Hello!
The school readministered the K-TEA 3 to DS9 (grade-skipped, currently in 5th grade). They gave him the K-TEA before his grade skip when he was 7.
His scores then were:
ASB: 141
Reading Composite: 133
Math Composite: 156
Written Language Composite: 107
His subscores then were:
Letter and Word Recognition: 119
Reading Comprehension: 140
Math Concepts and Applications: 146
Math Computation: 160
Written Expression: 102
Spelling: 112
Phonological Processing: 117
Nonsense Word Decoding: 117
Silent Reading Fluency: 122
Word Recognition Fluency: 127
Reading Vocabulary: 101
Associational Fluency: 135
Object Naming Fluency: 88
Listening Comprehension: 144
Oral Expression: 136
Letter Naming Facility: 78
Writing Fluency: 83
Math Fluency: 107
His scores now are:
ASB: 138
Reading Composite: 126
Math Composite: 158
Written Language Composite: 106
His subscores now are:
Letter and Word Recognition: 115
Reading Comprehension: 131
Math Concepts and Applications: 150
Math Computation: 160
Written Expression: 114
Spelling: 99
Phonological Processing: 108
Nonsense Word Decoding: 116
Silent Reading Fluency: 110
Word Recognition Fluency: 120
Reading Vocabulary: 133
Associational Fluency: 120
Object Naming Fluency: 91
Listening Comprehension: 143
Oral Expression: 140
Letter Naming Facility: 97
Writing Fluency: 74
Math Fluency: 103
So not a lot of difference between the two administrations, besides the gulf between his ability to write and his comprehension growing even greater. (Especially in his math fluency vs. computation, and writing fluency vs. oral expression.) His recent MAP math score was 261.
His writing is terrible. It's large, awkward, and extremely difficult to read. We've had considerable testing done regarding his writing and the consensus is that his hand structure is different than normal, due to short fingers, limited web space, hypermobility, and hypotonia. WISC results and the school psychologist's official evaluation are still pending. But everyone else (including a neurologist we saw this summer) seems to have come to the consensus that his difficulties with writing are due to just the physical structure of his hands.
We have a 504 in place that gives him OT, allows him to type, to use voice-to-text, to have extra time on writing assignments, and to write 50% of what other students are required to. Typing is considerably difficult for him as well, so that's not a cure all. He struggles some with articulation, so voice-to-text has been only mildly successful.
Still, a simple worksheet about declarative/interroagative sentences had him in tears last night. He had to write six sentences. We offered to let him type, but he didn't want to at first. He wrote and erased the first two sentences three times before he decided to type them instead. Altogether, it took more than an hour for him to complete the worksheet.
What else can we do to help him keep up with the writing demands he gets older? Even if we work around it in his ELA classes, he's quickly going to be at a level in mathematics where it's difficult to keep up with everything without writing--and voice-to-text/typing is less than ideal when dealing with complicated equations.
