All, thanks for responses. PeterPan, i am not sure I understand how percentiles are different from scores, but just in case something jumps at you, here are the actual scores. All comments are welcome. ____________________________________________________________________________________ Subtest (CELF 5) Raw Score Scaled Score Percentile Rank _____________________________________________________________________________________ Formulated Sentences 43 10 50 Recalling Sentences 60 9 43 Understanding Spoken Paragraphs 17 11 63 Semantic Relationships 16 11 63 Sum of Scaled Scores Standard Score Percentile Rank Core Language Score 41 101 53 _______________________________________________________________________________ Subtest (CASL 2) Raw Score Scaled Score Percentile Rank ________________________________________________________________________________ Synonyms 34 97 42 Sentence Expression 39 106 66 Nonliteral Language 31 100 50 Meaning from Context 16 91 27 Double Meaning 15 95 37 Sum of Standard Scores Index Standard Score Percentile Rank General Language Ability Index 489 94 34

Definitely no hyperactivity or impulsive, but she might have ADD. Overall, she is very hard working, so, if she does have it, she masks it very well.

PeterPan, thank you for a thoughtful response. Some more background info: no meds, testing was done in the morning, so DD "should" have been well rested. She had a couple of speech evals done back in March. We are doing more comprehensive ones now, but here are the results that we had from the March one: CELF-5 Core language score of 53 CASL-2 - General Language Ability Index of 34 Reflexes - we spent good 12 months following INPP Dev. Screening and Intervention program, trying to integrate reflexes. I do not think it was very successful. I see signs of Moro reflex still being retained. Do you think the low processing speed is due to language or visual processing challenges? DD plans to go on to college and I certainly support that though I am afraid it will be hard for her. She is compliant and would be open to working on something at home if it had potential to help her. We've done a ton of linguisystems workbooks in the past and scores above definitely include the SD bump you mentioned. Do you have any specific recommendations for materials for older kids? thanks

Hi, DD is 15. In early elementary she seemed to struggle across the board - reading, writing, math, everything really. Evaluation done at 7 stated global development delay. Language, auditory processing, visual processing, working memory - all seemed to be weak. After much therapy, the results in 2015 rounds of evals were much better (WISC pasted above. SLP eval came average in receptive and around 30% in expressive language). No specific diagnosis. DD continued to struggle with writing and expressive language, but seemed to have caught up in reading, comprehension, and math. School qualified her for an IEP and speech therapy based on specific writing disability. We are doing another rounds of evals now, and while we are not finished yet, I got these results and was shocked by the dramatic changes in the processing speed and working memory. DD is going into 10th grade and is a B student. With a lot of hard work, she is keeping up, but school is hard.

Hi, Just got back the results and not sure what to make of it. Any thoughts are appreciated. VCI -100, 50% VSI - 89, 23% FRI - 97, 42% WMI - 97, 42% PSI - 66, 1% FSIQ - 92, 30% What's even more puzzling is if you compare to 2015 results. The 44% drop in PSI seems enormous. VCI -100, 50% VSI - 92, 30% FRI - 94, 34% WMI - 107, 68% PSI - 98, 45% FSIQ - 99, 47% What can explain such a dramatic change in Processing speed? Working memory also dropped a lot. Any suggestions for remediation are appreciated as well.

I was actually truly surprised by that score. A few years ago we worked on auditory memory using Casimano book and DD had no trouble repeating the sentences. When I tell her a sentence, she easily repeats it... Can you post a link to GPP book? Do you think there is anything else we can use to work on her expressive language?

Expressive and Receptive tests were called EOWPVT-4 and ROWPVT-4. Processing speed on WISC was 45% (PSI) She was evaluated by the audiologist twice, in 1st and 2nd grades. 1st grade scores were all in single digits. With much therapy and work, 2nd grade scores were all in the average range. I haven't had her re-evaluated since then, but we continued working on Linguisystems auditory processing books for quite a few years after that. At this point, I assume it's as good as it will ever get....

