Hey CP, was the 4th/5th comment in the report? Or just something she said orally? I pulled my son's WIAT report from age 7, and it seems like anything at the 4th/5th level should be higher than the numbers quoted.
That's assuming "all correct" along the way though, he could have missed words along the way, but still gotten some right in the 4th/5th level, pulling a "lower" score. Did you get GE's with the scaled scores? Do you have the GE for the Word Reading score?
Please know his scores are not at all "low", just a tad low relatively speaking compared to his IQ scores. They are all three in that "easily gifted" range (just not in the DYS range).
It was something she said when she finished testing him. That she had to remind herself that he hadn't started kindergarten yet and that she had gone as far as 4/5th grade material. She also said that he missed one problem because he didn't realize it was addition and did subtraction instead. He did the subtraction correctly but missed the "+" sign or something like that. Again he has never been formally exposed to any of this in preschool.
Below is the full interpretation of the tests.
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Interpretation:
[DS] was evaluated for the purpose of qualifying him for academic programs for gifted
children in town. He presented as a pleasant, personable and energetic youngster who
willingly completed all tasks. Attention, concentration and persistence were excellent.
Examination of test scores by domain, shows that [DS]'s verbal intelligence is slightly
more well-developed than his non-verbal or visual-spatial intelligence. This difference
appears due to slightly weaker scores on non-verbal measures of picture absurdities and
quantitative reasoning. Regarding the latter, to progress to the next level of math in the
test required a jump to use of proportions and comprehension of multiplicative
relationships, a concept to which few kindergartners have been exposed. When spatial
relationships were assessed through tanagram puzzles, [DS] performed well. Analysis
of overall performance shows that [DS] appears to be strongest on measures of fluid
reasoning and working memory whether a verbal or non-verbal format was being used.
Fluid reasoning is particularly important in that it assesses the student's ability to apply
their innate intelligence (and what they have learned) to new situations or learn new
information presented on the spot. Lastly, [DS] exhibited an excellent ability to read
maps, verbally describe directions and relate various orientations.
Academic achievement was assessed using the WIAT-II. Scores are appended at the end
of this report. Given the fact that [DS] has yet to attend Kindergarten, his performance
was excellent, particularly in math. Because math reasoning was so easy for him, I
decided to give him the written calculation portion which should only be administered
once a child has entered kindergarten. Age norms allowed me to calculate a normative
score for [DS]- 136,99th percentile, mid-second grade level. [DS] demonstrated
mastery of basic addition and subtraction operations even completing a double digit
problem correctly. Word reading was great, [DS] demonstrating automization of
phonics and a good ability to self-correct. I had him read some of the fist grade level
texts of the reading comprehension sub-test which he could have completed had the test
scored out of grade/age range.
WIAT II
Word Reading:
Standard Score:126
Confidence Interval: 123-129
Percentile: 96
Age Equivalent: 7:0
Grade: 1:7
Other NCE: 87
Numerical Operations:
Standard Score:136
Confidence Interval: 119-135
Percentile: 99
Age Equivalent: 7:8
Grade: 2:5
Math Reasoning:
Standard Score:127
Confidence Interval: 119-135
Percentile: 96
Age Equivalent: 7:4
Grade: 1:9
Other NCE: 88
SB5
Fluid Reasoning:
NV: 19
V:17
Knowledge:
NV:14
V:19
Quantitive Reasoning:
NV:15
V:18
Visual-spatial Reasoning:
NV: 16
V: 19
Working Memory:
NV:18
V:18
Non Verbal IQ: 141
Verbal IQ: 153
Full Scale: 149
