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10/06/89" s h"Division e"Fractions "Advanced Addition S"Advanced Subtraction "Algebraic Equations "Square Roots & Exponents " d " d" s"Basic Addition L"Regrouping Addition "Basic Subtraction "Regrouping Subtraction "Multiplication " h" e" " S" " " " " d" s"Literal Comprehension L"Inferential Comprehension " " (Short) Vowels "Open Syllable (Long) & " Final e Pattern Vowels h"Vowel Digraphs & Diphthongs e"r-Controlled Patterns "Consonant Clusters & Digraphs S"Single & Double Consonants " lusters & Digraphs "Single & Double Consonants " " d" s"Prefixes & Word Beginnings L"Suffixes & Word Endings "Closed Syllables & Word Endings "Closed Syllable (Short) Vowels "Open Syllable (Long) & " Final e Pattern Vowels h"Vowel Digraphs & Diphthongs e"r-Controlled Patterns "Consonant-le Patterns S"Consonant Cimals & Percents S"Advanced Number Concepts "Measurement "Money "Estimation d"Two-Step Problems s"Prefixes & Word Beginnings L"Suffixe"Elementary Number Concepts L"Reading Tables & Graphs "Addition "Subtraction "Multiplication h"Division e"Fractions "Dec
NG SUBTEST@P@Prpret .@99@P8COMPARISON OF READING DECODING AND SPELLING SUBTEST@P@Prpret .OMPARISON OF READING DECODING AND SPELLING SUBTEST@P@Prpret .@60@P8COMPARISON OF READING DECODING AND SPELLING SUBTEST@P@Prpret .@61@P8COMPARISON OF READING DECODING AND SPELLING SUBTEST@P@Prpret .@62@P8COMPARISON OF READING DECODING AND SPELLITIONS AND MATHEMATICSerpret .@56@PTATION SUBTEST@P@PHEMATICS APPLICATIONS AND MATHEMATICSerpret .@57@P@PTION SUBTEST@P@PHEMATICS APPLICATIONS AND MATHEMATICSerpret .=@99@58COMPARISON OF READING DECODING AND SPELLING SUBTEST@P@Prpret .@59@P8C<@99@53COMPARISON OF MATHEMATICS APPLICATIONS AND MATHEMATICSerpret .COMPUTATION SUBTEST@P@PHEMATICS APPLICATIONS AND MATHEMATICSerpret .@54@PTATION SUBTEST@P@PHEMATICS APPLICATIONS AND MATHEMATICSerpret .@55@PTATION SUBTEST@P@PHEMATICS APPLICA@Pnesses.@P@Pon of how to interpret .@99@50READING COMPREHENSION@P@P@Pnesses.@P@Pon of how to interpret .@51@P@PEADING COMPREHENSION@P@P@Pnesses.@P@Pon of how to interpret .@52@P@PEADING COMPREHENSION@P@P@Pnesses.@P@Pon of how to interpret .ret .@46@P@PEADING DECODING@P@PION@P@Pnesses.@P@Pon of how to interpret .@99@47SPELLING@P@PDING@P@PION@P@Pnesses.@P@Pon of how to interpret .@48@P@PPELLING@P@PDING@P@PION@P@Pnesses.@P@Pon of how to interpret .@49@P@PPELLING@P@PDING@P@PION@PTATION@P@Pnesses.@P@Pon of how to interpret .@43@P@PATHEMATICS COMPUTATION@P@Pnesses.@P@Pon of how to interpret .@99@44READING DECODING@P@PION@P@Pnesses.@P@Pon of how to interpret .@45@P@PEADING DECODING@P@PION@P@Pnesses.@P@Pon of how to interpo interpret .@38@P@PEMATICS APPLICATIONS@P@Paknesses.@P@Pon of how to interpret .@40@P@PEMATICS APPLICATIONS@P@Paknesses.@P@Pon of how to interpret .!@99@41MATHEMATICS COMPUTATION@P@Pnesses.@P@Pon of how to interpret .@42@P@PATHEMATICS COMPUin the interpretation of skill weaknesses. See the .CK-TEA ASSIST manual for a detailed explanation of how to interpret .,error analysis strengths and weaknesses.@P@Pon of how to interpret .@36MATHEMATICS APPLICATIONS@P@Paknesses.@P@Pon of how tr analysis is he h CAs you read these results, keep in mind that error analysis is mostDeffective for students who obtained standard scores of 100 or below.CFor students who obtain standard scores above 110, extreme caution .Cshould be used ed the same items. As a result, @01's performance in each @skill category could be rated as strong, average, or weak. The h =diagnostic information obtained from @01's error analysis is he h summarized below.@P@Pn obtained from @01's erroording to skill categories.>Then the number of errors @01 made in each skill category was ies.7compared with the average number of errors made by the ry was ies.as tele-, micro-, hyper-, and octa-. Examples:und which is made when tworal, 7consonant letters are used in combination. Examples: e when tworal, catastrophe, school@P@Psed in combination. Examples: e when tworal, C{RD09}Single and Double Consonants (C) or (CC): The sounds made byl, @letters({RD08}Consonant Clusters & Digraphs:@P@Peceding an /l/ sound.nrporal, ;Consonant Clusters (CC): The sound made by blending two ord.nrporal, Amore consonant sounds together. Examples: strenuous, afraid@P@Pral, AConsonant Digraphs (CC): The single soified /r/ sound. Examples: corporal, >{RD07}Consonant-le Vowels (Cle): The final e of a Cle patternrporal, =corresponds to a schwa sound directly preceding an /l/ sound.nrporal, Examples: apple, couple@P@P directly preceding an /l/ sound.nrporal, r in,-,2the same syllable. Examples: doubt, employed@P@Pund to another in,-,D{RD06}r-Controlled Vowels (Vr): The sound preceding the letter r in-,Fa syllable corresponds to a modified /r/ sound. Examples: corporal,
