<link href="css/9781538711910.css" rel="stylesheet" type="text/css"/> <meta content="urn:uuid:ccdcca07-d83d-4a86-815d-cc73f82c76b9" name="Adept.expected.resource"/> </head> <body> <div class="galley-rw"> <section class="body-rw Chapter-rw gray-rw" epub:type="bodymatter chapter" id="Chapter35"> <div class="block-rw" id="communication-letter9"> <p class="letter-dateline-rw" id="dateline9">June 1981</p> <p class="salute-rw" id="salute17">Dr. Rivka Golod</p> <p class="l-rw" id="p2738"> </p> <p class="salute-rw" id="salute18" style="text-align: center;"><span><span style="text-decoration: underline;">Summary of Test Results</span></span></p> <p class="l-rw" id="salute39"> </p> <p class="l-rw" id="p1141">Amanda’s greatest difficulty in the language area was on a test of story comprehension where she failed at the 7 year to 9 year level. This stands in direct contrast to her excellent ability to comprehend verbal absurdities and pass the verbal reasoning tests given at the 14 year old levels. On another test of verbal reasoning, Amanda obtained a high average scaled score of 11. This was the same subtest on which she obtained a defective scale score of 5 only a few months ago when it was administered on the ERB. I attribute Amanda’s poor performance on Standardized Testing to performance anxiety linked to her fear of failure and difficulty extracting meaning from silent reading material. The vast un-evenness in her overall scores should be interpreted with caution.</p> </div> </section> </div> </body> </html>