Part 3 of a series to develop a research technique to evaluate learning disabled children and to determine effective and non-effective elements in the teaching process. (RJ)

A study was conducted to investigate teacher effectiveness when formative evaluation procedures were implemented in their learning disabilities (LD) resource programs on a regular bases. Procedures included two measurement frequencies (daily or weekly) and two means of determining when to change a student's program (decision rules or teacher…

Data from questionnaires completed by 44 Child Service Demonstration Centers were analyzed, providing information on the number of children served, the definition of LD (learning disabilities) used, the kinds of assessment data collected and the purpose for which they were used, the specific assessment devices used to collect data and the purpose…

As a part of a project to develop formative evaluation systems for teachers to improve learning disabilities (LD) service programs in written expression, three concurrent validity studies were conducted on the relationship between performances on behavioral measures of written expression and performances on standardized achievement measures of…

To determine the generalizability of reading expectancy formulas in ascertaining mathematics expectancy levels, correlation coefficients were computed between the scores of 150 Ss (7 to 12 years old) with learning problems on standardized mathematics and reading tests and expectancy scores. Formulas correlated higher with Ss' actual mathematics…

Proposed is a study to evaluate the auditory systems of learning disabled (LD) students with a new audiological, diagnostic, stimulus apparatus which is capable of objectively measuring the interaction of the binaural aspects of hearing. The author points out problems with LD definitions that exclude neurological disorders. The detection of…

Results of a study of process assessment (assessing children by teaching them new material) of four children (mean age=6.6 years) with delayed reading skills are discussed in terms of the classroom use of measurement of children's retention. (CL)

It was concluded that computed axial tomography of the brain is not a necessary screening procedure in the evaluation of the child with minimal brain dysfunction or learning disabilities unless there is evidence of a focal neurologic deficit. (Author)

The letter unit and the whole word method were used to score the spelling of 70 third graders (35 good spellers and 35 poor spellers). Results indicated that either scoring procedure could have been used. Use is suggested based on needs for word analysis or for quick scoring time. (CL)

The effects of two components of formative evaluation (frequency of measurement and data utilization) were compared to isolate formative evaluation components which teachers might routinely use to monitor achievement in learning disabled students. Fifty-two learning disabled and educable mentally retarded elementary students enrolled in regular…

The study introduced a testing procedure that could be used to determine the optimal response modes of 24 primary school age learning disabled children on a standardized diagnostic test such as the Frostig Developmental Test of Visual Perception (FDTVP). (Author/SBH)

Illinois assessment personnel (N=579) completed a survey designed to shed light on which professionals use tests, which categories of children are most frequently tested, and which tests are usually used and for what purpose. (Author/SBH)

Comparisons were made between scores of 52 third graders on three measures of auditory discrimination: Wepman's Auditory Discrimination Test, the Goldman-Fristoe Woodcock (GFW) Test of Auditory Discrimination, and the Kimmell-Wahl Screening Test of Auditory Perception (STAP). (CL)