TEST ABC OF L.

SON

It is a test for individual use. Its aim is to detect a child's maturity.

for the learning of reading and writing, providing a weather forecast that
it will delay the learning of this basic skill.
It is an easily applicable test, grants a maximum of 24 points, and gives the score.
in absolute terms; that is, without relating the result to chronological age.
Obtain a score that is interpreted according to the following table:

From 18 points upwards, it predicts that the child will learn to read in one semester.
From 11 to 16 points, learning will normally take place in a year.
From 10 to 11 points, he will learn with difficulty, requiring special teaching.
It is recommended to postpone the teaching of reading and writing below 7 points.

The validity coefficient carried out in Chile by the research institute of

The Ministry of Education is 0.58. This result is sufficient from the point of view.
psychometric, but it is slightly lower than that found by Filho in Brazil.
Test description:
It consists of 8 individually administered subtests that evaluate different functions:

Subtests I: It is a visomotor coordination test in which the child is asked

reproduce 3 geometric shapes. The most complex one is presented. Half a sheet of
white paper, unlined. Black pencil. Clock that ticks seconds.
Verbal formula:
Take this pencil. Make a figure on this paper that is the same as this one. (Maximum time of

Wait, for the playback to the model's view one minute) Very good!, Now do another one
same as this one. (Maximum time one minute). Now, this last one (Maximum time, a
minute).
Evaluation:
When the reproduction of the frame was perfect or with barely two sides
sensibly larger, keeping all right angles; the rhombus at the angles
well observed and the third recognizable figure, 3 points.
When the copy of the square had two right angles and the other figures.
they were recognizable, 2 points.
When the three figures were imperfect, but dissimilar, 1 point.
When the three figures are equal to each other (three attempts at a square, three cells,
three simple scribbles) or show some drawing of investment (a house, a ball, for
example) 0 points.
The examiner will note whether the child copied with the right hand or the left.

Subtests II: Measure visual memory and directed attention. The child must
recognize 7 figures shown on a poster presented for 30 seconds. The figures
they are relatively large and familiar to children such as: vase, key,
carro, mano, reloj, zapato, gato.
Verbal formula: (showing the back of the card): On the other side of this card there is
some very beautiful figures. I am going to turn the cardboard around and you are going to look at the figures without

say nothing. After I hide the figures, you will say the names of the things.
what you saw. (After exposing the cardboard for thirty seconds, and having given it
turning again, hiding the figures). What did he see? (if the child were
shy, add): Say, what did you see?.... What else? ..(If the child starts the enumeration to
the view of the cardboard): Wait. Say it when I tell you.

Evaluation:
 The names mentioned by the child are noted. That will inform us, many
sometimes, about vocabulary deficiency, automatic repetition of series, or small
control of imagination.
If the child said the name of 6 figures. 3 points.
If I mentioned the names of 4 to 6 figures. 2 points.
If I said from 2 to 3 figures. 1 point.
If I only said one or said nothing at all. 0 points.
The exact name doesn't matter, but the evocation of things does. Consider yourselves

certain answers, like cup for vase; boot for shoe, etc. In case of repetition
automatic series that do not appear on the card, the note will also be null.

Subtests III: Mid visuomotor coordination. The child must reproduce three in the air.
figures made by the examiner. (The examiner on the right side of the child, points
with the index finger, out front, with the arm slightly bent). Look closely at what my
What is your finger going to do here. (Reproduce figure A in the air). Now do it with your little finger.

I did it with my finger. Now, draw the figure you made in the air on this paper.
After the child has drawn it: Now another figure, do this with your finger
(Reproduce it in the air the figure B) Well now draw on the paper the figure you made in
the air. After the child has drawn it. Now the last one. Do this.
figure C). Very well! Now draw on the paper that last figure you made in the air.
Observation:
This test is, among all, the most delicate in technique. The child must not.
stay in front of the examiner, but to their side so that they have my point of view
view. The center of each figure drawn by the examiner in the air must be
sensibly at the child's eye level. Pay attention to the indicated dimensions for
the movement. The movements must be slow. That of the first figure must not be
interrupted; the second and the third will require a quick pause at each angle
of the layout.

