This commentary will take an historical perspective on the Kaufman Test of Educational Achievement (KTEA) error analysis, discussing where it started, where it is today, and where it may be headed in the future. In addition, the commentary will compare and contrast the KTEA error analysis procedures that are rooted in psychometric methodology and the process approach to error analysis which is derived primarily from cognitive neuropsychology.
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2.
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ChoiD.HatcherC.LangleyS. D.LiuX.BrayM. A.CourvilleT.O’BrienR.DeBiaseE. (2017). What do phonological processing errors tell about students’ skills in reading, writing, and oral language?Journal of Psychoeducational Assessment, 35(1-2), 24-46.
5.
HatcherC.BreauxK. C.LiuX.BrayM. A.Ottone-CrossK. L.CourvilleT.… LangleyS. D. (2017). Analysis of children’s errors in comprehension and expression. Journal of Psychoeducational Assessment, 35(1-2), 57-73.
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9.
LiuX.MarchisL.DeBiaseE.BreauxK. C.CourvilleT.PanX.… KaufmanA. S. (2017). Do cognitive patterns of strengths and weaknesses differentially predict the errors on reading, writing, and spelling?Journal of Psychoeducational Assessment, 35(1-2), 186-205.
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14.
PagirskyM.KoriakinT. A.AvitiaM.CostaM.MarchisL.MaykelC.… PanX. (2017). Do the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability?Journal of Psychoeducational Assessment, 35(1-2), 124-137.
15.
RootM. M.MarchisL.WhiteE.CourvilleT.ChoiD.BrayM. A.… WayteJ. (2017). How achievement error patterns of students with mild intellectual disability differ from low IQ and low achievement students without diagnoses. Journal of Psychoeducational Assessment, 35(1-2), 94-110.
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