The NNAT-2 is a single task, most closely resembling the Matrix Reasoning subtest from the WISC. Adding in the scantron aspect of administration, processing speed-related factors do enter, depending on the reasons for his low PSI. Even if he didn't make errors entering his responses, the additional effort of visual scanning, discrimination, and bubbling may have slowed him down, leaving him less time to reflect on and complete downstream items. It's also often administered in a group setting, which may affect children who are not as efficient at screening out background noise or visual distractions.
Was there ever any follow-up on his low PSI? Though solidly Average, it is markedly lower than his GAI index scores.
Thank you for your thoughtful response; I truly appreciate it. DS has never used a scantron before (unless he used it for WISC-IV, but has never seen one school because his school does not give standardized tests, and his teachers do not do multiple choice tests. Ever.) That might have been an issue. No, I did not follow up on his PSI (bad mom!). This may sound odd,and I'm not sure if it's because he's the youngest of three kids, but...I have always known/sensed that he would not have a hard time learning what he was expected to know. I never sounded out a word with him, yet he could read pretty fluently at age 4 picking up his oldest sister's books. I have never explained a math concept to him, and I do not know he learned to add/subtract/do basic math skills that he was not taught in K but yet knew when school tested him to make sure he knew 1st grade math. Given the 'he seems to know everything without even learning it', I did not focus in on the PSI, and I think maybe now would be a good time to look further, as he is getting older and he will undoubtedly be challenged, at some point. He attends a school that is fairly alternative and provides alot of opportunity for learning in a non-traditional sense...gardening, knitting, multiple foreign languages, mindfulness, cooking, etc. He does do reading-writing-math in school, obviously, but acceleration in primarily those areas is not the school's focus for engaging kids, and that approach has worked for him. But he has to exit the bubble, so to speak, and that PSI may come into play. Thank you again for your helpful response.
