[senco-forum] RE: 4th percentile

From: Olanys at aol.com

Then of course there are children such as my 10 year old daughter who have 
an apparently below average IQ. The expectations of her have been low as 
well. In the last 10 months with appropriate specialised (private!) 1:1 
tuition her reading age has improved from 6yrs 9months to 9yrs 10 months, 
spelling has progressed even further. This has now thrown some of her 
percentlile scores all over the place!

>From: Olanys at aol.com
>To: senco-forum at lists.becta.org.uk
>Subject: Re: [senco-forum] RE: 4th percentile
>Date: Tue, 24 Apr 2007 18:12:38 EDT
>
>Hi,
>
>"Where a child has a well above  average IQ  and only an average  
>reading-age
>- this is the clearest possible indication that something needs
>investigating because such a child could be 'coasting' in school and 
>'getting  by' with
>very little effort or has a significant learning disability because he  or 
>she
>is not making progess in line with his or her intellectual  capability."
>
>There are a lot of things that can affect intellectual capacity including
>dusal exceptionalities children - those who are gifted with undiagnosed or
>invisible disabilities. Reading is not the only benchmark and IQ is only
>representative of the score gained on an IQ test, it means very little in 
>real  terms.
>A child can have a well above average reading age and be a low  achiever in
>other areas.
>
>That is why it is essential to always look at  discrepancies in raw scores
>notaverage scores on formal assessments...a  diference between 2 scores can
>indicate a significant learning difficulty -  there are many sites on dual
>exceptionalities  e.g  
>http://www.nldontario.org/articles/InvisibleGifts.html   .
>
>"In our records, we typically see discrepancies of 3 or 4 standard 
>deviations
>  (9 to 12 points) on the WISC-R between high and low subtest scores of
>learning-disabled gifted students. A difference of 7 scaled-score points 
>between
>highest and lowest subtests is considered significant at the .05 level of
>confidence (Sattler, 1982). An example from our case files is the student 
>who
>scored 19 on Block Design (Spatial Reasoning), the highest score possible, 
>and 6
>on Digit Span (Sequencing) -- a difference of 13 scaled score points. The
>Block  Design score is at the top of the gifted range, whereas the Coding 
>score
>is well  below average. Several of our cases have had discrepancies of this
>magnitude."
>Best wishes,
>Aly
>
>Chair Auditory Processing Disorder in  the UK/APDUK
>www.lacewingmultimedia.com/APD.htm
>www.apduk.org
>
>
>
>

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