Evaluation of Two Instrumental Procedures for Use with Embedded-Figures Subtest of Purdue Motion-Picture Screening Test

1976 ◽  
Vol 42 (1) ◽  
pp. 133-134 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr
Keyword(s):  
Reading Achievement ◽  
Motion Picture ◽  
Test Scores ◽  
Screening Test ◽  
Achievement Test ◽  
Second Grade ◽  
Embedded Figures ◽  
Total Performance ◽  
Materials Used ◽  
Screening Device

The purpose of this study was to determine if modification of the materials used by young Ss in responding affected their performance on a motion picture screening device. Modification of the modes of measuring responses increased the total performance of 24 kindergarten Ss; however, there appeared to be little relationship with standardized reading achievement test scores for first and second grade Ss. The approaches used appeared applicable with kindergarten Ss.

Motion-Picture Screening Device for the Identification of Perceptual Disabilities

1974 ◽  
Vol 39 (1) ◽  
pp. 347-352 ◽  
Author(s):  
Michael E. Rohr ◽  
Jerry B. Ayers
Keyword(s):  
Motion Picture ◽  
Test Scores ◽  
Screening Test ◽  
Fourth Grade ◽  
Minimal Cost ◽  
Perceptual Development ◽  
Group Situation ◽  
Screening Device

The purpose of this study was to determine the validity of the Purdue Motion Picture Screening Test for the identification of perceptual disabilities in 360 rural Appalachian fourth grade children. Results indicated that test scores are related to achievement, and children scoring in the bottom 5% exhibited deficiencies in perceptual development. The test can be easily administered in a group situation at minimal cost.

scholarly journals Curriculum Biases in Reading Achievement Tests

1978 ◽  
Vol 10 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Darlene Pany
Keyword(s):  
Reading Achievement ◽  
Educational Research ◽  
Curriculum Evaluation ◽  
Achievement Tests ◽  
Achievement Test ◽  
Second Grade ◽  
Single Test ◽  
Test Items ◽  
Grade Levels ◽  
Reading Curricula

The extent and direction of curriculum bias in standardized reading achievement tests are examined. Bias is estimated by comparing the relative overlap in the contents of five separate reading achievement tests with the content of seven commercial reading series at first and second grade levels. Overlap between each achievement test and each reading series is reported in terms of achievement test grade equivalent scores that would be expected given mastery of the words which appear both as content in a reading series and as achievement test items. Results indicate clear discrepancies between the grade equivalent scores obtained both between tests for a single curriculum and on a single test for different reading curricula. The implications of the apparent curriculum bias of achievement tests are discussed as they relate to teacher, child, and curriculum evaluation, to reading replacement, and to applied educational research.

Duration of Stimulus Presentation and Screening for Perceptual Disabilities

1975 ◽  
Vol 40 (1) ◽  
pp. 49-50 ◽  
Author(s):  
Michael E. Rohr ◽  
Jerry B. Ayers
Keyword(s):  
Special Education ◽  
Motion Picture ◽  
Stimulus Presentation ◽  
Fourth Grade ◽  
Presentation Time ◽  
Total Performance ◽  
Screening Device

This study examined the effects of increasing the stimulus-presentation time of a motion picture test for identifying perceptual disabilities in the performance of Ss in regular first and fourth grade classrooms and on a sample of Ss in special education classes who had been identified as having varying degrees of perceptual deficiencies. The length of stimulus presentation increased the total performance of Ss on the motion picture test but did not add to the value of the instrument as a screening device.

Relation of Achievement Test Scores and Specific Reading Abilities to the Frostig Developmental Test of Visual Perception

1966 ◽  
Vol 22 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Arthur V. Olson
Keyword(s):  
Visual Perception ◽  
Predictive Value ◽  
Test Scores ◽  
Visual Memory ◽  
Achievement Test ◽  
Second Grade ◽  
Significant Relationships ◽  
Specific Reading ◽  
Reading Abilities ◽  
Developmental Test

The purpose of this investigation was to determine the predictive value of the Frostig Developmental Test of Visual Perception to general achievement in the second grade and the relationships among Frostig test scores and estimates of specific reading abilities. The Frostig test has some value as a predictor of general achievement in the second grade but does not predict as well as the Hearing Sounds in Words, Visual Memory for Words, reversible words in context, and synthesizing words in context or the Gates Paragraph Reading and Word Recognition Tests. Four subtests of the Frostig test (excepting Form Constancy) showed significant relationships with specific reading abilities.

Scores on Piagetian Area Tasks as Predictors of Achievement in Mathematics over a Four-Year Period

1979 ◽  
Vol 10 (2) ◽  
pp. 120-134
Author(s):  
Thalia Taloumis
Keyword(s):  
Mathematics Achievement ◽  
Middle Class ◽  
Multiple Regression ◽  
Test Scores ◽  
High Frequency ◽  
Achievement Test ◽  
Second Grade ◽  
Achievement Test Scores ◽  
Stanford Achievement Test ◽  
Achievement In Mathematics

The Piagetian area scores of 168 middle-class children assessed in 1971 in first, second, and third grades were used to predict mathematics achievement for each of four succeeding years. Correlation procedures indicated that, with high frequency for each of four succeeding years, conservation and measurement scores predicted teacher marks and Stanford Achievement Test scores for children initially assessed in second grade and Otis-Lennon test scores predicted for children initially assessed in all three grades. Multiple regression with hierarchical inclusion procedures was used with four predictors (two IQ tests and, then, two Piagetian area task scores) for teacher marks and Stanford scores. For children initially assessed in second grade, the incremental contribution of the two Piagetian area scores for predicting mathematics achievement–once the IQ incremental contribution is known–was significant for subtests Stanford concepts and Stanford applications.

Standardized Achievement Tests: How Useful for Special Education?

1978 ◽  
Vol 44 (6) ◽  
pp. 448-453 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Darlene Pany
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Achievement Test ◽  
Second Grade ◽  
Single Test ◽  
Exceptional Children ◽  
Test Items ◽  
Grade Levels ◽  
Standardized Achievement Tests

The extent and direction of curriculum bias in standardized reading achievement tests are examined. Bias was estimated by comparing the relative overlap in the contents of four separate reading achievement tests with the contents of five commercial reading series at first and second grade levels. Overlap between each achievement test and each reading series is reported in terms of achievement test grade equivalent scores that would be expected given mastery of the words that appear both as content in a reading series and as achievement test items. Results indicate clear discrepancies between the grade equivalent scores obtained, both between tests for a single curriculum and on a single test for different reading curricula. The implications of the apparent curriculum bias of achievement tests are discussed as they relate to evaluation of teachers, children, and curricula; to reading placement; and to the identification and classification of exceptional children.

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