THE DYSLEXIA SCREENING
TEST
Junior
(6years 6months to 11years 5months)
Introduction
The revised Dyslexia Screening Test now covers primary and
secondary school-aged
children
in two separate assessments. The division of the DST into two tests, DST -
Junior and
DST -
Secondary, include extra subtests which are particularly relevant to the age
group.
The
DST-J provides a profile of strengths and weaknesses which can be used to guide
the
development
of in-school support for the child.
New theoretical developments in dyslexia research suggest that it should
be possible to identify
both slow learners and potential dyslexic children at the age of 5 or 6
years, in time for greater
reading support. The DST-J is designed for early identification of
children who are at risk of
reading failure so that they can be given extra support at school.
What is dyslexia??
It
can be defined as difficulty in learning, reading, or interpreting words,
letter, other
symbols
but that do not affect intelligence. The dyslexia screening test is designed for early
identification of children who are at risk of
reading failure so that they can be given extra support
at school.
Basic
description
Author Angela
Fawcett and R. Nicolson
Purpose designed
to identify children who are at risk of dyslexia (reading, writing, symbol
search problems)
Age range
children (6 years 6months to 11 years 5months)
Administration Individual
Administration Time
30 minutes
Scoring time 20-30
minutes
Measure format different
Report
children
Education level 3rd
grade
Material needed Paper
pencil, stop watch, cassette tape player, container for beads
Material notes response
sheet, manual
Method Objective,
subjective
Development
Typically
used with children age 6years to 11 years. This scale is used to measure those
children
which are at risk of dyslexia (learning, reading symbol search difficulty). It
was
developed
by the Angela Fawcett and R. Nicolson. They first gave the concept of dyslexia
screening
test which has two version dyslexia early screening test 2nd
edition, dyslexia screening
test
secondary.
Subscales
·
Rapid Naming
·
Bead Threading
·
One Minute Reading
·
Postural Stability
·
Phonemic Segmentation
·
Rhyme (NEW)
·
Two Minute Spelling
·
Backwards Digit Span
·
Nonsense Passage Reading
·
One Minute Writing
·
Verbal Fluency
·
Semantic fluency (animal)
·
Vocabulary NEW
History
·
In 1968 the long-standing
definition of dyslexia was stated by the world federation of neurology. “a
disorder in children who, despite conventional classroom experience, fail to attain
language skill of reading, writing and spelling commensurate with their intellectual
abilities” the essence of traditional method of diagnosis dyslexia is to assess
the child, s IQ; to assess his/her reading abilities and to consider whether
there is a significant discrepancy between the reading performance and that
expected on the basic of IQ. Because IQ testing is a lengthy and skilled
procedure, restricted to suitably qualified psychologist, traditional diagnosis
of dyslexia researchers to develop a simple screening test which could be
administered in the child, s school, and give a simple at-risk assessment, with
the Bangor Dyslexia test (Miles, 1982) providing an important demonstrated that
it could be done.
·
Since the
publication of the Bangor test there have been developments in theoretical
understanding of the underlying nature of dyslexia which suggest a number of
further valuable positive indicators for dyslexia.
·
There have also
been substantial changes in the British educational system, both in the development
of formal procedure for assessing whether children have special educational
needs and also in the acknowledgement by many examination boards that some
children with special needs should be allowed the concession of extra time in
examination. The dyslexia screening test was developed with these needs in mind
·
In 1996 research
shown that earlier children with potential reading difficulties can be Identify
the easier it is to overcome the reading problems. The new theories explained
that it should be possible to identify both slow learner and potential dyslexic
children at the age of 5 or 6 years, in time for greater reading support.
·
United Kingdom
(UK) educational policy and provision since the initial publication of DST It, s
sister test, the dyslexia early standardized screening and school aged tests
available, although other countries are developed their own version of these
tests.
