Kaufman Test of Educational Achievement Second Edition

Transcription

Comprehensive Form
Student Information
Test Information
Name: JONES, MARISA T.
Form: A
ID Number: 9547
Test Date: 08/27/2004
Birth Date: 02/17/1990
Test Site: school
Sex: Female
Examiner: MS. JANICE SMITH
Current Age: 14:6
Medication:
Current Grade: 8
Reason for Referral:
The Kaufman Test of Educational Achievement, Second Edition (KTEA-II) is an individually administered
measure of academic achievement.
Report printed for: ags
Report Date: 06/06/2005
Page 1 of 96
Report created by KTEA II version 1.1
©2005 AGS Publishing All rights reserved.
KTEA-II
Age: 14:6
Current Grade: 8
Sex: Female
Name: JONES,
MARISA T.
Test Date: 08/27/2004
Form A
Score Summary Table
Grade Norms: Fall, Grade 8
Sum of
Subtest Subtest
Raw
Standard Standard
Score
Score
Scores
90%
Confidence Percentile
Rank
Interval
Descriptive
Category
Comprehensive Achievement Composite
400
63
59–67
1
Lower extreme
Reading Composite
128
64
58–70
1
Lower extreme
52
76
47–57
67–85
0.1
5
Lower extreme
Below average
69
65–73
2
Lower extreme
43
98
37–49
93–103
<0.1
45
Lower extreme
Average
63
57–69
1
Lower extreme
44
82
34–54
76–88
<0.1
12
Lower extreme
Below average
Letter & Word Recognition
Reading Comprehension
25
35
Math Composite
Math Concepts & Applications
Math Computation
141
26
45
Written Language Composite
Written Expression
Spelling
126
152
35
Oral Language Composite
Listening Comprehension
Oral Expression
129
Grade
Equivalent
GSV
1.1
3.5
150
199
1.2
7.8
172
224
1.0
3.7
152
212
63
53–73
1
Lower extreme
35
35
87
42
78–96
29–55
19
<0.1
Average
Lower extreme
3.10
<K.0
206
188
35
103
97–109
58
Average
9.8
214
Sound-symbol Composite
Nonsense Word Decoding
Decoding Composite*
155
78
74–82
7
Below average
Reading Fluency Composite
187
93
87–99
32
Average
78
109
69–87
101–117
7
73
Below average
Average
116
107–125
86
Above average
108
120
96–120
111–129
70
91
Average
Above average
Word Recognition Fluency
Decoding Fluency
35
35
Oral Fluency Composite
Associational Fluency
Naming Facility (RAN)
228
35
22
3.4
11.8
12.2
10.2
*The Decoding Composite is based on the sum of standard scores of Letter & Word Recognition and Nonsense Word Decoding.
Page 2 of 96
KTEA-II
Age: 14:6
Current Grade: 8
Sex: Female
Name: JONES,
MARISA T.
Test Date: 08/27/2004
Form A
Graphical Profile of Scores
Page 3 of 96
KTEA-II
Age: 14:6
Error Analysis Grade: 8
Sex: Female
Name: JONES,
MARISA T.
Test Date: 08/27/2004
Form A
Error Analysis Summary Table
Spelling
Last Item Administered: 60
Items
Average # Student's #
Attempted of Errors
of Errors
0
2
Items
Attempted of Errors
of Errors
Skill
Status
Items
Attempted of Errors
of Errors
Skill
Status
37
0–2
3
Weakness
53
0–1
3
Weakness
Initial Blend
21
0
3
Weakness
8
0
3
Weakness
Medial/Final Blend
16
0–1
3
Weakness
10
0
3
Weakness
Consonant Digraph
4
0–1
3
Weakness
7
0
3
Weakness
27
0–1
3
Weakness
24
0–2
3
Weakness
25
0–1
3
Weakness
5
0–1
3
Weakness
13
0
3
Weakness
20
1–3
3
Average
8
0–1
3
Weakness
6
0
3
Weakness
8
0–1
3
Weakness
10
0–1
3
Weakness
56
0–1
3
Weakness
13
0–1
3
Weakness
26
0–1
3
Weakness
8
0
3
Weakness
14
1–3
3
Average
56
0–1
3
Weakness
56
0–1
3
Weakness
Single/Double Consonant
37
Skill
Status
Weakness
Wrong Vowel
Short Vowel
19
0
1
Weakness
Long Vowel
Vowel Team/Diphthong
R–controlled Vowel
Silent Letter
Prefix/Word Beginning
Suffix/Inflection
16
0
2
Weakness
Prefix/Word Beginning &
Suffix/Inflection
28
1–3
3
Average
Hard/Soft C G S
25
3–5
3
Average
Unpredictable Pattern
Initial/Final Sound
50
0–2
3
Weakness
Insertion/Omission
50
0–2
3
Weakness
Non–phonetic
Misordered Sounds
50
0
3
Weakness
Blank fields indicate that there is no score available for a skill/error category.
