OP here - I thought I'd share an update, in case others have similar questions.

My child was found eligible for a Specific Learning Disability. They used a "cognitive pattern of strengths and weaknesses method"

They noted that he did not achieve adequately in the areas of: oral expression, reading fluency skills, reading comprehension, written expression, basic reading skills.

They noted there was a disorder in the psychological process of "Long-term recall"

They noted then that it impacts him in the areas of: reading fluency skills, reading comprehension, written expression, and basic reading skills.

So he was found to have a specific learning disability in reading and written expression.

Anonymous wrote:It might depend on the model they use to identify SLD. The discrepancy between FSIQ and reading is there, but the processing weakness in phonological processing is less than one standard deviation below the FSIQ. What district?

I am in Virginia, but I'd rather not share the district (it's a smaller district). I was able to chat with a friend who is a school psych in my district and she thinks I do have enough to push for SLD in reading and written expression. She noted that some things that will help support it include the discrepancy between math fluency (121) and reading fluency (71), the fact that this is his 2nd year receiving the SAME reading interventions with the same goals despite making "satisfactory" grades, plus the outside tutoring + significant work with him on reading at home/parents reading to him since infancy, ect., history of early intervention + brief SLI, and family history of ADHD+ SLD in reading (I had a speech impairment, ADHD, and recently learned as an adult that I was found eligible under the category of SLD in reading in 1st/2nd grade and received services until 5th grade when I basically closed the gap and tbh should have received a 504 and more support after that, but I never did and struggled hard). I have multiple family members who also were SLD - reading.

I've got my notes, the reports, and I'm going to be coming into the meeting pushing for SLD -reading and written expression and 504 ADHD. My main concern is the school psych at his school doesn't partner much with parents or other staff and often presents as kind of cold.

It might depend on the model they use to identify SLD. The discrepancy between FSIQ and reading is there, but the processing weakness in phonological processing is less than one standard deviation below the FSIQ. What district?

Anonymous wrote:Hi, I am a school psychologist. I would qualify for him for SLD based on these scores, although SLD does have a rule out where behavior has to be considered, and I'd want to to know about test behavior during reading tasks and how the attention impacts him, but the rapid naming deficit in particular definitely stands out as a weakness.

Thanks! I was *thinking* he would qualify, but I'm just so nervous and worried about what might happen if he *doesn't* qualify. I think a big part of it, is that I don't feel like I can trust his school team. They have continually given him satisfactory grades because of his hard work and his desire to please others, but academically.....he has always been behind in reading. He's had more than 2 years of school-based interventions, reading tutor, and previously went to preschool and is always read to by parents who have college degrees, ect.

His ADHD symptoms are actually pretty well controlled during class because of his medication and his hard work (he falls apart after school and he's gotten in trouble several times at school due to impulsivity and several times on the school bus, and eloped several times from the after-school building in kindergarten before we medicated him. No eloping since kindergarten, but he's still gotten in trouble, I think 3 times this school year due to impulsivity. His teachers said that he is a very hard worker, he actively participates, he tries his best, he is very social with peers (which is when he is most distracted), but is willing to try most things. He is most hesitant to try reading on his own and seeks out his teachers more than others, but he definitely gives it 100%.

Hi, I am a school psychologist. I would qualify for him for SLD based on these scores, although SLD does have a rule out where behavior has to be considered, and I'd want to to know about test behavior during reading tasks and how the attention impacts him, but the rapid naming deficit in particular definitely stands out as a weakness.

My 7-year-old has his eligibility meeting tomorrow to determine if he qualifies for sped services. He has a medical diagnosis of ADHD and is medicated. He fully hit the criteria on Connor's ADHD-Combined type from the parent report, but not from his teacher, though he is ALWAYS medicated. His teacher has never seen him without his medication; it is a pretty high dose for a petite 7 yr old and last year when he missed doses, his teacher knew IMMEDIATELY and would reach out. He won't qualify for OHI, but I'm still going to pursue a 504 plan for accommodations for ADHD. Here's the rest of the results.....I *think* he should qualify for SLD with the disorder in the psychological processes being the rapid symbol naming and maybe the phonological awareness (even though it's slightly higher at 88).

I'm nervous though... any advice?? Anxious mama.


Cognitive Functioning (WISC-V)
Full Scale IQ (FSIQ): 96
Verbal Comprehension Index (VCI): 100
Visual Spatial Index (VSI): 105
Fluid Reasoning Index (FRI): 91
Working Memory Index (WMI): 97
Processing Speed Index (PSI): 100

Phonological Processing (CTOPP-2)
Phonological Awareness: 88
Phoneme Isolation: 8
Blending Words: 8
Elision: 8
Rapid Symbolic Naming: 82

Educational Evaluation (WIAT-4)

Reading
Reading Core Composite: 77
Word Reading: 75
Reading Comprehension: 83
Basic Reading (Supplemental Composite): 80
Phonemic Proficiency: 87
Word Reading: 75
Pseudoword Decoding: 83

Reading Decoding (Supplemental Composite): 78
Pseudoword Decoding: 83
Word Reading: 75

Reading Fluency Composite: 71
Oral Reading Fluency: 67
Orthographic Fluency: 83

Mathematics

Mathematics Core Composite: 94
Numerical Operations: 96
Math Problem Solving: 93

Mathematics Fluency (Supplemental Composite): 121
Addition Fluency: 112
Subtraction Fluency: 125

Written Expression
Written Expression Core Composite: 82
Spelling: 87
Sentence Composition: 82

Writing Fluency (Supplemental Composite): 104
Alphabet Writing Fluency: 104
Sentence Writing Fluency: 104

Oral Language
Oral Language (Supplemental Composite): 91
Listening Comprehension: 100
Oral Expression: 84

**Phonological Processing (WIAT-4 Supplemental Composite): 83
Pseudoword Decoding: 83
Phonemic Proficiency: 87
**Orthographic Processing Extended (Supplemental Composite): 83
Orthographic Fluency: 83
Spelling: 87
Orthographic Choice: 85

Total Achievement Test Score (WIAT-4): 82