Well this IS such a mystery. Yes, she does have a vision issue (one is 20/20 other is weaker), has glasses and contacts, but not religious about wearing either one. She also was a slow reader. Also speech issue (no tubes or ear infections/literally only sick once in her life), I was the ONLY one who could understand her up until she was 5 ish; In fact when she was 24 months our nanny, taught her basic sign language. Had Speech Therapy, remedial reading. Very argumentative, stubborn.
She scored a high average on PS, WMI a high above average, Low Average on PR and VC (23 point spread between WMI and VC & PR). Correction decoding was well below grade level, as was basic reading and reading comp, and spelling; visual/perceptual motor skills are below her age equivalent (9yrs v. 12yrs), she claims she is clumsy, but she can lead with either leg in the 100h and 300 hurdles, uses either leg to shoot out of the blocks, is often the top in cheerleading requiring balance for the stunts, qualifies for state in mid-distance races, and took up acrobatics and in less than 9 months took 4th place at a National meet. However, she scored way above grade level (at time of testing she was in 7th grade--12 grade second semester) in Math reasoning. She can read passages multiple times, but has a difficult time articulating the story in a sensical manner and it is out of sequence, with lots of junk words like "umm" and "so yeah" inserted instead of conveyed thoughts.
We did start her on meds for ADD, but either the dosage is too low despite upping it twice, or it's not just ADD. I am considering Barton reading to run concurrently with school--read about it on another thread--so grateful for this forum. School has fumbled the ball when it comes to implementing her modifications (she went entire school year until school finally started to follow SOME parts of Plan 2 weeks ago), so this year has been awful for her. She was in Pre AP Math and Science, but teachers refused to modify her tests (chunking) because of departmental policy and transferred her to regular math which means she has lost the opportunity in our district to start Geometry when she enters 9th grade. She cried so badly because she prides herself on her math skills, literally asked "why are they kicking me out?" As a result of the school's failure to follow her Plan, she was ineligible in track for 2 of the only 4 meets the school participates in, and another ego blow. While I am pursuing that end, I also need to find that life boat for her educational needs. So Barton's most likely, but I just do not understand what I need to do to find her "learning style," to address her weaknesses and maintain her strengths. Ugh.:tongue_smilie: