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Direct linkRamos, Erica; Alfonso, Vincent C.; Schermerhorn, Susan M. – Psychology in the Schools, 2009
The interpretation of cognitive test scores often leads to decisions concerning the diagnosis, educational placement, and types of interventions used for children. Therefore, it is important that practitioners administer and score cognitive tests without error. This study assesses the frequency and types of examiner errors that occur during the…
Descriptors: Graduate Students, Cognitive Tests, Scoring, Cognitive Ability
Peer reviewedNaglieri, Jack A.; Pfeiffer, Steven I. – Psychology in the Schools, 1982
Developed a system of tables to facilitate interpretation of the McCarthy Scales of Children's Abilities. Presents tables that organize the McCarthy subtests according to three systems of interpretation, and organize McCarthy Scales into categories that reflect factors likely to influence various subtests. (Author/RC)
Descriptors: Ability Identification, Classification, Performance Factors, Tables (Data)
Volker, Martin A.; Lopata, Christopher; Cook-Cottone, Catherine – Psychology in the Schools, 2006
This article discusses the current issues involved in the evaluation of children who have both intellectual gifts and a specific learning disability (SLD) in reading. Given recent changes in federal special education law (i.e., the Individuals With Disabilities Education Improvement Act of 2004), the use of a unified assessment model that…
Descriptors: Reading Difficulties, Psychometrics, Intervention, Learning Disabilities
