[Low percentile 3rd grader, High percentile 2nd grader]

I'll try to reply with your expectations, however, I do find your response a bit intimidating. I'll do my best to expand. I have had his eyes checked, no problem, he's an older 3rd grader. I am wondering why they have the work for their grade, yet my son is testing average, although he read at three and has been adding numbers in his head without the need for manipulatives (before he learned math facts) since four. I would like some resource for seeing signs of an advanced child and keeping it going.

[Low percentile 3rd grader, High percentile 2nd grader]

Hi, it seems you're out of lurking a bit! I read your only other post from 2014, and honestly there's not enough information there for people to get a complete enough picture for people to help you. We can make some assumptions and guesses. Could you maybe expand more?

 

For instance, are either of these kids young for their grade? If the 3rd grader is young for his grade and the 2nd grader is on the mature end, that could make for a big spread. Personalities could make for a big spread. VISION problems could create a spread. Personality or developmental differences could create a spread. Nuts, even past speech/language problems could account for this.

 

Because you haven't had other posts on the board sharing other things, people just don't have enough dots to help you connect them. On a personal level, I would encourage you to compare your kids against expected performance based on probable IQ, rather than comparing them to each other. WTM is not a formula that turns out above average scores, and kids DO perform above school instructional level when gifted. So it's MORE concerning if a dc is not performing as you would expect based on their ability. Gender matters. You don't want to compare a dc who is a younger girl to an older boy. You don't want to compare a highly social younger girl with an ASD older boy. I mean there are just so many background details like this that could be going on that would affect the situation and how you interpret it.

 

You're going to want to look at each child as an individual, see where they're performing, see what factors are affecting how they're doing, see where they compare to their peers (not to each other), and see whether their progress is appropriate. If scoring in the 50th percentile on the WJ is matching expected IQ and ability level, then you're all good. There CAN be wide ranges in kids with age and gender differences.

 

On the most SUPERFICIAL, and I really do mean superficial, level, a preference for non-fiction over fiction *can* indicate a social learning disability. Do you think that's going on? To have a boy liking legos and comics is not unusual. Any indication of dyslexia? Anything flagging unexpectedly low on the WJ for that dc?

[Low percentile 3rd grader, High percentile 2nd grader]

Underperforming because of the signs of brilliance and the scores not reflecting it. Since he was reading at 3, I am feeling like I should have put him in a program that could have kept that going momentum and I did something wrong. Homeschooling is my way of keeping his reading level accelerating, but I am beginning to second guess myself as I enter his 4th grade year.

[Low percentile 3rd grader, High percentile 2nd grader]

Are you worried about underperforming or are you worried about test taking skills or both? I have a son who underperforms and another son who needs test prep.

[Low percentile 3rd grader, High percentile 2nd grader]

I am concerned about the gap in scores between my 2nd and 3rd grader. My oldest (just finished and tested at end of 3rd grade)was the reason I homeschooled because he read at 3.5 y/o. Today at 9, he doesn't like to read or isn't self driven unless it's comical or Lego related. He does like a few adventure books, but he won't read without being told often. I used WTM methods the first 2 years, but he has always been average on Woodcock Johnson testing. This year, I cut back on the reading for my own sanity, but still had 1 hour of reading alone, not read aloud. My self motivated 2nd grade reader scores very high. I also use Saxon and both are at grade level. The same happens. My 3rd grader shows being gifted at Math, yet, the same happens, he scores at level and my 2nd grader scores very high. The test admin was not resourceful with things that I can use. Many of my public school friends use Kumon when they want to continue with signs of brilliance and I am trying to avoid that. Any suggestions on what I can do?

[How long is your school day?]

So glad that I saw this post. I have created our new schedule and am vexed about the duration of the day(5.75hours). My children are 4,6 and 7 and I think that my schedule is far too long for all of us. The 6 & 7 year old have memory work(30), Math(60),drawing(30),Foreign Language(25),Spelling(40)-yes, All About Spelling 1 takes us that long, Reading with me(70-older 2, 30 min,  youngest 10), with a 10 minute snack , the schedule is over 5 hours and I am trying to figure out what to do. History and Science are not in here, except for the memory work, but not activities. I'm bummed and wondering if this is the curriculum for me.