Thanks for all of the feedback!
Polarbear, his low processing speed seemed odd to me too. The Psychologist who tested him tests a lot of gifted kids and she was not surprised by the large discrepancy with his scores. She said that he has a lot of lines of inquiry going on in his head which is slowing him down. Somehow we, and his future teachers, should be aware of it and try to work with him on singling these lines down. And thank you for the mention of getting his eyes checked! We actually just had him for a full eye exam in January when I had mine and he's got great sight.
From the research I've been able to dig up on the Fountas and Pennell, which has been tricky, the Reading Specialist has them read a small book and then asks them questions about it. My gut tells me he was distracted by being pulled out into a hallway to take this test. He also doesn't want to miss any of his class because the poor guy is still hoping he learns something new! For example he has read all of the Lucy and Stephen Hawking books twice at home and totally understands them. When he read The invention of Hugo Cabret he was able to understand the why one of the characters was so cruel in the first part of the book due to bad things that happened in his past. He read that when he was 5. I don't quite get what they mean by fluency and comprehension. He's got both. I am not quite sure how they are measuring it.
Regarding the WJ Achievement the Psychologist was very impressed with his reading fluency, comprehension and vocabulary. Especially since he took that test after the full WISC IV.
Right now I feel like the school doesn't want to believe that this is what he does at home. We started the Stanford EPGY math program last month out of frustration at not getting harder math for him in K. He's been asking for harder math since the beginning of the school year. We started him in Grade 1 just to make use there were not any gaps and he's in the middle of Grade 2, in 5 weeks. He loves it! I am very interested to see where his NWEA Math results for Spring will be just by doing this one online program.
Sometimes I question how much we are trying to advocate for him. Does anyone else feel this way? We have always known there was something a little different about him. Everyone called him an "Old Soul" when he was a baby. Now that he has been tested we can see what possibilities could be open to him and we want to make sure they are available. I sort of feel like the school doesn't get it. They see his WISC IV scores and that is the only reason we are having any discussions at all.
Okay, I've had my rant. Now I'm just hoping my DS is excited about what he gets to read on Wednesday and actually answers some questions! He's started saying "I don't know" even though he knows. If you prod him a bit he will answer. Hopefully the Reading Specialist will look a little closer this time.
I'm still a little freaked out about them all meeting just to discuss him. It sort of feels like we've pushed it too far, but maybe that's a good thing???