·
Disability
discrimination Act 1995 part4 code of practice for schools, September 2002To
make un-lawful for school to claim lack of knowledge of a disability, if a
child difficult underachievement might indicate an underlying difficulty which
has not yet been identified. This place a legal requirement on school to
identify children who may have problems as early as possible.
·
From January 2002
onward, early identification has also been advocated for pre-school Screening test
(Fawcett, Nicolson and Lee, 2001)
Goals
·
The dyslexia
screening test is designed for
early identification of children who are at risk of reading failure so that
they can be given extra support at school.
·
The
revised Dyslexia Screening Test now covers primary and secondary school-aged
children in two separate assessments.
·
The
division of the DST into two tests, DST - Junior and DST - Secondary, include
extra subtests which are particularly relevant to the age group.
·
The
DST-J provides a profile of strengths and weaknesses which can be used to guide
the development
of in-school support for the child.
·
It is a screening
instrument which is used to measure the dyslexia in children.
·
It, s age range is
suitable for children and younger
·
It identify
deficits, and so we have added some validation studies
·
The instruction
resolve any inconsistencies which we and other had noted
Used
by
School
professionals
It
is intended for use by school professionals (teachers, special needs, coordinators
or health visitor) rather than educational psychologists or clinical
psychologist. It forms a valuable first step in deciding whether to request further
full assessment by educational psychologists it provides a profile of strengths
and weakness which can be used to guide the development of in-school support
for the child, and it can form the basis for important record of the child, s
development.
User
Qualification
The
dyslexia screening test is a standardized assessment instrument. As such, is
administered and interpretation require proper training and experience in test
theory and development, and in individual and group assessment procedures. Because
required training, qualification and titles of person who may use the DST vary
among states and school districts. It is difficult to precisely identify who
should and should not use the test. However, a variety of persons in the
helping professions including psychologist, school psychologist, counselor,
diagnosis, behavioral specialist, special education personal, learning
specialist, speech and language specialist, rehabilitation professionals,
physicians and social workers who have the appropriate background and follow
the training program provided in the manual or a similar training procedure
should be able to administer score and interpret the DST test appropriately.
Uses of dyslexia screening test
·
The
DST
is intended to be used as a screening test to identify those individuals for
whom additional evaluation is warranted.
·
Professionals
As a first round screening test the DST test can be used by professionals who
wish to identify children and adolescence who may have reading, writing
problems
·
School
professionals may wish to use the DST test to identify
those who should be seen individually or in group counseling setting
·
School
psychologist and evaluation specialist can use this
test as a portion of the regular psycho educational assessment battery for
children
·
Other
professionals may use this test as a general screening
during an initial interview or initial family assessment for children
Development
and standardization
Typically
used with children age 6years to 11 years. This scale is used to measure those
children which are at risk of dyslexia (learning, reading symbol search
difficulty). It was developed by the Angela Fawcett and R. Nicolson. They first
gave the concept of dyslexia screening test which has two version dyslexia
early screening test 2nd edition, dyslexia screening test secondary.
The
revised Dyslexia Screening Test now covers primary and secondary school-aged children
in two separate assessments. The division of the DST into two tests, DST -
Junior and DST - Secondary, include extra subtests which are particularly
relevant to the age group. The DST-J provides a profile of strengths and
weaknesses which can be used to guide the development of in-school support for
the child. New theoretical developments
in dyslexia research suggest that it should be possible to identify both slow
learners and potential dyslexic children at the age of 5 or 6 years, in time
for greater reading support. The DST-J is designed for early identification of children
who are at risk of reading failure so that they can be given extra support at
school.
Development
of Standardized Version
Creating
a second edition of DST had allowed us to evaluate the strengths and weakness
of the original DST. Much to our satisfaction the DST seemed to be very
effective in identifying difficulties, particularly if a category of “mild
risk” is introduced however there were concerns that some of the tests in the
DST ramped up little too quickly so that they were less useful than they might
have been in identifying problems at the lower end. We are grateful to the
teachers who have drawn our attention to this and had indeed noted ourselves
that easier version of these tests would be useful.
