Hi again,
On Monday we had dds three year eval. meeting and I just wanted to ask your opinion on some of the results.When she was tested in our old school I thought they said, slow auditory prossing. This test said she performed at a high average-WJ111cog sound blending S.S.119 P.R.90.
( New school in a way better dist). They are saying slow processing speed WJ111 visual matching S.S. 78 P.R.7 -decision speed S.S.87 P.R.19 so a cluster score of 80 P.R. 9. They also say poor short term memory- numbers reversedS.S.77 P.R.6 and memory for words S.S.88 P.R.21,cluster score 80 P.R.9. She did very well on the pictorial intelligence quotient, nonverbal intelligence and geometric intelligence on the CTONI test. Her reading and written launguage are her problem areas, but her comprehension was S.S. 95 P.R.37. My questions are-what programs would help with slow processing and poor short term memory?
Is there a name for these symptoms? And on some of her tests in reading she scored 13% and they call it low average. How can that be average ?
She is in 5th grade and they say reading at grade level. Her writing is border line along with her spelling.
Thanks for any help
DJ
Re: Help with test results
You need to post all the reading and written expression subtest scores, and any others that fall below the 25th percentile. It infuriates me to hear someone say the 13th%ile is in the low average range. Yeah, technically it may be, but someone scoring at that level may be really far behind the peer group. I just want to be sure they are telling you the truth about your daughter reading “on grade level”.
Janis
Re: Help with test results
Thanks for grtting back to me!
The rest of dds scores are, Word Reading SS 78-7%, Reading ComprehensionSS 95-37%, suedoword Decoding SS 83-13%, Reading Composite SS 83-13%, Spelling SS75-%5, Written Expression SS75-%5, Written Language Composite SS73-4%, Math Reasoning SS86-18%,General information SS85-16%,Long Term Retrieval SS88-20%,Visual-Auditory Learning SS88-20%,Processing Speed SS80-9%,Visual Matching SS78-7%,Decision Speed SS87-19%,Short Term
Memory SS80-9%, Numbers Reversed SS77-6% and memory for Words SS88-21%. Now I have to go back and look at all her higher scores before I start to cry. What I dont get is that they only gave her accommodations mostly for writting and shortened tests. Is this because they think it is capd or something? Thanks for all of your help!!!!!
DJ
Re: Help with test results
Note that when the comprehension percentile is that much higher than the word recognition, it means she is figuring a **lot** out with her intelligence, without knowing the words. If she got the right words, she would almost certainly be right in the middle of the pack.
If she is reading words as well as 7% of the population, then I’d say she needs to be taught to read those words.
IMO they give accommodations for writing and tests because that is what is easy for them to do. They don’t know how to do the rest.
These are all achievement kinds of scores… were there other tests done that would show her thinking strengths and challenges?
Re: Help with test results
Hi Sue,
I dont think that she is reading at 7% of the population, she is reading at 7% of the fifth graders (I think).She scores high in Verbal Comprehension SS112-78%,Visual Spatial Thinking SS107-68%,Spatial Relations SS104-61%, Picture Recognition SS106-67%,Fluid Reasoning 102-55%,ConceptFormationSS110-74%, Sound Blending SS119-90%,Retrieval Fluency SS97-42%, Pictorial Intelligence Quotient SS104-61% Nonverbal Intelligence Quotient106-65%,Geometric Intelligence Quotient SS106-65%. All those subtests are 10 and 11 with geometric Analogies Being 12 on a mean of 10. Reading Comprehension was SS95-37%,and Numerical Operations SS98-45%. Does this help at all?
Thanks for all your help!
DJ
the score in sound blending may not have been dependent on speed; the scoore on the “processing speed” cluster is consistent with the old school.
Folks will have programs to recommend (I think PACE is one that targets these issues) and I know from the auditory end, Earobics is pretty good, only issue being it would also address issues that aren’t problems for her (like that sound blending skill). That could just mean that she had fun with it, though since it wouldn’t be always hard.
You can also just play games with remembering sequences of things - remember those group games where everybody says “I’m going on vacation and I”m going to bring a …” and you have to list everything everybody else said? (Maybe you had to name something that began with the next letter of the alphabet, too, I don’t know.)
And most importantly, though, you give her ***time*** to think through things so that she gets to process them instead of learnign to wait for the answer to happen from outside. Assume that she can figure things out on her own so that, for instance, when you’re helping her with math, you let her think through and figure out the next step in a process. You would also want to do more practice with those steps, knowing that memory is an issue.