I don't know that you can really say his vision is functioning well enough. Something (vision, or fine motor, or something else) is not functioning well enough, or he would have scored a lot better than a 1 in coding. If it were "just" average scores, that would be one thing, but, unless there is reason to believe the coding score is not accurate, this is far below average.
I'll second everything aeh mentioned here. I have a ds with severe fine motor dysgraphia, and his coding score is significantly *higher* than this. I also have a dd who, when first tested on the WISC, had a coding score that *was* this low. In dd's case, it absolutely was a vision problem that we (parents and teachers) had *no* clue about. DD was functioning very well (at 8 years old, in 2nd grade) in spite of it, and she also had no idea that she was having to compensate for anything because she was too young to realize the rest of the world wasn't seeing things the way she was.
I don't know what the issue is for your ds (fine motor vs vision vs something else), but that's a very low score. As aeh mentioned, if it's accurate, *something* is a challenge, and chances are he would benefit from help with that challenge now, even if you don't directly see an issue.
Do I really bother with vision if it is functioning well enough but just not at his PG level of reasoning?
Yes, yes, yes and a *resounding* yes!!! My dd who scored so low on coding had a vision issue. It's been remediated (several times), she has a wealth of methods to use as work-arounds, ways to deal with it etc.. and she has always compensated extremely well. In spite of all of that, it *still* takes a toll that is noticeable, particularly more so as she gets older and academic work demands increase. Her eyes fatigue more easily than her siblings. She often needs to re-read instructions etc on the board. She clearly takes in more when she learns through audio than through reading, yet it is *not* easy to get past having to read to get all the information you need to keep up in school.
Another note re dd - there are still many times when I don't realize the impact her visual challenges have, because she simply just deals with it and moves on. It can be really *really* tough to notice how much a challenge such as this is impacting another person. It's not only tough to see looking on from the outside, but also tough for the person experiencing it to understand the degree to which they compensate as they haven't necessarily ever experienced "normal" vision.
Will it catch up as he matures?
I've never heard of vision "catching up". Usually the opposite.
One thing that I wonder about - you mentioned that nearsightedness was noted. Does he have corrective lenses? I'm near-sighted. I can read/etc without issues, but even so, reading etc for a long period of time causes my eyes to fatigue.
The other thing about children who are near-sighted - I've been told that then children are young, there eye-sight can change *very* quickly - my ds' kindergarten teacher told me she'd had students who had to have their lens prescriptions updated as often as every month - so depending upon how long ago he visited the optometrist, it's possible his eyesight has changed significantly.
And... fwiw, my dysgraphic ds (fine motor issues) has a higher symbol search score than coding. The handwriting skills required for each are different - symbol search only requires a circle, which doesn't have to be precise. Coding requires a very specific direction-oriented mark which is more difficult than the circle task for a child who is having to focus intensely to compensate for fine motor challenges.
Just curious - why was your ds tested? Were you testing for giftedness, or testing because you'd seen issues with handwriting or other things?
Best wishes,
polarbear