Standardization
of Scoring System
Training
of scores for DST standardization collection was carefully conducted to assess
the quality of the obtained norms. Approximately 20 raters particularly in the
scoring of the subscales rendered by the individual in the standardized sample.
The raters attended a fully day individual training session and were required
to pass a competency test prior to scoring actual data. To participate in
scoring of the normative data raters were required to have a minimum accuracy
of 90% correct and reconcile any inconsistencies in their scores.
Standardization of Sample
The
boy girl (children) used to standardized the DST were the same ones used to
standardized the Dyslexia screening test. A quantitative scoring system
(naglier 1988). These were obtained in the fall of 1995 using sample of 1000 children’s
ages 6 to 11 years during the same individual testing session in which the
dyslexia screening test short form was administered for standardization.
Reliability
It
is common to distinguish between test-retest reliability and within test
reliability. The former is assessed by administering the test to a set of
children on two separate occasions, and seeing the extent to which a child, s
score on test day 1 correlate with his score on test day2. The within test
reliability is often assessed by comparing the first half with the second half
or by comparing odd items with even items. Because each test is designed to be short
and graded in term of difficulty with easier questions initially, there is no
rationale for assessing split half reliability in most tests. Only test-retest
reliability is assessed.
Test
re-test reliability
This
was assessed by administering the test on separate occasion around a week apart
to group of children aged from 6:5 to 12 years. In all 34 children
participated. The correlation was good and reliability was excellent.
Inter-form
reliability
The
only test with different versions is the one-minute reading test, in which form
a and form be are available. A study with twenty-two children was undertaken in
which both form was administered one week apart. The test re-test correlation
in this study was 0.959.
Inter-rater
agreement
Most
of the subtests are fully objective and there is therefore little or no
possibility of differences in interpretation between testers. The postural
stability rating requires some judgment. Therefore inter-rater reliability was
0.98.
Test
inter- correlation
It,
s inter-correlation was also very good which mean it is very useful for
children.
Validity
Reading
writing and spelling are the three criteria tests for dyslexia, and poor
performance on at least one of these is a prerequisite for a diagnosis of
dyslexia, all of the other tests are derived from test on which it is
established that dyslexia children have problem consequently, each of the test
has face validity as an index of dyslexia.
Construct
validity
Construct
validity was assessed by administering the DST first addition to be a panel of 17
dyslexic children previously diagnosed as dyslexic. The results are good.
ADMINISTRATION AND SCORING
Test 1. Rapid naming
About the test:
According to Wolf’s Double Deficits
hypothesis, there is an evidence that a child likely to have reading
difficulties are slower at naming familiar pictures. This is tested here by
getting them to name a series of an outline pictures on a card.
Procedure:
Turn card 1 quickly go through the names of
each pictures in the top half, pointing to each in turn, and saying its name to
the child.
Their names are
Hand boat bird tree bed, mouse cup cat fish bus, frog book leaf girl
dog, cake table horse ball hat.
Practice:
say
“now can you say the names of these pictures? Start here.”
Show the child the order in which to name the pictures by pointing to
the first picture and moving your finger along the lines from left to right,
until you reach the last picture in the top half. If they make a mistake or
hesitate foe a few seconds, tell them the right name.
Main test:
When the child has finished the practice, say:
Now I want you to try to say the names of all the pictures on this
card as fast as you can. Use your finger to help you to keep in place. Start
when I say go…
Procedure:
Start the stop watch when the child start naming and stop when the
child finishes the whole sheet.
If the child loose the place, correct him/her by pointing to the
correct picture.do not stop the stop watch. If the child loose his place 3
times or more, start the test again, and this time pace a piece of paper or
card under the first line of the pictures, move it down a line when the child
starts to name the last picture on a line.
