My daughter is 8 years old (3rd grade), and is having a lot of difficulty in school. She is not LD, but has had testing done becuase she is struggling. Two of the tests were done outside of school while the school did do most of the testing.
Outside facility by an SLP
CELF-3
Sentence Structure 11
Concepts and Directions 6
Word Classes 11
Receptive language Total 96
Word Structure 11
Formulated Sentences 9
Recalling Sentences 9
Expressive Language Total 98
TOTAL LANGUAGE SCORE 96
TAPS
Auditory Number Memory
Forward 8
Reversed 11
Auditory Sentence Memory 10
Auditory Word Memory 8
Auditory Interpretation of Directions 14
Auditory Word Discrimination 10
Auditory Processing 11
Auditory Quotient 102
The following tests were done by the school:
WISC IV
Verbal Comprehension Subtests
Similarities 11
Vocabulary 12
Comprehension 11
Verbal Comprehension IQ S.S. 106
Perceptual Reasoning Subtests
Block Design 11
Picture Concepts 13
Matrix Reasoning 13
Perceptual Reasoning IQ S.S. 115
Working Memory Substests
Digit Span 10
Letter-Number Sequencing 11
Working Memory IQ S.S. 102
Processing Speed Substests
Coding 9
Symbol Search 8
Processing Speed IQ 91
Full Scale IQ 107
CASL
Antonyms 115
Syntax Construction 101
Paragraph Comprehension 122
Nonliteral Language 118
Pragmatic Langauge 110
Total 117
The Phonological Awareness Test
Rhyming 103
Segmentation 108
Isolation 98
Deletion 113
Substitution 106
Blending 102
Graphemes 97
Decoding 96
Total Test 99
The Listening Test
Main Idea 98
Details 117
Concepts 96
Reasoning 103
Story Comprehension 99
Total 105
Part 2 to follow…
GMTA
“Has someody already suggested that one common thread seems to be that “easier” things don’t engage her as much as more challenging ones?”
I did…Great minds think alike… :lol:
Re: Help with Frist Time Test Scores--very long Part I
The “harder is easier” phenomenon is often seen with children who are gifted and have learning disabilities and/or ADHD. It has to be challenging (and therefore interesting) for the child to be able to sustain effort.
Re: Help with Frist Time Test Scores--very long Part I
She is very organized with her school work…not as much at where she knows mom will eventually pick up after just to be done with it.
Has someody already suggested that one common thread seems to be that “easier” things don’t engage her as much as more challenging ones? It’s not just a “rote vs. with meaning” thing (which is fairly common); seems if more parts of her brain aren’t required for the task, she doesn’t do as well.
This would translate into some odd logic — making schoolwork *more* difficult to help her do better; assignments that are broken down too far would flop. How is the organizational part of her life?