Form 8.2b
Wechsler Individual Achievement Test, Fourth Edition (WIAT–4) (Kindergarten–12th Grade)
WIAT–4, Grades K–12:
Table 1
Total Achievement and Core Composite Standard Score Summary
Composite
Standard 95% CIa
score*
PRb
Descriptive
category
Measured skills
Total
Achievement
000*
[000, 000]
< 0.00
Reading
--*
[--, --]
--
Extremely
high
Very high
High average
Average
Written
Expression
--*
[--, --]
--
Low average
Very low
Mathematics
--*
[--, --]
--
Extremely
low
General proficiency in basic
academic skills, including reading,
written expression, and mathematics.
Balance of word-level and text-level
word reading and reading
comprehension skills.
Age-expected written language skills;
letter and word writing, spelling, and
sentence and essay composition.
Application of quantitative principles
to real-life situations; numerical
computation skills.
Note. Standard score mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate greater
impairment in achievement. PK = pre-kindergarten; CI = confidence interval; PR = percentile rank. Total
Achievement data are in boldface. * denotes the presence of a specific learning disorder (i.e., standard score ≤
78, PR ≤ 7). Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th ed.). Arlington, VA: Author, p. 69. -- denotes not computed due to being out of grade range, or
invalid due to incorrect administration or incomplete raw data.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the
percentage of individuals in the norm reference sample (i.e., the population of same aged peers) that the
examinee scores equal to or higher than.
Interpretation:
The Total Achievement standard score (SS) indicates that Mr./Ms. ….. is functioning within the
….. range of broad academic proficiency relative to individuals of the same age. The confidence
interval (CI) indicates that it can be stated with 95% certainty that the true Total Achievement
score falls somewhere between ….. and ….., which is well-within the aforementioned range of
functioning, hence providing greater confidence in this conclusion/which shows an overlap with
the ….. range of functioning. This means that the overall score can fall into either of these
descriptive categories. The percentile rank (PR) means that Mr./Ms.’s overall achievement is
equal to or greater than ….. percent of the population of same aged peers. Finally, the Total
Achievement SS and PR are not/sufficiently low to indicate the presence of a specific learning
disorder (SLD)/in one or more of the other academic areas that are measured by this test. Hence,
further scrutiny of the various academic areas measured by this test will be done to determine the
nature and extent of learning problems in this case.
Remarkably low functioning is found among the following composite scales: …..; …..; ……
Concerning ….., the SS is at/below the marker of 78, with an accompanying PR equal to/below
7, which effectively indicates the presence of a SLD in this academic area./Concerning ….., the
SS is above the marker of 78, with an accompanying PR above 7, which effectively rules out the
presence of a SLD in this academic area.
The remaining/composite scales are measured to be within normal limits or above, hence
effectively ruling out the presence of SLDs. No further subtest analysis is indicated by these
results. Other reasons for the presence of low academic performance must be pursued.
Analysis of the composite scale CIs indicates consistent performance as evidenced by a
remarkable degree of overlap among them./Analysis of the composite scale CIs shows a lack of
overlap, which indicates likely differential performance among the following composite scales:
…..; …..; …… Because they do not/carry diagnostic and treatment implications, formal
pairwise comparisons with hypothesis testing for any significant differences will not/be done.
Table 2
Total Achievement and Core Composite Standard Score Difference Summary
K–12 composite scale level standard
score difference
Total Achievement – Reading
1st standard
score
000
2nd standard
score
000
Difference
(1st – 2nd)a
+/–00*
Critical
value .05
0.00
Base rateb
Total Achievement – Written
Expression
Total Achievement – Mathematics
000
000
+/–00*
0.00
≥ 00.0%†††
000
000
+/–00*
0.00
< 00.0%†††
Reading – Written Expression
000
000
+/–00*
0.00
> 00.0%†††
Reading – Mathematics
000
000
+/–00*
0.00
≤ 00.0%†††
Written Expression – Mathematics
000
000
+/–00*
0.00
≥ 00.0%†††
≤ 00.0%†††
Note. K = kindergarten. Base rate = percentage of the population (i.e., as represented by the norm-reference
sample) who obtained the 1st – 2nd listed standard score difference. -- denotes not reported due to missing data
or statistically nonsignificant difference.
No asterisk denotes that the 1st – 2nd standard score difference occurs by chance more than 5 times in 100 and is
therefore statistically nonsignificant (i.e., the difference is merely due to chance or error); * denotes that the 1st –
2nd standard score difference occurs by chance less than 5 times in 100 and is therefore statistically significant
(i.e., it is a true or real difference). bNo cross denotes that the base rate is typical (n > 15%); † denotes that the
base rate is unusual (n ≤ 15%); †† denotes that the base rate is abnormal (n ≤ 10%); ††† denotes that the base rate
is rare and profoundly abnormal (n ≤ 5%).
a
Interpretation:
Of the pairwise comparisons done due to possible differential performance, none are statistically
significant. Therefore no further analysis of base rate data are needed or required.
Of the pairwise comparisons done due to possible differential performance, the following are
statistically significant, with the first-listed composite scale showing significantly higher
functioning and the base rate result in parentheses: (a) ….. versus ….. (typical/unusual); (b) …..
versus ….. (typical/unusual); (c) ….. versus …....
