Hi - thanks for your replies! Zen - he does have access to tons of books, and whips through them so fast I can't keep up :-) Lovely problem to have, I know!! His teacher is wonderful, and working with me to keep him motivated in class, and he has a special project folder that he can read from (and will have to do a follow up project on; I should note this is brand new) and I printed articles for him on his current interest - the rate of expansion of the universe (I can't even wrap my head around it!!).
Colomom - Long story short - sensory-motor interventions were my primary concern, but learning strategies/challenges were also something we wanted to look at, and I wanted to rule out any hidden learning disabilities (they didn't identify any). He's seriously under-challenged which may be combining with his sensory issues to cause a lack of self-esteem. I do hope that addressing both together will help. I should add that his sensory issues cause him to not focus on the work well, BUT that he's never fallen behind (or even been at risk for it). He's never really liked school, and a big part of that is that he is under-challenged ("Mom, when am I actually going to learn at school?!" - I'm sure you've heard that too!). He'll be officially on an IEP for the sensory processing (and speech - purely articulation) issues, and that may help - its causing a whole team to take note of him. At this point I am now wondering if I need to be concerned about some of the score discrepancies too though - does that relatively low processing time leave him frustrated? He just doesn't move as fast as his mind does? Or is it just a function of a very thought ful mind? Don't really know what to do with that!
I've also subsequently found out that the district is starting a new g&t program; remains to be seen what that is, but anything is a good start, and hopefully having test scores (and some accommodations for future testing) will help get him into whatever that is.
He did the WIAT III test as well, but I'm not sure how much stock to put in any of the results. Some correlate closely with the WISC, others are radically off. But the main reason not to put too much stock in them is that the tester said he wasn't always willing to be there - he was being pulled out of class to go, and this was later in the whole battery of testing. Toward the end his classroom teacher was noticing it was impacting his overall behavior at school, so it isn't surprising he was not doing his best in testing either.
His scores were:
Early reading skills - 103 (58%)
pseudoword decoding - 141 (99.7%)
spelling - 110 (75%)
alphabet writing fluency - 114 (82%)
reading comprehension - 117 (87%)
word reading - 140 (99.6%)
oral reading fluency - 136 (99%)
oral reading accuracy - 108 (70%)
oral reading rate - 160 (99.9)
overall sentence composition - 133 (99%)
sentence combining - 144 (99.8%)
sentence building - 109 (73%)
overall listening comprehension - 142 (99.7%)
receptive vocabulary - 140 (99.6%)
oral discourse comprehension - 131 (98%)
overall oral expression - 148 (99.9%)
expressive vocabulary - 159 (99.9%)
oral word fluency - 101 (53%) (noted by tester that she thinks he was not paying much attention)
sentence repetition - 151 (99.9%)
math fluency - addition - 83 (13%) (timed test, noted by tester he was not paying attention)
math fluency - subtraction - 96 (39%) (timed test, noted by tester he was not paying attention)