Page 4 of 96
Last Item in Scored Set(s): 57
Items
Attempted of Errors
of Errors
Skill
Status
Items
Attempted of Errors
of Errors
Skill
Status
Literal Comprehension
21
0–1
10
Weakness
43
5–10
5
Average
Inferential Comprehension
22
0–3
10
Weakness
18
2–5
5
Average
Oral Expression
Items
Attempted of Errors
of Errors
Skill
Status
Task
19
2–4
5
Weakness
Structure
20
1–3
5
Weakness
Word Form
19
0–1
5
Weakness
8
0
5
Weakness
Word Meaning
Page 5 of 96
Math Computation
Ceiling Item: 80
Items
Attempted of Errors
of Errors
Skill
Status
Items
Attempted of Errors
of Errors
Skill
Status
29
0–1
3
Weakness
Addition
4
0
3
Weakness
8
0
3
Weakness
Subtraction
3
0
3
Weakness
9
0
3
Weakness
Multiplication
3
0
3
Weakness
13
1–3
3
Average
Division
3
0
3
Weakness
9
0–2
3
Weakness
Tables and Graphs
3
0
3
Weakness
Time and Money
9
0
3
Weakness
Geometry
6
1–3
3
Average
Measurement
6
0–1
3
Weakness
Fractions
5
0–1
3
Weakness
11
1–3
3
Average
Decimals and Percents
5
1–3
3
Average
9
1
3
Weakness
Data Investigation
2
–
2
N/A
Advanced Operations
1
–
1
N/A
Multi–step Problems
4
0–1
3
Weakness
Word Problems
5
0–1
3
Weakness
Exponents or Roots
7
2–3
3
Average
Algebra
7
2–3
3
Average
Wrong Operation
66
0–1
3
Weakness
Fact or Computation
66
0–1
3
Weakness
Regrouping: Addition
2
–
2
N/A
Regrouping: Subtraction
5
0
3
Weakness
Subtract Smaller
from Larger
Add or Subtract
Numerator & Denominator
Equivalent Fraction/
Common Denominator
5
0
3
Weakness
5
0–1
3
Weakness
6
0
3
Weakness
Multiply/Divide Fractions
4
0–1
3
Weakness
Mixed Numbers
3
0–1
3
Weakness
Incorrect Sign
6
0–1
3
Weakness
Number Concepts
N/A indicates that there is no error analysis information available for this skill/error category at this level.
Page 6 of 96
KTEA-II
Age: 14:6
Sex: Female
Name: JONES,
MARISA T.
Test Date: 08/27/2004
Form A
Error Analysis Narrative
MARISA's responses on the following subtest(s) were further examined to identify possible specific skill strengths and/or
weaknesses. First, her errors on each subtest were totaled according to skill/error categories. Then the number of errors MARISA
made in each skill/error category was compared with the average number of errors made by the standardization sample students
at the same grade level who attempted the same items. As a result, MARISA's performance in each skill/error category could be
rated as strong, average, or weak. The diagnostic information obtained from MARISA's error analysis is summarized below.
As you read these results, keep in mind that error analysis is most effective for students who obtained standard scores of 100 or
below. For students who obtain standard scores above 110, extreme caution should be used in the interpretation of skill/error
categories identified as weaknesses. See the KTEA–II ASSIST manual for a detailed explanation of how to interpret error analysis
strengths and weaknesses.
No strengths were identified for MARISA.
The following skill/error categories were identified as weaknesses for MARISA:
Single/Double Consonant: Individual consonants or doubled consonants that make a single sound. Examples: open, bulletin.
Short Vowel: A vowel in a closed syllable that makes the short vowel sound. Examples: it, went.
Suffix/Inflection: Common suffixes, word endings, and inflections representing the last morphological unit of a word. Examples:
relation, extension, likeable, shoes, shopped, smelling.
Page 7 of 96
Single/Double Consonant: Individual consonants, or doubled consonants that make a single sound. Examples: mab, zid.
