Just got back from my son's eval. I am very new to all this, so I am hoping someone can tell me what these mean. I am going back to meet with the evaluator later this week. I don't know if anyone remembers me, but I have an 11 year old son and we suspected stealth dyslexia..he can read well but he struggles in spelling.

WISC IV-

VCI 126
PRI 131
WMI 113
PSA 103

She said he has mild dysgraphia and it takes him longer than it should to copy a paragraph. She is referring us to a eye doctor for a vision assessment. She said his speech issue (articulation problem with the letter "R"-for which he gets weekly speech therapy) is also affecting his output.

That is all I know. Can anyone tell me more about what his scores mean? Does it mean he is gifted but has a learning disability?

Thank you!!!

Please keep in mind I don't know what most of the abbreviations and gifted "lingo" mean, so try to answer in layman's terms. Thanks!

She also told me that dysgraphia is a from of apraxia which I don't understand at all. I thought apraxia was what happens to a person who has had a stroke?

Do you have the subtest scores for the WISC IV?

Has he had a really thorough, high quality speech & language eval recently? What were the results?

Same with OT eval?

Apraxia refers to the inability to perform a learned motor task despite the physical ability (strength for example) and willingness to do the task. It is a neurological disorder of motor planning that can be caused by many different things. In adults it is usually due to stroke but there can be developmental causes for apraxia in children.

Patricia

No, these are the only scores I have now. I am going to meet with the evaluator on Wed. , at which time she will give me the full results.

He is receiving weekly speech therapy and did have a full speech eval at age 6. The only problem they noted was articulation of the letter "R." He speaks fine, except struggles with the r controlled vowels.

He has never had an OT eval.

Thank you. I will post the other results when I get them. She did a bunch of other tests but the only results I have so far are the ones I posted.

What is GAI and how did you calculate that number of 133? Is that the same as full scale IQ?

DS7 took WISC IV in January. At that time he did not like to write so his PSI was low. The psychologist said he may have dysgraphia, but he couldn't really tell until achievement test is done. For the past 3 months, ds has changed a lot. He started to write faster. His handwriting is still not good, but it is legible. We went to do the achievement test last Saturday. The psychologist said he did not see any signs of dysgraphia.

Like Dottie said the psychologist cannot ID a learning disability from the IQ test. However, he can suspect there is a problem. Then further testing can be done to determine the problem.

What is weird is that my son has beautiful penmanship and can write well. He struggles to spell and according to her, it takes him too long to write. I am not sure that taking too long to write is a problem, frankly. Why does it matter how long it takes someone to write?

Also when he was 4, he was tested and the results showed his IQ to be 143. Is it common for it to decrease like this?

In our experience, slow production speeds can cause problems with teachers in school, perhaps because of stereotypes about GT kids. If a teacher thinks that all GT kids produce results fast, a slow writer may be seen as "not anything special." Some teachers miss that a child may take in info very fast and yet may not write his answers at all quickly.

Slow production can be exacerbated by boring work--it was for my DS7. And that often makes the "He's not that smart" thing even worse, since the teacher figures that if he's THAT slow on the normal work, there's no way he should be doing anything harder. It becomes a reason not to differentiate the work.

To me, if the slow production isn't happening because writing hurts the child's hand or wears him out, then it isn't anything to get too worried about until/unless it causes problems. But I think it pays to be aware of what problems you might run into...

Yes, I agree that it pays to be aware of what problems might occur. Fortunatly, we homeschool-always have and always will-so I don't have to deal with teachers who are not very accomodating to slow production. I am glad that the 103 is not a huge problem.

After I meet with the evaluator tomorrow, I should have more
test scores to share with you all and more questions as well! I won't get the full written report for about a month, however. I am way more concerned about his spelling problems and oral reading fluency than him writing too slowly.

Ah! In our experience, homeschooling makes things easier with a fast input/slow output kid.

Before I saw his test scores and realized that DS's processing speed was significantly lower than his "thinking speed" (if you will), I was pretty impatient with him, just as his public school teachers had been. Once I realized that this was not dawdling, but that slow output was part of his nature, I allowed more time and was less cranky about how long he took to do things. We both got a lot happier!

On the bright side, he seems to be getting faster as he gets older. I'm not sure if this is a function of age or practice or what, but he seems to get through a lot more material than he did last year--I mean a lot more! Perhaps you'll see something similar?

I would strongly suggest that you seek a comprehensive speech & language eval. Many children "grow into" higher level language disabilities as they get older. That is, at a younger age it is difficult to discern whether something is a purely developmental artifact that they will "grow" out of or an area of disability.

Once they reach an age where the problem should clearly have improved due to a combination of maturity and instruction, if the problem persists then that strongly suggests an underlying disability in language processing. It may be auditory processing (which may also be involved in his slow writing production) or some other language related issue. The fact that he is also struggling with spelling sounds to me like a speech eval makes sense.

Hopefully, if the psychologist is a good clinician, she will recommend one to you.

Depending on where you live there may be resources for a low cost speech eval. Scottish Rites has Childhood Speech & Language Centers scattered all over the country and their services are completely free. However they have long waiting lists and you need to get him on their list before he turns 12.

Another resource may be nearby colleges with Speech Pathology graduate programs. These often have a speech & language center where students provide supervised services at low cost.

Thanks, all. I don't have the WISC subset scores but I do have the achievement scores. She said he has mild dyslexia (orthographic dyslexia, aka stealth dyslexia) and mild dysgraphia.

Ok his scores are-this is from the Wechsler achievemnet test-

reading 86%
reading comprehension 91%
spelling 53%
numerial operations 88%
problem solving 92%
math composite 94%

She said she would give me grade level equivilants later. I am not really sure how to read these..she said the mean for the percents is 50. Yes, we may do another speech /language eval (he had one when he was 6) and we are taking him for a vision assessment.