The Achievement Test Desk Reference: A Guide to Learning Disability Identification / Edition 2

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Overview

The Achievement Test Desk Reference is the first book to link the practice of academic and learning disability assessment within the context of a broad-based psychoeducational evaluation process that is grounded in the widely accepted and well-validated CHC theory. The completely revised Second Edition includes detailed, up-to-date descriptions and critical reviews of more than 50 published achievement tests and features a comprehensive, innovative framework for evaluating learning disabilities.

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Product Details

  • ISBN-13: 9780471784012
  • Publisher: Wiley
  • Publication date: 6/30/2006
  • Edition description: Revised Edition
  • Edition number: 2
  • Pages: 512
  • Product dimensions: 8.82 (w) x 11.22 (h) x 1.20 (d)

Meet the Author

Dawn P. Flanagan, PhD, is Professor of Psychology at St.John's University and Assistant Clinical Professor at YaleUniversity School of Medicine, Child Study Center.

Samuel O. Ortiz, PhD, is Associate Professor ofPsychology at St. John's University.

Vincent C. Alfonso, PhD, is Associate Professor in theGraduate School of Education, Division of Psychological andEducational Services, at Fordham University.

Jennifer T. Mascolo, PsyD, is a licensed psychologist andAdjunct Assistant Professor at St. John's University.

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Table of Contents

Preface.

Acknowledgments.

PART ONE: EVALUAION AND IDENTIFICATION OF LEARNING DISABILITYFOLLOWING IDEA 2004-CURENCY THOEYR, RESEARCH, ASSESSMENT METHODS,AND INTERPRETIVE TECHNIQUES.

Chapter 1. Academic Achievement and Learning Disabilities.

Chapter 2. Academic Achievement and the Cattell-Horn-Carroll(CHC) Theory.

Chapter 3. A Modern Operational Definition of LearningDisability.

Chapter 4. Assessment of Academic Achievement UsingCross-Battery Methods.

Chapter 5. Integration and Interpretation of Academic andCognitive Ability Data.

PART TWO: DESCRIPTION AND REVIEW OF THE PSYCHOMETRIC,THEORETICAL, AND QUALITATIVE FEATURES OF ACHIEVEMENT TESTSPUBLISHED BETWEEN 1996 AND 2006.

Chapter 6. Introduction to the Achievement Test DeskReference.

Chapter 7. Comprehensive tests of Academic Achievement.

Chapter 8. Brief/Screening Tests of Academic Achievement.

Chapter 9. Reading Tests.

Chapter 10. Math tests.

Chapter 11. Written Language Tests.

Chapter 12. Oral Language Tests.

Chapter 13. Phonological Processing Tests.

PART THREE: A COMPREHENSIVE STEP-BY-STEP EXPLANATIN OFEVALUATION OF SUSPECTED LD FOLLOWING IDEA 2004.

Chapter 14. Comprehensive Framework for LD Determination: A CaseStudy.

Chapter 15. Case Report.

Appendices.

Appendix A. CHC Cross-Battery Worksheets.

Appendix B. Percentile Rank and Standard Score ConversionTable.

Appendix C. test Reviews and Validity Evidence Reported in theLiterature.

Appendix D1. Level I-A of LD Operational Definition: SummaryTable and Graph for Academic Achievement Test Results.

Appendix D2. Level II-A of LD Operational Definition: SummaryTable and Graph for Cognitive Ability test results.

Appendix D3. Level III of LD Operational Definition: SummaryTable and Graph for All Standardized test Results.

Appendix E. Level I-A of LD Operational Definition: SummaryTable and Graph for IDEA 2004 Achievement Clusters.

Appendix F1. Variations in Task Characteristics of Basic readingSkill/Reading Fluency Skills Tests.

Appendix F2. Variations in Task Characteristics of readingComprehension Tests.

Appendix F3. Variations in Task Characteristics of WrittenExpression Tests.

Appendix F4. Variations in Task Characteristics of MathCalculation Tests.

Appendix F5. Variations in Task Characteristics of Math ProblemSolving Tests.

Appendix F6. Variations in Task Characteristics of ListeningComprehension Tests.

Appendix F7. Variations in Task Characteristics of OralExpression Tests.

Appendix G. Learning Disability Resources.

References.

Author Index.

Subject Index.

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