mother@P@P corresponds to a modund, while the second vowel is not sounded.f,-,Examples: deep, reach@P@P, while the second vowel is not sounded.f,-,AVowel Diphthongs (VV): The vowel sound in a diphthong is made by.f,-,Cgliding or changing continuously from one vowel sound to anothePhile thenof,-,%{RD05}Vowel Digraphs & Dipthongs:@P@Pnife, telephone@P@Phile thenof,-,6Vowel Digraphs (VV): The first letter of a vowel pair@Phile thenof,-,Final e-Related (Long) Vowels (VCe): The vowel of a final VCe.inof,-,@pattern corresponds to the predicted long vowel sound, while thenof,-,8final e is not sounded. Examples: knife, telephone@P@ort vowel sound.inof,-,:{RD04}Open Syllable (Long) and Final e Pattern Vowels:@P@Pound.inof,-,;Open Syllable (Long) Vowels (CV): The vowel within an openund.inof,-,7syllable corresponds to the predicted long vowel sound.openund.inof,-,Examples: hellous. Examples: harrassment, indolence@P@P, and -gious inof,-,>{RD03}Closed Syllable (Short) Vowels (VC): The vowel within a inof,-,?closed syllable corresponds to the predicted short vowel sound.inof,-,Examples: twenty, went@P@P to the predicted shxamples: progressive, s such-,D{RD02}Suffixes and Word Endings: Common suffixes such as -ite, ing,-,Cand -able; word endings representing the last morphological unit of,-,Aa word, such as -tial in initial, -cial in special, and -gious inof,-,2contagiF{RD01}Prefixes and Word Beginnings: Common prefixes such as in-, un-,Da-, and pre-; Greek and Latin morphemes used as word beginnings such-,>as tele-, micro-, hyper-, and octa-. Examples: progressive, s such-,
objection@P@Pro-, hyper-, and octa-. Eow to find the unknown value in ato use@ratio problem; and how to find the product of two binomials.@P@Pto useD{MC11}Square Roots & Exponents: Problems requiring knowledge of howse{SP03}Closed Syllable (Short) Vowels (VC): The vowel within a inof,-,?closed syllable corresponds to the predicted short vowel sound.inof,-,Examples: twenty, went@P@P to the predicted short vowel sound.inof,-,8{SP04}Open Syllable (Long) & Final e Pattern Vowels:@P@P sound.inof,-,;Open Syllable (Long) Vowels (CV): The vowel within an openund.inof,-,7syllable corresponds tog.@P@Pomputation, Reading Decoding, Reading Comprehension, andmFinal e-Related (Long) Vowels (VCe): The vowel of a final VCe.inof,-,@pattern corresponds to the predicted long vowel sound, while thtics skills to solvendmAThe Mathematics Computation subtest measures the ability to solvevendm!written computation problems.@P@Pst measures the ability to solvevendmBThe Reading Decoding subtest measures the ability to recognize andendm4correctly pronounce a list of letters and words.@P@P recognize andendmDThe Reading Comprehension subtest measures the ability to understanddmDprinted sentences, and to read a passage and answer correctly one ordm4more questions about the meaning of the passage.@P@Pcor?performance in the area of mathematics, when compared with the n of ?performance of @05-level peers included in the standardization n of sample. @17of @05-level peers included in the standardization n of D{1}Because @01 performed at about the situations than in the computation of #@99@P@PD. Mathematics Composite@P@Ptions than in the computation of ;@01's overall performance in mathematics is summarized by aation of ;Mathematics Composite standard score of @15, reflecting @16ation of tics skills to problem situations.ion of number concepts and mathematics C{3}@01 is more proficient in the application of number concepts and Dmathematics skills to problem situations than in the computation of written mathematics problems. sbeen developed to about the same level as @13 .ability to solve written mathematics problems. the same level as @13 D{2}@01 is more proficient in the computation of written mathematics Dproblems than in the application of number concepts and mathemaveals thatcsof =@13 Mathematics Applications subtest score of @06 was @12 @13thatcsof AMathematics Computation subtest score of @09, indicating that @14csof D{1}@01's ability to apply number concepts and mathematics skills to f Eproblem situations has he performance of @05-level peers, @01's Mathematicsof %Computation subtest score is @11.