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General Parenting
Can anyone interpret test results? (Long and boring)
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<blockquote data-quote="seriously" data-source="post: 440650" data-attributes="member: 11920"><p>Did he give you a narrative report?</p><p></p><p>The problem with showing test results to someone else - not that it's a bad idea - is that they weren't there when she did the tests.</p><p></p><p>Watching the person do the tests is one of the elements of the assessment that can lead to at least as many insights as the actual test results.</p><p></p><p>If he didn't give you a narrative report with comments about her performance on specific parts or a description of subtle issues he saw that may not be apparent from the results then you should ask him for one.</p><p></p><p>If you are waiting to get that - I would wait and not draw too many conclusions until you have had a chance to look at that and see what he actually says about her performance on the tests and any recommendations he has for remediating her weaknesses and enhancing her strengths.</p><p></p><p>FWIW the additional assessment I might suggest (depending on what she's had previously and the quality of those assessments) would be the reading assessment to see if that can pinpoint weaknesses that can be remediated and perhaps a speech/language assessment for the same reason.</p><p></p><p>Central Auditory Processing Disorder (CAPD) assessment should have been done by the neuropsychologist - if you're not sure about that, ask him if he ruled it out. Or it should be done by a specially trained and equipped audiologist. It can then be helped by speech therapy.</p><p></p><p>If she hasn't had any explicit study skills training then that is what I personally would suggest you start trying to give her during her summer tutoring. One place to start and the Special Education teacher should be able to tell if your daughter needs help learning to make effective use of textbooks. For example, if the word is in BOLD print it's probably important to remember, headings and first sentences of paragraphs are important clues to understanding the information you're about to read, pre-reading or previewing vocab can help many students gain more understanding of the text, particularly in science.</p><p></p><p>Teaching her to use graphic organizers and icons, given that she seems to be stronger with visual information, may be a very useful strategy for her too.</p><p></p><p>She has probably already been exposed to a lot of this kind of stuff but either isn't using that knowledge effectively or didn't really "get" it when it was presented at school.</p></blockquote><p></p>
[QUOTE="seriously, post: 440650, member: 11920"] Did he give you a narrative report? The problem with showing test results to someone else - not that it's a bad idea - is that they weren't there when she did the tests. Watching the person do the tests is one of the elements of the assessment that can lead to at least as many insights as the actual test results. If he didn't give you a narrative report with comments about her performance on specific parts or a description of subtle issues he saw that may not be apparent from the results then you should ask him for one. If you are waiting to get that - I would wait and not draw too many conclusions until you have had a chance to look at that and see what he actually says about her performance on the tests and any recommendations he has for remediating her weaknesses and enhancing her strengths. FWIW the additional assessment I might suggest (depending on what she's had previously and the quality of those assessments) would be the reading assessment to see if that can pinpoint weaknesses that can be remediated and perhaps a speech/language assessment for the same reason. Central Auditory Processing Disorder (CAPD) assessment should have been done by the neuropsychologist - if you're not sure about that, ask him if he ruled it out. Or it should be done by a specially trained and equipped audiologist. It can then be helped by speech therapy. If she hasn't had any explicit study skills training then that is what I personally would suggest you start trying to give her during her summer tutoring. One place to start and the Special Education teacher should be able to tell if your daughter needs help learning to make effective use of textbooks. For example, if the word is in BOLD print it's probably important to remember, headings and first sentences of paragraphs are important clues to understanding the information you're about to read, pre-reading or previewing vocab can help many students gain more understanding of the text, particularly in science. Teaching her to use graphic organizers and icons, given that she seems to be stronger with visual information, may be a very useful strategy for her too. She has probably already been exposed to a lot of this kind of stuff but either isn't using that knowledge effectively or didn't really "get" it when it was presented at school. [/QUOTE]
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Can anyone interpret test results? (Long and boring)
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