Access the full text.
Sign up today, get DeepDyve free for 14 days.
(1963)
Slosson Intelligence Test for Children and Adults
John Paraskevopoulos, S. Kirk (1969)
The development and psychometric characteristics of the revised Illinois test of psycholinguistic abilities
M. Merrill, L. Terman, L. Terman (1972)
Stanford-Binet Intelligence Scale
The Templin-Darley Tests of
(1962)
Visual-Motor Gestalt Test
Copies geometric designs
(1959)
Metropolitan Achievement Tests
Recognizes simple geometric forms, letters, words, etc., when they are drawn on the back of his hand or on his back. VOCAL FUNCTIONS
Uses words, phrases, or sentences
Spelling Problems: Diagnosis and Remediation
(1958)
Bureau of Publications, Teacher's College, Columbia University
(1946)
Memory for Designs Test
Brainard Hines (1971)
Analysis of Visual Perception of Children in the Early Childhood Education Program (Results of the Marianne Frostig Developmental Test of Visual Perception).
such as reading, spelling, writing, and arith
The Revised Visual Retention Test: Clinical and Experimental Applications
Uses adequate sentence structure -words are not omitted, transposed, substituted
D. Durrell, H. Sullivan (1939)
Durrell-sullivan reading capacity and achievement testsAmerican Journal of Psychology, 52
Draws human figures
Pantomimes everyday actions -combing hair, brushing teeth, batting a ball
Rohe Eshbaugh (1971)
Illinois Test of Psycholinguistic Abilities.Professional Psychology, 2
Uses adequate grammar -proper inflectional endings, tenses, etc
(1946)
Psychological Test Specialists
Repeats series of digits in, or not in, sequence
Recalls a set of pictures, letters, numerals, words. SEQUENCING FUNCTIONS
(1964)
Individual Reading Inventories: Sociological and Psychological Factors in Reading
Recalls a pattern of taps, pitches. 2. Recalls in sequence a series of objects, pictures, forms
Children Evaluating for Instructional Purposes Donald D. Hammill* ENSURE the most successful instruction of children with TO the teacher must have under- disabilities, considerable learning of each and weak- standing psychoeducational pupil’s strengths a child’s nesses. No overview of will suf- superficial performance fice. of IQ, level, or status, Knowledge reading grade neurological while does not information with which interesting, provide enough either to establish or to construct a appropriate goals reality-based for child. the training program specific Therefore, implementation in the schools of an oriented evaluation effective, educationally pro- is of the utmost for a instructional ex- successful gram importance for children with disorders. perience learning THE TOTAL EVALUATION All activities that contribute information or data to the teacher’s of the child and his constitute the total evalua- knowledge problem tion It is this information that is and used to process. synthesized intervention for a formulate an instructional appropriate particular child. The elements of the total evaluation fall into two naturally the administration and of standardized tests divisions: interpretation formal and the use of informal (the evaluation) diagnostic techniques informal While the teacher administer an occa- (the evaluation). may is sional test, he more to the informal likely
Academic Therapy – SAGE
Published: Jun 1, 1971
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.