Re: Re: suggestions and help - for

[Guest guest]

A low verbal IQ means a general language disability, and a poor performance

IQ means a general visual-spatial disability.

My son had similar screening done recently using the WISC IV and his results

were a little higher and I was told that his high verbal comprehension score

meant he is an auditory learner vs. visual. I was a little surprised to find

out he learned better through hearing verbal instruction over and over vs.

visual instruction but knowing that has helped with academics because now our

approach is different. The verbal subtest measures long term memory, e.g.,

child is asked information questions like how many cents are in a dime; things

that most NT kids are exposed to, and then checks if they can recall them.

Kids who cannot retain information are going to have to review work more often

or it will evaporate. They need aids to help them recall information, such as

studying with graphic patterns, boxes and circles and triangles, grouping

data according to how it fits into the topic.

and Pam have written a paper called " Understanding Tests and

Measurements for the Parent and Advocate, " that every parent needs to read.

Effective educational decision-making must be based on objective information and

facts, not subjective emotional reactions and beliefs. To successfully

advocate for your child, you must also learn how to interpret tests and

measurements-statistics. That way you can measure progress or the lack of it,

using

numbers.

Go to _www.wrightslaw.com_ (http://www.wrightslaw.com) for more info.

CReece

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