Is The Wold Sentence Copying Test Standardized

• Is The Wold Sentence Copying Test Standardized Testing
• Is The Wold Sentence Copying Test Standardized Free
• Scoring The Wold Sentence Copying Test
• Is The Wold Sentence Copying Test Standardized Tests

I. Introduction: the tests described in this handout rely less on standardized administration and scoring of the test (although there are rules to follow!) and more on observing:

Handwriting copying speed A copying test, The Handwriting Speed Test (Wallen et al., 1996) was used to assess handwriting speed, giving a score in letters per minute (LPM). This test was designed and standardised for children in Australia, although not for the English context or for children below Year 4 (8-9 year olds). Copy Sentence Showing top 8 worksheets in the category - Copy Sentence. Some of the worksheets displayed are Four types of sentences, The wold sentence copy test, First grade sentence structure, Writing simple sentences, Incomplete sentences, Topic sentences work 1 what is a topic sentence, Cursive writing practice.

• WOLD Sentence Copy Test Four men and a jolly boy came out of the black and pink house quickly to see the bright violet sun, but the sun was hidden behind a cloud. The maximum score is 110 including comma and full stop. The expected copying rates for mid-year 1 to mid-year 8 are: Year Rate (letters per minute).
• Wold Sentence Copy Test – Disclaimer The Wold Sentence Copy Test (WSCT) was developed by Dr. Robert Wold to supplement optometric evaluations by providing an opportunity to observe behaviors related to copying text. The grade equivalent scores provided with the test have never been validated, standardized, or found to be reliable by any.

1) The child's general behavior :

- are there poor attention skills

-does the child appear hyperactive

Is The Wold Sentence Copying Test Standardized Testing

- is there motor support or overflow when attempting a task

2) The method the child used to arrive at a particular answer The product and the process are emphasized.

- is posture and pencil grip appropriate for age?

- is bimanual integration appropriate for age?

- is the child reflective or impulsive with responses to questions?

-is body knowledge and control appropriate for age?

-is the child showing normal visual-motor hierarchy development?

The ability to observe these behaviors and record them are very important to any perceptual evaluation. Most of the time you gain the most insight from watching a child attempt to write, draw or complete a puzzle. These observations 'guide you' to a proper standardized test sequence. It should also be noted that most of these tests have norms established, but they are not as detailed (ie normalized to every three month period) as standardized tests tend to be. In addition, the rules of the test are a bit less detailed than for standardized tests.

Again, we use the same seven categories or areas of vision perceptual skills. The tests associated with each visual perceptual skill will be listed. It is important to note here that many tests evaluate more than one visual perceptual skill; dividing them into neat categories is impossible. Therefore, a single test can measure several perceptual skills 'with one shot'

II. Specific Non-Standardized Tests for Visual Perceptual Skills: because these tests tend to measure several visual perceptual skills simultaneously, they will be described individually. The same seven visual perceptual skills, however, still apply here.

A. The laterality tests: the Piaget Right Left Awareness Test , Money Road Map Test and the LRD Test.

ii. consistent reversed labels may be indicative of having the cognitive ability to make L/R discrimination, but a poor labeling system

iii. the expected age for mastery of this level is 5 - 6 years old

b. identification of left and right body parts (6) on the doctor (who is facing the patient): must get all six correct to pass this stage.

ii. consistent reversed labels at level one AND two (consistently) may be indicative of having the cognitive ability to make L/R discrimination, but a poor labeling system

iii. the expected age for mastery of this level is 7.5 - 8 years old

c. identification of the relations of two objects on a table. The child is answer

ii. if object B is to the left or right of object A

iii. the child then walks around to the other side of the table and repeats the procedure

iv. the expected age for mastery of this level is 7 years old

d. identification of the relationship of two objects on the examiner's body (ie. a watch and a coin)

ii. is the watch to the L/R of the coin

iii. the expected age for mastery of this level is 8 years old

e. identification of three objects in relation to each other (key, pencil and a coin)

ii. the most significant difficulty arises from the middle object

iii. the expected age for mastery of this level is 10.5 - 11 years old

2. The Money Road Map Test: a rather difficult task for most children is following a map. It requires well developed visualization skills as well as laterality/ directionality skills. In this test, the child is to report to the doctor when he/she must turn left or right to stay on the designated printed path.