Scoring procedure:
Note any naming mistake if the child makes a plausible error (e.g.
saying doll for girl, or rat for mouse) or if child self-correct, do not scores
it as a mistake gave the child a point.
Discontinuous rule
Do not discontinue, if a child gets stuck on a word, say it for them
after 5 seconds, and count that word as an error.
Scores
Add 5 seconds to the time taken for each mistake made. Add an
additional 10 seconds to the time if it has been necessary to use a lose place
card. Record the time (in seconds), the number of mistakes and use of cards on
the response sheet.
TEST 2. BEAD THREADING
about the test:
Dyslexic children often show a mild degree of clumsiness. This test
assesses hand- eye coordination and manipulative skills.
Procedure:
Place a basket with the 15
round wooden beads on a table in front of the child, and hand them the cord.
The beads and cord are included in the pack.
Say
“Now we want to see how fast you can thread these beads onto the
string. You hold the thread in the hand you write with, and push it through a
bead like this, then let it drop down to the bottom, like this”
Practice test
Let the child thread two beads. Make sure that the child is standing
up and that the string is hanging vertically, so that the beads drop straight
down the string. There should be now 3 beads on the sortring.
Main
test
Now the examiner asks the child
To do as fast as you can
Procedure of main test
Start the stop watch when the child touches the first bead and stop
the child after 30 second.
If the child drops a bead tell him/her not to pick it up but to take
another one.
Scoring
- Count the number he had thread
- Subtract 1 from scores if the child
dropped the string more than 1 time.
Note
Most children find this the easier way to do
the task. We have decided to specify to do the task here to make it less likely
that children hands will change after a couple of beads. If the child does
change hands, just keep timing.
Test no 3.
1 MIN READING TEST
About the test
This test is different from other English test
of single word reading, because it demands that the child produces a speeded as
well as an accurate performance. Even successful dyslexia children and adults
have greater problem reading under time constraints.
Procedure
- The child is asked to read aloud the page
with individual words.
Practice
The child is asked to read the word aloud from the practice form and
asked him to do it as fast as he a without making any mistakes
Tell the child if he stuck in one word say pass and goes to next one.
Main test
- Select form A or B (A and B are form with
equal difficulty level and consist 4 columns of 30 words)
- Now note the form no on the response
sheet which form you are going to use.
Instruction for the child
The child is asked to do the same as he done in practice he should
have to start on the top of the column and move downward and perform the same
procedure for each next 3 columns. I want you to read as much as you can in one
minute without making any mistakes. If you stuck on one word say pass and move
on the next one.
Scoring
- Start the stop watch
when the child says the first word.
- Note the time taken by
the child in the 1 min criteria and stop the test after the 1 min.
- Encourage the child to
say pass because it became hard if the child omits any word.
- Enter E on score sheet
for each error and P for each Pass.
- Note the last word
completed when the child reaches the 1 min criteria.
- If the child completes
the list with in one second note the time taken by the child.
Discontinuous instruction
- Discontinuous the test after 5
consecutive errors.
- If the child pass for 5 consecutive items
in the 1 min criteria ask the child to demonstrate next five if the child
cannot read next five words discontinuous the test giving credit for any
of the next 5 words read correctly.
Score
1 for each word correctly (we can get it by subtracting the error and
passes from the total attempt by the child)
Bonus point rule
I point per under 60(gave 1 point for each second less the 60)
Example
If a child finished in 57 seconds gave the child 3 point as bonus.
Test no 4.
POSTURAL STABILITY
about the test:
Dyslexia children also have problems in motor
skills like balancing and control of eye movements. This test is based on
clinical procedure for establishing cerebellar abnormalities. this test has
been shown to be one of the best predictor of resistance to remediation and is
typically found in dyslexia children rather than slow learner.
PROCEDURE
- Arms by slide
- Find the balance tester. It is a device
with a collar that slides on the internal shaft, it also has a pommel on
one side and on the other side it has a shaft.
