Actually, fluid reasoning, on which she performed in the High Average range, correlates more closely to the ability to recognize and use patterns. Working memory (of the kind assessed on the WISC) is more like how many moving parts you can hold and manipulate in your head at once. It's a very handy strength to have for arithmetic manipulations, which can contribute to solving multi-step problems of many kinds, but it doesn't necessarily translate to the kind of sophisticated conceptual understanding or abstract reasoning necessary for math past arithmetic.
I would be a bit more hesitant about whole-grade acceleration, given both her cognitive profile and what you're seeing in grade-level math achievement. SSA in reading/writing might be a better fit. And though SSA might not put her at her instructional level for reading and reading comprehension, it may lessen the disparity, and give her other skills to work on, especially in writing and organization.
Last edited by aeh; 04/12/17 03:31 PM.
