KTEA™ -3

Kaufman Test of Educational Achievement, Third Edition

Parent Report
Alan S. Kaufman, PhD, & Nadeen L. Kaufman, EdD

Name: Javaughn Baker Test Date: 31/01/2024

Examinee ID: Form: B
Birth Date: 16/12/2011 Examiner Name: Ritu Thapar-Gill
Age: 12:1 Testing Site: McClure Public School
Current Grade
Gender: Male (or Highest Grade 7
Completed):
Reason for Referral: Medication:

Copyright © 2014 NCS Pearson, Inc. All rights reserved.

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Pearson and KTEA are trademarks, in the U.S. and/or other countries, of Pearson PLC or its affiliates.

[ 1.2 / RE1 / QG1 ]

KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 2 Javaughn Baker

Subtest Descriptions
This test includes subtests to measure listening, speaking, reading, writing, and mathematics skills. The following is a
description of each subtest that was administered to your child.

Reading
Letter & Word Recognition The student identifies letters and reads grade-appropriate words.
Nonsense Word Decoding The student pronounces made-up words.
The student reads symbols, words, sentences, and passages appropriate to their grade level,
Reading Comprehension
and then responds to comprehension questions.
The student reads a word in the context of a picture (early items) or a sentence (later
Reading Vocabulary
items), and then selects a word that means the same thing.
Reading Fluency
Word Recognition Fluency The student reads as many words as possible within a time limit.
Decoding Fluency The student reads as many made-up words as possible within a time limit.
The student has two minutes to silently read simple questions, and circle yes or no to each
Silent Reading Fluency
one.
Mathematics
The student solves math problems that relate to real life situations and assess skills such as
Math Concepts & Applications
number concepts, arithmetic, time and money, and measurement.
Math Computation The student solves written math calculation problems.
The student writes answers to simple arithmetic problems within a time limit. Problems
Math Fluency
include addition and subtraction, and for later items, multiplication and division.
Writing
The student hears a story presented with pictures in a booklet and completes the story by
Written Expression
writing letters, words, sentences, and (for students in grade 1 or higher) an essay.
Spelling The student writes single letters and spells words dictated by the examiner.
The student writes simple sentences, each one describing a different picture, within a time
Writing Fluency
limit.
Oral Language
The student listens to sentences or passages, and then responds to comprehension
Listening Comprehension
questions.
The student says a sentence to describe a photograph. Later items require the use of
Oral Expression
specific words or phrases.
The student has 60 seconds to say as many words as possible that belong to a particular
Associational Fluency
category, such as animals or games.
Language Processing
Phonological Processing The student responds orally to items that require manipulation of the sounds within words.
Object Naming Facility The student names pictured objects as quickly as possible.
Letter Naming Facility The student names upper- and lowercase letters as quickly as possible.

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 KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 3 Javaughn Baker

Graph of Performance by Core Composite and Subtests

The subtests described above are grouped by subject area into composite scores. The graph below shows your child's
performance on each core composite and subtest compared to a normal distribution of scores from peers of the same grade.

Very Low Low Below Average Above

Average Average High Very High
Confidence
40 55 70 85 100 115 130 145 160 Score Interval
Academic Skills
Battery (ASB) Composite - - - -

Math Concepts & Applications 68 63 - 73

Letter & Word Recognition 52 47 - 57

Written Expression - - - -

Math Computation 67 62 - 72

Spelling 50 44 - 56

Reading Comprehension 62 52 - 72

Reading Composite 54 48 - 60

Letter & Word Recognition 52 47 - 57

Reading Comprehension 62 52 - 72

Math Composite 66 62 - 70

Math Concepts & Applications 68 63 - 73

Math Computation 67 62 - 72

Written Language
Composite - - - -

Written Expression - - - -

Spelling 50 44 - 56

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 KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 4 Javaughn Baker

Graph of Performance by Supplemental Composite and Subtests

The subtests described above are grouped by subject area into composite scores. The graph below shows your child's
performance on each supplemental composite and subtest compared to a normal distribution of scores from peers of the same
grade.

