Kindergarten Language Screening Test, Second Edition (KLST-2)
Publisher: PRO-ED, Inc.
Published date: 1998
Purpose: The purpose of the Kindergarten Language Screening Test, Second Edition, therefore after referred to as KLST-2, is to aide in the identification of students whom need further evaluation to conclusively determine if the student in question does or does not have deficits in regards to language, which conversely could affect their academic performance.
Materials required: In order to administer the KLST-2 one must first acquire the complete KLST-2 test kit. The KLST-2 test kit includes an examiners manual, 50 profile/examiner record forms, picture book and three picture cards.
Alternate forms: There are no alternate forms of this assessment available.
ADMINISTRATION INFORMATION
Age ranges: The KLST-2 is intended for individuals three (3) years
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Neither standard error of measurement nor confidence intervals were reported.
Reliability: In regards to the KLST-2, test retest was able to provide support for the reliability of the assessment. In four separate tests retest studies, with approximately one to four weeks between each retest the estimate of reliability coefficient was noted as between .83 to .98.
Validity: Criterion-related validity is reported for the KLST-2. Scores yielded from the KLST-2 were compared to scores on three similar, well established assessments measuring language: the Preschool Language Scale-3, the Test of Language Development-Primary, 3rd Edition, and the Clinical Evaluation of Language Fundamentals-Preschool. Despite no coefficients given, it however, should be noted that in regards to all three assessments correlation was found to be either moderate to high positive correlation in regards to the KLST-2. Also notable, is that despite lack of information given, the publisher’s webpage notes that predictive validity is high for this
The bassinet is designed for infants from newborn to six months or until they can lift, pull or push themselves up or 18 pounds.
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
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Klara’s biosocial development is appropriate for her age. Gross motor development, balance, fine motor skills, personal care routines, and personal safety were reviewed in accordance to the DRDP.
Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. http://dx.doi.org/10.2167/beb461.0
In the United States, there has been an increase in in the number of children from Spanish speaking backgrounds. The English Language Learners, commonly known as ELL’s, are being placed in Special Education without being properly tested for a learning disability. However there are a large number of ELL’s with learning disabilities in elementary grades that truly have a learning disability and are over looked. Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s. Teachers also find it difficult, due to lack of training, having ELL’s with learning disabilities in their classrooms. More teachers would find their selves comfortable if they had training in dealing with ELL’s and ELL’s with learning disabilities. This paper discusses the issues and the concerns teachers have in dealing with ELLs and ELLs with disabilities, the challenges of identifying individuals with learning disabilities, and what type of assessments classify English Language Learners as having a learning disability.
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The first assessment can take up to three hours but is charged as a one hour session. The hourly rate is $140.
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