Reviews two tests which highlight important trends in the assessment of learning disabilities, and presents potentially valuable, practical developments in assessment. Identifies the recurring problem of the lack of a theory, construct, or clear definition to guide the assessment of learning disabilities. (MG)

Reviews the recently released Gates-MacGinitie Reading Test, Third Edition. Identifies the test as one which is widely used by school systems to measure students' reading progress in instructional settings. (MG)

Two memory tests for neuropsychologists--the Denman Neuropsychology Memory Scale and the Recognition Memory Test--are reviewed, with attention to test administration and technical features. Both tests are considered useful additions to the repertoire of tests of memory function. Implications of and cautions concerning their use in Australia are…

For almost 60 years, researchers and practitioners have relied on the "Mental Measurements Yearbook" series for information about published instruments. The new edition contains descriptive information on 477 tests in 18 major categories. This edition maintains its predecessors' tradition of excellence. (SLD)

The Detroit Tests of Learning Aptitude, 3rd Edition (DLTA-3) is a battery of 11 subtests that measure different but interrelated mental abilities. These are clinically assessed by the battery, which further attempts to delineate the factors that contribute to Spearman's factor for general intelligence. The DLTA-3 has age norms expressed for test…

The Goldstein-Scheerer Tests of Abstract and Concrete Thinking are reviewed. This evaluative summary supplements several reviews in the Mental Measurements Yearbook series. The Goldstein-Scheerer tests are used by clinicians and researchers to distinguish normal individuals (those able to engage in two qualitatively different levels of cognitive…

The development and assessment of the Woodcock Reading Mastery Test (WRMT) is described in this paper. The first section, after a brief description of the test, outlines the development of the test, including its purpose, how it was tested and calibrated, its administration and scoring, use and interpretation of scores obtained, and statistical…

This issue of the newsletter focuses on the teaching of mathematics to mildly handicapped students. The feature article reviews the theory of generalization and its application to specific practices in teaching arithmetic. A set of six-step guidelines is offered for the teacher to follow in ensuring that generalization of arithmetic skills takes…

The Test Resource Guide (TRG) is designed to provide professionals in the New York City (New York) Public Schools with a compendium of assessment devices for use in decision making; specifically, determining eligibility for special education services, planning an instructional program, and charting progress. The introduction to TRG describes: (1)…

A resource is presented for those who work in bilingual education and who are involved in test selection. Initial information is provided regarding tests that might be used for student identification, placement and diagnosis, progress monitoring, exiting decisions, and program evaluation purposes. No endorsement or recommendation is implied and no…

This guide contains descriptive and evaluative information on 47 major commercially-available English-as-a-Second-Language (ESL) tests in current use around the world. For each test, the following information is provided: complete title; acronym; publication date; targeted audience; intended purpose; scoring method; administration type (group or…

The research study sought to determine the status of student assessment instrumentation and practices in programs dealing with the transition of special education students from school to work or postsecondary education, and to determine areas where current practice was not able to meet the changing demands of transitional services. Transition…