An up-to-date resource with the latest achievement tests, theories, and
evidence-based findings
The Second Edition of this critically acclaimed reference features the
most up-to-date versions of assessment instruments to measure individual
achievement and learning disabilities. The authors' pragmatic approach
offers practitioners an innovative, systematic assessment framework that
applies Cattell-Horn-Carroll (CHC) cognitive theory and blends cognitive
testing and Response-to-Intervention (RTI) methods into one seamless
process for diagnosing learning disabilities. Replete with case studies,
checklists, and worksheets, this reference assists practitioners in
choosing appropriate tests, organizing comprehensive assessments, and
interpreting results using a cross-battery approach.
* Part One focuses on the evaluation and identification of learning
disabilities, particularly from the perspective of IDEA 2004. Current
cognitive theory, research, assessment methods, and interpretive
techniques are all set forth and reviewed.
* Part Two is the "Desk Reference" section. It features descriptions
and reviews of the psychometric, theoretical, and qualitative features
of more than 50 achievement tests published between 1995 and 2006.
Separate chapters are devoted to comprehensive tests of academic
achievement and brief screening tests of academic achievement, as well
as separate chapters for tests of reading, math, written language, oral
language, and phonological processing.
* Part Three provides a comprehensive, step-by-step explanation of
evaluating suspected learning disabilities according to IDEA 2004
guidelines, using the principles and procedures described in the
previous two parts.
This reference concludes with fifteen appendices providing practitioners
with a host of useful information and tools, including reproducible
worksheets, conversion tables, and learning disability resources.
Grounded in CHC theory and a cross-battery approach to assessment, this
is an essential resource for school psychologists and other
practitioners who need to assess learning disabilities.