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 Raleigh Educational Testing provides testing for Elementary, Middle and High School Age children (Ages 6 to 18)
Parents receive a detailed report covering their child's strengths and weaknesses, and any learning disability that is discovered. Recommendations are made for maximizing strengths and developing a plan to work on areas of weakness. Communication with schools is also available.
Personal attention is given to each child to create a positive testing experience! We welcome any questions you may have and the opportunity to be of assistance with your unique situation.
Intelligence or learning aptitude test
This test investigates a student's abilities in two major areas:
1. verbal skills (including long-term memory, abstract reasoning, vocabulary development, comprehension, and auditory short-term memory),
2. non-verbal skills (including visual organization and memory, nonverbal reasoning, planning ability, visual motor coordination, spatial visualization ability, and short-term visual memory).
This test also gives specific indicators on attention, organization, processing speed, and working memory.
- For children ages 6-16 we use the Wechsler Intelligence
Scale for Children – Fourth Edition (WISC-IV)
- For individuals ages 17-adult we use the Wechsler Adult
Intelligence Scale – Third Edition (WAIS-III)
Achievement or academic skill development test
This test investigates a student's skills in the areas of reading, written language, and mathematics. Within each of these academic domains, the student is tested on measures of basic skill development and higher level application and reasoning. For example, reading tests assess word decoding, phonetic skills, word identification, and comprehension. Math tests assess both math reasoning and numerical operations. Written Language skills are assessed in the writing of sentences and essays at higher grade levels, as well as in spelling. Oral language tests involve the skill areas of oral expression and listening comprehension.
Emotional factors
Because testing consists of four to five hours of one-on-one interaction, factors such as confidence, anxiety, motivation, coping strategies, and internal pressure are at times observed. If there are problems that may be affecting learning, these will always be discussed with parents in a confidential manner. |
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