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ERIC Number: ED256082
Record Type: RIE
Publication Date: 1984-Jul-2
Pages: 172
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Administration and Interpretation of Standardized Achievement Tests with Learning Disabled and Behaviorally Disordered Elementary School Children. Final Report.
Scruggs, Thomas E.
Several experiments were carried out to determine: (1) whether learning disabled (LD) and behaviorally disordered (BD) students exhibit deficiencies with respect to appropriate test-taking strategies and (2) if so, whether these strategies could be successfully trained. In the test-training evaluation, 92 LD or BD elementary-age students representing grades 2, 3, and 4 were randomly assigned to treatment or control conditions. Treatment subjects received eight training sessions on test-taking skills, with particular regard to the Stanford Achievement Test. All treatment students scored significantly higher on a test of test-taking skills. In addition, third and fourth grade LD and BD students scored significantly higher on the word Study Skills subtest and exhibited descriptive increases with respect to other subtests. Second grade students were apparently unaffected by the training procedure. A similar test-training package applied to intact third grade classrooms of mostly nonhandicapped students indicated that these materials were effective in improving student attitudes toward the test-taking experience. The document begins with a project overview and contains the following project manuscripts: "Improving the Test-Taking Skills of LD and BD Elementary Students" (C. Taylor and T. Scruggs); "An Analysis of Children's Strategy Use on Reading Achievement Tests" (T. Scruggs, K. Bennion, and S. Lifson); "Developmental Aspects of Test-Wiseness for Absurd Options: Elementary School Children" (T. Scruggs); "Format Changes in Reading Achievement Tests: Implications for Teachers" (K. Bennion, S. Lifson, and T. Scruggs); "Passage Independence in Reading Achievement Tests: A Follow-Up" (S. Lifson et al); "Spontaneously Employed Test-Taking Skills of Learning Disabled Students on Reading Achievement Tests" (T. Scruggs et al); "Spontaneously Employed Test-Taking Strategies of High and Low Comprehending Elementary School Children" (T. Scruggs et al); "Teaching Test-Taking Skills to Elementary Grade Students: A Meta-Analysis" (T. Scruggs et al); "The Effects of Training in Test-Taking Skills on Test Performance, Attitudes, and On-Task Behavior of Elementary School Children" (T. Scruggs et al); and "Teaching Test-Taking Skills to Learning Disabled and Behaviorally Disordered Children" (T. Scruggs). (CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Utah Univ., Salt Lake City.
Identifiers: N/A
Note: Developed at the Developmental Center for the Handicapped. For the test taking skills training materials, see EC 170 490.