This is amazing — I’ve never imagined “score scatter” (or score divergence, I guess) like this was even possible. (Though it does make me wonder about Andrew, whether he has some kind of crazy divergence in capacities that no one has been able to measure.)
Plus a child learning phonics at 2 — also amazing !
How do these things happen?
I have one child who is basically a hyperlexic pattern matcher extraordinaire — one of the ones who works out the phonics for themselves around age 2, just by being read to.
And the other one has profound dyslexia, and had to be explicitly trained, four hours a day, five days a week, that symbols stood for sounds. (A particularly high IQ kid, too. The vocabulary portion of the test was 98th percentile, the decoding was 1st percentile.)
Five years and six digits into Lindamood Bell later, he can read almost to grade level, but still with difficulty. But if you didn’t already know before you met him, he’d mostly pass as a sort of crappyish student. (Can only barely memorize facts, mis-orders or forgets instructions, the continued painful reading). On the other hand, he’ll understand the narrative and the themes and ask you questions that’ll blow your mind.
So, dyslexia truly is a different way of learning, and scans have shown that different areas of the brain light up when they’re thinking/doing tasks.
But that’s usually not what they’re talking about when they talk about learning styles for students.