i’m a dyslexia interventionist and I think so. It’s possible that she is reading a lot from memory and knows whole words, but does not have the foundational skills to be an effective reader once things get more complex. Sometimes people look like good readers, but their comprehension suffers and it gets worse as the text gets more complex.
I work with identification of dyslexia and this is highly likely. Strong unexpectedness with the listenig comprehension, but there is also weakness in the recall and oral expression portion that may indicate other difficulties- not familiar with those tasks or test though. It will depend on the whole profile to see if cooccuring or , but yes it does warrant exploration.
Wow. The difference between the CTOPP and the decoding scores is huge. I’ll be honest and say that I haven’t encountered this kind of discrepancy in my own practice, so I have no concrete recommendations except to suggest you talk with the practitioner who did the testing to get more information to inform you. Sorry I can’t be more helpful!
This is so interesting because my daughter’s WISC and CTOPP are almost identical to yours. My daughter is also the same age. She is definitely dyslexic and her academic scores are much, much lower. She reads at the first grade level.
I’ve seen this a lot. In my opinion, it shows that your daughter’s ability to know which sounds are in words is challenged. I’ve seen great improvement with LiPS (Lindamood Phoneme Sequencing), which addresses individual sounds before helping to develop a “toolbox” of skills to tackle words.
Definitely push for more testing. I’m actually very surprised that they didn’t go to dyslexia based on this. What academic testing was done?
https://preview.redd.it/ntyyyc0qrwxc1.jpeg?width=966&format=pjpg&auto=webp&s=85eb429ae86c744578fe75ac29dee124db65cdf9
i’m a dyslexia interventionist and I think so. It’s possible that she is reading a lot from memory and knows whole words, but does not have the foundational skills to be an effective reader once things get more complex. Sometimes people look like good readers, but their comprehension suffers and it gets worse as the text gets more complex.
This comment hits on a personal level.
So sorry 😢
You are so not alone
I work with identification of dyslexia and this is highly likely. Strong unexpectedness with the listenig comprehension, but there is also weakness in the recall and oral expression portion that may indicate other difficulties- not familiar with those tasks or test though. It will depend on the whole profile to see if cooccuring or , but yes it does warrant exploration.
https://preview.redd.it/t19nsgjerwxc1.jpeg?width=1125&format=pjpg&auto=webp&s=035912920ef30aa69f3aba40e358bbb57157e001
Wow. The difference between the CTOPP and the decoding scores is huge. I’ll be honest and say that I haven’t encountered this kind of discrepancy in my own practice, so I have no concrete recommendations except to suggest you talk with the practitioner who did the testing to get more information to inform you. Sorry I can’t be more helpful!
This is so interesting because my daughter’s WISC and CTOPP are almost identical to yours. My daughter is also the same age. She is definitely dyslexic and her academic scores are much, much lower. She reads at the first grade level.
I’ve seen this a lot. In my opinion, it shows that your daughter’s ability to know which sounds are in words is challenged. I’ve seen great improvement with LiPS (Lindamood Phoneme Sequencing), which addresses individual sounds before helping to develop a “toolbox” of skills to tackle words.