In my opinion I feel that a ways to test for intelligence in a child can be done in several ways. Below I have listed a few of them ways: Not saying that all these test will work on every child to figure their intelligence level but this is what scientist feel is some ways an educator can test. I am sure that in some parts of other countries they have their own way of testing, but you never know they may use some of the similar methods, but they testing may not be done exactly how it would be done here in the U.S. due to technology. At the end of the day my big deal is that you must be able to have " TIME" to dedicate to the child in order to be able to accurately assess them in any way. I feel that time is the essences of all things.
Reading Comprehension:
Reading comprehension assessments are the most common type of published reading test that is available. The most common reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child, and then asking some explicit, detailed questions about the content of the text.
Language Comprehension
Language comprehension can be assessed in basically the same way reading comprehension is assessed. With language comprehension assessment, however, the child should not be expected to read any text. Everything from the instructions to the comprehension questions should be presented verbally to the child.
Decoding
Decoding skill is measured through the child’s ability to read words out of context. Isolated words are presented to the child one at a time, and the child is asked to say the word aloud (this is not a vocabulary test, so children should not be expected to provide meanings for the word). The words selected for a decoding test should be words that are within the child’s spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words.
Linguistic Knowledge
Linguistic Knowledge is the synthesis of three more basic cognitive elements -- phonology, semantics, and syntax. Linguistic knowledge is more than the sum of it's parts, but it does not lend itself to explicit assessment. A child may have a grasp on the more basic cognitive elements, but still have trouble blending these elements together into a stable linguistic structure. If a child appears to have a grasp of the more basic cognitive elements, but is still having difficulty expressing themselves or understanding others, it is likely that the child has not yet managed to synthesize those elements.
Reference
www.sedl.org/reading/framework/assessment.html
