polarbear...
You asked about his PRI subtests.
Block Design 16 (he actually completed everyone one accurately and she went beyond and he was well in extended norms but due to timing rule his score does not reflect that. She believes this is a result of his relative weakness in processes.
Picture Concepts 16 (he hit the ceiling on similariaties in VCI plus ran out of questions in the extended norms. Thus this shows a strong verbal over nonverbal preference in her estimation.)
Matix Reasoning 22 (this is his extended norm score. I assume 19 without)
Picture Completion 15 (she did all subtests even though only core used in calcualtion. she did all subtests in order to gleam all useful information
READING EVALS
Tutor used CTOPP for phonics and something she said was part of the OG assessment tools. Here is text copied from her report:
His original O & G phonics assessment, which was completed on 9/4/13, was 76% on the core 153 sounds. His assessment completed on 2/11/14 showed 90% for an improvement of +14%.
For reading she lists "Qualitative Reading Assessment" and the book titles. I am not sure if this is the official name of what she used. His scores were very high...commentary notes he was skipping lines a few times but due to fluency will not track. She has tried to have him track with a ruler. He is doing better now that we mostly read on a kindle app with larger font.
She wrote this at the end of her summary
Although, X appears to function at a higher-grade level in his reading abilities, at some point his memory will break down this process. X’s parents have sought private reading tutoring to intervene and prevent this from happening. The goal of tutoring is to build X’s ability to decode and comprehend at a level commensurate with his ability level, not his grade level.
X has areas of relative weakness. First, he needs to work on his retelling and sequencing skills. Additionally, his ability to visualize text and the details within it are weak. While he can remember explicit text, he struggles with a coherent explanation for implicit information. He has a particularly difficult time transferring text from the board to his paper. We are working on transferring in chunks of 3-4 symbols at a time. For example, the word different would be copied dif-fer-ent by using the rhythm of the word. He needs to work on written expression so that he can retell not only orally, but on written paper.
)
