My DC took the quotient test as part of his neuropsych- I'm a fan. While the results showed moderate issues with attention and hyperactivity, my DC's real Achille's Heel is impulsivity. The test picked right up on it. DC loves computers, has no vision issues that we're aware of, and is a fast processor with a gifted intellect and working memory. DC is also very motivated to show off for adults, so would have tried hard to remain focused during testing. I thought the quotient test spotlighted what we have always known- extremely impulsive. I mentioned the other stuff because I don't know how well the quotient test would work if a child has other issues- especially vision or processing speed.

The only thing I can say is what you know-- processing speed is low. 16th percentile coding and 95th percentile in matrix reasoning (some say math potential is best measured by matrix reasoning) is a huge discrepancy. Basically, your daughter's potential is measured far above her "output." (i.e. processing). Assuming that these scores are an accurate reflection of ability-- it completely explains the frustration and math problems at school. Did you have a full neuropsych exam (forgive me if I overlooked). This looks like inattentive ADHD.

Yes. My DS was diagnosed with an expressive/receptive language impairment. Because his IQ is so high (mid 140s), he was compensating until this year (2nd grade). I'm not so spun up about the language impairment- DS has many intellectual strengths that will help compensate and he is getting a lot of therapy....it's the co-morbid condition. I suspect inattentive ADHD. It's all there-- distraction, impulsivity, etc. I just haven't gotten the diagnosis. To be fair, I don't know that we would do anything different right now if we had the diagnosis. I know for his sake, in the next year or so, I'm going to need a formal neuropsych-- I'm just not ready to have this confirmed yet.

My husband and I are intelligent, but I wouldn't say "gifted." Our son tested as HG/EG . His mind works differently than ours and he's challenging. There's something about regression to the mean, that basically says there isn't a 1 to 1 correlation between parent and child IQ. It's indeed possible for two intelligent people to give birth to an outlier, the same as it's possible for two outliers to give birth to a child within the bell curve. In fact, we never considered giftedness when DS was a preschooler because we assumed his intellect, at most, would mirror our own. It led to some misunderstandings- for instance when DS was little, he did things that made us think he might be autistic or have ADHD. We "after school" - we don't homeschool. I will say that being "ready" to do certain things has just as much to do with emotional maturity as it does with intelligence. I wouldn't extrapolate too much - kids will surprise you.

I am coming back this- I have had several exchanges with friends who are working with their kids on poetry. I'm of the mind that it may be better to introduce it early-- seems that high schoolers (generalization) seem to be averse to poetry if it's first introduced as an assignment (I recall that I didn't love it until I read it for enjoyment). By original languages, I was imagining something like French or Spanish- Mandarin or Latin or Greek would be quite impressive! Barnes and Noble has a nice classics section with some mythology-- it's pretty easy to see which is the "cute, cartoon" version and which is substantial.

Wow. Your son sounds like a very gifted reader. How about some non fiction? Or poetry? Mythology? Ideas: Biographies are interesting-- Benjamin Franklin or Leonardo Da Vinci is a good start. A Brief History in Time Bomb Poetry: I would get an anthology and see if he has a favorite Mythology: Given your son's reading level, I would look for some original translations. If your son speaks another language- how about having him read books in the original language? Just ideas to expand horizons.

I could have written this post about my gifted seven year old son. For instance, I just asked him to pick up a huge mess (rainbow loom bands) that he left scattered on his bedroom floor. His response is to test-- Do you mean all of the bands? What if I leave 20 bands on the floor? How about fifteen? He does with how many bites he needs to consume before dessert and other hot topics. I wish I had some magic answer for you-- I think it's somewhere in a mix of methods. Consequences are important, sure, but sometimes strong willed kids won't respond to consequences when they are intent on a power struggle. I have asked my son (when I notice things escalating) to consider his next actions and the results of those actions carefully. I refuse to to argue with with him and time basically "stops" (no privileges) until he has done what I have asked. I try to remain calm (I'm an old hand- he's actually easier now than he used to be:) I strongly believe that parental calm is key to keeping a situation from escalating. Ultimately, I think strong willed kids need to develop an internal compass- it's important that my son choose right because he knows it's right. We talk a lot about integrity, courage, respect, hard work and all the good things. We praise it, and show him that we value these qualities. He is coming out of the defiance, and will occasionally reflect on his choices at school and at home. I believe DS will get his emotions under better control in a few years and these issues will be behind us until he hits adolescence:)

Workbooks have good utility in some cases, but I find that I need to tailor learning to where my son is emotionally, behaviorally, etc. It's the asynchronous development piece where kids behave like they are different ages depending on the tasks/challenges that they face.