Very Low Low Below Average Above

Average Average High Very High
Confidence
40 55 70 85 100 115 130 145 160 Score Interval
Sound-Symbol Composite - - - -

Phonological Processing - - - -

Nonsense Word Decoding 57 52 - 62

Decoding Composite 52 48 - 56

Letter & Word Recognition 52 47 - 57

Nonsense Word Decoding 57 52 - 62

Reading Fluency - - - -
Composite
Silent Reading Fluency - - - -

Word Recognition Fluency - - - -

Decoding Fluency - - - -

Reading Understanding
- - - -
Composite
Reading Comprehension 62 52 - 72

Reading Vocabulary - - - -

Oral Language Composite - - - -

Associational Fluency - - - -

Listening Comprehension 66 56 - 76

Oral Expression - - - -

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 KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 5 Javaughn Baker

Graph of Performance by Supplemental Composite and Subtests Continued

Very Low Low Below Average Above

Average Average High Very High
Confidence
40 55 70 85 100 115 130 145 160 Score Interval
Oral Fluency Composite - - - -

Associational Fluency - - - -

Object Naming Facility - - - -

Comprehension
62 54 - 70
Composite
Reading Comprehension 62 52 - 72

Listening Comprehension 66 56 - 76

Expression Composite - - - -

Written Expression - - - -

Oral Expression - - - -

Orthographic Processing
- - - -
Composite
Spelling 50 44 - 56

Letter Naming Facility - - - -

Word Recognition Fluency - - - -

Academic Fluency
- - - -
Composite
Writing Fluency - - - -

Math Fluency - - - -

Decoding Fluency - - - -

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KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 6 Javaughn Baker

Parent-Child Intervention Suggestions

The following activities can be used at home to support learning in core reading, writing, math, and/or oral language areas.

Letter & Word Recognition

Grades: 6 - 8

1. Provide opportunities for your child to engage in word play. For example, provide your child with one real word or a grid
of letters and ask them to create as many words as possible from that word or letter grid as quickly as possible.

2. Encourage continued reading for leisure by introducing your child to a book series that would likely engage your child and
result in their wanting to read the next book in the collection.

3. To build scanning skills, while providing exposure to common letter sequences within words, organize a list of words into
strips (make your own list or use words from your child's school-based word lists or chapter glossaries). Have your child sort
the list in various ways: words with the same root, words with the same base word, words that are compound words, words
with similar prefixes or suffixes.

4. Provide your child with a list of random words from a sight word list, flash card deck, or your own self-made list and have
them quickly sort based on orthographic features. These include words containing the same number of letters (like cat and
dog) and words with similar shapes and heights of letters (like log and top).

5. Make reading interesting by writing messages for your child with invisible ink. Have them reveal the message and read it
aloud. For added motivation, assign a point value to words read correctly and have your child exchange points for a preferred
activity (such as gaining control of the remote for one evening, picking a favorite family activity, or choosing a favorite
dinner to be cooked). Make it relevant by including words from your child's curriculum materials (for example, science
words from a chapter text).

6. To encourage automatic word recognition, play a tell-a-story or create-a-sentence game that requires your child to
randomly pick three words from a pile of word cards facing down, read the words, and quickly create a story or sentence
using as many of the words as they can read. More points are gained by reading all of the words selected. A player can steal a
word that another player cannot read, by providing the correct reading of the word. In this way, corrective feedback can be
given throughout game play. An added challenge can be created by requiring a player to pick more than three cards at a time.

Reading Comprehension

Grades: 6 - 8

1. To increase your child's familiarity of words with several meanings, and thereby improve comprehension, play games
using homonyms (words with the same spelling and pronunciation, but different meanings). For example, when driving in
traffic, tell your child that you are in a traffic jam, then say that jam is also something that you put on toast. Have them think
of other homonyms (for example, bank, bark, and cave).

2. Encourage your child to engage in games or puzzles that increase their vocabulary, such as completing crossword puzzles.

