ERIC Number: ED260560
Record Type: RIE
Publication Date: 1985-Jul-15
Reference Count: 0
The Administration and Interpretation of Standardized Achievement Tests with Learning Disabled and Behaviorally Disordered Elementary School Children. Year Two Final Report.
Scruggs, Thomas E.
Several experiments were carried out to determine whether learning disabled (LD) and behaviorally disordered (BD) students exhibit deficiencies in appropriate test-taking strategies and, if so, whether these strategies could be successfully trained. Preliminary investigations indicated that mildly handicapped students do exhibit deficiencies in this area, including attention to inappropriate distractors, failure to successfully employ prior knowledge and deductive reasoning strategies, and failure to identify correctly specific types of questions which call for different strategies. Deficiencies were also observed regarding use of separate answer sheets and expressed attitudes toward tests. In year 1, approximately 100 LD and BD elementary (grades 2-4) were randomly assigned to treatment (training on test-taking skills) or control conditions. All Ss scored significantly higher on a test of test-taking skills. During year 2, approximately 100 LD and BD Ss (grades 4-6) were randomly assigned to treatment (training involving both reading and math subtest areas of the Stanford Achievement Test). Trained Ss scored significantly higher on two subtests and descriptively higher on a third subtest. Extensive appended material includes 19 items (journal articles, conference papers, and manuscripts unpublished or submitted for publication) on test-taking skills and their implications for LD and BD students. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Utah State Univ., Logan.
Note: Prepared by the Developmental Center for Handicapped Persons. For earlier report, see ED 256 082.