Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Teacher Testing With the QNST:

Teacher Testing With the QNST: TESTING TEACHER THE WITH QNST V. Norma Spalding Charlesworth Geiser Marilyn The between the and the achievement of the disparity potential child reflects interrelations fac- among many learning-disabled tors. These factors include may poor teaching, disadvantaged home neuro- environment, inadequate parenting, poor nutrition, behavioral logical inefficiencies, difficulties, hyperactivity, chronic as well as various and allergic reactions, psychological causes which determine language problems. specific Identifying the child’s failure is even more difficult. An added barrier to the identification of children who have may impaired learning as of a central nervous efficiency consequence system dysfunc- tion is the lack of a device which is and testing valid, reliable, used teachers who are not trained in easily by specially diagnos- tic and treatment skills. The incidence of children between learning-disabled ranged 7 to and 30 of the school in according percent population 1971, Lerner R. M. and Liston Janet (1971). Crosby John (1968) estimated that 10 to 25 of all readers are percent beginning affected and that 10 to 15 of all elemen- by dyslexia, percent school children have disorders that inhibit tary neurological Norma V. is an in the assistant of Spalding, EdD, professor Department California State San California Special 95192. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Teacher Testing With the QNST:

Loading next page...
 
/lp/sage/teacher-testing-with-the-qnst-bj19drno0g
Publisher
SAGE
Copyright
Copyright © 2019 by Hammill Institute on Disabilities
ISSN
0001-396X
DOI
10.1177/105345127801300308
Publisher site
See Article on Publisher Site

Abstract

TESTING TEACHER THE WITH QNST V. Norma Spalding Charlesworth Geiser Marilyn The between the and the achievement of the disparity potential child reflects interrelations fac- among many learning-disabled tors. These factors include may poor teaching, disadvantaged home neuro- environment, inadequate parenting, poor nutrition, behavioral logical inefficiencies, difficulties, hyperactivity, chronic as well as various and allergic reactions, psychological causes which determine language problems. specific Identifying the child’s failure is even more difficult. An added barrier to the identification of children who have may impaired learning as of a central nervous efficiency consequence system dysfunc- tion is the lack of a device which is and testing valid, reliable, used teachers who are not trained in easily by specially diagnos- tic and treatment skills. The incidence of children between learning-disabled ranged 7 to and 30 of the school in according percent population 1971, Lerner R. M. and Liston Janet (1971). Crosby John (1968) estimated that 10 to 25 of all readers are percent beginning affected and that 10 to 15 of all elemen- by dyslexia, percent school children have disorders that inhibit tary neurological Norma V. is an in the assistant of Spalding, EdD, professor Department California State San California Special 95192.

Journal

Academic TherapySAGE

Published: Sep 17, 2016

There are no references for this article.