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.