Thanks so much, aeh and Portia. Your comments are a tremendous help. You are right, Portia, DS's subtests are really tight. Except for processing speed, which is split between higher CD score of 15 and lower symbol search score of 10. There is also a split for FRI and WMI, but not as dramatic.
aeh, thanks so much for putting his WIATT scores in context. I didn't realize that both written expression and math fluency are so dependent on fine-motor skill. The tester noted that DS had well-formed letters, but his writing speed was slower, which may explain some of the subtest scores. I also feel more comfortable with (and less alarmed by) his WIATT scores wrt the WISC. There are still a couple of stunners in the subtest (e.g., how can a kid that's been doing addition problems since toddlerhood get a score in the 37th percentile on addition fluency?) But I feel like I can place all the information in the broader context of the whole test. I'm so grateful for your insight.
On advocacy, I think you raise an important question, aeh. What does the teacher consider a challenge? Your example is spot on--she considers working on addition with 3-digit numbers a challenge rather than moving on to other operations. I need to do some more homework to understand how she approaches these issues. And may be back with more questions once I know more.
"Bored" can mean many things to a young child and it may be shorthand for DS7 for not sufficiently complex or for too repetitious or for not a subject of interest or for I'd-rather-be-outside-on-a-beautiful-day. But I do want his learning environment to be interesting to him and we have a long way to go as today was yet another "I don't think I can go to school because (my legs hurt or my stomach hurts or I have a cough or I feel too grumpy or I hate it too much)."