@P@Plevel peers, @01's Mathematicsof -C. Mathematics Specific Skills Comparison@P@Pers, @01's Mathematicsof AA comparison of @01's two mathematics subtest scores rerank of @10. This ioneFmeans that @01 was able to solve written computation problems as well Fas or better than @10 percent of the @04 who took the test as part of ?the national standardization sample. Generally speaking, when art of Ccompared with tematics Computation@P@P, @01's Mathematics Applicationsh thealeEOn the Mathematics Computation subtest, @01 obtained a standard scoreeEof @09, where the mean for the test is 100 and the standard deviationeBis 15. @01's performance yielded a percentile e test as part of the nationaleCstandardization sample. Generally speaking, when compared with theale>performance of @05-level peers, @01's Mathematics Applicationsh thealesubtest score is @08.@P@P@P@Ps, @01's Mathematics Applicationsh thealeB. MathBis 15. @01's performance yielded a percentile rank of @07. This ioneBmeans that @01 was able to understand number concepts and to applyioneEmathematics skills to solve "real-life" problems as well as or bettereEthan @07 percent of the @04 who took th.@P@Pformance of @05-level peers,llyrdmA. Mathematics Applications@P@P.@P@Pformance of @05-level peers,llyrdmFOn the Mathematics Applications subtest, @01 obtained a standard scoreEof @06, where the mean for the test is 100 and the standard deviationetookrdmCthe test as part of the national standardization sample. Generallyrdm@speaking, when compared with the performance of @05-level peers,llyrdm$@01's overall test score is @34.@P@Pformance of @05-level peers,llyrdmII. MATHEMATICS@P@Pscore is @34obtained a standard score of @02, where theordmAmean for the test is 100 and the standard deviation is 15. @01'seordm>performance yielded a percentile rank of @03, meaning that @011'seordmCperformed as well as or better than @03 percent of the @04 who rectly one ordmBThe Spelling subtest measures the ability to write a list of wordsordm-that are dictated orally by the examiner.@P@Pwrite a list of wordsordmI. TOTAL BATTERY@P@Pally by the examiner.@P@Pwrite a list of wordsordmBOn the total test, @01 ame level on both mathematics >subtests, @13 overall performance in mathematics is accuratelymatics :characterized by @13 Mathematics Composite standard score.telymatics A{2}However, the significant difference between @01's Mathematics ics BApplications and Mathematics Computation subtest scores indicates cs >that the Mathematics Composite score is not the most adequate tes cs Echaracterization of @13 mathematics skills. An accurate description Fof @01's mathematics abilities must take into ag e aes6characterized by @13 Reading Composite standard score.telyeading e aesE{2}However, the significant difference between @01's Reading DecodingsCand Reading Comprehension subtest scores indicates that the ReadingngsBComposite score is not the mostompared with the performance of @05-level e aes1peers included in the standardization sample. @28ce of @05-level e aes@{1}Because @01 performed at about the same level on both reading e aes:subtests, @13 overall performance in reading is accuratelyeadinut the s,ng aes@99@P@PD. Reading Composite@P@P answering questions about the s,ng aes?@01's overall performance in reading is summarized by a Reading,ng aesCComposite standard score of @26, reflecting @27 performance in the aesAarea of reading, when cproficient at recognizing and correctly pronouncing aes@list of words in isolation than understanding printed sentences,ng aes>reading passages, and correctly answering questions about the s,ng aes passages.assages, and correctly answering questions aboted sentences,3f words Freading passages, and correctly answering questions about the passages@than at recognizing and correctly pronouncing a list of words inssages
isolation.cognizing and correctly pronouncing a list of words inssagesD{3}@01 is more ation has been developed to about the same level as @13f words ;ability to understand printed sentences, read passages, and@13f words .correctly answer questions about the passages.passages, and@13f words ={2}@01 is more proficient at understanding prinst scores reveals that @13tl2, 9Reading Decoding subtest score of @18 was @24 @13 Readingthat @13tl2, 6Comprehension subtest score of @21 indicating that @25ingthat @13tl2, E{1}@01's ability to recognize and correctly pronounce a list of words >in isol?compared with the performance of @05-level peers, @01's Readingentl2, 'Comprehension subtest score is @23.