Bella, it looks like your dd's IQ test was given when she was young (since it was the WPPSI). I am not an expert on the WPPSI but I do have a dd who took the WPPSI at 5 and is now 10 and has been tested again (twice), once with the WISC at 7 and again with the WJ-III Test of Cognitive Abilities. Her WPPSI scores were clearly gifted, her later scores were not (but were consistent with each other). Her later IQ tests also seem more in line with her achievement in school. I am not sure I'll ever know the real answer, but looking back, I have a hunch her WPPSI scores were in fact inflated.
Re ability vs achievement, most of us who have 2e kids (I have two) are referring to the formal academic achievement testing that Beckee mentions in her post (my school district uses the WJ-III achievement tests for the IEP eligibility process, combined with WJ-III Cognitive). Grades are included in the data that is considered, but they don't seem to carry much weight. There are so many factors that can influence grades that may have nothing to do with how much a child really knows, plus grades are somewhat subjective - there's no way to look at a "C" in one classroom for one student and be able to say how it compares to all kids who are the same age/grade and have the same ability level in classrooms across the country. Those of us with 2e kids have also usually seen signs outside of just grades that there was something up with our kids - refusal to do schoolwork, complaining about the schoolwork, lagging behind in developing skills outside of school, dramatically uneven performance in the classroom, behavior challenges etc.
I do think grades can be a huge red flag, so I think it's a good thing your dd is going through an assessment to see if there is an issue. I am sure ability vs achievement testing will be part of the assessment.
Best wishes,
polarbear
ps - to add one more thing about achievement vs ability testing. Our ds12 (developmental coordination disorder, dysgraphia, possibly stealth dyslexia, expressive language disorder) has large discrepancies on his neuropsych and school-IEP-eligibility ability vs achievement tests... but he does extremely well in school in all areas except the written expression, and even there he is now usually getting As. In spite of his high grades in school he has large dips in achievement vs ability - but those dips are not necessarily straight-forward. They are related to the impact of dysgraphia on the subtests - he scores well on tests that require an oral response and aren't timed, and poorly on subtests that are timed and/or require a handwritten response. The low scores aren't related at all to his knowledge, but instead reflect the impact of his disability - but a person who knows nothing about dysgraphia or the how each subtest is administered might look at them and think, hey, this kid can't do math. It may seem complicated, but the uniqueness of each subtest (on both achievement tests of this type and ability tests) is actually really helpful in understanding whether or not a child has an LD, and what the LD might possibly be. Neuropsychologists will typically follow up with more skill-specific testing to more clearly define the LD if one is suspected based on ability vs achievement gaps.
