These parts may apply since it seems like there would be a large discrepancy with that 140+ verbal index:
http://www.nagc.org/index.aspx?id=2455It is recommended practice to derive the General Ability Index (GAI) when there are large disparities among the Composite/Index scores (Flanagan & Kaufman, 2004; Weiss, Saklofske, Prifitera & Holdnack, 2006). Flanagan and Kaufman (2004), in Essentials of WISC-IV Assessment, deem the FSIQ �not interpretable� if Composite scores vary by 23 points (1.5 standard deviations) or more. The GAI utilizes only scores from the Verbal Comprehension and Perceptual Reasoning Composites, not Working Memory and Processing Speed. If the Verbal Comprehension and Perceptual Reasoning Composite scores vary by less than 23 points, �the GAI may be calculated and interpreted as a reliable and valid estimate of a child�s global intellectual ability� (p. 128).
and
The Verbal Comprehension Index (VCI) and the Perceptual Reasoning Index (PRI) are also independently appropriate for selection to programs for the gifted, especially for culturally diverse, bilingual, twice exceptional students or visual-spatial learners. It is important that a good match be made between the strengths of the child and the attributes of the program. Students who have special learning needs should be admitted to gifted programs, provided that there are other indications of giftedness and instructional modifications are made to fit the needs of the students.
This from Hoagies:
http://www.hoagiesgifted.org/tests_tell_us.htmGroup intelligence tests are commonly used as screening measures, to see if the child should move to a full gifted assessment. They are commonly administered by teachers. Group tests are generally normed on populations of all children, with relatively few gifted children among the mix. When taking group intelligence tests, gifted kids often "over-think" the questions, and perhaps make wrong selections. And since there's no individual tester to clarify unusual answers, the gifted kids often score lower on group intelligence tests.
I would look at his IQ results more as an indicator of relative strengths and weaknesses. His relative strengths seem to be reflected in the high achievement and the relative weaknesses do not seem to have a significant impact on his achievement.
