[Diagnostic testing methods for skill assessment in reading, writing, and arithmetic. A critical review].
OBJECTIVE
The diagnosis of a specific developmental disorder of reading, writing and arithmetic can be made based upon individually applied standardized methods for testing scholastic achievement and IQ. To make the choice of suitable methods easier for the administrator of the test, a critical survey of German-language methods for assessing skills in reading, writing and arithmetic is presented.


METHODS
Test intention and psychometric properties for scholastic achievement are summarized. The methods are assessed with regard to their utility in the diagnosis of congenital alexia and dyscalculia. Supplementary suggestions for clinical assessment are given.


RESULTS
In summary, beyond the primary school area there is a lack of current standardized methods that meet the current standards of quality. Particularly the assessment of arithmetic skills above those of the 4th grade level require resorting to methods of dubious curricular validity. Coverage is once again better for the upper elementary and middle school levels.


CONCLUSIONS
There is a need for new constructions, respectively a need to update published scholastic achievement tests.
Hemminger
U
U
Klinik und Poliklinik für Kinder- und Jugendpsychiatrie und Psychotherapie, Julius-Maximilians-Universität Würzburg.
Roth
E
E
Schneck
S
S
Jans
T
T
Warnke
A
A
D000293:Adolescent; D000381:Agraphia / Q000175:diagnosis; D002648:Child; D004410:Dyslexia / Q000175:diagnosis; D004521:Educational Measurement; D005858:Germany; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis; D008433:Mathematics; D011581:Psychological Tests / Q000592:standards*; D011594:Psychometrics; D011932:Reading; D014956:Writing