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Special Education Assessment Essay

1531 words - 7 pages

Sharol Forsythe
SPED412
Final Project

1. Demographic Information:

Name: Lindsey Moore
Date of Birth: 11/12/1998
Chronological age: 8 years, 11 months
Grade: 3.1
Evaluation date: 10/01/2007
Examiner: Nelson

2. Description of the Assessment Procedures:

The Woodcock-Johnson III (WRJ-111 Normative update: Woodcock McGrew, & Mather, 1998/2008) Basic skills and Passage Comprehension clusters as well as the Reading Fluency subtest were administered to assess reading skills. The Basic skills cluster is comprised of the Letter-Word Identification and Word-Attack subtests. The Letter-Word Identification subtest measures the letter and sight word knowledge of students. The ...view middle of the document...

Within the primary areas underlying reading comprehension Moore’s has a slight strength in Passage Comprehension relative to Reading Vocabulary. Her reading vocabulary falls within the low range (SS=78), while her passage comprehension skills fall within low average range (SS=81). Moore’s Reading Fluency (SS=94) lies in the average area; Letter-Word Identification is her primary problem, which will make it impossible to extremely difficult to comprehend basic reading skills.

The Math Calculation cluster is comprised of the Calculation and Math Fluency subtests. Inspection of the Calculation and Math Fluency subtest scores and associated 68% confidence intervals indicates that Moore’s Math Calculation and Fluency skills are similar to one another. Moore’s instructional one on math activities that require math calculation skills ranges from the beginning of 2nd Grade (easy) to the middle of 3rd grade (difficult). Moore’s RPI on the math calculation cluster of 87/90 suggests that when average grade-mates are having 90% success on math assignments that require calculation skills; Moore will have 87% success. These tasks will be manageable for her to perform. Moore’s standard scores on the Math Calculation cluster fall within the average range of scores obtained by others at her age level from the normative sample, this is shown by her percentile rank of 87 and standard score of 97.

The Math Reasoning cluster is comprised of the Applied Problems and Quantitative Concepts subtests. In looking at the Applied Problems and Quantitative Concepts subtest scores and associated 68% confidence intervals indicates that Moore’s applied math and reasoning differ from one another. She shows strength in applied problems (SS=95) relative to Quantitative concepts (SS=79).

Applied problems. Moore’s development level on the applied problems subtest is equivalent to the average student at the 2.6 grade level from the normative sample. Moore’s instructional zone on math activities that require solving applied math problems ranges from the beginning of 2nd grade (easy) to the beginning of 3rd grade (difficult). Moore’s RPI on the Math Calculation cluster is 78/90 suggests that when average grade-mates are having 90% success on math assignments that require solving applied math problems; Moore will have 78% success. These tasks will be difficult for her to perform. Moore’s standard scores on the Applied Problems subtest fall within the average range of scores obtained by others at her age level from the normative sample as shown by her percentile rand of 36 and standard score of 95

Quantitative Concepts. Moore’s development level on the Quantitative Concepts subtest is equivalent to the average student at the 1.5 grade level from the3 normative sample. Moore’s instructional zone on skills in solving math-world problems ranges from the beginning of 1st grade (easy) to the beginning of the 2nd grade (difficult). Moore’s RPI on the Quantitative...

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