The Verbal Comprehension Index Measures The Ee107’S Ability

Addison read a narrative and an expository passage at Level P, “Plenty of Pets” a narrative passage and then an expository passage, “Animal Instincts”. Addison read both passages with 96% and 99% accuracy respectively. She scored satisfactory on both passages. When reading Level Q, she read a nonfiction passage, “Not Too Cold for a Polar Bear” with 97% accuracy and excellent comprehension. At Level R, she read with 95% accuracy and satisfactory for comprehension, although it is deliberate and arduous. However, when Addison read a narrative and expository text Level S, “Could Be Worse” and “Amazing Animal Adaptations”, reading both passages below 95% accuracy. When considering a fluency score, Addison primarily reads in three and four word groups, however it is not smooth and lacks expression with a slow rate most of the time. Aimweb progress monitoring data were considered to determine Addison’s correct word per minutes. According to the data, Addison’s word recognition skills significantly impacts her ability to read fluently, thus causing frustration. She is currently being progressed monitored at a third grade level, indicating she falls near the thirty third percentile when compared to third grade students nationally, reading a median of 109 correct words per minute.

Verbal score: represented scores on subtests of vocabulary, comprehension, knowledge of general information and other verbal tasks

A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial for students who are not yet proficient in the English language or struggle with language. Administering the Nonverbal Index allows the administrator to gain a better understanding of the child’s abilities because their language issues are not working against them with this test. Also, this assessment has two theories of intelligence that can be tested: the Luria neurological processing theory and Cattell-Horn-Carroll (CHC) theory of intelligence. With the Luria Model, you will obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous Processing, and Planning Ability. With the Cattell-Horn-Carroll model, you will obtain the Fluid-Crystallized Index with the areas of long-term storage and retrieval, short-term memory, visual processing, fluid reasoning, and crystallized ability. This assessment is also more child-friendly because of the visuals throughout the test. A weakness of this assessment is the administrator will not be able to obtain a score for auditory processing and processing speed with this assessment, requiring the administrator to utilize another intelligence assessment. This assessment has two intelligence theories options to choose from: the Luria

The Visual Spatial Index measures EE104’s ability perceive, understand, and mentally manipulate shapes, diagrams, and visual arrays. It is composed of the Block Design and Visual Puzzles subtests. On the Visual Puzzle subtest, EE104 was asked to identify three pieces that would fit together to make up a given puzzle shape; EE104 followed the directions

The participants will be given The Working Memory Test Battery for Children (WMTB-C) devised by Gathercole and Pickering (2001). This test consists of four tasks which include

Lina’s overall level of intelligent functioning on the WISC-IV was in the Very Superior range (Full Scale IQ=13; 98th percentile). There were no significant differences between the indices, the FSIQ is considered an accurate estimate of her current function. Lina exhibited Very Superior performance on tasks of verbal comprehension (VCI percentile = 99) and working memory (WMI percentile = 98), fluid reasoning (FRI percentile = 88) and Visual spatial (VSI percentile = 82) fell in the High Average range of functioning. However, the patient lowest score pertained to the Processing Speed (PSI percentile = 77), fell in the high average range which did not lowered her overall score.

The WISC-IV is a test of cognitive abilities that measures four global areas and combines them to provide a full-scale intelligence quotient. The four areas include Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The Full Scale IQ (FSIQ) is derived from a combination of ten subtest scores and is considered the most representative estimate of global intellectual functioning. The results of the current test conducted on Leo Marcelynas indicate that his Full Scale IQ (FSIQ) is 101. It can be stated with 95% confidence that Leo’s FSIQ falls between 96-106, indicating that he is functioning in the Normative Average Range of intellectual ability. Given the consistency among his scores on Verbal

The Queendom Verbal IQ Test comprised of 70 items which includes items on analogies, idioms and expressions, vocabulary and reading comprehensions, with the objective assessing verbal abilities. With a sample size of approximately 120,000 (M = 100, SD = 15), the reliability as internal consistency

TEST RESULTS: Ms. Glass' performance on the Verbal Scale of the WASI places her at the 73rd percentile in the Average Range of Intellect.

Results of this assessment should not be the only indicators of Mayra’s cognitive abilities. A comprehensive and accurate assessment would need to include other assessments interpreted in conjunction with the DAS-II results in order to provide a more comprehensive picture of her skills. Also, this assessment does not take into account Mayra’s current and past environmental influences, motivation, and other personality characteristics that may influence her cognitive abilities. The following results should be considered with extreme caution as the assessment was administered by an assessor-in-training. Procedural mistakes were made during the administration, which affect the ability to interpret the score

While Heather’s oral language is appropriate when she is engaged in a conversation and when she’s listening to a text being read to her, her understanding of what she reads is affected by her inability to analyze words. Hence, this is the reason why she would have difficulties with the component “reading ability for word problems”. For example, if she

For reading comprehension, measures indicated a statistically significant difference (t (16) = -3.646, p<.05) and an effect size correlation of r =.67. Fluency measures also showed a significant difference (t (16) = -4.440, p<.05) and an effect size correlation of r =.74. The Composite score combining reading comprehension

Working memory refers to one’s ability to complete immediate tasks through the use of short-term memory and precision to make actively conscious choices. This is especially important in one’s organizational ability, reasoning, and decision-making. Unfortunately, working memory is yet another function of your brain that only gets weaker as you age into your midlife years. If you’ve ever placed a soup can in the wrong cabinet drawer, or put on non-matching socks or shoes, then you know exactly what it feels like.

Richard’s performance in reading and mathematics measures his capability is multiple areas across each domain. When reading Richard has an understanding of the association of letter to sound when reading. He was able to associate letters with their proper sound with both vowel and consonants. The Dolch word list and WJ subtest 1 measured word identification, Richard decoded words and blended the sounds to read the entire word. He was able to automatically identify letters with one of two syllables with minimal hesitation. When reading DIEBELS and words in the Dolch word list, Richard was able to identify high frequency words in isolation and when reading the words within the passage. Measuring Richard’s comprehension, Richard was capable

Kurtis’ overall achievement in reading and written expression fell within the average range with slightly low average scores in reading fluency and oral reading when compared to his same aged peers. Kurtis struggled with word attack skills and had difficulty with sounding out of words. Kurtis could identify beginning sounds, but when he was asked to read nonsense words he struggled with short vowel sounds and correct pronunciation. However, Kurtis’ Letter-Word Identification and Passage Comprehension were within the average range. When he read sentences orally he mispronounced words, and did not slow down to correct his errors even when they did not make sense. On the reading fluency subtest, he was required to read a short sentence and