Getting Started 2d – Learning Readiness Testing Introductory & Test 1

Foundational Success Skills –
LEARNING READINESS TESTING –
Introductory & Lesson 1

Assessments for Learning Readiness –
Visual, Auditory, Tactile, Mobile, Linguistic
and Manual Remediation for Deficits

Mary C. Kessler, Curriculum Director
©2015, 2019, 2022, 2023 Beehive LDS Schooling, LLC

Table of Contents

Introductory
Scope, Objectives, Materials List, Course and Lesson Formats

Lessons 1-10: Testing and Remediation
1 (2d) – Preliminary Testing to Assure Levels 1 & 2 of Visual Brain Organization
2 (2e) – Test for Auditory and Tactile Levels 1 & 2 of Brain Organization
3 (2f) – Testing for Proficiency in Doing the Bilateral Army Crawl
4 (2g) – Language and Manual Skills – Levels 1 & 2
5 (2h) – More on Visual Acuity
6 (2i) – More on Auditory and Language Skills
7 (2j) – Tactile Differentiation of Objects
8 (2k) – Testing of Bilateral Creeping, Walking, and Running
9 (2l) – Testing of Bilateral Skipping
10 (2m) – Testing for Manual Dexterity

INTRODUCTORY
Covers Scope, Objectives, Materials List, Course and Lesson Formats

When to Use
• This course is indicated for elementary age students, especially 5-8 year olds just entering the curriculum or school. Using these simple tests will help to assure success and alert to any problems.
• This course is also advisable, but not necessary, for students who have gone through the Early Childhood division and have kept pace with the development curriculum there.

Scope
• The Beehive Parent Class 102: Learning Readiness Testing assesses for basic visual, auditory, tactile, mobile, linguistic and manual skills which help determine readiness for learning.
• If there are any deficits in these areas the course seeks to remediate these.

Objectives
• To determine through proper testing organic readiness for learning.
• To correct, if necessary, through remedial exercise, any deficit found in the preliminary testing.

Materials List
• Clean floor upon which to crawl.
• Area large or long enough to walk 20’ in a straight line – can be outside.
• Access to the internet.

Course Format
• Initial testing and remediation of deficits and introduction of mazes. Lessons 1-10

Lesson Formats
• Section One – Testing, Remediation and Introduction to Mazes is covered in the 10 lessons:
◦ The Skill is presented and tested.
◦ If remedial work is necessary, the student works on it for the next four lessons.

Final Assessment
• Ability to pass-off all skills tested at acceptable levels.

Ascent Advantage Academy Online
Learning Readiness Testing
Lessons 1 – 10: Testing and Remediation
for Levels One and Two of Brain Organization

NOTE: Sometimes, parents skip these tests, thinking that they are rinky-dink and of no real value. Please, DO them with your student. It is amazing, but after fourteen years of using these and like tests, we found them to be extremely accurate in predicting learning difficulties. Hence, we put them at the beginning of our curricula, so that YOU can abrogate any deficiencies your student may have and work to correct them. Our goal, as yours, is to give your student the BEST POSSIBLE CHANCE of SUCCESS.

Dear Parent:
Below are several tests. It is important that you record the results of the tests and any remediation that needs to take place.
For example: Can your child track visually in a horizontal fashion? If yes, you do NOT need to do anything. However, if not, practice of this skill is indicated.
Your record of the test results will help you determine those exercises that your student needs to practice or other actions needed by a professional.
KEEP RECORDS.

Also, understand that I am self-taught in this area and that the tests and remedial exercises or actions presented here are ones I have come to know over the course of my years of teaching. I am NOT a professional diagnostician. If you find a problem, seek professional advice.

Week 1

Test 1 – Preliminary Testing to Assure Level 1-2 Visual Brain Organization

Do the following with your student:

Visual Checks:

1 – Pupil Dilation

Check to make sure that your student’s pupils shrink when exposed to a bright light and that they dilate when in dim light.

Remediation – If your student does not have the correct response or one pupil contracts or dilates significantly more or less than the other, see a professional eye doctor.

2 – Horizontal Tracking

With your index finger 14” to 18” in front of your student’s nose, have him track the movement of your finger with both eyes simultaneously, first to the right until your finger is out of his peripheral vision and then to the left until your finger is out of his peripheral vision.

Track from center to ear. Do the same on the othr side.

Remediation – If your student cannot horizontally track your finger with both eyes in a steady motion, PRACTICE this ONE TIME each way, two or three times a day until he CAN do the exercise.

3 – Outline Perception

Have the student identify items just by the outline.
DO NOT GIVE CLUES.

Go to: “Images for Outline Coloring Pages” on Google. Here you will find millions of Outline Pictures. Choose six that you think your child should know. Then, test him.

Remediation – If your student has difficulty identifying these pictures:
Go over a few of the outline images (2-5) two or three times a day.
We suggest that you use the computer for this exercise and NOT print out the images because of the cost involved.

Begin work on Mazes.

A – Go to www.Krazydad.com
NOTE: Krazydad started publishing his the mazes and games to support his daughter in college. Now, he has expanded his site and publishes mazes, games, etc. for general use. He is asking a donation to keep the site up and going. It is a great service. Donate a bit, if you can. It’s well worth it.

B – Click on the EASY MAZES.
• Print out Book I.
• Have the student do the first one or two, depending upon age and ability.

C – IF the student is younger and just getting started, explain to him how to do a maze and help him with the first one, then let him try one on his own. ENCOURAGE him, give him needed help, but GUIDE him, do NOT give him the solution.

Emphasize:

1 – Staying within the lines.

2 – Looking ahead, planning ahead. Have the child use his finger to trace out the path to the exit before he uses his pencil or crayon.

D – If the student is older, have him go as far as he can through Book I of the EASY MAZES. Some students may whiz through this, others will need some time. EITHER IS OK. He does NOT need to finish Book I today, but may if he desires and is able. Let your student go at his/her pace. Some will be ready for medium and upper level difficulty, depending upon age and maturity.

E – What we are doing is finding your student’s level of ability to do mazes. More in Lesson #2.

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