e, systematic, and specialized can help normalize brain processes in children with dyslexia, however there are other learning difficulties with biological constraints that make teaching and learning more difficult, and assessment imperative. Glascoe (2002) reported that to evaluate a school-aged patient for learning disabilities or other problems, the child's school performance must be assessed.
Glascoe (2002) stated that to assess learning difficulties, the use of measures that serve multiple purposes is optimal. For example, the use of safety signs helps determine ability to read as well as ages at which these signs are read. Glascoe sought to develop a method for assessing school performance in elementary school children, using common safety signs as test stimuli. A sample of 934 children ages five to 13 years were included in a study. The average age of the participants was nine years, 50.6% were female, 7.8% had been retained one grade, and 5.9% had parents that spoke other than English at home. The Comprehensive Inventory of Basic Skills-Revised was used to assess students. This test is an achievement test that assesses disabilities or problems in areas of academic achievement (basic reading, reading comprehension, mathematics, written language, and listening skills). This test also has a subtest related to warning and safety signs.
Logistic regression analysis was used to determine predictive variables at each age level. Of the 57 safety words/phrases, 22 safety signs were significant predictors of overall academic performance (Keep out, danger, no trespassing) (Glascoe, 2002). Glascoe (2002) reported that despite the finding that children with low scores were eleven times more likely to have been retained a grade and five times more likely to receive teacher-ratings of below average, 72% of those with low scores were not receiving special education.
Bell,áMcCallum, and Coxá(2003) reported that regar...