Thank you so much for your response. That makes a lot of sense. As far as the testing results, I have a huge packet of results that I am trying to make sense of...
Incidentally, the reason we did the testing (ADHD) concerns, showed little support for major executive function deficits (though plenty of teacher report of inattentiveness, fidgeting, etc.)
the testing was very thorough...
beery buktenica developmental test of visual-motor integration (scores were low - 7th percentile.
behavior ratings
comp test of phonlogical processing
conners scales
vanderbilt adhd rating scale
Wisc-V
Woodcock Johnson IV Tests of Achievement
The red flags on an initial Dyslexia checklist (endorsed items) were as follows...
Curiosity
A Strong Imagination
The ability to fingure things out
Eager embrace of new ideas
Getting the gist of things
A good understanding of new concepts
Difficulty remembering isolated pieces of verbal information
Slow progress in aquiring reading skills
A lack of enjoyment of reading and not engaging in reading for pleasure
Difficulty with spelling including poop representation of unfamiliar words
Above average skills of conceptualization, reasoning, imagination and abstraction
Ability to get the big picture
Higher performance in areas not dependent on reading.
On the IQ test, highest areas were Verbal Comprehension Composite index, Visual Spatial Composite, Fluid REasoning (strongest area) , Norverbal Index.
Statistical Weaknesses were found in Working Memory, Processing Speed, and Cognitive Proficiency Index.
Everything on the Woodcock Johnson was Average-Superior with Sentence Writing fluency being the lowest score (90's), but also significant (in comparison to cognitive abilities) were his lower oral reading, word reading, and nonword reading scores.
The Phonological abilities testing showed phonological awareness, phonological memory, and rapid naming were lower than expected given superior IQ.
The testing day was approximately 8 hours long and most of the reading/dyslexia specific testing was towards the end of the day as it didn't crop up as a concern until later in the day.
We have started OT to address the fine motor/handwriting/motor planning issues that seem to be present.
I realize that I just threw a lot of information out there, but if you have any insight, I would really appreciate it -- I'm a little overwhelmed! I know it doesn't like mean anything, as they are not specialists in Dyslexia, but I shared this information with my son's Reading teacher and GT Teacher. They were both surprised, stating that in fluency checks, he always performs at 95-100% accuracy. They did both state that they think he is capable of more than he is doing and that the sustained effort involved in writing is difficult for him. They both stated that they do not find it unusual that a 9 year old boy would be gifted/strong in one area and not necessarily another. Just a few more pieces to the puzzle!
I always thought he was my easy and uncomplicated child!!
