Authors: Dawn P. Flanagan, Samuel O. Ortiz, Vincent C. Alfonso, Jennifer T. Mascolo
ISBN-13: 9780471784012, ISBN-10: 047178401X
Format: Hardcover
Publisher: Wiley, John & Sons, Incorporated
Date Published: June 2006
Edition: 2nd Edition
Dawn P. Flanagan, PhD, is Professor of Psychology at St. John's University and Assistant Clinical Professor at Yale University School of Medicine, Child Study Center.
Samuel O. Ortiz, PhD, is Associate Professor of Psychology at St. John's University.
Vincent C. Alfonso, PhD, is Associate Professor in the Graduate School of Education, Division of Psychological and Educational Services, at Fordham University.
Jennifer T. Mascolo, PsyD, is a licensed psychologist and Adjunct Assistant Professor at St. John's University.
This reference links the practice of academic and learning disability (LD) assessment across a variety of practitioners, including educational evaluators, LD specialists, and speech/language pathologists, and places it in a validated theoretical framework. Focus is on the use of tests of academic achievement. The reference contains descriptive reviews of academic skills batteries and achievement tests, including measures of reading, math, written and oral language, and phonological reasoning. All tests were evaluated for correspondence with the seven areas of achievement listed in the federal definition of LD. Introductory chapters describe definitions of LD and assessment theories. This work is meant to serve as a companion to the cognitive-focused Intelligence Test Desk Reference. Flanagan is affiliated with St. John's University.
Annotation © Book News, Inc., Portland, OR
Pt. 1 | Evaluation and identification of learning disability following idea 2004 - current theory, research, assessment methods, and interpretive techniques | |
Ch. 1 | Academic achievement and learning disabilities | 3 |
Ch. 2 | Academic achievement and the Cattell-Horn-Carroll (CHC) theory | 18 |
Ch. 3 | A modern operational definition of learning disability | 48 |
Ch. 4 | Assessment of academic achievement using cross-battery methods | 69 |
Ch. 5 | Integration and interpretation of academic and cognitive ability data | 92 |
Pt. 2 | Description and review of the psychometric, theoretical, and qualitative features of achievement tests published between 1996 and 2006 | |
Ch. 6 | Introduction to the Achievement test desk reference | 109 |
Ch. 7 | Comprehensive tests of academic achievement | 132 |
Ch. 8 | Brief/screening tests of academic achievement | 178 |
Ch. 9 | Reading tests | 194 |
Ch. 10 | Math tests | 244 |
Ch. 11 | Written language tests | 262 |
Ch. 12 | Oral language tests | 278 |
Ch. 13 | Phonological processing tests | 335 |
Pt. 3 | A comprehensive step-by-step explanation of evaluation of suspected LD following idea 2004 | |
Ch. 14 | Comprehensive framework for LD determination : a case study | 363 |
Ch. 15 | Case report | 389 |
App. A | CHC cross-battery worksheets | 411 |
App. B | Percentile rank and standard score conversion table | 430 |
App. C | Test reviews and validity evidence reported in the literature | 433 |
App. D1 | Level I-A of LD operational definition : summary table and graph for academic achievement test results | 444 |
App. D2 | Level II-A of LD operational definition : summary table and graph for cognitive ability test results | 446 |
App. D3 | Level III of LD operational definition : summary table and graph for all standardized test results | 448 |
App. E | Level I-A of LD operational definition : summary table and graph for IDEA 2004 achievement clusters | 450 |
App. F1 | Variations in task characteristics of basic reading skill/reading fluency skills tests | 452 |
App. F2 | Variations in task characteristics of reading comprehension tests | 454 |
App. F3 | Variations in task characteristics of written expression tests | 455 |
App. F4 | Variations in task characteristics of math calculation tests | 457 |
App. F5 | Variations in task characteristics of math problem solving tests | 459 |
App. F6 | Variations in task characteristics of listening comprehension tests | 460 |
App. F7 | Variations in task characteristics of oral expression tests | 463 |
App. G | Learning disability resources | 465 |