@P@Pvel peers, @01's Readingentl2, )C. Reading Specific Skills Comparison@P@Pl peers, @01's Readingentl2, AA comparison of @01's two reading subtederstand printed sentences, readf @22, Cpassages, and correctly answer questions about the passages as well2, Bas or better than @22 percent of the @04 who took the test as partl2, Aof the national standardization sample. Generally speaking, whentl2, evelon COn the Reading Comprehension subtest, @01 obtained a standard scoreon ;of @21, where the mean for the test is 100 and the standardrd scoreon Edeviation is 15. @01's performance yielded a percentile rank of @22, ?meaning that @01 was able to unrt of the national standardization sample.04on CGenerally speaking, when compared with the performance of @05-levelon 7peers, @01's Reading Decoding subtest score is @20.@P@Pof @05-levelon B. Reading Comprehension@P@Pg subtest score is @20.@P@Pof @05-ldard deviation Cis 15. @01's performance yielded a percentile rank of @19, meaningon Athat @01 was able to understand and correctly pronounce a list ofngon Cwords in isolation as well as or better than @19 percent of the @04on Awho took the test as paDING @P@Pgnosis and interpretation.scores should be nt A. Reading Decoding@P@PPgnosis and interpretation.scores should be nt >On the Reading Decoding subtest, @01 obtained a standard scored be nt Eof @18, where the mean for the test is 100 and the stanccount the significant both the Mathematics Cote was significantly better than @13 performance on d =both the Mathematics Composite and the Spelling subtest. In ce on d =addition, @01's performance on the Mathematics Composite was ce on d Bsignificantly better than @13 performance on the Spellisignificantly better , -than @13 performance on the Spelling subtest.s significantly better , E{6}Comparison of @01's Mathematics Composite, Reading Composite, and ?Spelling standard scores indicates that @13 performance on the , and CReading Composig standard scores indicates that @13 performance on the , and gDMathematics Composite was significantly better than @13 performance gFon both the Reading Composite and the Spelling subtest. In addition, D@01's performance on the Reading Composite was n @01's Mathematics Composite gDand Reading Composite standard scores, indicating a relatively even gboth the Mathematics Composite and the Reading Composite. No on nd gEsignificant difference was found betweed between @01's Mathematics Composite gCand Spelling subtest standard scores, indicating a relatively even e gSpelling standard scores indicates that @13 performance on thee, and ASpelling subtest was significantly better than @13 performance onand Cthe Reading Comhematics Composite. In contrast, no significant difference d Dwas found between @01's performance on the Reading Composite and the @Spelling subtest, or between @13 performance on the Mathematics the $Composite and the Reading Composite.formance onerformance on the Mathematics D{F}Comparison of @01's Mathematics Composite, Reading Composite, and >Spelling standard scores indicates that @13 performance on thee, and ASpelling subtest was significantly better than @13 performance onand Cthe MatBthe Spelling subtest. In contrast, no significant difference was de Afound between @01's performance on the Reading Composite and the de DMathematics Composite, or between @13 performance on the Mathematics #Composite and the Spelling subtest.13 ppelling subtest.'s performance on the C{E}Comparison of 01's Mathematics Composite, Reading Composite, ande >Spelling standard scores indicates that @13 performance on the, ande BReading Composite was significantly better than @13 performance onde , and 9Mathematics Composite and the Spelling subtest were both n the , and Csignificantly better than @13 performance on the Reading Composite.d ENo significant difference was found between @01's performance on the /Mathematics Composite and the Swas found between @01's performance on they d +Reading Composite and the Spelling subtest.1's performance on they d E{D}Comparison of @01's Mathematics Composite, Reading Composite, and ?Spelling standard scores indicates that @13 performance on the omposite, and ?Spelling standard scores indicates that @13 performance on the , and CReading Composite and the Spelling subtest were both significantly d >better than @13 performance on the Mathematics Composite. No ntly d Asignificant difference etter than @13 performance on the Spelling subtest.nd DNo significant difference was found between @01's performance on the 0Reading Composite and the Mathematics Composite.s performance on the E{C}Comparison of @01's Mathematics Composite, Reading Ce Mathematics on nd D{B}Comparison of @01's Mathematics Composite, Reading Composite, and ?Spelling standard scores indicates that @13 performance on the , and :Reading Composite and the Mathematics Composite were both the , and Bsignificantly be Mathematics Composite and the Reading Composite. In on nd 9addition, @01's performance on the Reading Composite was In on nd =significantly better than @13 performance on the Mathematics on nd
