My daughter is 8 and in 3rd grade. I have just got wisc iv test results back. It all looks really good to me but I am confused over her working memory index. Plus if it is so good why is simple addition and subtraction hard. She struggles with math and reading comperhenchion, that along with hydrocephalus made me want to rule out NVLD.
Can anyone tell me if I am correct that a difference of 7 in between digit span and letter-number sequencing is to large and makes it noninterpretable
Testing is an imperfect process - focusing in on a discrepancy between two scores may not make the picture more clear. Some testers never administer the digit span test when they give the WISC and some children can 'zone out' for a particular test section that they might otherwise have the ability to do better on.
Usually children with NVLD do well with reading and certainly with language but are weak in math. That your daughter struggles with reading comprehension would lead me to think that she doesn't have NVLD. Does she 'decode' fairly well and her problem lies in just comprehending what she has read? Many children who seem to have reading comprehension issues really have an underlying decoding issue and that's not something the WISC tests.74730
Where I first learned of an NVLD diagnosis was years ago in a seminar, but online is now usually the easiest and certainly fastest way to access information on most subject. Both of those sites above should help. 74817
Hi there, I have two daughters with Hydrocephalus, one 8 & one 10. They both have varying difficulties in learning. here is some information from a school psychologist in regard to learning difficulties noted: Immediate memory for auditory/verbal information may be intact, however, there is a rapid loss of information over time and difficulty in retrieving the appropriate bit of information from long term memory when it is needed. Students with hydrocephalus can learn effectively, but often take longer to learn and struggle with abstract concepts, for example, mathematics. Most students with hydrocephalus have difficulty with tasks requiring eye-hand coordination and motor planning skills. They may have difficulty with accurately interpreting what they see in terms of shape, size, space, distance and then correctly matching their movements (gross or fine). Some students may experience confusion differentiating between left and right. Complaints about slow and untidy handwriting are common and written tasks are often not fully completed. Most students with hydrocephalus find it hard to organize themselves, plan ahead and think flexibly. In addition, some may experience difficulty in understanding the passage of time or understand when matters are urgent. They may be unable to generate strategies for solving problems or to alter their approach if the first attempt is unsuccessful. They seem lost when confronted by a novel or multi-staged task and their work output falls off when they are expected to work independently. Both our girls have been tested by their school psychologists as well as independently tested by a Neuro Psychologist, who is familiar with the cognitive impact hydrocephalus can have on learning. Getting a 504 or IEP plan in place for her at school, can help ensure that she gets the extra time and other accommodations she may need to help her to achieve her academic targets. I hope this helps you some. 82222
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