Evaluation:
The evaluation will be done based on the drawn figures and in the following manner:
 Good reproduction of the three figures, 3 points.
Good reproduction of any two figures, whatever the imperfection of
the remaining, 2 points.
Good reproduction of a figure, the others as long as it has not been
,1 point.
Poor reproduction of all the figures, but in a way to differentiate them, 1 point.
Reproduction of the same stroke for the three figures or inversion of the tracing of
two or of the three figures, 0 points.
Good reproduction means expression, through drawing, of the direction of the
movements, with a general sense of their proportions.
If the drawing made by the child did not obey the direction of the movement
carried out, in each case, the examiner must note with a small arrow the
direction that the child would have followed.

Subtests IV: Its objective is the evaluation of auditory memory. The child must
repeat a series of common words, such as chair, tree, flower, etc.
Evaluation:
Write down the words that the child says, with the pronunciation errors they make.
It will be beneficial for the student's individual study. The evaluation is
only numeric
Reproduction of the six words .3 points.
Reproduction of 4 to 6 words. 2 points.
Reproduction of 2 to 3 words. 1 point.
Reproduction of a single word, absence of reproduction or enumeration of
completely different series, zero.
Subtests V: Evaluates the ability to understand and memorize. The child must
repeat a short story (39 words) that consists of three main actions and three
details. The story has a very simple plot.
evaluation
Note the child's narration. If the reproduction indicated the three actions.
capitals (I bought, I cried, and he left) and likewise the three details (of china, blue eyes,
yellow dress), 3 points.
If the three actions and a detail, 2 points.
If only the three actions, or two actions and a detail, 1 point.
If two actions or one action and detail, zero.

Subtest VI: Evaluates expressive language and especially type disorders

articulatory sounds. The child should repeat 10 difficult words. They are uncommon words.
known, such as: Sardanapalus, Constantinopolitanism, scribbled, etc.
Evaluation:
For the words reproduced correctly:
From 5 to 6 words, 3 points.
From 3 to 5 words, 2 points.
From 1 to 2 words, 1 point.
One or none, zero.

Subtest VII: It also evaluates visuomotor coordination. The child must cut along a
curved line and another broken one. The maximum allowed time is one minute.
Evaluation:
The evaluation will take into account the quantity and quality of the work. Thus:

Cutting more than half of each design, in the set time of one minute
for each one, without going outside the line, 3 points.
Cutting more than half out of the stroke, or respecting the stroke, less than the
half, 2 points.
Cutting with relative regularity, up to the middle, in one of the designs and part.
from the other, 1 point.

Not respecting the design in any way, zero.

Subtests VIII: Evaluates visuomotor coordination and resistance to fatigue. The student
you must draw points on a grid, having a fixed time for the task (30
Seconds) the squares are small.
Note: If the child makes lines or crosses instead of dots, they should be
observe, without interrupting the work. I don't want lines, I want a little dot in each box.
as I taught him/her.
Evaluation:
The dots are counted, except for those that would have been made by the
examiner, for the initial demonstration of the technique. All the little dots will be
counted, even if there is more than one in the same box. But the small lines will not be
taken into account. The annotation is as follows:
More than 50 little dots, 3 points.

From 26 to 50 points, 2 points.

From 10 to 25 little points, 1 point.

Less than 10 points, zero.

If the child does not follow the suggested order (From their left to their right) they must

be noted the fact.

GENERAL EVALUATION:
It is obtained by simply adding the points achieved by the child in each
test. The result will indicate the level of maturity for reading and writing (M.N.) in
absolute terms, that is, without any relation to chronological age or to age
mental. The scale has a range of 0 to 24 points. Of course, a two-year-old child ...
At three years old, subjected to the tests, he will fail in all of them, as he will not come to understand the

assigned tasks. In school age, which is the one of interest in the application of the tests
ABC, experience has shown a regular variation of 5 to 24 points. The value
central, typical or representative of the group, affects 14, in which M, Ma and Mo are
they confuse. Since the DP represents 2.66 and the C represents 1.82, we can consider, for
the practical effects the middle quarters in 12 and 16 points; the lower one, of 11 points
downward; the upper, from 17 upwards.
The observation of large groups subjected to classification by tests
ABC, as well as the study of numerous individual cases, confirms such results:
a score of 18 points or higher allows for the presence of learning to read and write
in a school semester without difficulty or fatigue; a score of N. M. 11 to 16 points, that the

learning will normally take place over an academic year; a score below 10 points
this will indicate that the child will learn with difficulty, requiring, in most cases,
a special treatment.
With the children who do not obtain more than 7 points, it must be ensured that the

common school education will be completely unproductive.