Katherine-- 


On the IQ--what got reported to you was a mean score. For the whole IQ, there is a learner profile which maps the ups and downs of the scores of the sub-tests. You need to find out where your daughter is on the sub-tests, and the meaning of the ups and downs. The assessor can tell you, OR you can get a book that translates the meaning of these scores. I used to use Myklebust (can't remember more of the name) which is still good. 
Your daughter's problem, as you describe it with glaze/gaze, is in not being able to sort out the differences between sounds. (I've forgotten--for now-- the name of the type of doctor who specializes in this.) At home, try using scrabble tiles, ALSO color-code blends and middles of words so they stand out. 
This is a lot to throw at you. See what you can do with it. 


And DEFINITELY get the learning profiles from the other assessments. Have a sped person explain them to you. 


Andrea 

----- Original Message ----- 
From: "Katherine Mercurio Gotthardt" <katherine.gotthardt at gmail.com> 
To: Learningdisabilities at nifl.gov 
Sent: Friday, November 6, 2009 10:36:39 AM GMT -05:00 US/Canada Eastern 
Subject: [LearningDisabilities 4274] Example of student Profile 


Hi everyone-- 

This is in follow-up to the discussion with Brant, Barbara and Andrea on which tests students with learning disabilities should have and what their special education instruction might look like. I have been writing about my daughter as kind of a case study. 

Much appreciation to all who have contributed thus far! 

-------------------------------------------------- 

My daughter receives 300 minutes per week of pull-out language arts instruction. She also receives two sessions of speech (I have to re-visit the minutes on those sessions). Her regular ed teacher recently put my daughter and one other girl into their own reading group (two students, one teacher ratio) and is implementing additioanl word studies (which include spelling and writing definitions). 

My daughter gets extended time for tests and she gets her tests read aloud. She takes her tests in a separate room. 

Over the summer, my daughter attended summer school and received additional instructional hours when summer school ended. Yet, she is still scoring 2nd grade in fluency, 3rd in comprehension. 

Some other tidbits: on her last IQ assessment, when she was six, my daughter scored below average. I have to re-visit her other test scores (as well as the names of those tests). I know she has some form of dyslexia, but VA school systems don't separate that out. 

Both the LD and regular ed teachers work with her on breaking words apart to increase fluency, but she just doesn't seem to get it. For example, last night, when she was working on her word study, she was trying to sound out the word "gaze." She kept putting an "l" in the word. I tried covering the first part of the word, having her just say "aze", having her spell the word for me...she just kept saying "glaze." This is just one example, of course. She just can't seem to decode. 

It may be she needs more pull-out time, or it may be she needs something else, but it worries me that she seems to fall further and further behind. 
-- 
Katherine Mercurio Gotthardt 
Community Writer for NEWS AND MESSENGER 
www.insidenova.com 

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