We tested for IQ when it became relevant to meeting DS7's needs and providing some enhanced learning opportunities. We waited until he was 6.5. A good site for childhood milestones is PBS kids/parents. The site provides a more comprehensive list of than most. I would *guess* (just a guess) that an exceptionally bright child might be a year above grade level. Our wake up call was going 3-5 years above age to start seeing DS's intellectual milestones. No, I don't think that your daughter's skills are common for a six year old. What struck in your post is not necessarily that your daughter did things early- it's her rapid reading acceleration. My DS was the same way-- learn to read at five years old and chapter books by five and 1/2. I have heard gifted instructors describe the accelerated pace of gifted learners as the biggest problem faced in a regular classroom (zero to sixty). The WISC is a nice test because of the subtests/clusters that can give insight into strengths and challenges. I think it holds up rather well with what I've seen with DS-- and it helps me understand his frustrations. I have to be careful to use the IQ test as valuable information, but not extrapolate too heavily. Basically, we do our best in the present and cross certain bridges when we come to them.

I've learned not to say much- my DS's teachers think after schooling is pushing, especially because DS does exceptionally well in school. They act as if ten minutes of math work several days a week is ruining his childhood. It makes me feel defensive, so I don't mention it unless it's relevant.

It's an interesting question- I think parents whose kids are having challenges may naturally seek support and conversation with other parents in a similar boat. My son isn't 2e, but he was asynchronous enough as a toddler/preschooler that we were feeling worried. We didn't know about asynchronous development and had not yet considered giftedness as a contributing (not causing) factor.

I've heard ages 6-8. Obviously, we've all heard slightly different things. I think 7,5 would yield a valid result as long as your child is rested and cooperative with the test. Our son took the WISC IV at 6 1/2, and although he hasn't had another IQ test, his subsequent achievement testing (both school and the Woodcock Johnson) have been consistent the IQ result. Keep in mind, he's extremely cooperative with test taking and doesn't have learning disabilities.

You have a lot of replies! My son attends a school that is montessori through second grade, then switches to a more traditional classroom 3rd and up. First, I want to say that i toured the school with a close eye on the math program--DS would be fine even in a mediocre language arts program, but needs top notch math to meet his early potential. I also wanted to see how the classrooms are managed- with skilled teachers, and students with few learning problems, very well in our case. Why I love montessori: 1. for younger elementary, if it's done right, it can teach the most powerful lessons of independence and motivation. 2. young kids can achieve excellent number fluency because the materials 3. kids can work at their own pace- they are not penalized with a lot of seat time and boredom for understanding things quickly 4. If you have a "full speed ahead" kid like mine, montessori is awesome- my ds is leaping through the program, and his teachers just keep it coming. I think for a child your daughter's age-- you're right to be nervous. Classroom management is predicated on children who are able to manage themselves. The later elementary years are when kids are learning hard skills to prepare for the writing and math expectations of middle school. Rocking the boat in an untried school with a non traditional curriculum, would make cause me some angst.

Maybe when he's doing better, he can go back to school. Perhaps he can be tested for a district gifted and talented later to improve the academic situation. I can tell that you are torn, and yes, I can imagine that it would be difficult without more support. This move may be temporary.

Well, we just had one yesterday. Work related: 1. One hard math problem where DS had to use math to check his answer 2. Finished school valentines cards (6 remained) 3. 30 minutes of independent reading. 4. Small chore (room cleaning) Overall, this took about one hour. The rest of the day, we watched the Anne of Green Gables miniseries, read comic books, played on the computer, and completed at least 10 rainbow loom bracelets. And more independent reading (voluntary), because it's fun:) In seriousness, I like to see DS do a few work/school related tasks on days off. He's then free to use his time (mostly) how he likes.