Yesterday, I was finally able to get my last round of LD testing out of the way. Over the course of two and a half hours, I completed a test called the Academic Achievement test.
This one concentrated primarily on dyslexia, but there were one or two sections involving a little bit of math.
Not my test, but pretty close to how I spelled when I was a kid. by elginwx, via flickr
Do you remember those spelling tests from elementary school? You know, the ones where the teacher read the words aloud, used them in a sentence and then said them again?
Yeah, those lovely things.
That was one of the first sub-tests in this larger series of tests. She started out with simple words, like “foot” and “scene”, and they got longer as it progressed. I know I got creative spelling the common, longer words, because I just couldn’t remember the correct spelling.
I’m a little nervous that I did a little too well on that, ironically enough.
Fill in the Blank
There was also a lot of fill in the blank involved. Some questions were looking for single words, while others looked for entire sentences. I had a much harder time with single words than sentences, because it’s so much easier for me to string ideas together instead of concentrating them to one word.
Interestingly, those types of questions were used in separate oral and written sub-tests. I don’t know why I didn’t expect that.
Synonyms, Antonyms and Word Recall
There were yet more requests to name objects on a page. I’m sure it was done to measure consistency, but it still feels like overkill, since that was done in the last session, too. I’d have to go back to see if it was done in the first one as well, but I have the feeling it was.
She also had me read words and then name either their synonyms or antonyms. That was surprisingly difficult in some cases.
I knew what the word was. I knew what she was looking for, but I just couldn’t pull the answer from my brain. It was so frustrating.
Socks are to Feet, as Gloves are to __________
For the life of me, I can’t remember what those types of questions are called. Relational?
Anyway, there was a test dedicated to questions like that. She’d show me two related words, then ask me to finish the next set of related words. That one was a little challenging in that the relationships were obvious, but I kept wanting to give obscure answers, because so many meanings came to mind.
There was also a long set of true/false questions. I have the feeling it was a way of testing my reading speed, and as the questions got longer, I had to slow down a lot.
They like trying to trick you with these things, and that makes the questions so hard to understand sometimes. I know that’s the point, of course, but it wasn’t fun to endure. At this point, I was flashing back to the standardized tests I took in high school.
I’m sure those were done by Pearson, but these were done by a different company. However, the IQ test I was given at the beginning was a Pearson test.
I laughed a little at this one, because a couple of the tests actually used an old tape player and cassette. My doctor is a little older, so she doesn’t have the grip on technology that maybe a younger doctor would, so she used a lower tech instruments.
The tests are the same as the ones given on computers, but it was so funny seeing her pull out that old tape and play it.
Anyway, there were a couple of different story-related tests. The one on the tape tested my memory and attention, such as it is.
She’d play stories, and have me repeat them back to her. Of course, the short ones were easy, but the longer ones just lost me almost completely. I’d get, I don’t know, a half? Maybe a third? Of the main points.
And I’m pretty sure THIS is where I’d need accommodation. Lectures are just not for me, but they’re still one of the most popular teaching methods used today.
After we’d moved through a couple more sub-tests, she brought those stories up again and asked me to recite what I remembered from them when she read the first few words back to me.
I feel like I gave the same answers, but I don’t know if I really did.
The other story-related test was where I had to write sentences or short stories based on pictures, using a few pre-selected words. I was writing by hand, which really reminded me of why I’m so grateful for keyboards.
I make a good number of mistakes typing, but I make so many more writing by hand. I caught myself leaving out letters, and I have no idea what other mistakes got made. I’m pretty sure I was able to keep my handwriting mostly legible, at least.
The last test I recall involved following oral instruction. This one also involved that cassette player. She showed me a picture, and the recorded voice would tell me to point at different things in said picture.
Like the rest of these sub-tests, it started out simply and got progressively more complicated.
“Point to the cat nearest to the boy and then the clock, but only after pointing at the dog that is not the largest dog.”
“If the TV is on, point to the picture on the left wall before pointing to the lamp. If it is not, point at the rug and the cat on the sofa.”
It got weirdly difficult to keep up with. He wasn’t asking me to solve for pi to the thousandth degree. He was just asking me to point at things on the picture.
If I didn’t know that was purposefully complicated, I’d feel a lot worse about myself than I did after leaving.
The final test was asking me to identify math symbols and solve a few math problems. Blech.
Overall, I wasn’t nearly as wiped out from this round of testing as I had been the others. Despite my problems with spelling and whatnot, I’m a lot more comfortable with words and language than math.
Regardless of what happens from here, I’m just glad the testing is over. I don’t know what she’ll find, but I’m sure there will be something. If all goes according to plan, I’ll find out on June 8th.
As for now, I’m off to keep on with the other areas of my life!