It strikes me that she is still a little new to reading, having only just now finished 1st grade. What does her teacher say?

I would suggest looking at the different aspects of the IQ ratings. They will give you different levels on different things, so although overall IQ may be extremely high, there could be differences between things like processing speed, etc. Even if the lower aspect is not significantly low, if it is lower than the other aspects, that can make it hard because the kid gets the other parts but can't put it together (or remember enough to put it together, or whatever the gap is).

FWIW, I have an ASD kid who picked up reading easily - not at a super young age, but with relatively ease once he started concerted instruction in kindergarten. My other kid is NT as far as we know and is a bit behind on reading due to COVID disruptions, but he is struggling much more with interest and motivation, as well as making a number of the mistakes you're describing. His teachers are not concerned at this point, but I understand the circumstances might be different.

Anonymous wrote:Teacher here. OP, you’re child is a rising 2nd grader meaning she just finished 1st grade. Why are your expectations so high? Why should she be reading long paragraphs? If she can read grade level words and books, then she’s fine. Same with math word problems. They need to be very short, no more than 2 sentences. I am glad to know she enjoys her audio books.

OP, you know your child. I heard this type of comments from many teachers and it turned out my child was dyslexic and needed significant phonics intervention to make meaningful improvements (which occurred in 2nd grade with 2-3 hours of evidence based phonics tutoring a week)

Teacher here. OP, you’re child is a rising 2nd grader meaning she just finished 1st grade. Why are your expectations so high? Why should she be reading long paragraphs? If she can read grade level words and books, then she’s fine. Same with math word problems. They need to be very short, no more than 2 sentences. I am glad to know she enjoys her audio books.

Did your child have the full battery of neuropsychological testing? About 3.5 days?

I have a child with high IQ and dyslexia and reading/ deciding ability are separate from intelligence for sure.

If it were me I would medicate if the adhd seems to be impairing ability to learn. Then you can see where things shake out on medication.

I think there is more evidence that many people would benefit from OG tutoring, do I would first medicate then find an OG tutor for 3-4X/ week.

Good luck!

What were your child’s scores on the reading assessments? Some Psychologists won’t diagnose a Learning Disability if the scores are in the average range, while others will look at discrepancies and individual strengths and weaknesses.

I don’t really understand it. But its decoding skills. My daughter has intellectual disability but hyperlexia. Like her father and his family, no one had to teach her how to read. And she reads phonetically too. However, she can’t really interpret what she reads and she does poorly at other academics. She’s below average at problem solving in general.

So reading ability does not seem to be connected to IQ from what I can tell.

Anonymous wrote:She probably has poor instruction. There is likely nothing wrong with her.

This is the first step to research. What curriculum if any was used in k and first grade to teach reading. If they didn’t find LD’s then this might be the most logical answer.

I have three kids and they had three completely different experiences learning to read in k/1. Oldest had old school teachers who taught phonics, had spelling tests, sent home decodable readers (like Sam is a cat. The cat ran fast with the rat.) Oldest is great reader never had any issues.

Second had the memorize sight words and guess. I had to pay a tutor to remediate gaps in thirds grade to be solid in decoding multi-syllabic words. Easily fixed with tutor but concerning because she didn’t learn to read well until second grade then in third I saw there were still gaps. Definitely due to poor instruction because she was able to easily remédiate gaps with tutor.

Third kid had solid teachers who taught with a variety of things. Didn’t learn to read. Got OG tutor and it was such a slog to learn how to read. Still can’t spell -Has LD’s.

So once you get going with a solid tutor you will have a better idea of what is going on. Invest in a really good tutor now.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a dyslexic kid without ADHD, and my kid could not do any of the things your kid can do (couldn’t rhyme, reversed letters and numbers, couldn’t sound out words or read, even slowly). And he’s just as smart as your kid. Your kid has a different challenge than mine, though. I am sure OG tutoring won’t hurt at all, but it is super hard and boring, even with a great tutor. I’d be sure that is what she needs before you put her through it so that it doesn’t make her hate reading even more. (My kid NEEDED OG so we had no option and I’m a big fan of OG - but it is hard to do at intensity/fidelity)

It always amazes me how a very high percentage of DCUM kids are 98-99th percentile. Seems pretty unlikely.

I wonder if some people are citing subset scores rather than full iq.

My child is average iq but above 95th percentile in verbal reasoning ans under the 20 percentile in fluid reasoning. That discrepancy itself is indicative in part of my child being neural atypical.

IQ is fluid until about 12. So on one test, or one subset of a test, an average kids can be 99th percentile. Parents prefer to report that than full scale IQ. Plus, notice everyone who reports high IQ has a small child, many times an oldest or only child. BECAUSE by the time the kid is 12 it's really obvious who is gifted and who is not.

would have an eval done at the Vision and Conceptual Development Center in Chevy Chase to make sure there arent issues with visual tracking

Anonymous wrote:

Anonymous wrote:I have a dyslexic kid without ADHD, and my kid could not do any of the things your kid can do (couldn’t rhyme, reversed letters and numbers, couldn’t sound out words or read, even slowly). And he’s just as smart as your kid. Your kid has a different challenge than mine, though. I am sure OG tutoring won’t hurt at all, but it is super hard and boring, even with a great tutor. I’d be sure that is what she needs before you put her through it so that it doesn’t make her hate reading even more. (My kid NEEDED OG so we had no option and I’m a big fan of OG - but it is hard to do at intensity/fidelity)

It always amazes me how a very high percentage of DCUM kids are 98-99th percentile. Seems pretty unlikely.

Statistically impossible. But these IQ tests given by the schools do not mean the students will have an easy time with academics. The tests are given in ideal situations with a tester one on one.

And how can there be a big gap when she only finished first grade?

There is a lot of overlap between language based learning disabilities (like dyslexia) and ADHD. Very hard to sort out sometimes.

She probably has poor instruction. There is likely nothing wrong with her.

Op here. This is helpful. I did ask the doc some of these questions, but it’s hard to think of everything during the feedback meeting, which is why I sought information here. I will look into the visual tracking issue; no one brought that up with me, but it could be contributing to her challenges.

This is all very common.

Anonymous wrote:

Anonymous wrote:I have a dyslexic kid without ADHD, and my kid could not do any of the things your kid can do (couldn’t rhyme, reversed letters and numbers, couldn’t sound out words or read, even slowly). And he’s just as smart as your kid. Your kid has a different challenge than mine, though. I am sure OG tutoring won’t hurt at all, but it is super hard and boring, even with a great tutor. I’d be sure that is what she needs before you put her through it so that it doesn’t make her hate reading even more. (My kid NEEDED OG so we had no option and I’m a big fan of OG - but it is hard to do at intensity/fidelity)

It always amazes me how a very high percentage of DCUM kids are 98-99th percentile. Seems pretty unlikely.

I wonder if some people are citing subset scores rather than full iq.

My child is average iq but above 95th percentile in verbal reasoning ans under the 20 percentile in fluid reasoning. That discrepancy itself is indicative in part of my child being neural atypical.