3. To build your child's inferential skills and support comprehension, play a guessing game. Think of a word and ask them to
guess the word within three clues or fewer. For example, for the word steam, give the clues, "It is a vapor, it is a byproduct of
heat, and you can see it."

4. Set a good example of the importance of reading by having your child see you read books, newspapers, or magazines.
Talk to your child about what you have read.

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KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 7 Javaughn Baker

5. Be attentive to your child's changing interests and attempt to provide access to reading materials that capitalize on these
interests, such as allowing them to subscribe to a sports magazine.

6. To build vocabulary and support reading comprehension, build a family word wall on a refrigerator or bulletin board and
have family members add any newly learned words. To add a fun twist, assign each family member a color or column on the
list. The member with the most words at the end of the month earns a privilege such as picking the radio station for a day or
picking a dinner or dessert item.

7. To teach appreciation of different ways and purposes of reading (for example, skimming, scanning, speed reading, and
reading for deeper meaning), point out when you are using one type of reading over another. For example, if you are
organizing ingredients for a recipe, you might say, "Let me scan this ingredient list so that I can get these things together."
Conversely, if putting together a build-it-yourself bookcase, you might say, "I need to really read these directions more
closely."

8. To build your child's knowledge of word meanings, provide a list of homonyms (words with the same spelling and
pronunciation, but different meanings). For example, explain watch as something you do versus watch as something you
wear. Ask your child to provide as many meanings as they can for a given word. Make it into a game by assigning 1 point for
each given meaning. The person with the most points wins.

Math Concepts & Applications

Grades: 6 - 8

1. Read books from your local library or online that emphasize number concepts including algebra, geometry, multiplication,
division, etc. Interactive books containing pop-ups or manipulatives can be particularly useful for teaching concepts. To
identify such books, consider visiting the www.scholastic.com, which contains a searchable database of math resources,
including stories to introduce concepts across ages and grade ranges.

2. To strengthen functional math skills involving money, provide your child with store coupons and ask them to figure out
how much will be saved on a particular purchase. Assist your child by allowing the use of a calculator or allowing estimates
of savings. Increase the challenge by asking your child for more precise mental calculations.

3. To build money skills, take out several coins and bills from your wallet, and have your child quickly arrange the money to
match a stated amount, such as $5.52. Challenge your child by asking them to arrange money using the fewest bills and coins
for a given amount. So for the example of $5.52, using a 5 dollar bill, two quarters, and two pennies as opposed to using five
1 dollar bills, five dimes, and two pennies.

4. Help your child read and interpret data by pointing out graphs in a newspaper or magazine and teaching them how to read
it.

5. While cooking, build your child's ability to deal with fractions by asking them to double or triple amounts in your recipe
or to reduce a recipe by half.

Math Computation

Grades: 6 - 8

1. Make math meaningful by letting your child see you use math in everyday life. For example, let them see you writing a
check while you discuss how to represent dollar amounts numerically and in words, or let them retrieve the receipt for
account balances and point out how your account balance represents the beginning balance less the withdrawal or plus the
deposit.

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KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 8 Javaughn Baker

2. Play travel math games by seeing who can find the largest number on a license plate, house number, or sign. Assign your
child the role of number manager so they can record everyone's stated number, either in memory or in writing. After entries
are made, your child can call the winners from first to last place based on the magnitude of the number.

3. Have your child search online, in the newspaper, or around the community (for example, on a bank sign) for the day's
temperature for a few days. Ask your child if the temperature is higher or lower than a previous day. Let them use a
calculator to convert Fahrenheit to Celsius and tell you the converted temperature.

4. Teach your child to use a calculator to perform basic and more advanced functions. Allow them to frequently practice
with a calculator on a family shopping trip or dining out to sum items like food prices, calculate discounts by deducting
coupon amounts after summing grocery items, or determine a service tip by calculating a certain percentage of the bill.

5. Play a game of "guess the coins" by providing your child with clues to guess the denominations of money. For example,
you can say, "I have four coins in my pocket; they are worth 8 cents in total. What do I have?" The answer is a nickel and
three pennies. Add to the challenge by providing clues that can result in more than one correct answer, such as, "I have six
coins in my pocket worth 30 cents." The answer can be one quarter and five pennies or six nickels.