b. it is an excellent therapy device, so I rarely use it to test a child's laterality/directionality skills

3. The LRD (Lorraine R. Davis) Test: useful clinical tool to determine those children with incomplete laterality/directionality skills. It is a good clinical tool, but there are no established norms for it.

b. the child is asked to reproduce the alphabet (in CAPITAL LETTERS), alternating the letters on each side of the vertical line

c. a child with poor laterality skills may have memorized the alphabet as a 'chain'; the forced alternation breaks the chain

B. The tests for form recognition/bimanual integration/visuomotor hierarchy: the circus puzzle, the form and split form puzzles and the slotted puzzle

b. the pieces are removed and placed on the table opposite to the side of their proper position

c. the child is informed to try to put the puzzle together. The effort is timed.

d. watch for impulsive/reflective behavior

e. FORM MATCHING: the doctor observes how the child is able to visualize how the piece should be oriented and which space the piece should go.

ii. does the child try to force an inappropriate piece in a space and NOT correct : form error

iii. does the child place the piece inappropriately, but then correct: false start

iv. from errors should be eliminated by 6 - 6.5 years old.

f. Visual MOTOR HIERARCHY (VMH): how well does the child visually inspect his/her environment.

ii. does the child try to force the piece and then 'feel' for the correct orientation (low VMH)

iii. does the child orient the pieces properly before touching the board and require little to no 'feeling' for the proper orientation of the piece (high VMH)

iv. good visual inspection skills are expected by the age of 6.5

g. BIMANUAL INTEGRATION: how well the child has learned to use a dominant hand/support hand system for task completion

ii. bilateral symmetry: (5 - 6 y.o.) the child will pick up pieces with the hand closest to the object and transfer it to the other hand (or held in both hands) if it is necessary to cross the midline. The child still does not cross the midline easily.

iii. bilateral asymmetry: (7 - 8 y.o.) the child acquires a lead hand and an actively supportive hand for the puzzle. The child will cross the midline without difficulty and show a mastery over self-lateralization. Although the child will consistently use a dominant hand for a particular task, it may not be the dominant hand for all tasks.

2. The Form Puzzle/Split Form Puzzle: newer puzzles that have been more widely used in other professions than the Circus Puzzle.

b. a six shape split form puzzle (12 pieces) has been developed

c. the same rules and obsevations should be followed as were described for the circus puzzle

d. the split form puzzle is the most difficult, as it requires the best visualization skills and visual planning and organization

e. don't forget to observe the child's impulsive/reflective behavior

3. The Slotted Puzzle: a slightly different twist, as all the pieces are the same (a skeleton key shape). The trick is to orient them properly into the slotted spaces.

b. the same rules and obsevations should be followed as were described for the circus puzzle

C. Tests for form reproduction and visual motor integration:

b. Do not name the figures, as it may change the child's responses.

c. Align a blank sheet of paper along the child's midline.

d. The child then draws each figure EXACTLY AS THEY SEE IT as it is presented.

e. The child should not be allowed to turn the paper to draw a diagonal line unless it is the only way he/she can complete the figure. Any attempts to turn the paper should be noted.

f. ITEMS TO OBSERVE:

- note improper pencil grip; wrong hand orientation or too tight

ii. bimanual integration:

-. bilateral symmetry: (5-6 y.o.) child will begin to understand the different roles for the hands. The use of the non-dominant hand for support has not been fully established yet.

-. bilateral asymmetry: (³ 7 y.o.) the child acquires a lead hand and an actively supportive hand for each drawing. The child will cross the midline without difficulty and show a mastery over self-lateralization.

iii. organization: how does the child anticipate the seven figures to be drawn on the page and how organized is the execution.

- random placement of the figures: expected from a 3-4 year old

- central to peripheral organization: expected from a 4-5 year old

- vertical or horizontal arrangement: should be complete by 7 y.o.

iv. Form Construction: how the child draws the figures

- 'dog ears': the inability for the child to rapidly change directions when drawing a corner; it leaves a jagged corner.

