Testing

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Testing

LEARNING ABILITY ASSESSMENT
TESTS ADMINISTERED

Rapid Automatized Naming Test (RAN)

The Rapid Automatized Naming Test is highly predictive of reading difficulties and provides an excellent tool to assess processing speed. The individual must repeatedly name colors presented on a board accurately and quickly.

Peabody Picture Vocabulary Test - III

The Peabody Picture Vocabulary Test - III is the latest revision of this measure and is designed to assess an individual's receptive oral vocabulary. The individual must select the picture---four different pictures are presented---which matches an orally presented word.

Detroit Tests of Learning Aptitude

The Detroit Test of Learning Aptitude is a selected group of subtests, each with separate mental age norms, allowing a flexible choice of tests to fit the need of each individual.

Visual Attention Span For Letters:

This subtest of the DTLA is designed to assess an individual's visual memory for letters. The individual is shown a non-word sequence of letters beginning with two and increasing to seven letters. A stimulus, such as "bmr," is shown briefly and then removed. The examinee then verbally repeats the letters back to the examiner.

Verbal Absurdities

This subtest is designed to assess the individual's oral language comprehension. Expressions which contain something foolish are read to the individual, who verbally expresses what is foolish about each one.

Detroit Tests of Learning Aptitude - II

The Detroit Tests of Learning Aptitude II is a revision of the original DTLA and is also a selected group of subtests.

Following Oral Directions

The Following Oral Directions subtest is designed to assess the individual's ability to follow oral directions. The individual is given a series of oral directions and required to mark visual material after the directions have been given in their entirety.

Detroit Tests of Learning Aptitude - IV

The DTLA- IV is a revision of the DTLA - III, and is also a selected group of subtests.

Basic Information

Sentence Imitation

Story Sequences

Word Opposites

Design Reproduction

Woodcock Word Attack Test - Revised

This subtest, which provides a grade equivalent and a percentile, is designed to assess an individual's ability to decode lists of nonsense words, ranging from one to five syllables, and provides information about an individual’s ability to decode novel words.

Slosson Oral Reading Test - Revised

This test is designed to assess the individual's ability to decode lists of unrelated, real words which are presented out of context. The lists begin at the primer level and progress through high-school.

Gray Oral Reading Test - 3

This test is a revised edition of the original GORT and is also designed to assess paragraph reading rate and accuracy. This test also includes multiple choice comprehension questions, five for each paragraph read, and provides a separate score for rate, accuracy, passage and comprehension.

Wide Range Achievement Test - 3

The Wide Range Achievement Test assesses academic progress in three areas: word recognition, written spelling and arithmetic computation.

Reading

The individual is asked to recognize English Letters and then read single words out of context, ranging from the primer through the adult grade levels.

Spelling

The individual is asked to write his/her name and spell given real words ranging from single syllable to complex multi-syllable.

Arithmetic

The individual may be given an oral pretest and then asked to compute math problems ranging from simple to complex.

LindamoodŽ Auditory Conceptualization Test

This test assesses an individual's ability to judge the number, order and identity of sounds in single syllable words. An individual hears a stimulus pattern, such as "sust," and shows number, order and sameness or difference of sounds by encoding patterns with colored blocks. This auditory judgment is essential as a base for self-correcting in reading and spelling. Copyright Š1979, Pat Lindamood and Charles Lindamood.

An individual is also asked to judge the number of syllables in words, to compare the number, order and sameness or difference among syllables in words and, finally, to discriminate the number, order and identity of sounds within syllables.

Informal Sound/Symbol Association

This test assesses an individual’s ability to transcode isolated phonemes into their corresponding letter identities.

Nonsense Spelling

This test assesses an individual’s ability to represent pseudowords with their corresponding letter identities.

Informal Receptive Orthographic Processing Test

Test of Written Language - 3

The Test of Written Language is a comprehensive assessment of an individual's written language skill. A group of subtests, each with separate age norms, evaluates an individual's abilities in the following areas: vocabulary, spelling, style, logical sentences, sentence combining, contextual conventions, contextual language and story construction.

Vocabulary
An individual is asked to write a sentence that incorporates a stimulus word.

Spelling
An individual is asked to write dictated sentences while observing and using spelling rules.

Style
An individual is asked to write dictated sentences using punctuation and capitalization rules.

Logical Sentences
An individual revises illogical sentences to make better sense. For example, a student changes "The dog mooed loudly." to "The cow mooed loudly."

Sentence Combining
An individual is asked to combine several short sentences into one grammatically correct written sentence.

Contextual Conventions, Contextual Language and Story Construction
An individual is asked to write a story in response to a stimulus picture. The story is evaluated for spelling, punctuation, grammar, sentence construction, plot, prose and characterization.