- Now ask the child to stand up straight
- If the child does not stand straight ask
him to remove his/shoes.
- Now
place the pommel against the child back ad after a few seconds without
warning push gently the collar on the balancer toward the pommel until it
reaches the pommel.
- Note the degree of sway(influence)
- Wait for 5 seconds then do another push.
- ARMS IN FRONT
- Now ask the child to put her arm straight
position like a sleep walker and try to stay still as much as you can.
- Now place the pommel against the child
back ad after a few seconds without warning push gently the collar on the
balancer toward the pommel until it reaches the pommel.
- Get the child back in position
- Then after 5 seconds do it again
- Note the degree of influence
SCORING
0 rock solid
1 slightly sway
2 rise up on toes
3 small steps forward
4-mark step forward
5 two controlled steps forward
6 several steps or marked loss of balance
Test no 5.
Phonematic Segmentation
About the test
There is a solid evidence that the dyslexia
children have difficulty to detect rhythm.
And this is the one of the reason that they have problem in reading.
Procedure
In this test the examiner speaks the words, ad ask the child to
segment them by detecting a syllable or a consonant.
Practice
Says
Now I want you to think how word are made of different sounds like
eyelid. Eyelid made up of 2 parts eye and lid
Now
You can break words inti sounds. Can you say panda without da.
- Go through the 3 practice items. Gave the
correct answer if the child response wrong.
Main test
- Do not discourage the child if he
response wrong.
- Gave the child general encouragement.
- Tick right or wrong on the response
sheet.
Discontinuous rule
- Stop the child after first 4 wrong
- Otherwise stop after 3 consecutive error.
Scores
The total no of
correct items
Test 5B.
Rhyme
About the test
This test is used to measure phonological
ability for the children those unable to cope with the segmentation test.
Because rhyme is an important skill to read. If a child can do the rhyme test
at the age of 5 he is not dyslexic.
The result of this test is not added in when calculating the composite
scores, the ARQ.
Procedure
Now we are going to talk about rhymes. words rhyme if they have the
same sound at the end. So, boat, moat and coat rhyme. Can you give me a word
rhyme with cat?
If the child does not answer right tell him bat or rat.
Practice test
- In practice the child is asked is too
tell if the two words rhyme or not
- Speak each pair of word with a distance
of half a second between them.
- The child should have to say yes or no
after each practice pair has been spoken.
- In the four-practice trail make sure that
the child has the right idea. If they have got it wrong gave him next 2
words.
Note
Do not teach the child
Main test
- Do not say whether the response was right
or wrong but note right/wrong on the response sheet.
- Repeat the word if the child asks to
repeat
- Do not teach the child
Scoring
The total no of right responses
Test no 6.
Two-minute spelling
About the test:
Dyslexia children have very poor spelling,
which are usually worse than their reading. This test not only check the speed
but also the accuracy of spelling.
The procedure is change for
Ages
6 years 5 month
9 years 4 months
9 years 5 months plus
PROCEDURE
- Make sure that the child has a pencil and
paper to write on
- Told the child that you are going to take
a simple test to check his spelling and he should have to write as fast as
he can.
- Note the time taken by the child to do
the test
- Stop the child after 2 min
Discontinuous rule
- Discontinuous before 2 min if the child
made 5 consecutive error
- Discontinuous if the child is distressed.
Managing rule
If the child of age is 9:5+ and he the two of the first lines wrong
move back to the first line of the of the 6:5-9:4 years test.
In the case, when the 6:5-9:4 years section has been completed, move
onto the 9:5+ section, to the next word in the first line when the child has
not yet read.
Scoring
·
1 point per correct scoring
·
Enter the correct number and the number of error onto the score sheet,
together with the hand used left or right and your assessment of the
handwriting quality
(good,
average, poor). If using 9:5+, don’t forget to add 8 to the score for the
younger age spelling.
Test 7.
