aeh - thanks for the additional info. And I don't have Beery-B subscores.
We just had the IEP eligibility meeting and found DD to be eligible based on her anxiety behaviors. We have an IEP development meeting next week. They're focusing on the behavior but I want them to get at the root; what is the problem with writing? We were told we can ask for more investigation at the next meeting.
They seem to say that she's okay with respect to LD as she's performing at or above grade level. However, her teacher and I said she tries to do the minimal amount of actual writing and her teach says she goes through really clever means to write less. For example, in a math problem where she is supposed to write out how she figured out the problem, she just wrote another equation. In another case, she is supposed to write the assignment of the day in her planner by copying what the teacher put on the board. DD paraphrases the assignment down to one word and thus reduced the amount of writing. Her teacher noted that the DRA just administered (results not in yet) will score her lower than her actual comprehension since DD had to give answers in writing.
Between her behavior around writing assignments (it triggered big "freak-outs" pre-medication and difficulty while on medication), what you all have helped me with interpreting tests, and how much I know goes on in her head (regardless of how messy that closet is, I think there's something about writing that is inhibiting her, frustrating her and contributing to her distorted view of her abilitities.
I am going to take notes and look at information before our IEP meeting next week. Given that she'll have an IEP, she's probably going to the full-time gifted program she was accepted to.
black cat - if you get any insight with your DD, let me know as I'm trying to figure stuff out too.
thanks again!