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The Achievement Test Desk Reference : A Guide to Learning Disability Identification, Second Edition
Flanagan, Dawn P., Samuel O. Ortiz, Vincent C. Alfonso and Jennifer T. Mascolo
Wiley / Hardcover / 2006-04-01 / 047178401X
Psychological Testing / School-Oriented
price: $105.00 (may be subject to change)
512 pages
Not in stock - ships in 1 to 2 weeks.

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.

Preface.

Acknowledgments.

PART ONE: EVALUAION AND IDENTIFICATION OF LEARNING DISABILITY FOLLOWING 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 Learning Disability.

Chapter 4. Assessment of Academic Achievement Using Cross-Battery Methods.

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

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

Chapter 6. Introduction to the Achievement Test Desk Reference.

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 OF EVALUATION OF SUSPECTED LD FOLLOWING IDEA 2004.

Chapter 14. Comprehensive Framework for LD Determination: A Case Study.

Chapter 15. Case Report.

Appendices.

Appendix A. CHC Cross-Battery Worksheets.

Appendix B. Percentile Rank and Standard Score Conversion Table.

Appendix C. test Reviews and Validity Evidence Reported in the Literature.

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

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

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

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

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

Appendix F2. Variations in Task Characteristics of reading Comprehension Tests.

Appendix F3. Variations in Task Characteristics of Written Expression Tests.

Appendix F4. Variations in Task Characteristics of Math Calculation Tests.

Appendix F5. Variations in Task Characteristics of Math Problem Solving Tests.

Appendix F6. Variations in Task Characteristics of Listening Comprehension Tests.

Appendix F7. Variations in Task Characteristics of Oral Expression Tests.

Appendix G. Learning Disability Resources.

References.

Author Index.

Subject Index.

Author Information:

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.

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authors
Alfonso, Vincent C
Flanagan, Dawn
Mascolo, Jennifer T
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Psychological Testing
School-Oriented
Wiley