Initial Blend: Two or three consonants whose sounds blend together at the beginning of a word. Examples: plewness, sprewful.
Medial/Final Blend: Two or three consonants whose sounds blend together in the middle or at the end of a word. Examples:
hapt, blirping.
Consonant Digraph: Two consonants that together make one sound. Examples: chept, phrimb.
Wrong Vowel: Errors resulting from the pronunciation of a vowel sound that does not correspond to the correct pronunciation of
the printed vowel. Examples: snape for snope, hub for hube. [NOTE: A Strength in the Wrong Vowel Category means incorrect
pronunciations of vowels did not occur or occurred less frequently than typical for students who took the same items.]
Short Vowel: A vowel in a closed syllable that makes the short vowel sound. Examples: dompest, vapt.
Long Vowel: A vowel in an open syllable or a syllable controlled by a silent–e that makes the long vowel sound. Examples:
trame, ko.
R–controlled Vowel: The sound made by a vowel when the letter r forces the preceding vowel to change its sound. Examples:
twirdling, slortion.
Silent Letter: A letter that is not voiced in the pronunciation of a word. This includes a silent consonant in a consonant pair and a
final e. Examples: sulfemn, frumb, clobe.
Initial/Final Sound: Responses that include mispronunciations of the first or last sounds of stimulus words. Examples: hach for
hapt, thrumb for frumb.
Insertion/Omission: Responses that either omit or add syllables or other sound units to stimulus words. Examples: impananerous
for impannerous, adound for adrounded.
Misordered Sounds: Responses that transpose sounds within stimulus words. Examples: tarm for trame, ushney for unshey.
Page 8 of 96
Spelling
Single/Double Consonant: Individual consonant letters or doubled consonant letters that represent a single sound. Examples:
cat, dressing.
Initial Blend: Two or three consonant letters that represent sounds blended together at the beginning of a word. Examples:
splitting, drove.
Medial/Final Blend: Two or three consonant letters that represent sounds blended together in the middle or at the end of a word.
Examples: roasted, wind.
Consonant Digraph: Two consonant letters that represent one sound. Examples: phone, when.
Short Vowel: The letter that represents a vowel in a closed syllable that makes the short vowel sound. Examples: went, frog.
Long Vowel: The letter that represents a vowel in an open syllable or a syllable controlled by a silent–e that makes the long vowel
sound. Examples: he, drove.
Vowel Team/Diphthong: The letters that represent a pair of vowels that makes one sound. Examples: toasted, trained. The term
diphthong refers to the specific sound represented by vowel letter pairs when gliding or changing continuously from one vowel
sound to another in the same syllable. Examples: the /oy/ sound made by "oi" (spoiled) and the /ow/ sound made by "ou" (doubt).
R–controlled Vowel: The letter that represents the sound made by a vowel when the letter r forces the preceding vowel to change
its sound. Examples: farm, hurried.
Silent Letter: A letters that does not represent a voiced sound in the pronunciation of a word. This includes a silent consonant in a
consonant pair and a final e. Examples: known, shade.
Prefix/Word Beginning: The spellings of common prefixes (e.g., unwelcome, insert,) and Greek and Latin morphemes used as
word beginnings (e.g., consensus, telegraph, hemisphere).
Suffix/Inflection: The spellings of common suffixes, word endings, and inflections representing the last morphological unit of a
word. Examples: relation, extension, likeable, shoes, shopped, smelling.
Hard/Soft C G S: The alternate spellings (hard and soft) of the consonants c (e.g., hard as in cat or soft as in cent), g (e.g., hard
as in goat, soft as in germ), and s (e.g., hard as in rings or soft as in senses).
Insertion/Omission: Responses that either omit or add letters to stimulus words. Examples: gentilely for gently, traind for trained.
Non–phonetic: Responses that do not fully correspond to the typical sound–to–letter correspondences. Examples: thlm for play,
choded for toasted.
Page 9 of 96
Literal Comprehension: Answers to comprehension questions require the reader to identify the author's intent or purpose; to
identify characters' actions, beliefs, thoughts, intentions, feelings, or emotions; or to locate factual information, definitions and
terms, or characteristics describing concepts when this information is clearly and explicitly stated in the passage.
Inferential Comprehension: Answers to comprehension questions require the reader to infer actions, beliefs, thoughts, intentions,
feelings, or emotions experienced by specific characters; to infer the main idea; to ascertain the author's intent or purpose when
not directly stated in the passage; to identify the subjects or objects of pronouns or indirect references in a passage; or to apply a
definition presented in a passage to a new situation.