Backward digital Span
About the test
Digital
span is a maximum number of digitals the child can remember in the right
order.it is a common component of IQ tests and modestly associated with
dyslexia. Backward digital span is more sensitive to dyslexia then forward
digital span.
Procedure
·
Put the backward digital span tape in the tape recorder and make sure
it is fully rewound.
·
on the tape digits are spoken at one per second with a beep before and
after.
·
The child should wait for the final beep before starting to say the
digits. They must say them in reverse order.
Practice
·
Play the tape and pause after the word plus the final beep. The child
then says them back.
·
In the practice test make sure that the child has the right idea of
the test
·
If it is necessary use 2 more words from the list.
Main test
·
The procedure same as that of practice
·
The examiner has no right to tell right or wrong to the child only
write wright and wrong on the response sheet.
·
You must have to pause the tape at the end of each list give the child
sufficient time to response.
Discontinuous rule
- Stop the tape when the child gets 2 list wrong at any length (so
if they first right and but the 2 wrong at 4 digits, you would have to do
both at the 5 digits).
SCORES
- Total no of correct items in the test.
- The whole list must be correct to score one mark, so no score is given
for a list if the digits are in the wrong order.
TEST 8
NON-SENSIBLE PASSAGE WRITING
About the test
One of the task most sensitive to dyslexia is
that of reading words that the reader has never seen before. This is most
sensible test by creating more nonsensible passages like the jabberwocky and Lewis
Carroll (1872), in which some of the words are invented.
Age range
10:6 to 11:5
Procedure
Ask the child to read the non-sensible passage
aloud and do not ask him to make sense of it
Practice
- Gave the child practice card and ask him to read it aloud.
- Encourage the child to have a go at each word but let them say
pass if they cannot attempt it.
- In practice tell them what is mistake and give them the right
answer.
Main test
- Gave the child card according to their appropriate age
- Start the stop watch as the child starts reading, and stop when
he/she reaches the end or has taken 3 min.
- Allow the pass but discourage every try to miss the nonsensible
words
- Note the errors and passes on the score sheet.
- Record the time taken
Discontinuous rule
- discontinuous after 5 consecutive errors
- time reach 3 min
Scoring
1 for each real word correctly read
2 for each of the 10-nonsensible word read
correctly
1 if the child moves closely to the word
Bonus points
if the time is less than 1 min add 1 extra
point for every 2 second less than the min e.g. add 5 points for 50 sec means
he come back 10 seconds.
Penalty
- if time taken above 1min subtract 1 point from the scores
- the maximum penalty should not reduce the scores more than the
half
TEST NO 9
ONE MIN WRITING
About the test
one of the main problem of dyslexia children
is their slow speed in writing, this means they have difficulty in completing
their work on time.
Procedure
- find the practice writing card (it says can you copy?)
- place it on the paper and ask the child to copy it.
Practice test
- place the card over the paper according to the child age range
and ask the child to copy it
- allow the child to repeat the practice one more if necessary.
Main test
- it is similar to the practice test
- turn over the paper find the passage appropriate to the child age
and ask him to copy it on paper
Scoring
·
stop the child after 60 secs
·
if he/she finish less than 1 min note the time
·
basic scoring: the number of word completed.
·
bonus scores: if the time taken to complete the test is less than 1 min add 1
point for each 2 second.
·
penalty scores:
·
error: if a word is omitted or spelled wrong deduct 1 point for each 2
errors. (so, you have to subtract 2 points for 4 to 5 errors)
·
hand writing:
·
subtract 3 points for poor hand writing
·
subtract 1 if the hand writing
is immature or not join up.
·
2 points if the hand writing is printed in capital
·
3 points if the hand writing is illegal
·
Punctuation: for children age 8:6 and above deduct half point for each item
punctuation omitted.