- the circle should be drawn correctly at the age of 2.5 - 3

- the cross should be drawn correctly at the age of 3

- the square should be drawn correctly at the age of 4

- the triangle should be drawn correctly at the age of 5-6

- the 'British flag' pattern may be drawn with segmentation at ages of 6 -7

- the 'British flag' pattern should be drawn correctly at the age of 7

- the diamond (not a square on it's side) should be drawn correctly at the age of 8

v. Visual Motor Hierarchy: it is important to note the posture of the child as well as the amount of motor support and motor overflow required when attempting to draw

- use of tongue (as motor support)

2. The Test Of Visual Analysis Skills (TVAS): tests visual motor integration/form reproduction skills, visual closure skills and form discrimination skills

ii. The child is to copy the template on the blank grid appearing on the right hand side of the page. The drawing must match the original in size, shape and position to pass.

iii. After the tenth item, dots on the blank grids are fewer in number (here is where the visual closure skills come into play) and the child must draw lines and cornersas if the dots were really there.

iv. The child may not actually draw the dots in.

v. Erasures are allowed, but the child's overall behavior (including erasures should be noted

vi. A ceiling level is reached when the child misses two consecutive drawings.

b. Scoring:

ii. Total point scores are compared to age expecteds printed on the test booklet

3. Wold Sentence Copy Test: tests a mixed bag of motor visual perceptual skills along with cognitive skills

Is The Wold Sentence Copying Test Standardized Free

Four men and a jolly boy came out of

the black and pink house quickly to see

the bright violet sun, but the sun was

hidden behind a cloud

ii.The child is to write the sentence carefully, but as fast as they can as it is a timed test

iii. Observe the child;

sub-vocalization loses place

copying style letter/word reversal

Scoring The Wold Sentence Copying Test

iv. The child may print or use cursive.

v Timing begins as the child starts to write.

vi. Maximum time allowed is 3 minutes.

b. Scoring:

i. count the total number of letters copied per minute and compare to the normative data provided with the test

The following tests may be given to your child to obtain information to help further assess their skills and improve functional performance in their daily lives.

The Print Tool

Would you like more information on how you may help your own child with their handwriting?

The Print Tool is a completed printing assessment for students age six and older. It not only pinpoints exactly where a child is having difficulty with is/her handwriting, but then suggests a remediation plan. The Print Tool is comprehensive and is appropriate for students using any curriculum. This assessment may take approximately 20 mins. to administer and the scores for specific skills show student strengths and needs. The Print Tool assesses eight handwriting components for printed capitals, lowercase letters and numbers.

• Memory - Remembering and writing dictated letters and numbers
  
• Orientation - Facing letters and numbers in the correct position
  
• Placement - Putting letters and numbers on the baseline
  
• Size - How big or small a child chooses to write
  
• Start - Where each letter or number begins
  
• Sequence - Order and stroke directions of the letters or number parts
  
• Control - Neatness and proportion of letters and numbers
  
• Spacing - Amount of space between letters in words, and between words in sentences
  

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Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2)

This test has several subtests . The subtest of Fine Motor Precision consists of activities that require precise control of finger and hand movements such as drawing, cutting and folding of paper. The subtest Fine Motor Integration looks at the student's ability to look at a design, analyze it and copy the design. Subtest three, Manual Dexterity, is a timed test that involves reaching grasping and bimanual coordination of small objects.

This test may be used with ages 4-21.11 years.

Call for fee information.

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The Berry-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI)

The purpose of the VMI is to help identify significant difficulties that some children have in integrating, or coordinating, their visual perceptual and motor abilities. Visual motor integration skills are needed when learning how to write in cursive and to draw or illustrate pictures.

This test may be used with ages 2 to 18.11 years.

Call for fee information.

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Wold Sentence Copying Test

This test measures the speed of printing equivalent to grade levels.

Int is appropriate for grades 2 though 8th.

Call for fee information.

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Motor-Free Visual Perception Test

This visual perception test avoids any motor involvement. It focuses on five perceptual areas: spatial relationships, visual discrimination, figure-ground, visual closure and visual memory.

It is appropriate for ages 4-17 years.

Call for fee information.

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Is The Wold Sentence Copying Test Standardized Tests

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