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SUMMARY

Intellectual Potential
Intellectual Potential was measured with the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III).  The WJ III is a well normed individual intelligence test that, in addition to yielding a total score, has multiple subscales that measure the many abilities which are necessary for learning.  Sally’s Broad Cognitive Ability Score (similar to an IQ) of  114 places her in the  high average range at the 82nd percentile, i.e., she did as well or better on this test as 82 of 100 children her age.
There is a problem inherent in all IQ scores, (WJ III, WISC-III, etc.), that are derived from an average of several subtests.  If there is too great a range of scores, their "average" loses its usefulness as a means of summarizing the many abilities that combine to form human intelligence.  A better approach is to consider each of the cognitive abilities separately in making predictions of potential.  Human intelligence is much too complex to be compressed into any one score.  Below are the cognitive (intellectual) abilities measured by the WJ III.
Visual Processing: Being able to accurately see letters and numbers is an essential first step for reading and math, and the ability to recognize and remember objects that are seen is important for a broad range of tasks—art, drafting, architecture, or simply recalling the faces of friends. Sally placed in the high average range on the visual processing subtest (Visual Closure).

Auditory Processing: This refers to the ability to hear the sounds which combine to form words. It is a skill which is very important in spelling and learning new words by hearing them, e.g., learning a foreign language. It is not the same as Listening Comprehension which refers to the ability to grasp the meaning of what one hears. Sally’s auditory processing abilities are very weak. Her skill at hearing the sounds from which words are built (Incomplete Words) is at the 16th percentile and her aptitude for blending them into complete words is at the 25th. This significant weakness probably is contributing to her problems with reading and spelling.

As the WJ III tests of visual processing do not measure the tendency to see numbers, letters, and words backward, the Jordan Left-Right Reversal Test was administered. Sally did not do as well on the Jordan. Her 14 errors place her at the 0 percentile. When asked to proof read a page of letters and numbers she failed to recognize a backward z and 7. She also failed to note the reversals in goob, puick, qull, bab, qencil, bown, etc. And when she was proofing complete sentences she missed, “The horse ran no the grass.” This is a serious weakness in a child her age and suggests the presence of visually based dyslexia.