Composite.tly better than @13 performance on thematics Composite.ignificantly E{A}Comparison of @01's Mathematics Composite, Reading Composite, and ?Spelling standard scores indicates that @13 performance on the , and BSpelling subtest was significantly better than @13 performance on nd >both thCReading Composite was significantly better than @13 performance on d =both the Mathematics Composite and the Spelling subtest. In ce on d Faddition, @01's performance on the Spelling subtest was significantly 9better than @13 performance on the Mathng subtest was significantly better n, .than @13 performance on the Reading Composite.significantly better n, E{9}Comparison of @01's Mathematics Composite, Reading Composite, and ?Spelling standard scores indicates that @13 performance on the , and posite. In contrast, no significant difference was d Afound between @01's performance on the Reading Composite and the s d DMathematics Composite, or between @13 performance on the Mathematics #Composite and the Spelling subtest.13 performance on the Mathematics D{H}Comparison of @01's Mathematics Composite, Reading Composite, and ?Spelling standard scores indicates that @13 performance on the , and CMathematics Composite was significantly better than @13 performanced Eon the Reading Compositors. (15)
{..}
8. Given ___ basic measurement facts (e.g., objects in a dozen,
minutes in an hour, inches in a foot, etc.), the student will
state the equivalent measure with no more than ___ errors. (16)
{MA02}
Reading Tables and Graphs
{..}
1.to form equivalent sets. (7)
{..}
6. Given ___ sets of numbers, the student will order the numbers
within each set with no more than ___ errors. (11)
{..}
7. Given ___ geometric shapes, the student will name the shapes with
no more than ___ err (3)
{..}
4. Given ___ numbers, the student will state the numbers immediately
preceding and following each number with no more than ___ errors.
(6)
{..}
5. Given two sets of objects, the student will place them in one-to-
one correspondence rs. (1, 5)
{..}
2. When shown ___ numerals, one at a time, the student will read them
with no more than ___ errors. (2)
{..}
3. Given ___ objects in a row, the student will name the ordinal
position of the objects with no more than ___ errors. {MA01}
Elementary Number Concepts
{..}
1. Given ___ pictures of sets of objects and numbers, the student
will demonstrate an understanding of the one-to-one correspondence
between the pictures and numbers of each set with no more than
___ erroperformance ons{0}@P@P reading subtests.eration of @01's inconsistent performance ons@99@P@P reading subtests.eration of @01's inconsistent performance onsthe two mathematics subtests. @01's inconsistentnceredsE{3}Remember, however, that global skills comparisons must be temperedsEby a more in-depth consideration of @01's inconsistent performance onsthe two reading subtests.eration of @01's inconsistent sistent performancereds(on the mathematics and reading subtests.s inconsistent performancereds<{2}Remember, however, that global skills comparisons must bermancereds?tempered by a more in-depth consideration of @01's inconsistentncereds,performance on te and the Spelling subtest.rformance on the Mathematics e was
@99@P@P@33and the Spelling subtest.rformance on the Mathematics e wasE{1}Remember, however, that global skills comparisons must be temperedsBby a more in-depth consideration of @01's incon, no significant difference wasAfound between @01's performance on the Reading Composite and the e was@Spelling subtest, or between @13 performance on the Mathematics e was#Composite and the Spelling subtest.rformance on the Mathematics e was{K}posiD{J}Comparison of @01's Mathematics Composite, Reading Composite, ands >Spelling standard scores indicates that @13 performance on thee, ands BReading Composite was significantly better than @13 performance onnds Fthe Mathematics Composite. In contrastntrast, no significant difference wass Afound between @01's performance on the Reading Composite and the wass AMathematics Composite, or between @13 performance on the Reading wass #Composite and the Spelling subtest.13 performance on the Reading wass d thes D{I}Comparison of @01's Mathematics Composite, Reading Composite, ands >Spelling standard scores indicates that @13 performance on thee, ands CMathematics Composite was significantly better than @13 performanceds Don the Spelling subtest. In coe. In contrast, no significant difference was Dfound between @01's performance on the Mathematics Composite and thes