We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…

This study entailed a 3 (instructional intervention) x 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control…

A learning disability index (LDI) for the assessment of intellectual deficits on the Wechsler Intelligence Scale for Children-Revised (WISC-R) is described. The Factor II score coefficients derived from an unrotated principal components analysis of the WISC-R normative data, in combination with the individual's scaled scores, are used for this…

The article discusses the use of expectancy formulas (formulas based on the discrepancy between achievement and potential, and used as the chief criterion for special program inclusion and evaluation) by teachers of the reading disabled, and reports on a survey of 25 university masters degree programs in reading teacher education regarding such…

Analysis of questionnaires completed by 79 special education supervisors revealed that (1) schools are satisfied with appraisal services provided; (2) the majority of districts contract for appraisal services; (3) employed examiners are more involved in total assessment processes than contracted examiners; and (4) examiners do not participate in…

The author describes the tests he uses in evaluating students for learning disabilities, his reasons for using them, and results and interpretations based on those tests. (CL)

An economical procedure for identifying the dyslexic child is described using a parent questionnaire, the Wechsler Intelligence Scale for Children-Revised (particularly noting behavioral idiosyncrasies), a brief sentence reading test, a brief spelling test, and lateralty tests. Procedures for synthesizing the evaluation information are considered.…

Criticisms of traditional approaches to the assessment of student abilities and instructional program design are reviewed and alternative, dynamic approaches are suggested. A major feature of the suggested approaches is assistance to influence student performance and thus reveal the potential for change. The approaches are categorized and examined…

A direct assessment analyzes the task to be learned in such a way that the steps required to learn the skills are specified and the child's level within the task is determined. This assessment takes into consideration that the child's immediate environment can make a difference in performance. (Author/SBH)

This article describes school-based assessment procedures related to attention deficit-hyperactivity disorder, including teacher rating measures, direct observations in classrooms and on playgrounds, peer ratings and sociometric measures, and permanent product measures such as academic performance. Components of a comprehensive assessment and…

The article reviews current estimation techniques and their resultant effects on the learning disability classroom's composition. An alternate estimation methodology, using z-score conversions, is presented. (Author/SBH)

Advantages of computer based evaluation approaches for handicapped students are noted and implementation factors are discussed. The computer network for special education at the DuPage/West Cook Regional Special Education Association in Lombard, Illinois is described. (CL)

Two studies compared strengths and deficiencies in the problem solving abilities of about 80 learning disabled and 110 nondisabled fifth and sixth graders using a microcomputer as an assessment tool. No significant differences in performance on problem solving tasks were found. The microcomputer is postulated as possibly responsible for this…

The authors suggest that the confusion and controversy over definitions of learning disabilities have been unproductive. They review findings on the assessment decision making process and emphasize the need for a new perspective on assessment and intervention. (CL)