Sample Comprehensive Review Of Academic Records (Page 20 of 20) in pdf

Reference Sheet 10

Determining if a student has a Specific Learning Disability

REMEMBER: Gathering information prior to the referral is essential! Standardized testing can only show so much.

Spanish language cognitive assessments are not always appropriate

o Many students only receive instruction in English

Comparing scores on an English cognitive assessment to students who speak English at home is also not

appropriate

We use the Culture-Language Interpretive Matrix to determine if our cognitive assessments are valid measures of

their cognitive ability or if the scores are just measuring their language skills and knowledge of US culture.

Degree of cultural loading

Degree of linguistic demand

These subtests require more knowledge/experience with U.S. culture

These subtests require more language skills

Tests can be grouped according to their level of cultural loading and linguistic demand. Typically, scores of English

Language Learners gradually decrease in value as the linguistic demand and cultural loading increase (from the top-left

to the bottom-right of this chart).

Degree of Linguistic Demand

LOW

MEDIUM

HIGH

Fluid Reasoning A

Short-term Memory A

Short-term Memory C

Fluid Reasoning B

Processing Speed A

100

Visual Processing A

Processing Speed B

100

AVERAGE= 82

AVERAGE= 98

AVERAGE= 74

Long-term Memory A

Long-term Memory C

Long-term Memory B

Short-term Memory B

Visual Processing B

AVERAGE = 90

AVERAGE= 81

Comprehension/Knowledge A(Eng)

Comprehension/Knowledge B(Eng)

Comprehension/Knowledge C(Eng)

AVERAGE= 80

Our PSW (Patterns of Strengths and Weaknesses) evaluations look at the 7 broad areas of Cognitive Ability that make up

“IQ” to see if there is a research-based link between the area(s) of academic underachievement and the area(s) of

cognitive weakness. Your district may use a different method.

Cognitive Ability

Reading

Math

Writing

Fluid Reasoning: Problem solving with novel information. Recognize and understand

Moderate

STRONG

Moderate

relationships and patterns; inductive/deductive reasoning.

Comprehension/Knowledge: Breadth and depth of acquired knowledge. Primarily

STRONG

verbal, language-based knowledge.

Short-Term/Working Memory: Immediate recall of a sequence. Remember and

STRONG

reorganize information; requires divided attention.

Visual Processing: Ability to analyze/synthesize visual stimuli. Visual memory,

Moderate

discrimination, and visual-spatial abilities.

Phonological/Auditory Processing: Ability to analyze/ synthesize auditory stimuli, and

STRONG

Moderate

discriminate sounds.

Long-Term Memory and Retrieval: Ability to store information in long-term memory,

STRONG

Moderate

and fluently retrieve new or acquired information.

Processing Speed: Mental quickness. Ability to fluently/automatically perform cognitive

STRONG

tasks, especially under pressure to maintain concentration.

Organized by Beth Hoecker-Martinez (LBLESD), Leah Hinkle (GAPS), Claudia Nunez (LBLESD), 2014

Sample Comprehensive Review Of Academic Records Page 20

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