Ok, some interesting info on twin 2 and I don't have a full report yet. FSIQ 124, no issues with PS or WM. Notable is math reasoning 98% and phonics 19%, but doing great in school and loves to read. OG tutor was suggested vs full neuropsych eval. Does anyone have experience with that?
So if I understand your post correctly, you're considering advocating to move your DYS twin (twin #1) to better meet his academic needs in math. Twin #2 tests with a lower FSIQ and potential dyslexia (not sure if there was a diagnosis or not, of if there is perhaps another issue that might be impacting phonics score.
This is my advice, fwiw - first ask for subtest scores on the WISC for twin #2, and also ask for a meeting with the psych to discuss what their findings are, and how they are coming up with the recommendation for OG. Having parented a child with issues with reading, I'd consider that priority #1 above advocating for your DYS child, but really you will (I'm guessing) be able to (and need to) advocate for both. The issue with the potential LD impacting reading (or simply being significantly behind grade level) - is that you need to remediate appropriately asap or your child can lose ground in vocabulary as well as not having access to higher level cognitive challenges in academics. Reading ability is *so* key, not just in reading books and developing vocabulary, but it can impact simple things such as answering a math problem incorrectly because it wasn't read correctly.
Re needing an OG tutor vs neuropsych - my experience has been that the neuropsych is helpful in discerning what the root cause is when there are discrepancies in achievement testing potentially caused by LDs or other reasons. They aren't the "end result" in testing (typically) though, because usually what you come out of a neuropsych with is recommendations for further follow-up testing or therapies if a challenge is found. With my dyslexic dd, we didn't have a full suite of neuropsych testing but instead ability vs achievement testing and a few initial dyslexia screens (one with the tester, one or two at school).. and ultimately a thorough suite of reading-related testing by a reading/dyslexia specialist) (this testing included oral reading, phonics, and just about every reading skill under the sun). That was the testing that was ultimately most helpful because we came out of it with a very clear idea of where her challenge was and what needed to be done (in terms of reading tutoring programs). It sounds like you have enough of a clue that the issue your ds has is associated with reading, so that would most likely be the approach I'd take - however, if you're not clear that it's a reading challenge, a neuropsych eval which didn't require repeating achievement and ability testing might be useful.
I'm also not sure which of your twins you are referring to when you say they are happy in school - my guess is it's twin #2? and that twin #1 wants more in the way of academic challenge? If that's the case, I wouldn't put twin #2 aside to focus on twin #1s needs at the moment - that discrepancy in phonics score is huge. High ability students who are challenged with reading can often compensate really well in the early elementary grades, but they are still losing ground over where they *can* be if they receive remediation and appropriate accommodations. It's also possible that twin #2 is every bit as high in ability level as twin #1 (i.e., DYS).. but they aren't testing at DYS level because of the impact of a reading disability. It's also possible twin #2 might thrive with math enrichment just as twin #1 has (or some other type of academic enrichment), but dealing with reading struggles is preventing him from having the energy and motivation that allow twin #1 to follow academic passions.
Best wishes,
polarbear
