Gifted Issues Discussion homepage Forums Identification, Testing & Assessment Descriptions of ERB subtests?

Does anyone know if it's possible to find info on what types of questions are asked on each of the ERB subtests? My dyslexic dd took the ERBs for the first time this year, and I'm trying to make some sense of her score report, which means trying to sort through whether or not a score is reflecting her knowledge or limited by a reading challenge.

SOS!

And I'm guessing I won't find much past the standard score report info - which I have.

Thanks!

polarbear

ps - also just curious - for those of you with dyslexic kids - did test scores just bounce all around all over the place all the time? Honestly, it is nuts trying to find any kind of pattern or rhyme/reason to dd's scores - they are literally all over the map on all types of tests.... except we do have a really good comprehensive reading eval that I trust that shows pretty clearly where her reading challenge is based. I just get very confused trying to determine if the up and down nature of other test scores is due to reading-related challenges or she's rushing through like lightening and making careless mistakes or if she's even paying attention!

pbear

I think I just lost a posting, but it may reappear, so apologies if this ends up being a duplicate.

The following webpage is the portal for the test demos for grades 1-7 for the ERB CTP online, which is supposed to have been equated to the paper/pencil CTP. I don't know which one your child took.

https://www.programworkshop.com/6.0.0.0/pwloginframe.aspx?skin=erb

Click on "Demonstration Tests" in the left hand navigation bar.

If you want to know more about standardized tests, you can usually dig up a bit more info by going in through the administrator/educator/clinician pages, which is where this comes from.

And as to inconsistency, that is one of the hallmarks of LD kids. They are much more sensitive to subtle differences in item presentation than NTs are. For example, is the reading selection single words, sentences, paragraphs, or multiple paragraphs? Is it oral or silent reading? Is it timed? Is the child focusing on accuracy over speed on that day, or the converse? Are there picture or context clues? Can the examiner query responses? All of these factors have minimal impact on NTs, but significant impacts on LD readers.