The accommodation of students with learning disabilities (LD) on mandatory high stakes tests continues to heighten concern over the equity and effectiveness of current practices. As students transition from high school, they are required to complete timed graduation tests and postsecondary entrance examinations. The most common accommodation…

Mathematical learning difficulty (MLD) is prevalent in the development of mathematical abilities. Previous interventions for children with MLD have focused on number sense or basic mathematical skills. This study investigated whether mathematical performance of fifth grade children with MLD could be improved by developing knowledge structures by…

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal…

This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e)…

Minimum competency testing in Louisiana emphasizes individual needs (as delineated in the indiviualized education program) regardless of special education classification. Nine format/procedural modifications are allowed on the Basic Skills Test, including braille editions and extended time. Test administration and score reporting may also be…

Prison inmates (N=565) classified as underachievers or adequate readers were administered the Wechsler Adult Intelligence Scale-Revised. Analysis of recategorized WAIS-R scores suggested that, as a group, the underachieving readers exhibited a pattern different from that of genetic dyslexic Ss and different from that of reading and learning…

Handicapped students' scores on timed and untimed editions of the Scholastic Aptitude Test (SAT) were studied. Of the approximately 1800 students studied, 79 percent were learning disabled. Handicapped students' performance improved with extended time, the increase being greater than that for nonhandicapped students tested with extra time.…

Discrepancy scores for four global scales and the Nonverbal Scale were examined for the Kaufman Assessment Battery for Children using the standardization sample as the data source. The range of subtest scores and the profile variability of subtest scores were determined for each sex, race, and age level. (Author/CL)

This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental…

The Bender Gestalt Test was administered to 25 children (7-10 years old) referred for neuropsychological assessment and scored using the Koppitz system and the Watkins system. Although the scores obtained using the two different sets of criteria were highly correlated, the Watkins rules produced generally better performance. (Author/CL)

This article identifies the applications of microcomputers to assist teachers in designing, constructing, administering and scoring teacher-made tests that address the needs of learning disabled students. Guidelines for modifying presentation and response modes, facilitating motivation, and scoring tests are described along with cautions in using…

Data indicate that the Visual-Sequential Memory subtest of the ITPA and the Knox Cube Test measure different aspects of visual-sequential memory ability. (KW)