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email I just sent to English teacher and principal...
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<blockquote data-quote="svengandhi" data-source="post: 533077" data-attributes="member: 3493"><p>I feel for you. My 10th grader has a processing speed of 5th%ile and is dyslexic. </p><p></p><p>The one thing that is incorrect in your email is the correlation of the scores. The IQ score is comprised of various different tests, of which processing speed is one. IQ has two components, performance and verbal. If there is a large discrepancy between the VIQ and the PIQ, there is a problem. For example, my daughter has a 154 VIQ but only a 112 PIQ. This is almost 3 standard deviations (15 points per s.d.) between the scores. Average IQ is 100. Therefore, my daughter is in high average mode for PIQ (which involves math skills, visual spatial etc) so she never qualified for services although she is horrible in math. The total IQ is the average of the VIQ and the PIQ, which can be very confusing when you have a child with big discrepancies. My daughter's IQ was 133, which is considered gifted, but I had to pull her out of gifted classes because she could not do the math. on the other hand, oldest boy has the same overall 133 IQ, but his VIQ and PIQ were almost identical so his skills were more balanced. My dyslexic 10th grader has a VIQ identical to that of difficult child but a PIQ 40 points lower so his reported IQ is 20 points lower than difficult child's. I hope this makes sense.</p><p></p><p>What you need to do is look at the subscore breakdowns and see how they come out. For instance, my dyslexic child scored in the 99th%ile of vocabulary and the 5th in processing speed, the 14th in spelling. It is those differences which show Learning Disability (LD) issues. on the other hand, if you have overall high scores in all areas, you are probably extremely bright with no LDs. If you have overall scores below average, they will not deem you to be Learning Disability (LD) but to be just not bright. </p><p></p><p>The key is to look at the subscores and see where they come out. If you want to post your d's, I could give you some comments and maybe some suggestions about how to help. One I have is to have the school have an aide or another child copy the HW on Monday and provide it to your d - many schools provide this even to kids who don't have IEPs. There is a type of carbon paper - a kid with nice writing uses it to make notes and generally never knows who it's for. If she has a 504, you can ask them to add in that her HW assignments will be provided to her. One year, I had the right to email my child's HW in even though the other kids were supposed to hand it in. I gave him a copy and most days it got there, but when it didn't, it was nice that he wouldn't be penalized.</p><p></p><p>Good luck,</p></blockquote><p></p>
[QUOTE="svengandhi, post: 533077, member: 3493"] I feel for you. My 10th grader has a processing speed of 5th%ile and is dyslexic. The one thing that is incorrect in your email is the correlation of the scores. The IQ score is comprised of various different tests, of which processing speed is one. IQ has two components, performance and verbal. If there is a large discrepancy between the VIQ and the PIQ, there is a problem. For example, my daughter has a 154 VIQ but only a 112 PIQ. This is almost 3 standard deviations (15 points per s.d.) between the scores. Average IQ is 100. Therefore, my daughter is in high average mode for PIQ (which involves math skills, visual spatial etc) so she never qualified for services although she is horrible in math. The total IQ is the average of the VIQ and the PIQ, which can be very confusing when you have a child with big discrepancies. My daughter's IQ was 133, which is considered gifted, but I had to pull her out of gifted classes because she could not do the math. on the other hand, oldest boy has the same overall 133 IQ, but his VIQ and PIQ were almost identical so his skills were more balanced. My dyslexic 10th grader has a VIQ identical to that of difficult child but a PIQ 40 points lower so his reported IQ is 20 points lower than difficult child's. I hope this makes sense. What you need to do is look at the subscore breakdowns and see how they come out. For instance, my dyslexic child scored in the 99th%ile of vocabulary and the 5th in processing speed, the 14th in spelling. It is those differences which show Learning Disability (LD) issues. on the other hand, if you have overall high scores in all areas, you are probably extremely bright with no LDs. If you have overall scores below average, they will not deem you to be Learning Disability (LD) but to be just not bright. The key is to look at the subscores and see where they come out. If you want to post your d's, I could give you some comments and maybe some suggestions about how to help. One I have is to have the school have an aide or another child copy the HW on Monday and provide it to your d - many schools provide this even to kids who don't have IEPs. There is a type of carbon paper - a kid with nice writing uses it to make notes and generally never knows who it's for. If she has a 504, you can ask them to add in that her HW assignments will be provided to her. One year, I had the right to email my child's HW in even though the other kids were supposed to hand it in. I gave him a copy and most days it got there, but when it didn't, it was nice that he wouldn't be penalized. Good luck, [/QUOTE]
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