No weaknesses were identified for MARISA.
Oral Expression
Task: The ability to express thoughts and ideas that generally satisfy the task demands.
Structure: The ability to express thoughts and ideas in well–structured sentences.
Word Form: The ability to use grammatically correct word forms in oral communication.
Word Meaning: The ability to use words in oral communication according to their correct meaning.
Page 10 of 96
Number Concepts: Problems requiring the understanding and use of concepts such as size, number recognition, number naming,
counting, numeration, one–to–one correspondence, seriation, number lines, place value, and prime number.
Addition: Problems requiring the ability to use basic addition facts or addition algorithms to find solutions.
Subtraction: Problems requiring the use of basic subtraction facts or subtraction algorithms to find solutions.
Multiplication: Problems requiring the use of basic multiplication facts or multiplication algorithms to find solutions.
Division: Problems requiring the use of basic division facts or division algorithms to find solutions.
Tables and Graphs: Problems requiring the ability to view and answer questions about information presented in table or graph
form.
Time and Money: Problems requiring the ability to tell time using analog clocks and calendars, use time schedules to find trip
times, identify coin values, add coin values, multiply amounts, and make change.
Measurement: Problems requiring the ability to identify and understand units of measurement, convert quantities from one
measurement unit to another, and calculate areas.
Fractions: Problems requiring the addition, subtraction, multiplication, or division of fractional amounts to find solutions.
Multi–step Problems: Problems requiring the application of two or more math operations or procedures to derive an answer.
Word Problems: Problems that are stated in a narrative form without any pictures, graphs, or equations to assist with quantitative
reasoning.
Page 11 of 96
Math Computation
Addition: Problems requiring knowledge of basic addition facts and/or knowledge of regrouping involving redistribution in the ones,
tens, hundreds, or thousands columns to perform addition computations.
Subtraction: Problems requiring basic knowledge of basic subtraction facts and/or knowledge of regrouping involving redistribution
in the ones, tens, hundreds, or thousands columns to perform subtraction computations.
Division: Problems requiring knowledge of basic division facts and/or knowledge of how to use division algorithms to obtain
quotients.
Decimals and Percents: Problems requiring knowledge of decimal place values and how to add, subtract, multiply, and divide
decimal numbers to complete computation problems.
Wrong Operation: Errors that are the result of using the wrong operation to perform a computation.
Fact or Computation: Errors that are the result of incorrect use of basic fact knowledge and/or errors in completing computations
despite evidence of the selection of correct operations, algorithms, or procedures for solving the problem.
Regrouping: Subtraction: Errors that are the result of a lack or misuse of knowledge of regrouping involving redistribution in the
ones, tens, hundreds, or thousands columns when performing subtraction computations.
Subtract Smaller from Larger: Errors that are the result of subtracting a larger number from a smaller number instead of using
regrouping when performing subtraction computations.
Add or Subtract Numerator & Denominator: Errors that are the result of incorrectly adding or subtracting numerator or
denominator terms when performing computations with fractions.
Equivalent Fraction/Common Denominator: Errors that are the result of a lack or misuse of knowledge of common denominators
or fraction equivalents when performing computations.
Multiply/Divide Fractions: Errors that are the result of incorrectly multiplying or dividing fractions when performing computations.
Mixed Numbers: Errors that are the result of a lack or misuse of knowledge of how to convert mixed numbers when performing
computations with mixed numbers.
Incorrect Sign: Errors that are the result of using the wrong operation due to incorrectly identifying the operation sign when
performing computations.
Page 12 of 96
Comparison of Letter & Word Recognition, Nonsense Word Decoding and Spelling
No common areas of strength were identified among the subtest error analyses.
10 common areas of weakness were identified among the subtest error analyses:
Initial Blend
Medial/Final Blend
Consonant Digraph
Short Vowel
Long Vowel
R–controlled Vowel
Silent Letter
Suffix/Inflection
Insertion/Omission
Comparison of Reading Comprehension and Listening Comprehension
No common areas of weakness were identified among the subtest error analyses.
Comparison of Math Concepts & Applications and Math Computation
3 common areas of weakness were identified among the subtest error analyses:
Addition
Subtraction
Division
Page 13 of 96
KTEA-II
Age: 14:6
Sex: Female
Name: JONES,
MARISA T.
