Does someone with these test results have a learning disability? If so, what kind of learning disability do?

Question

they have?

Woodock-Johnson III Test of cognitive ability and tests of achievement.

Verbal Comprehension 111

Visual-Auditory Learning 104

Spatial relations 100

Sound Blending 116

concept formation 109

visual matching 72

numbers reversed 77

auditory work memory 87

incomplete words 104

retrieval fluency 85

decision speed 89

pair cancellation 84

letter-word identification 87

reading fluency 99

calculation 113

math fluency 81

spelling 96

writing fluency 131

passage comprehension 100

applied problems 109

writing samples 125

word attack 78

oral comprehension 98

spelling of sounds 88

Answer 1

The IQ test results are too high for anyone to be classed as having an SLD or MLD. They show intelligence in the normal span.

Answer 2

specific learning disability.  This is where there is a 22 point or higher gap between IQ functioning and academic functioning. The poster who said the IQ is too high for SLD is wrong. People with learning disabilities often have average to above average IQ scores.  If you use this 22pt. formula you can see where the areas of concern are.

Answer 3

SLD or specific learning disability is where there is a person with average intelligence who has a severe discrepancy between intelligence and achievement. This "person" here has an IQ of 110, and some scores significantly below. In my school we look for students who have achievement scores that are one and a half standard deviations below their IQ (about 22 points).

Having said that, even though this person may qualify for services under SLD, I would probably recommend either co-teaching or monitoring services since the intelligence is so high and the lowest scores are not severely low (below 70).

Answer 4

Believe it or not, scores do not always indicate a disability.  As a team member I would want a lot more information. Has the child had a traumatic brain injury, an illness, on medication, ADHD, history of ear infections, speech or language problems, visual or hearing impairment? What types of errors did the student make?  Does the student show difficulties in a variety of settings?So, any recommendations you see at this site, take with a grain of salt.  Also, our state forces us to look at the broad scores , rather than individual subtest scores for identification purposes.  

Having said that, I will go out on a limb and suggest that the student has a definite problem in word attack/word identification   subtests.  These are at odds with the reading comprehension and other subtests that score in the mid to high average range. Two possibilities for identification come immediately to mind.  If the student has any indications of aritculation errors and or language retrieval/ usage errors, the student may qualify under the Speech/ Language umbrella.  The other common category is Learning Disability, sometimes called Perceptual Communicative Disorder ( different states have different labels).   There are no scores in the gifted range, but several in the average range.

I assume you have had or will have a meeting to discuss the results, the student's strengths and weaknesses and suggestions to help the student improve.  These suggestions should occur even if the "team"  decides the student does not meet your state's guidelines for any disability. Also, you can get a second opinion from a private psychologist or learning specialist.   Sometimes there are parent support groups who will help guide you through the process.   Having sat on both sides of the table, I suggest that you always take someone with you to those meetings ( spouse, relative,another partent etc.)

The following websites have lots of good information for you.  If you want specific instructional suggestions, just ask.