She had quite a bit done last Jan. 2015 WISC-V VCI - 100 - 50% Similarities - 37% Vocabulary - 63% VSI - 92 - 30% Block Design - 50% Visual Puzzles - 16% FRI - 94 - 34% Matrix Reasoning - 50% Figure Weights - 25% WMI - 107 - 68% Digit Span - 84 Picture Span - 37 PSI - 98 - 45% Coding - 25 Symbol Search - 63 FSIQ - 99 - 47% TAPS 3 - test of auditory processing skills: word discrimination - 50% phonological segmentation - 63% phonological blending - 95% number memory forward - 50% number memory reversed - 37% word memory - 63% sentence memory - 5% auditory comprehension - 25% auditory reasoning - 25% Expressive one word picture vocabulary test - 18% Receptive one word picture vocabulary test - 53% Bender-Gestalt II Copy subtest - 12th % Recall subtest - 58th % She did not have any specific to ADHD testing, but that never came up as a concern. Also to answer your earlier questions, she had expressive language delays early on, and started EI when she was 2.5. She's pretty much been in some sort of Speech therapy since then. She's had OT for several years as a pre-schooler to early elementary and graduated at around age 8. Same for PT - had it for a couple of years around age 7 and graduated. Homeschooling next year is unfortunately not an option. I do what I can with her after school, but I am not around all day to take on homeschooling.

OhElizabeth, DD had CELF-5 done in Jan 2015 as part of overall testing. Her scores were: world classes - 15 formulated sentences - 9 recalling sentences -9 semantic relationships-9 core language -102 Achievement scores were all in low to mid average range according to WIAT III and consistent with what I see at home. Listening, decoding, comprehension, are around 50%, oral expression, spelling, essay composition closer to 30%. Does this change your recommendations at all? I've looked at linguisystestes and pro-ed site. There were a couple of books similar to what we've done in the past. However, I don't feel confident that more of the same is going to help. I am sort of at a loss. I don't know exactly what I am looking for, but I feel like I was see is not it. Not sure if it makes sense....

All, I need your collective wisdom to figure out what to do with DD this summer. Here is where we are: · DD has struggled in school since 1st grade with pretty much everything · We’ve done ton of therapies at home with some noticeable results · DD was tested by PS in Jan 2015 and overall scores were within average ranges. School psyc concluded visual spatial, visual organizational, planning, and writing deficits/LDs · I personally don’t agree with the above diagnoses. I believe her writing struggles stem from her language processing glitches. She does equally poorly when she writes the information down herself vs. relaying the same information orally. It’s painful to see how she struggles to pull her thoughts together into a meaningful sentence. She frequently uses wrong prepositions, skips subjects, uses sentence fragments, and makes basic grammar mistakes. She also has a very hard time acquiring new vocabulary. For what it’s worth, her receptive language score was 2 standard deviations above her expressive language score, but somehow the school did not use that as part of her diagnoses. Despite all this, she had a good year at our local PS. · DD finished 7th grade with 90% average. Core subjects were all mid 80s, with electives in mid 90s · DD started the year in all gen. ed classroom, but was moved to English Fundamentals class at the end of 1st quarter because she was struggling School is finally finished, and I want to spend the next 10 weeks doing some remediation, except I am not sure what resources to use or what to do. In the past 2 years, we’ve done Linguisystems auditory processing books, their language processing HELP series, and parts of their grammar book. We did REWARDS Social Studies last summer. DD works on Wordly Wise series for vocabulary. I feel like DD does well on individual exercises in all these workbooks, but struggles to literally make sentences when she needs to express herself. WWYD? I would appreciate any resource suggestions or ideas on how to help DD.

I used this book to assess and do the exercises to reintegrate reflexes. In addition to the book, there was also web access to watch the videos. The book was very clear and well illustrated. http://www.amazon.com/Assessing-Neuromotor-Readiness-Learning-Developmental/dp/1119970687/ref=sr_1_5?s=books&ie=UTF8&qid=1438608377&sr=1-5&keywords=Sally+Goddard+Blythe

Another user here. I used it with my DD when she was around 11. I liked the program quite a bit and think it helped in several different ways. First, it really does teach kids to visualize. Secondly, it certainly helped DD with narrations. She started off having trouble coming up with even a few sentences, but got really decent by the time we were done. Finally, it really opened DD's eyes to how open to interpretations simple sentences can be if the language is not precise enough. DD often acts like it is obvious what she means even when what she actually says is vague and unclear. Telling her back what I am picturing from her description (and I would intentionally make up something silly or outrageous for the parts she left out or described very vaguely) helped DD realize that there is more than one way to interpret what we hear. The program is scripted and is very easy to implement - another plus. I still have all the materials in like new condition if you are interested in buying. Pm me if you would like to know more.