Spelling

Grades: 6 - 8

1. Help your child use memory strategies, like mnemonics, to recall the spelling of words. For example, saying the phrase,
"He is a friend until the end," may help the child recall the ending of "friend" or telling the child that "An island is land
surrounded by water," can help them spell island correctly.

2. Have your child engage in activities and puzzles that require correct spelling, such as crosswords, acrostics, and word
searches.

3. Use car rides or other trips to have your child play a fun game of spelling detective, in which they find words within other
words (for example, taxi has the word tax in it) or finds new words (for example, you can make the word tie with the letters
in exit, or the word pale from plane).

4. Using a deck of homemade letter cards, play a game of spelling "Go Fish," wherein you try to use the cards to make
words. The longer the word, the better the hand.

5. To encourage your child to use orthographic cues to recall spelling words, have them outline spelling words in pencil and
lightly color them in with a colored pencil. Have them compare the visual configuration or shape of words.

6. To engage your child's senses when spelling, try a game of touch spelling, during which they spell a word using their
fingers on your back, one letter at a time. Switch roles with your child so that you have a chance to "back spell." To provide
initial support and success, allow your child to refer to a word list while you are touch spelling.

7. To have your child think about what they are spelling, have them write spelling words in colored pencils, with consonants
a different color than vowels.

8. Encourage your child to break apart longer words to spell by listening to what they hear. For example, for talkative, you
can say, "Well, you hear the word talk and you know how to spell that. Then there's at. Now we just need to spell the last
part, -ive."

Listening Comprehension

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KTEA™ -3 Parent Report, Grade-Based Norms
31/01/2024, Page 9 Javaughn Baker

Grades: 6 - 8

1. To build listening skills in a fun way, create an audible tapping sequence for your child to copy. For example, use a pencil
to tap two times slowly, followed by five rapid taps and one slow tap. Gradually move from only a few, to several taps, in a
sequence.

2. Provide opportunities for your child to listen to messages on the phone by leaving them a voicemail and asking them to
complete a directive. For example, "When you get this message, can you call or text me?"

3. Play a fast-paced listening game with your child and their friends or family. Include at least four players, who are each
assigned a number and who each have four objects (for example, a pen, a set of keys, an eraser, and a napkin). Determine, in
advance, who should end up with a specific object, such as number one should have the napkin, number two should have the
eraser, and so on. Do not share this information with the players. Then, begin giving directives that meet your objective:
"Number one, pick up the pen. Number two, pass the keys to number three. Number three, don't give your object to number
two." Pick up the pace of the directions. When you finish, see if everyone ends up with the objects as you planned.

4. Allow your child opportunities to strengthen listening skills by routinely asking them to remember things to tell you later,
such as a shopping item, a show to record at a specific time, or a part of a phone number.

5. Teach your child important listening skills like reflecting, summarizing, and active listening by using phrases and body
language during verbal exchanges. For example, use phrases like "So, what I heard you say is . . ." and engage in behaviors
such as looking at your child as they are talking, nodding your head in agreement or to demonstrate understanding, and so
forth.

Additional Links

www.education.com1
www.educationworld.com2
Contains tips for teachers relating to spelling games and other lesson plans and ideas to support academics
www.figurethis.org3
Family challenges related to middle school math, includes downloadable activities
www.mathwords.com
www.pbs.org/parents4
www.readingrockets.org5
Contains tips for parents, arranged by grade and age level
www.scholastic.com6

1
www.education.com is a copyright of Education.com, Inc.
2
www.educationworld.com is a copyright of Education World, Inc.
3
www.figurethis.org is a copyright of National Council of Teachers of Mathematics.
4
www.pbs.org is a copyright of Public Broadcasting Service.
5
www.readingrockets.org is a copyright of WETA Public Broadcasting.
6
www.scholastic.com is a copyright of Scholastic Inc.

End of Report

Copyright © 2014 NCS Pearson, Inc. All rights reserved.