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Interpreting WISC-IV Test Scores
By Inderbir Kaur Sandhu, Ph.D
Q: Hi, I am tutoring a child who just received her test scores from the school. The school was not very helpful in explaining the scores and what it means for A (child). A is 8 year old, 2nd grade but failing in general education. She has been labelled as specific learning disability but has not received an IEP as of yet.
How do I interpret these results into a program for tutoring over the summer. Also mom is really confused about what the meaning of all these very low scores are. Please Help
The WISC-IV results are
VERBAL COMPRENSION (SCALED SCORE)
Similarities (9)
Vocabulary (8)
Comprehension (11(S))
WORKING MEMORY (SCALED SCORE)
Digit Span (4)
Letter-Number Sequencing (6)
PERCEPTUAL REASONING(SCALED SCORE)
Block Design (4)
Picture Concepts (3W)
Matrix Reasoning (7)
PROCESSING SPEED (SCALED SCORE)
Coding (9)
Symbol Search (7)
SCALES ( COMPOSITE SCORE PERCENTILE RANK)
Verbal Comp Index (96)(39)
Perceptual Reason (67)(1)
Working Memory (71)(3)
Processing Speed (88)(21)
Full Scale IQ (76)(5)
The Berry-Buktenica Development of Visual Motor Integration -6th ed.
TEST (Standard Score)(Percentile)
VMI (80)(9)
Visual Perception (66)(1)
Motor coordinination (77)(6)
Her DIBELS Next Assessment Data is all Well Below Benchmark.
A: I am only able to interpret her WISC IV scores but it does appear that her other test score is very low based on the percentile scores. Looking at the WISC score – an FSIQ of 76 is in the borderline range. The percentile indicates that she did better than 5% of the general population (95% of the sampling norm scored higher). Her highest score is the verbal score which in the average range; perceptual reasoning is in the extremely low range; working memory is in the borderline range and processing speed in the low average range. She may need further testing with suggestions and recommendations on how to best help her with her weak areas.
Her results definitely show a clear learning disability across the subtests. She would need a lot of help and a special educator. An IEP is crucial here and the school should be pushed to come up with one as soon as possible. The only way to help her is to have a educational programme that matches her ability. I believe she may need further testing to determine or rule out other pervasive developmental disorders. Early intervention is best as she is still young but you would need an expert in children learning disabilities to come up with a tutoring programme for her at this time.
Good luck and I hope the school would help her do her best.
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