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Testing Explained

Tests Available through Anchor Education


Achievement tests


Early Reading Diagnostic Assessment

Provides a comprehensive diagnostic assessment of early reading skills that meet all the requirements of the Reading First Legislation.

Tests –

  • the concept of print
  • Phonemic and phonological awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Multiple meanings
  • Comprehension (listening and reading)


NARA

Gives passage reading accuracy/comprehension – miscue analysis allows to see where mistakes are being made where reading is difficult.


Wide Range Achievement Test

Word reading, sentence comprehension, math computation, spelling.


Wechsler Individual Achievement Test

Word reading, passage comprehension, reading rate, spelling.

It provides the following:

  • Single Word Reading - includes letter identification, phonological awareness, letter-sound awareness, accuracy and automaticity of word recognition
  • Reading Comprehension - stories and sentences include literal, inferential and lexical comprehension, oral reading accuracy and fluency and word recognition in context
  • Reading Speed - for 6 to 16 years 11 months. Words per minute (WPM) can also be recorded for the full age range
  • Reading Rate - this is calculated from the Reading Comprehension subtest. The quartile scores identify the slow and accurate, slow and inaccurate, fast and accurate and fast and inaccurate reader
  • Single Word Spelling - includes letter-sound correspondence for vowels, consonants and consonant blends, regular and irregular words, contradictions and high-frequency homonyms.


Ability Tests


Ravens (primary)

Assesses general cognitive, non-verbal ability.


Diagnostic tests


Working Memory Test Battery for Children

Gives a comparison of strengths of visual, auditory and kinaesthetic working memory and executive function ability.


CTOPP

Shows phonological awareness

The Comprehensive Test of Phonological Processing (CTOPP) assesses phonological awareness, phonological memory and rapid naming. Individuals with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not. The CTOPP was developed to aid in the identification of individuals from nursery through to college who may profit from instructional activities to enhance their phonological skills.


The CTOPP has four principle uses:

  • To identify individuals who are significantly below their peers in important phonological abilities
  • To determine strengths and weaknesses among developed phonological processes
  • To document an individual's progress in phonological processing as a consequence of special intervention programmes
  • To serve as a measurement device in research studies investigating phonological processing.


Indicator tests


BROWN’S AD(H)D Scale

The Brown ADD Scales go beyond measures that address only hyperactivity to assess for less apparent impairments of executive functioning, it looks at

  • Organising, Prioritising and Activating to work
  • Focusing, Sustaining and Shifting Attention to Tasks
  • Regulating Alertness, Sustaining Effort and Processing Speed
  • Managing Frustration and Modulating Emotions
  • Utilising Working Memory and Accessing Recall
  • Monitoring and Self-Regulating Action

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Social Interaction and Social Communication Rating Scales

Will assist in identifying behaviours associated with Autistic Spectrum Disorder in individuals and in estimating the severity of the child's disorder.


Bangor

Gives an indication if dyslexia may be the problem that is causing the child difficulties in reading and spelling.


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