Test Date: 08/27/2004
Form A
Error Analysis Teaching Objectives and Interventions
Teaching Objectives
1. Upon request, the student will pronounce the sound(s) made by each consonant letter of the alphabet.
2. Given a list of ___ words containing ___ different single and/or double consonants, the student will read each word with
no more than ___ single and/or double consonant errors.
3. Given a reading passage, the student will read the passage with no more than ___ single and/or double consonant errors.
Short Vowel*
1. Upon request, the student will pronounce the short vowel sound for each of the vowels (a, e, i, o, u, and y).
2. Given a list of ___ one–syllable words containing ___ short vowel sounds, the student will pronounce the words with no
more than ___ short vowel errors.
3. Given a list of ___ multi–syllable words containing ___ short vowel sounds, the student will pronounce the words with no
more than ___ short vowel errors.
4. Given a reading passage where ___ of the words contain ___ different short vowel sounds, the student will read the
passage with no more than ___ short vowel sound errors.
* The objectives for this error category address only words where the short vowel sound is represented by one letter. See
the Vowel Team/Diphthong Error Category for objectives that address short vowel sounds represented by vowel teams.
Suffix/Inflection*
1. Given a list of ___ suffixes/inflections, the student will pronounce each with no more than ___ errors.
2. Given a list of ___ words containing ___ different suffixes/inflections, the student will identify the
suffixes/inflected word endings, and pronounce the words with no more than ___ suffix/inflection errors.
3. Given a reading passage where ___ of the words contain ___ different suffixes/inflections, the student will read the
passage with no more than ___ suffix/inflection errors.
4. Given a list of ___ consonant–le patterns, the student will pronounce each with no more than ___ errors.
5. Given a list of ___ words containing ___ different consonant–le patterns, the student will identify the consonant–le
patterns and pronounce the words with no more than ___ suffix/inflection errors.
Page 14 of 96
6. Given a reading passage where ___ of the words contain ___ different consonant–le patterns, the student will read the
passage with no more than ___ suffix/inflection errors.
* These objectives include words that have the consonant–le pattern, which can be considered a distinct type of suffix/inflection.
Interventions
All Skills
(Note: These interventions can be adapted to address all skill/error categories and objectives.)
For younger students:
1. Write the student's name, and ask him or her to sound out each letter.
2. Write a list of all the names of the members of the student's class, and ask him or her to sound out each consonant.
3. Ask the student to tell you his or her favorite food recipe. Then, after you have printed it, ask the student to read
the words back to you.
4. Scavenger hunt: Ask the student to look in his or her lesson book to find examples of the words that begin with, end
with, or contain a particular sound.
5. Make a sandbox using the top of a cardboard box filled with sand. Ask the student to draw particular letters or words in
the sand and then sound them out.
6. Identify words that can morph into entirely new words when the initial sound is replaced with a different sound. Ask the
student to list these new words (e.g., dog = bog, hog, log, etc.).
For older students:
1. Ask the student to read his or her favorite comic strip from the local newspaper, sounding out the words with a focus on
consonants.
2. Ask the student to write a brief letter to a favorite sports or music star and then to sound out the words.
3. Ask the student to look at the front page of a newspaper and to circle as many double consonants (or other letter
combinations) he or she can find.
4. Using newspaper headlines, ask the student to find 10 words that display a particular word part or letter combination.
5. Write five words taken from a brief reading passage. Ask the student to split the words into syllables and then to sound
them out.
6. Ask the student look for words in his or her textbook displaying a particular word part or letter combination. Give the
student a mark or chip for each one found. When the student finds 5, 10, 15, and 20, he or she is given a reward of some
kind.
Page 15 of 96
KTEA-II
Age: 14:6
Sex: Female
Name: JONES,
MARISA T.
