info efficiently and demonstrating knowledge easily.

Does she have trouble with executive functioning? Planning, organization, generalization, self monitoring? I'd like to see some tests in this area. www.concordspedpac.org/TypesTests.html#ExecFunc

I notice that her fluency scores are all lower than the others (math, writing). Has she had any testing in the visual spatial realm? How are her grapho motor skills?

What about following directions, listening comprenhension - is she as strong with complex, dense material as routine, highly structured? How is she at spitting out her thoughts orally? Is she able to oranize her ideas quickly and find the words to express them? Or is her expression more measured, halting, simplistic than what she seems to know? How about in social converstations - does she follow the quick banter back in forth, or does she sometimes miss parts of the conversation as she is stuck on the first few ideas?

How does she approach tasks - details first missing the big picture? Or the other way around?

Without knowing more about the student it's hard to know what areas should be delved in deeper - I agree with DiHick's idea - I think an indpendent comprehensive evaluation might be in order.

[momfromma]

This student probably needs a more thorough testing. Aside from Michellea's questions, a few others come to my mind.

When reading the scores, what strikes me is that the two only scores that require timed testing and hand eye coordination (coding and block design) come out very low. I would want a more thorough testing of visual-motor integration and visual processing.

I also see a red flag in reading comprehension as well, given that the WIAT testing, that is a better testing of reading comprehension, is lower than the passage comprehension. While both are average, the WIAT subtest actually tests reading comprehension by reading and answering questions, while the WJIII tests is a fill-in exercise.

Spelling is weak, but given the results in coding, I wonder how is her handwriting?

[healthy11]

Certain subtests of the WISC are untimed for younger children. Can you verify exactly how old the girl was, at the time of her testing?
I'm also struck by the spelling difficulties, given her supposedly good phonemic awareness...it's making me wonder if she has visual or motor difficulties as well...

[sld123]

iee

[cobyseven]

I am concerned about the schools dismissal of her learning issues. They can call her a slow learner, but that does not explain why most of her IQ scores are in the average range. I would seriously want an explanation of that because it makes no sense. They can argue that her scores don't qualify as an LD, but, again, that doesn't explain her learning issues. Nothing in these scores really does.

I would go for the IEE as well. Besides what is mentioned here, I think I would like to see a Test of Memory and Learning as well. There is some reason why this child is not retaining information. Nothing here explains that to me. The processing scores are a flag, but not a complete explanation.