From
this website: WISC IV Working Memory Subtests
Digit Span measures auditory short-term memory, sequencing skills, attention, and concentration. The Digit Span Forward task requires the child to repeat numbers in the same order as read aloud by the examiner. Digit Span Backward requires the child to repeat the numbers in the reverse order of that presented by the examiner.
Letter-Number Sequencing measures sequencing, mental manipulation, attention, short-term auditory memory, visuospatial imaging, and processing speed. It requires the child to read a sequence of letters and numbers and recall the numbers in ascending order and the letters in alphabetical order.
Arithmetic measures mental manipulation, concentration, attention, short- and long-term memory, numerical reasoning ability, and mental alertness. It requires the child to mentally solve a series of orally presented arithmetic problems within a specified time limit.
WISC IV Processing Speed Subtests
Coding measures the child�s short-term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive flexibility, attention, and motivation. It requires the child to copy symbols that are paired with simple geometric shapes or numbers.
Symbol Search measures processing speed, short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration. This test requires the child to scan a search group and indicate whether the target symbol(s) matches any of the symbols in the search group within a specified time limit.
Cancellation measures processing speed, visual selective attention, vigilance, and visual neglect. It requires the child to scan both a random and structured arrangement of pictures and mark target pictures within a specified time limit.
Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children � Fourth Edition. San Antonio: The Psychological Corporation.
The discrepancy between the Verbal score and the Working Memory and Processing scores is very likely due to the ADHD, since attention and concentration are aspects of those constructs.
These results indicate that she is definitely gifted, but that she has challenges in the areas of working memory and processing speed. These areas almost certainly create frustration for her, and may make her feel that she is not really smart. People who are not really familiar with giftedness and the many different ways that it can manifest often equate gifted with being mentally "quick" (having high processing speed) or with having good working memory (for example, being able to do complex mental math without writing out problems). Your child is likely to NOT present this way. This does not mean that she is not gifted. Typically, gifted children with these sorts of issues do best in an environment that is providing instruction at their challenge level (which helps maintain focus and attention) with appropriate supports and accommodations (such as extended time for tests and assignments, planners, checklists, etc.) to help with organization and attention issues.
