Thanks Kaibab, you raised some really good questions!
I can answer them!
DD6 is a delightful sprite of a girl. She is highly verbal, likes to wonder about big concepts like what keeps the clouds up in the sky.
She has a remarkable memory for words and songs. She has an impressive vocabulary and has pitch perfect pronunciation the first time. She can sing a song perfectly from memory after she's heard it several times, even a long time ago. Likewise with information she's found very interesting...she can recite it with feeling, almost verbatim for about 5 minutes (lectures on human anatomy, Rosa Parks, etc.)
I left this out originally, but here is the absent headline from the rest of the eval: it does look like (according to testing) there is some phonological-type dyslexia, dysgraphia, and potentially some ADD-attention-type going on. Her performance in her FT GT school was what got us to do the neuropsych eval. She was struggling with math and slow to finish her work. Writing is laborious for her.
Her test taking behavior was the other wildly discrepant issue. During the first test she was fully engaged, focused, eager and persistent (an excellent, experienced psychologist who specialized in GT kids). During the second test she was anxious due to the timing, yawned frequently, needed a lot of breaks, had to be refocused frequently, etc. (This tester was young, nice, but rather monotone and had a concerned deameanor.)
I think tester rapport was a confounding issue, as was the timed nature of the WISC subtests. I think, also, her experience in class this year has shaped a fear of timing, plus some coping mechanisms resulting in tuning out when she doesn't understand the large group verbal lecture to independent worksheet format in math.
We did more testing with an LD expert (great rapport and attention again, with him...he had her laughing, and relaxed). Her reading scores were all "average", but her listening comprehension scores were 96th %ile.
She is probably reading and doing math about 2 standard deviations below her general ability.
From what I understand (is this true?), Fluid Reasoning is thought to be the best indicator of giftedness on the SB5? This was 144. Could it be that some learning issues are confounding things here?
I'm also intrigued by whether or not she might be more of a visual-spatial learner, or right brained...although her visual spatial ability wasn't the biggest strength. But I don't know how these concepts translate into subtest scores and have found no correlational discussion of this on the net...
Thank again!
Susan