Test Date: 08/27/2004
Form A
Error Analysis Word List
LEVEL 1
bet
face
keep
pot
seat
yes
dull
dress
bed
got
kite
pine
take
zoo
cell
pass
cup
gem
lane
quit
top
tell
kiss
stuff
dive
hen
leg
rain
vine
grill
mess
stiff
den
had
mat
rot
wait
pill
toss
buzz
feet
jet
need
save
win
yell
less
LEVEL 2
begun
number
television
never
bottom
batter
splatter
wagon
verbal
solitude
pencil
lesson
begged
carried
turning
conversation
handsome
rabbit
sudden
hitting
happiness
reformation
quantity
movement
mitten
merry
telling
submitting
investigate
decimate
wisdom
happen
hurry
running
decorate
obtain
loneliness
stuffy
jogging
suffering
than
bath
white
shop
ship
wish
phonics
photograph
cheek
chess
coach
chemist
those
sixth
whale
shin
shirt
rush
nephew
symphony
chain
check
such
echo
rather
math
when
shut
sheet
cash
orphan
paragraph
children
challenge
rich
chorus
mother
cloth
whether
shot
sharp
fish
alphabet
physical
chicken
peach
inch
architect
Consonant Digraph
thus
thirty
teeth
whip
shelf
shovel
hush
triumph
atmosphere
chair
branch
teach
them
thick
pathway
whisper
shell
dash
dolphin
pharmacy
chin
chill
beach
lunch
Page 16 of 96
chronic
orchestra
chateau
cholesterol
monarch
Chicago
character
stomach
chivalry
orchid
machine
mustache
mechanic
brochure
chauffeur
aching
charade
chandelier
LEVEL 1
past
strap
ten
test
it
dish
rod
lump
rub
sat
fast
spent
bed
fin
log
plot
bug
bus
act
map
cell
step
stiff
block
not
just
drum
mass
fat
met
spin
sit
toss
doll
fun
cash
snap
egg
hid
cliff
cot
rock
up
back
fed
melt
miss
clip
spot
tub
hut
LEVEL 2
apple
rational
telling
receptive
missile
tropic
gossip
trumpet
punishment
gypsum
plastic
representative
better
reverence
tennis
seldom
cotton
fumble
customer
gym
fragment
automatic
center
visit
permit
closet
office
bubble
synonym
hypnosis
atom
problem
defense
solid
transmitted
random
illogical
thunder
syllable
physical
rapid
puppet
melody
linen
bristle
problems
button
mustard
antonym
cylinder
static
splendid
pencil
rapid
sixteen
comet
public
glutton
gypsy
bicycle
LEVEL 1
date
maze
these
crime
sigh
so
tune
June
spy
same
space
gene
pile
quite
cove
cute
prune
type
made
flame
be
pipe
kind
hope
flute
fry
cape
me
scene
find
bone
globe
rude
cry
race
we
bike
fright
tone
joke
spruce
fly
lane
eve
fine
light
smoke
grove
tube
shy
LEVEL 2
apron
nasal
event
membrane
faded
fever
estate
cables
recede
oasis
nation
video
agent
maple
elope
baby
refrigerated
meter
Short Vowel
Long Vowel
Page 17 of 96
stampede
vital
textile
radio
moment
bugle
many
lady
nucleus
incline
obey
cargo
humid
singular
pretty
hydrant
benzene
fiber
omit
devotion
unit
evolution
city
tyrant
evaporate
item
broken
locate
super
insinuate
easy
lying
realized
lion
nomads
also
student
regulations
story
reply
silent
item
won't
sloping
pupil
funny
baby
beach
bread
leather
seem
key
survey
deceit
threw
roam
toasted
hood
count
double
crown
pillow
true
tie
relief
author
sawdust
paid
complaint
display
smaller
moist
avoid
destroy
truant
clean
meant
meadow
speed
turkey
kidney
either
flew
float
shampoo
mistook
sprout
couple
flower
shadow
glue
lie
pierce
vault
lawn
waist
proclaim
crayon
altitude
noise
boy
employment
dual
east
instead
heavy
sleep
chimney
hockey
neither
curfew
foam
cartoon
crook
group
trouble
powerful
hollow
avenue
pie
believe
awful
fail
gain
entertain
stalk
alphabet
coin
toy
neutral
annual
each
spread
flee
agree
obey
veins
receive
mildew
coach
platoon
look
youth
fabulous
now
bowl
tissue
brief
haul
draw
pain
mail
relay
talk
join
voice
joy
feudal
perch
harm
hard
herd
sharp
start
fern
yard
corn
stern
march
pork
Vowel Team/Diphthong
season
leaf
feather
deep
sixteen
convey
reindeer
protein
soak
coat
cocoon
loud
route
famous
cow
borrow
continue
shield
fault
straw
chain
raised
delay
walnut
soil
exploit
annoy
therapeutic
dream
reach
ready
beef
valley
prey
ceiling
drew
goal
throat
foolish
found
touch
nervous
plow
tomorrow
value
field
audition
unlawful
wait
detail
essay
already
boil
moisture
loyal
euphoria
R-controlled Vowel
LEVEL 1
term
perk
dark
verb
perm
starch
Page 18 of 96
storm
first
bird
curb
short
firm
flirt
burst
form
birth
turn
nurse
porch
skirt
burn
curse
fort
stir
hurt
third
thirst
church
LEVEL 2
sister
character
terrible
partners
particular
parent
torment
accordion
circus
further
mercury
banker
inherit
terror
departing
popular
arrow
corner
unfortunate
irritate
disturb
secure
personal
prosperity
clerical
darkness
regular
harassment
instructor
worker
miracle
murmur
remember
territory
verify
garden
similar
important
visitor
worthless
irrational
figure
destroyer
experiment
error
harvest
scare
forget
inventor
worship
miraculous
fury
deserved
merry
arbitrary
dollar
charity
orbit
favor
thirsty
furnish
accurate
cave
explode
move
disgrace
tight
right
honor
bristle
thought
knob
edge
match
scent
rhubarb
design
wrist
wreath
late
profile
exchange
pierce
weigh
flight
herbs
nestle
brought
knee
lodge
crutch
science
rhinoceros
gnarled
wrong
taste
extreme
range
surface
slight
should
dialogue
wrestler
knew
knapsack
bridge
patch
scissors
rhizome
gnome
wreck
smile
love
large
sigh
might
would
rogue
caught
