They did give him the WJ and he scored 99th percentile for both math and writing. His comprehension scores were lower because he only scored a 55 in one section (!), but high 90s in the others. The examiner (NOT the school psychologist, thank goodness) noted that he seemed to rush through the part where he got a 55 and not put much effort into choosing the words to complete the sentences.
Was this note about rushing from the WJ-III Achievement tests or from his WISC comprehension subtest? If it's from the WISC - I'd say you have your answer there - he was rushing and that could be why his score is so much lower for comprehension than the other subtests.
If the 55 you've mentioned in comprehension above and the notes about rushing from the psych are from his *achievement* tests - I'd consider there might be a relative weakness in comprehension and possibly look into it further or at least keep it in mind as he moves up in grade level and the emphasis moves from learning to read to reading to learn (I know your ds already knows how to read - but meant that in relation to the type of work that comes with school assignments). Another thing you might do is look at any results the school has from reading-specific assessments and see if they match or don't match what you're seeing here. I only mention thinking about it because if it's showing up as a relative weakness on *two* different types of tests that lessens the chances the relatively low score is due to rushing through just by chance.
Best wishes,
polarbear
