Students who obtain a score on a test composite within the range of 85-115 are considered to fall within this range.
What is "Average?"
100
When a person says, "My child or this student has difficulty with processing," this is an accurate description to explain their learning difficulties.
TRUE or FALSE?
FALSE.
There are many areas of processing. The statement above is very broad and evaluation assessments may find a student's strengths and weaknesses in different processing areas.
100
Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the PHONOLOGICAL level.
TRUE or FALSE?
TRUE.
100
Schools may provide this type of "diagnosis" as part of a student's evaluation.
What is an "Educational diagnosis?"
100
This is the ability to rapidly or automatically name pictured items, numbers, and/or letters.
What is "Rapid Naming?"
200
A percentile rank of 85 means that the student got 85% of items correct.
TRUE or FALSE?
FALSE
This means that the student performed as well as or better than 85 of his/her same-aged peers (relative to the norm group).
200
A student's ability to problem solve or to use inductive or deductive reasoning skills, is known as what area of processing?
What is "Fluid Reasoning?"
200
Phonics and Phonological Awareness are the same.
TRUE or FALSE?
FALSE.
200
APS School Psychologists most often conduct evaluations as part of this process in effort to determine if a student has a disability and is eligible for special services.
What is "Special Education?"
200
This is an example of what type of phonological processing task:
/c/-/a/-/t/="cat"
What is "Blending?"
300
The range of standard scores in which a student's true score is likely to fall.
What is "Confidence Interval?"
300
Short-term memory and Working memory are the same thing.
TRUE or FALSE?
FALSE.
Working memory is a sub-component of Short-term memory and involves holding onto information AND manipulating the information to PERFORM a task/activity.
300
Dyslexia is often characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
TRUE or FALSE?
TRUE.
300
Students require a diagnosis of Dyslexia in order for teachers to use explicit & systematic instruction and multi-sensory experiences to develop phonemic awareness and decoding/encoding skills.
TRUE or FALSE?
FALSE.
300
This type of evaluation is conducted when concerns like: ADHD, Autism-Spectrum, brain injury or concussion, academic concerns, etc. are suspected.
What is a "Psychological evaluation?"
400
Students' scores are compared to their school classmates.
TRUE or FALSE?
FALSE.
Students' performances is compared to other students their age, in the normative (national) standardized sample.
400
This type of processing area measures the ability to generate, perceive, analyze, synthesize, manipulate, transform, and think with visual patterns and stimuli.
What is "Visual Processing?"
400
This type of processing area assesses skills required for reading such as Blending, Segmentation, Deletion, Rapid Naming, and/or Word Discrimination.
What is "Phonological Processing?"
400
At school, initial evaluations are conducted to "SEE" if there is "SOMETHING THERE."
TRUE or FALSE?
FALSE.
In the school setting, evaluations are proposed if a disability is suspected.
400
Rime and Rhyme means the same thing.
TRUE or FALSE?
FALSE.
500
A frequency curve, where most students perform within the middle of the distribution, and that tapers off on either side.
What is the "Normal Curve?"
500
Students who have deficits in this processing area may experience difficulty with letter-sound correspondence and decoding.
What is "Auditory Processing?"
500
This is an example of what type of phonological processing skill?
Are these words the same word or different words?”
MIKE (pause) MIGHT (pause)
What is "Word Discrimination or Auditory Discrimination?"
500
A school-based psychological evaluation may be requested by these individuals.
What is "school staff and/or parents?"
500
When determining this type of disability, processing deficit(s),
patterns of strengths and weaknesses, and/or Response to Intervention (RtI) may be considered.