knock
knuckle
smudge
pitch
rhyme
rhapsody
gnash
write
blame
give
strange
high
fight
could
castle
daughter
kneel
knife
dodge
parquet
rhythm
gnat
reign
wrinkle
accomplish
absorb
annoyance
antibiotic
between
compile
accuse
abstain
allow
archeology
comment
compose
approve
abduct
allocate
architecture
commute
complex
appeal
absurd
alleviate
become
commercial
connect
Silent Letter
home
prescribe
have
force
bright
light
honest
thistle
taught
knit
knight
badge
bouquet
rheumatic
sign
wrap
wrench
Prefix/Word Beginning
accent
approach
announce
antidepressant
belittle
complain
accompany
absent
anoint
antibacterial
beside
compare
Page 19 of 96
confide
coexist
debate
digress
disagree
exhibit
extend
employment
forever
irrational
insistent
impress
interact
interrupt
mismatch
offer
prefer
protect
profile
pandemonium
perplex
unhappy
refill
confuse
cooperate
deform
dimension
disability
excitement
export
empower
forgive
irresistible
incidence
import
intercept
malformation
mistake
official
preview
program
progressive
physiologist
synopsis
unfriendly
reject
contribute
coordinate
defect
dilate
distribute
example
explain
hypodermic
forget
investment
incapable
immune
interfere
malfunction
misspell
prepare
present
produce
perimeter
physicist
synergy
unable
receive
continue
defeat
demand
discover
disappear
excellent
effect
hypochondriac
irregular
inhale
inactive
impatient
interjection
malfeasance
mediate
prevent
pentagon
propel
periscope
physics
syndrome
unfair
review
convince
defend
digestion
disturb
discount
exact
effort
forbade
irrelevant
insert
incompetent
impolite
international
mislead
medicate
predict
pentangle
provide
peristalsis
persist
syndicate
report
resist
cohesive
depart
divert
disorganize
explosion
explore
efficient
forbidden
irresponsible
increase
immerse
immature
intermission
misplace
offense
pretend
pentagram
profit
panorama
perspire
unkind
return
repair
mental
ordinary
profitable
vacate
applicant
gracious
medical
broken
melted
dialed
asked
happiest
intelligent
lioness
playfully
wiggle
priceless
slowly
payment
shown
actual
tributary
perpendicular
initiate
constant
spacious
mother
weaken
needed
drilled
brushed
fastest
recent
erroneous
useful
ample
useless
alimony
harassment
grown
rational
primary
singular
insulate
resistance
delicious
kilometer
sunken
planted
played
camped
strongest
novel
simultaneous
helpful
particle
quickly
matrimony
darkness
blown
sectional
portable
particular
irritate
appearance
tenacious
smarter
frozen
tested
spelled
kissed
oldest
shovel
outrageous
fable
possible
lately
testimony
illness
visitor
Suffix/Inflection
mosaic
virtual
capable
popular
distant
insurance
radical
happier
acted
heated
stayed
slipped
incident
towel
joyful
waffle
fearless
swiftly
basement
goodness
archaic
voluntary
dependable
dollar
defendant
entrance
identical
deeper
landed
bored
waved
danced
different
princess
hopeful
candle
speechless
mostly
statement
happiness
Page 20 of 96
inspector
generous
registry
cables
profession
operation
location
ambitious
credential
personality
loveliest
electrical
obnoxious
relative
saving
measure
future
actor
fabulous
insects
maps
division
completion
observation
nutritious
presidential
capacity
deductible
fantastic
anxious
protective
passing
treasure
feature
exploratory
mountainous
valleys
she's
exclusion
rational
regulatory
tumultuous
hasn't
humanity
flexible
economic
nutritious
expensive
hitting
figure
allegory
monopoly
baskets
he's
solitude
formation
obligatory
virtuous
can't
neutrality
possible
specialist
egregious
demonstrative
calling
secure
verbose
oligopoly
girls
expression
interlude
traditional
infectious
initial
won't
funniest
fanatic
dentist
suspicious
standing
something
departure
comatose
cavalry
holes
tension
aptitude
reduction
pretentious
partial
didn't
prettiest
medical
pessimist
positive
running
fissure
culture
cellar
cereal
exceed
copy
careful
picnic
fiction
concert
general
gently
energy
submerge
golf
leg
magnify
resolve
saw
sand
release
hassle
civilize
ceiling
recent
cart
convict
panic
document
circus
gem
gym
engine
largest
gamble
frog
august
seasoning
silly
simple
disagree
worse
century
decide
deceive
code
comfort
recoil
cancel
accent
germ
giraffe
angel
digest
gun
flag
regain
weasel
set
single
walrus
dates
celery
medicine
process
cage
camper
October
circuit
circle
giant
agent
allergy
garbage
gust
regulate
has
caused
side
satisfy
absolute
Hard/Soft C G S
center
celebrate
recede
dancing
corn
conduct
recount
access
cyclone
gesture
magic
rage
gate
got
tangle
raise
manners
six
support
sadness
city
cement
incident
spicy
cane
record
recover
council
accuracy
generous
tragic
register
gold
garden
single
reason
plausible
song
loss
somersault
Page 21 of 96
Unpredictable Pattern
chorus
cholesterol
crevice
instead
system
flown
shadow
marine
opaque
hero
carried
delicate
composite
curtain
orchestra
chiffon
accomplice
pleasant
sympathy
grown
window
gasoline
critique
series
happier
private
prerequisite
chemical
machine
practice
heavy
crystal
blown
engine
chlorine
unique
period
funniest
pirate
mountain
Page 22 of 96
character