TEST NO 10
VERBAL FLUENCY
About the test
Many
dyslexia adults have good strength in terms of creativity. unfortunately, these
strengths are difficult to access in a short screening test of this type, and therefore
they are best investigated at a later, assessment stage. This is a test of
verbal fluency and is simply how many words began with S the child can think of
in a minute. Dyslexic children may well score relatively poorly on this task,
but relatively well on the semantic fluency test.
Procedure
the child is asking to tell as many as word as
he can.
Practice
for practice ask the child to tell as many
words as start with(g), make sure the child is doing the task correctly. it is
permissible to use variants on a word-grow, grows, growing, grown etc.
Main test
·
time ….1 min
·
say as much as you can word start with S
·
if the child is very fast you may have to do tick when they are very
fast.
·
do not stop until the time is over
·
score 1 point for each valid word, accept proper name as well
Test 11.
Semantic Fluency
About the test
before
starting this test make sure that the child cannot draw inspiration from the
testing room. Maybe you are testing the child in the library make sure that the
child face is not in the direction of the books.
Procedure
the child is asking to tell a lot of things
resemble to a particular type of thing.
Practice
- tell me as many names as you can of food. you can get one point
for each different word you said in the given time.
- make sure that the child is doing the task correctly.
Main test
- for the main test ask the child to say the names of animals as
many as he/she can in one minute.
- it may be difficult to score if the child is very fluent or fast.
Scoring
score 1 point for each different and valid animal.
accept anything that is alive and not a plant.
TEST NO 12
VOCABULARY TEST
About the test
unlike the
rest of the test vocabulary test is also given in group settings and it can
also be use individual. This test is design to measure receptive vocabulary, in
a multi choice format. Some of the question is used to measure the reasoning
ability in the age group. Receptive vocabulary skills are a good pointer to
recovery when remediation is given, and so including this test gives teachers
additional information to help in their development of an individual education
plan(IEP).
Procedure
- practice test
the practice sheet consists of the picture of
dog, rabbit, cat and a fish. the child is told a word and ask her/him to circle
the picture.
Main test
- main test is same as the practice test
- the examinee should have to say the word twice so the child can
easily understand it. the pause between then is 2 seconds.
- for group test told the child that he/she must not have to copy
form the other child it will spoil the result.
- continue when the child was ready or after maximum 10 seconds
move to the next word.
- continue the same manner until the sheet 1 complete
- the examiner should have to encourage the child and said to
him/her that we are now moving to next picture it is going to become a bit
harder. If you did not know which one you should have to pick then circle
the one which you will think the most related to answer. You can also
change your response in the test.
- allow up to 15 seconds for each of the harder picture if
required.
- after completing page 2 move to page 3
- gave the child same instruction complete the page 3
- 15 seconds are allowed for each picture.
Scoring
1 mark for each correct item
IMPORTANT POINTS
thank the child for cooperation and complete the response sheet.
turn over the response sheet and make sure that you have entered the
child name and date of birth.
enter any comments on test behavior.
interpretation
·
the normed scored sheet allows you to covert each test scores into age
appropriate normed scores (“at risk index”)
·
each score has to be allocated into one of the 5 categories: ---, --,
-, +, and 0.
·
complete the profile graph by using 12 risk indicator it gave us at a
glance the areas of relative strength and weakness.
·
Rhyme scores is not going to add when we are checking ARQ but it
should be added in the software if we want to use software to make result.
·
if we want to further compare the child scores with the age
appropriate settings we can use Percentile table from appendix B.
Table 1
|
Symbol |
Meaning |
|
--- |
Indicates
exceptionally poor performance and strong risk indicator (bottom 4%) |
|
-- |
Well
below average performance (5-11%) |
|
- |
Below
average Performance (12-22%) |
|
0 |
Large
category for mild range performance (23-77%) |
|
+ |
Is
above average (top 22%) |
table no 2
|
ARQ |
Explanation |
|
1.2
or above |
Strangely
at risk |
|
0.9
-1.1 |
Indicate
risk |
|
0.6-0.8 |
Indicate
mild at risk |
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