Jaime Said:

How to calculate Verbal and Performance IQ?

We Answered:

The Verbal Comprehension Index *IS* the Verbal IQ. The Perceptual Reasoning *IS* the Performance IQ.

On older versions of the WAIS or WISC (WAIS-II and WISC-III), there were only 3 scores: the full scale IQ, and then the subcomposites of "Verbal IQ" and "Performance IQ".

But, on the 4th editions, they changed what it's called (now "Indexes" instead of "IQs", and added the 2 additional Index scores). In the previous versions of the test, the "Working Memory" and "Processing Speed" were included, but they were optional and called something different.

Nicholas Said:

Would someone who has great verbal skills but poor logical reasoning skills score average on an IQ test?

We Answered:

From my professional experience I can tell you that there are a LOT of "IQ" tests out there, each with their own scoring scales, so I have no idea what your 101 score would mean as compared to THE IQ test, The Wechsler Adult Intelligence Scale, now in a revised version. I can tell you that if you are as poor as you say you are in the math and logical reasoning areas, it will definitely hurt your IQ score in the IQ test I cited above, and that is the standard by which all others are measured.

Reginald Said:

Techincal Test Battery?

We Answered:

Verbal comprehension: What is a battery?

It's a grouping of some sort of similar items, just as an electrical battery is a group of electrical voltaic cells.

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Priscilla Said:

What kind of Learning disability does someone with these test scores have? They are standard scores from the?

We Answered:

If my daughter were online I would ask her to look at these for you. She is a school psychologist who does all testing for children with learning disabilities. Have you tried searching online for answers or asking whoever gave this test?

Patrick Said:

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

We Answered:

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.