brochure
heaven
steady
synonym
yellow
imagine
vaccine
grotesque
cereal
lonelier
senate
fountain
monarch
chandelier
breathless
hypocrite
antonym
follow
destined
conquer
technique
interfere
chocolate
favorite
bargain
anchor
novice
feather
mystery
symbol
borrow
determine
antique
revere
cafeteria
climate
opposite
villain
KTEA-II
Name: JONES,
MARISA T.
Error Analysis Math Problem List
NO DATA TO DISPLAY
Page 23 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 24 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 25 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 26 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 27 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 28 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 29 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 30 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 31 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 32 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 33 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 34 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 35 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 36 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 37 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 38 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 39 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 40 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 41 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 42 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 43 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 44 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 45 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 46 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 47 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 48 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 49 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 50 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 51 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 52 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 53 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 54 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 55 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 56 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 57 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 58 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 59 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 60 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 61 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 62 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 63 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 64 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 65 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 66 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 67 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 68 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 69 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 70 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 71 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 72 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 73 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 74 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 75 of 96
KTEA-II
Name: JONES,
MARISA T.
NO DATA TO DISPLAY
Page 76 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 77 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 78 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 79 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 80 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 81 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 82 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 83 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 84 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 85 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 86 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 87 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 88 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 89 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 90 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 91 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 92 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 93 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 94 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 95 of 96
KTEA-II
ANSWER KEY
NO DATA TO DISPLAY
Page 96 of 96

Kaufman Test of Educational Achievement Second Edition

Transcription

Similar documents

ags smarf - Kongsberg

THE AUSTIN GENEALOGICAL SOCIETY NEWSLETTER

2011 Northside Church of Christ Vacation Bible School

july newsletter - Aylesbury Grammar School

LGSTX Distribution Services, Inc. (LDS) Benefits

July 2015 Newsletter - Alcester Grammar School

March 2015 Newsletter - Alcester Grammar School

luxury index - Underwood`s Jewelers

AGS Data Format