This is a similar situation to our daughter's scores. She got a 91 on verbal and 42 quantitative, 45 nonquantitative. Such a huge inconsistency makes us wonder if there's something going on processing-wise or some other issue-wise. We're suspecting it in her everyday work too.

Problem is it's not severe enough to trigger testing by the school.
So then where do we go to figure out what's going on? I hate the thought of not getting her intervention if there really is something going on.

Thanks. Unfortunately, we didn't receive enough info this year to input into that site to get the profile. And we can't use the percentiles given to us because they're based on FCPS not national data. We didn't get a stanine or any raw scores, just the FCPS percentiles.

Anonymous wrote:In a previous year of the CogAT for an older DC, we received a report with information on what the scores meant - a profile. My DC's verbal was lower than the other 2 by about 20 pts. AAP or not, it would be helpful to get more information on what these tests really mean, if we're required to subject our kids to these things.

http://www.riversidepublishing.com/products/group/cogat6/anotetoparents.jsp

In a previous year of the CogAT for an older DC, we received a report with information on what the scores meant - a profile. My DC's verbal was lower than the other 2 by about 20 pts. AAP or not, it would be helpful to get more information on what these tests really mean, if we're required to subject our kids to these things.

19:16- She probably spaced out on the test. If you are really worried, get her a WISC. She sounds very bright to me.

I'm glad you posted this. I noticed the same. 54 verbal 19 quantitative and 13 nonverbal. What does this mean? I honestly didn't expect such low scores based on what I've observed. She's very high in reading comprehension. Her 1st grade teacher said she was the only one who understood and laughed at the jokes in Magic School Bus. She'll take initiative and create her own projects based on topics that interest her at school. Ex. Learned about weather and came home and made her own rainfall measurement bottle, created a practice test for geography and drew the continents and oceans, creates stories and books on topics that interest her. She shows unique insight into problems. She is weak in math but I didn't think that low. She's easily distracted and its like pulling teeth to get her to do homework. She's seems to be "normal" kid. I must admit I'm perplexed. Any ideas or recommendations?

Anonymous wrote:

Anonymous wrote:I asked the teacher for testing but teacher said they would only test kids who have difficulties. Since my DC compensates very well, he is not tested. But there is definitely an issue.

You need to hire a private tester if you want this done. It's up to you. My smart kid compensated all way till 8 th grade till we finally had her tested. I'm sad for the years she went undisgnosed. She said she developed better skills and learned to deal better over those years.

What was done differently after the diagnosis? Even with our private testing that showed the processing issues, since dc was compensating and still not failing in classes the school has refused to do anything until he is.

Anonymous wrote:I asked the teacher for testing but teacher said they would only test kids who have difficulties. Since my DC compensates very well, he is not tested. But there is definitely an issue.

You need to hire a private tester if you want this done. It's up to you. My smart kid compensated all way till 8 th grade till we finally had her tested. I'm sad for the years she went undisgnosed. She said she developed better skills and learned to deal better over those years.

Thanks. I'll post on the Special Needs section for more info on this too. It's weird because we had a WISC done for him last year during a neuropysch eval for ADHD. He scored in the Superior range for nonverbal there and in the very low range for verbal. But on the Cogat he did more than 50 points better on the verbal and really low on the nonverbal. Not sure what to make of this.

I asked the teacher for testing but teacher said they would only test kids who have difficulties. Since my DC compensates very well, he is not tested. But there is definitely an issue.

My DC has listening processing issues so language is a challenge. He received 79 for verbal which makes us very happy cause we have spent a lot of time on his reading and speaking.

Possibly. You will want to have it checked out.

Anonymous wrote:For DD it meant some serious processing issues.

Ditto

For DD it meant some serious processing issues.

Does a big difference in the Verbal vs Nonverbal marks in the CogAt mean anything is going on with the child learning wise? My child had an over 50 point difference between the two.