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Abstract

Interest in individually administered achievement tests has increased dramatically since the introduction of PL 94–142 [Education for All Handicapped Children Act, 1975, now entitled the Individuals with Disabilities Education Act (IDEA)]. A major reason for this increase is that these tests are a critical component in the diagnosis of learning disabilities (LDs) (Chapter 6). The testing instruments that will be described differ from group tests such as the Iowa Tests of Basic Skills1 or the Stanford Achievement Test.2 These latter tests are administered at specified times over the course of a child’s school career.

Keywords

Academic Achievement Reading Comprehension Achievement Test Grade Rating Stanford Achievement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1994

Authors and Affiliations

  • Glen P. Aylward
    • 1
  1. 1.Southern Illinois University School of MedicineSpringfieldUSA

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