I second IdeaChain. I used it with my DD and while it did not solve all issues, it definitely helped. For lots of practice, i also like readworks.org BTW, I still have my IdeaChain in like new condition. PM me if you are interested in buying.

WISC testing is facsinating. I was allowed to sit through it the first time my DD had it done at 6 yo. You really have to witness it to understand how easily the score can be brought down. Some tasks are timed. For example, a child has to reproduce a design made of blocks within an allotted number of seconds. If your child runs out of time, the points are subtracted (don't remember if there is partial credit). When you look at the score, you think it's lower intelligence, but it can easily be poor hand eye coordination or a child just not understanding that he/she needs to rush. I don't recall psych actually telling DD to hurry, just 'do her best.' Some matrix and analogies subtests can be confusing to a child who has no prior exposure to similar questions. Directions or explanations given by a psych are minimal. If a child gets 3 in a row wrong, they stop. The verbal subtests would be affected by anyone who likes to be brief. I remember thinking my daughter's answers made sense but were very short, to the point, 2-3 word phrases. She got 1 point instead of 2 on many of them. The psych did not ask her to ellaborate even once. He just subtracted the points. Throw in a child who has a hard time understanding directions, some memory or fine motor skills issues, and you'll see lower scores across the board. WISC is the golden standard and is considered very reliable, so don't get me wrong. However, in my experience, it can easily be depressed by some LDs and processing glitches, and, unless you have an amazing psych who can tease it out, you just end up with a lower score across the board. Now to answer your question about what we did specifically. I posted some info on various programs in the past, so you can search for posts with my name, but our list looked something like this (and I might be forgetting a thing or two): Earobics, Audiblox, Brainware Safari, Learning Breakthrough, C8 Sciences, Brainfitness Pro, exercises for retained primitive reflexes, visual spatial exercises (Jerome Posner book and some games), books on auditory memory, and Linguisystem books.

I haven't looked through all the responses, but I wanted to share my thoughts. Despite what many psychologists say, IQ scores can be significantly depressed by LDs and fine motor skills. While many subtests aim at measuring intelligence, they rely on fine motor skills, auditory processing, visual processing, and memory to produce answers. Therefore, weaknesses in those areas show up as lower IQ score. As you work on those underlying processes and improve them, the IQ score will go up as well. I think that's especially the case if your child has weaknesses in several processes vs. just one. My own DD had 3 IQ tests at 6, 7, and 9 -- all around 80. After much work, her last test at the age of 12 was 99. My advise would be to find resources and invest your time in working with your DD to improve memory, fine motor skills, auditory processing and visual skills while slowing down with some academics.

FairProspects, thanks so much for the details. I have Six Minute Solution, and we've been working on it over the last year, so I don't really need anything for fluency specifically. We also did some work on chunking longer words into parts using "stop at the vowel' method from http://www.ontrackreading.com, so overall DD does ok with longer words, but could use more practice to be a bit more automatic with it. However, I could easily do that with just lists of multisyllable words and not spend $100+ on Rewards. I liked that Rewards taught the meaning of prefixes and suffixes to help with figuring out the meaning of unfamiliar words, but I don't think I would want to get Rewards just for that. What I really wanted is something that works on reading more difficult texts, comprehension, and some decoding sprinkled throughout. A writing component would actually be a plus as DD can use practice with that. So it sounds that I want Rewards Plus. However, the promotional materials recommend it after Rewards I or S. Do you think we could jump into it without prior experience with Rewards?

I think it's mostly comprehension that's pulling DD down though fluency can use work as well. The lexile assessment was computer based, and DD said the questions were multiple choice comprehension and vocabulary questions. However, earlier DRA assessments accounted for fluency and were below grade level as well. DD struggles with learning new vocabulary and is not good at guessing the meaning of unfamiliar words in context. Having said all that, she could use some practice with longer multisyllable words though her decoding is pretty good. Ideally, I would like a program that works on all of this, but don't think I need something that is focused solely on decoding. Should i look at Rewards Plus? Can you recommend anything else?

