Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Wisc score VCI - PRI difference, and achievement

So my other hypothesis was that this may be a difference between expressive and receptive language, as two out of three VCI tasks require minimal receptive, and more expressive language. Reading comp is largely receptive language, especially the way it is assessed on group standardized testing. So that would be consistent with writing well. Her reading comp is still very good.

How common is it to be stronger on expressive language than receptive, aeh? I might say this is true of DD. I would think it would be more common to be the other way around, right? My more neurotypical (for lack of a better word) son is clearly stronger on receptive than expressive.

Loy58 What I have found in the classroom is that executive functioning seems to have more of an impact on academic success then the traditional model of crystalized and fluid intelligence, especially success in math. The school psych that I work with often administers a traditional IQ test (WISC etc) and an instrument based on PASS theory (Planning, Attention-Arousal, Simultaneous, Successive). The children that do well on the PASS instruments (?not sure this is phrased correctly, the psych people can chime in:)) are the ones that knock it out of the park in the classroom, especially in logic based areas like science and math. Almost without fail a student that has a very high IQ and does poorly on the CAS 2 will struggle with organization, logical thinking and while they may be exceptionally bright they can't communicate it via their school performance. On the other hand, I have had students that have a high average IQ and will perform in the Superior range on the CAS 2 who are amazing students. They perform so well, are working several grades ahead and as a teacher I am often amazed that they are not gifted or at least not classified as such. These students also tend to be more creative. Maybe the experts can chime in, I would be interested in their opinions:).

The CAS2 is a kind of cognitive instrument as well, but with emphasis on different factors than the WISC. But yes, EF is extremely important to the real-life expression of cognitive-academic abilities. After all, it's the primary factor that separates successful from unsuccessful post-secondary students and working professionals. And yes, especially for math.

As to receptive vs expressive language: I do see it from time to time. I just had a couple of evals recently (not 2e) with students perceived as being severely cognitively impaired who actually had much higher verbal cognitive ability than teachers expected, but horrific listening comprehension. In the classroom, they generally present more like their receptive language than their expressive language--except when they suddenly surprise you. I would expect the inconsistencies to be even more marked in high cognitive students.

Fascinating, sallymom and aeh!

I can't speak to most of this stuff, but my son was diagnosed at 2.5 with receptive expressive language disorder due to having higher expressive than receptive language. He scored at 4.5 for expressive and around 3.5 for receptive. It was very hard to understand how being ahead in both could be a disorder, but it definitely made him different from other kids. He did not understand more than he said, he understood exactly what he was able to say, maybe less? It didn't really change much since now at age 5 we talk to him like an adult and he responds at the same level. My son does have disabilities (ASD, possible ADHD, probable etc.) and we find out in the coming week if he is in fact 2e, but just thought I'd chime in with our experience with odd language development.