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Considerations in the Identification, Assessment, and Intervention Process for Deaf and Hard of Hearing Students with Reading Difficulties
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Gilbertson, Donna; Ferre, Scot – Psychology in the Schools, 2008
Problematic assessment and intervention issues present substantial challenges when making educational decisions for deaf or hard of hearing (D/HH) students who are experiencing reading difficulties. These students present a diverse set of language acquisition skills, hearing ability, and orientation to early school learning activities that are…
Descriptors: Reading Difficulties, Learning Problems, Intervention, Student Reaction
Promoting Beginning Reading Success through Meaningful Assessment of Early Literacy Skills
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Coyne, Michael D.; Harn, Beth A. – Psychology in the Schools, 2006
Recent scientific advances in early literacy assessment have provided schools with access to critical information about students' foundational beginning reading skills. In this article, we describe how assessment of early literacy skills can help school psychologists promote beginning reading success for all children. First, we identify key skills…
Descriptors: School Psychologists, Reading Skills, Emergent Literacy, Beginning Reading
Longitudinal Comparisons of Wechsler Scales in Educable Mentally Handicapped Children and Adults.
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Carvajal, Tony L.; And Others – Psychology in the Schools, 1984
Investigated the change in IQ scores over time of subjects in classes for the Educable Mentally Handicapped. Analysis indicated a significant difference existed between Wechsler Intelligence Scale for Children scores administered at initial placement and Wechsler Adult Intelligence Scale scores administered later (mean age, 17 years-6 months).…
Descriptors: Adults, Children, Elementary Secondary Education, Evaluation Methods
Evaluation of the Individualized Education Program: A Comprehensive Approach for Special Service Teams.
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Maher, Charles A.; Barbrack, Christopher R. – Psychology in the Schools, 1980
An Individualized Education Program (IEP) for a handicapped child necessitates a program amenable to evaluation. A comprehensive approach consists of evaluability assessment, process evaluation, outcome evaluation, and consumer evaluation. Utilization of each strategy results in obtainment of evaluation information for program development,…
Descriptors: Disabilities, Educational Objectives, Elementary Secondary Education, Evaluation Methods