Question My 8 year old daughter was recently tested for the TAG program at her school. Her
test results were very uneven. On the WISC-IV her VCI was 134-99%, PRI-115-84%,
WMI-123-94%, PSI-85-16%, FSIQ-120-91%. On the Perceptual reasoning subtests scores
she scored 50% block design, 98% picture concepts, and matrix reasoning 63%. She
scored very low on both processing speed subtests--9% coding and 37% symbol search.
Could the large disparity between her test scores signal some type of learning
disability? Although she was not admitted to the gifted program because of average
achievement scores, her teachers both ranked her as 5 (on scale of 1-5 as far as
showing gifted qualities). A vision specialist has already examined her for visual
disabilities and found nothing. Should I be concerned about her uneven test scores?
Answer Hello Ashley,
You must be disappointed that your daughter was not accepted on the TAG programme. I work in the UK and we do not have formal programmes here with admissions criteria but I think I understand the key issues you are raising.
Your daughter has been tested on the Weschler Scales which can only be administered by a fully qualified psychologist. In the UK we would always see parents after an assessment to discuss results and their implications. Can you ask to see the person who gave the test to raise further issues? Hopefully my answer will give you some pointers for that discussion.
Firstly IQ scores are rarely evenly spread. There are detailed tables the psychologist will consult to see how unusual the test profile is. I can't fully interpret the test without seeing your daughter's responses. Her verbal ability is in the top 1% of her age group while her processing speeds are below average especially Coding which often links to writing speed too. This is unusual but at a distance I can't interpret the rest of the profile. The psychologist should have a hypothesis about what has created those scores and what would help your daughter to study and learn effectively.
Secondly, I wonder what her teachers think is happening to influence her learning. What do they think will help her? I am guessing that with such a high verbal score she should be very capable in class discussions and have a good vocabulary and reasoning skills. If her written work is not as good, what do her teachers think is the cause of that? What is being done to close the gap?
Thirdly, you are her mum and know her best of all. For all that you are biased, you also have reasons why you wanted her put forward for the programme. Perhaps you could note down for yourself what her strengths and talents are and how a programme would help her. These notes can be useful when you visit the school. Then you can discuss what you are looking for that isn't being offered at present.
I do think your daughter's slow speed of processing needs further examination and discussing the WISC results is a starting point. If you do not believe your daughter is reaching her potential, then ask the school to explore this. I don't know how that works where you are, but here in the UK, each school has a special needs coordinator who has the responsibility to investigate potential special needs and to put plans in place. It would not be good practice for me to guess what is going on here but you say her teachers scored her at 5 (I presume that is low). I am curious about how teachers see her ability.
In summary although you must be disappointed, this result should give you the confidence to ask questions. Your daughter has areas of significant ability but also may need help if her attainments are not in line with her ability. Do ask the school to take this further until you find some useful practical advice which helps your daughter to make accelerated progress with her attainments.
Good luck with taking this forward.
If you want to send me an update I can be contacted at www.happy2learn.co.uk