DD just graduated from 6th grade. She was assessed to read at Lexile level 900. Depending on which correlation chart I look at, it places her anywhere between early 5th to solid 6th grade level. However, her teacher felt DD is significantly below grade level in her overall reading ability. I was looking at Rewards Secondary to work through during summer. However, I looked at 2 sample lessons, and I have to say, it seems too phonics heavy. DD knows that, chunking, blending. I did like suffix/prefix activities and vocabulary, but I question whether Secondary as a program is the right fit. Should I look at Rewards Plus? What would be a good program? I feel DD could use extra practice decoding multi-syllable words, but does not need all the phonics basis. DD could also use the vocabulary and comprehension aspects of the program. PS. we are also working through wordly wise for vocabulary and practice reading daily.

I read the book and thought it was very straightforward do-it-yourself inexpensive concrete way of helping your child. DD had no issues with phonemic awareness, though the exercises were spot on and exactly what we did earlier with Reading Reflex book. The visual exercises were really helpful. I saw noticeable improvement in DD's handwriting.

My daughter and I did IdeaChain a couple of years ago, and I wanted to chime in. I never used VV so I can't compare, but I found IdeaChain to be super easy to implement, totally scripted, and more than sufficient for working on visualization. The author of the program was very nice, spoke on the phone with me a couple of times, and emailed as a follow up. I also found IdeaChain to be quite helpful as a way of working on expressive language. Beyond teaching kids to visualize, it also offers them an opportunity to use the language and describe things in a logical manner. For kids with expressive language delays, every learning opportunity counts. My daughter's writing improved as we moved through the program, and she got better at describing objects or places. Btw, I still have the program and would be willing to sell. PM me if you are interested or have any questions.

Your daughter sounds somewhat similar to mine. Have you had her tested for auditory processing issues? I had my daughter tested when she was 7, and it was eye opening how much information she was not processing. The good news is with some therapy and work, she improved quite a bit.

aleks.com is really good for reviewing some topics that a child might've "forgotten" or stuff that hasn't yet cemented in their brains but the basic understanding is there. What I like about them is it starts with a pretest and figures out what topics a child knows and what needs to be learnt. It then reassess a child ever 10 hr of learning. It's efficient at pointing out gaps and reviewing them. It is NOT good for learning new topics.

Mainer, when it comes to word problems, you've described my DD perfectly. She does have a hard time understanding exactly what is being asked, and we are working on it. She's gotten pretty good at figuring out based on key words like shorter, taller, more, less, how many groups, etc. It is definitely a language processing thing.

Thank you for responding. What you are saying makes sense. I guess when you put it this way, she is sort of stuck in plug and chug approach. Yes, DD struggles with reading comp, inferences, predictions. Is there any particular program that is good at modeling this sort of thinking? I was thinking of doing 6th grade review with another program over the summer to cement the concepts and get her exposed to something other than R&S way of presenting things.

I am at a loss what to do. DD is 12, finishing up 6th grade. We've been using R&S in addition to whatever curriculum they use in PS. She's never been super strong in math, but she managed an 80% average or so. She passed state tests comfortably last year. We just finished R&S and she did well with it, yet, she got 50s on other math assessments I gave her for additional practice. I was looking through some of the assessments and her working through them, and some mistakes just puzzled me. Some examples: * 85% of 15 - her answer was 3,000,000. It did not occur to her that this is a totally unreasonable answer. * 165 /10 - she started doing long division to figure out the answer, but when I pointed out that dividing by 10 is easy, she remembered to move a decimal point. Overall, she does not seem to have any sense about how reasonable or unreasonable the answer is untill I point it out or ask about it. She also does not use any mental math strategies. Everything is done on paper. The above examples were not isolated errors. She seems to be confused with anything that is worded or presented differently from R&S. We are both very frustrated. Math always came naturally to me, so I have a hard time relating to how she can start with 15, end up with millions and not wonder what went wrong. My question is -- what can I do to help and do we plug along or we need to remediate? If we do need to remediate, I am at a loss what exactly. It's not one specific topic that she does not know, it's basic common sense. I've looked at Ronit Bird books, but DD knows all of the basic stuff. She knows her math facts, she knows how to make a 10, how to add and subtract. As I said, I am just at a loss. Any recommendations would be greatly appreciated.