Tera Tema Tewl Pdf

Individual Test Results School District Name School Name Identifying Information: Student: Date of Birth: Age of Testing: Grade: Classroom Teacher: Special Education Teacher: Tests Given: Test of Early Reading Ability (TERA) Test of Early Mathematic Ability (TEMA) Test of Early Written Language (TEWL_3) Date of Consent: Date of Consent Received: Date of Testing: Date of Report: Examiner:

Background Information: (Student name) is currently a (age)-year-old, (grade) student at (school name). He/She was referred for an academic evaluation as part of the process used in determining continued eligibility for special education and related services. Observations: (Student name) was very friendly and cooperative. He/She appeared to be attentive and took care in responding.

Test Results:

Test of Early Reading Ability (TERA) The Test of Early Reading Ability measures a child’s ability to attribute meaning to printed symbols, her knowledge of the alphabet and its functions, as well as, a child’s understanding of the conventions of print. Subtests

Standard Score

  

5 4 4

Alphabet Conventions Meaning

Reading Quotient:

64

Reading quotient of 90-110 is viewed as average. The reading quotient represents a student’s early reading achievement. It is dependent upon the learning experiences and opportunities provided to him. This quotient is based on the sum of scores measuring the 3 following components of this test: The Attribution of Meaning to Print In simple terms, this means that we bring to reading our knowledge of people, objects and events in the real world. It is this background knowledge that enables us to understand that a label on a box is likely to tell us what is in it, or that a character in a story is driving a car when the author tells us, “Jeff got caught in traffic.” Not only do we have ideas about what exists in the world, but we also have oral language labels for those ideas. Our task in reading is to acquire similar competence with the written form of that language. Knowledge of word meanings, syntax or word order, and general background knowledge all contribute to the construction of meaning. Knowledge of the Alphabet and Functions This includes the recognition of printed letters and words, retrieving that knowledge from memory, understanding that print contains a message, letter/sound correspondence, and the phonemic awareness to put letter and sounds together to make words. Understanding the Conventions of Print During preschool years, knowledge of the conventions of written language develops slowly but steadily. Once a child goes to school its development is accelerated. These skills include basic book handling skills, such as turning pages, book orientation, the knowledge that print conveys meaning, reading from left to right, reading the left page before the right page, etc. Test of Early Mathematic Ability (TEMA) The Test of Early Mathematics Ability was designed to test a child’s knowledge of both informal and formal math skills. From an educational point of view, a child’s knowledge of informal math skills, such as the concept of more, using a mental number line, counting skills and the ability to calculate mentally with concrete objects serve as a foundation upon which a child builds the

formal math skills of reading and writing numbers, calculation of number facts, the concept of place value, use of base ten, and written calculation. Math Ability Score/Quotient: 84 A math quotient of 90-110 is average. Test of Early Written Language (TEWL 3) Children become interested in writing at an early age. They learn that print is used to record things, express thoughts by means of letters, and also to communicate with others. The writing quotient represents a child’s early writing achievement and represents overall writing ability. 

The Basic Writing subtest is a measure of a child’s understanding of language and measures the ability to use the writing tools of language. Some of the skills included are awareness of letter features, organizational structure, and directionality.

Writing Score: 70 Recommendations According to this testing, (student name) scored in the below average range in the area of math and reading. (Student name) scored in the poor range for written language. I believe this testing gives an accurate picture of (Student name)’s learning at this time. We will review all of this testing that was given. Then, as a team, we will make a decision regarding placement. If you have any questions regarding this evaluation, please email me at [email protected]. Thank you for the opportunity to work with (student name).

09/10/2018 Cassondra Grogan Special Education Academic Evaluator

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