Table 3
Reading Composite Subtest Standard Score Summary
Subtest
Standard
score*
95% CIa
PRb
Descriptive
category
Measured skills
Word Reading
000*
[000, 000]
< 0.00
[--, --]
--
Very high
Average
Low average
Very low
Extremely
low
Speed and accuracy of decontextualized
word recognition; reading aloud a list of
words of increasing difficulty.
Understanding written passages after
reading them (i.e., fictional stories;
informational text; advertisements).
Reading
--*
Comprehension
Note. Standard score mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate
greater impairment in achievement. CI = confidence interval; PR = percentile rank. * denotes the
presence of significant impairment in a specific skill (i.e., subskill) that may be contributing to a specific
learning disorder (i.e., standard score ≤ 78, PR ≤ 7). Source: American Psychiatric Association.
(2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author, p. 69.
-- denotes not computed due to being out of grade range, or invalid due to incorrect administration or
incomplete raw data.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the percentage of
individuals in the norm reference sample (i.e., the population of same aged peers) that that the examinee scores
equal to or higher than.
Interpretation:
Concerning the ….. subtest, the SS is at/below the marker of 78, with an accompanying PR equal
to/below 7, which effectively indicates the presence of a clinically significant impairment in this
subskill./Concerning ….. subtest, the SS is above the marker of 78, with an accompanying PR
above 7, which effectively rules out a clinically significant impairment in this subskill.
The remaining subtest scales are measured to be within normal limits or above, hence effectively
ruling out clinically significant impairment in these subskills.
Analysis of the subtest CIs indicates consistent performance as evidenced by a remarkable
degree of overlap among them./Analysis of the subtest CIs shows a lack of overlap, which
indicates likely differential performance among the following subskills: …..; …..; ……
Table 4
Written Expression Composite Subtest Standard Score Summary
Subtest
Standard 95% CIa
score*
PRb
Descriptive
category
Measured skills
Spelling
(Grades K–12)
000*
[000, 000]
< 0.00
Written spelling of letter sounds and
single words.
[--, --]
--
Extremely
high
Very high
High average
Average
[--, --]
--
Low average
Very low
[--, --]
--
Extremely
low
Alphabet
--*
Writing Fluency
(K–1)
Sentence
--*
Composition
(Grades 2–12)
Essay
--*
Composition
(Grades 4–12)
Writing all the letters of the alphabet
accurately (i.e., upper or lower case; print
or cursive) within a 30-second time limit.
Sentence formulation and written
syntactic ability (i.e., sentence combining
and building).
Spontaneous compositional writing of
maximum 10 minutes duration.
Note. Standard score mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate
greater impairment in achievement. CI = confidence interval; PR = percentile rank; K = kindergarten.
*
denotes the presence of significant impairment in a specific skill (i.e., subskill) that may be
contributing to a specific learning disorder (i.e., standard score ≤ 78, PR ≤ 7). Source: American
Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Arlington, VA: Author, p. 69. -- denotes not computed due to being out of grade range, or invalid due to
incorrect administration or incomplete raw data.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the percentage of
individuals in the norm reference sample (i.e., the population of same aged peers) that that the examinee scores
equal to or higher than.
Interpretation:
Concerning the ….. subtest, the SS is at/below the marker of 78, with an accompanying PR equal
to/below 7, which effectively indicates the presence of a clinically significant impairment in this
subskill./Concerning ….. subtest, the SS is above the marker of 78, with an accompanying PR
above 7, which effectively rules out a clinically significant impairment in this subskill.
The remaining subtest scales are measured to be within normal limits or above, hence effectively
ruling out clinically significant impairment in these subskills.
Analysis of the subtest CIs indicates consistent performance as evidenced by a remarkable
degree of overlap among them./Analysis of the subtest CIs shows a lack of overlap, which
indicates likely differential performance among the following subskills: …..; …..; ……
Table 5
Mathematics Composite Subtest Standard Score Summary
Subtest
Standard
score*
95% CIa
PRb
Descriptive
category
Measured skills
Math Problem
Solving
000*
[000, 000]
< 00.0
Basic math concepts; everyday math
applications; geometry; algebra.
Numerical
Operations
--*
[--, --]
--
Extremely
low
Very low
High average
Average
Low average
Written math computations in basic
skills, basic operations with integers,
geometry, algebra, and calculus.
Note. Standard score mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate
greater impairment in achievement. CI = confidence interval; PR = percentile rank; K = kindergarten.
*
denotes the presence of significant impairment in a specific skill (i.e., subskill) that may be
contributing to a specific learning disorder (i.e., standard score ≤ 78, PR ≤ 7). Source: American
Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Arlington, VA: Author, p. 69. -- denotes not reported because invalid due to incorrect administration or
incomplete raw data.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the percentage of
individuals in the norm reference sample (i.e., the population of same aged peers) that that the examinee scores
equal to or higher than.
Interpretation:
Concerning the ….. subtest, the SS is at/below the marker of 78, with an accompanying PR equal
to/below 7, which effectively indicates the presence of a clinically significant impairment in this
subskill./Concerning ….. subtest, the SS is above the marker of 78, with an accompanying PR
above 7, which effectively rules out a clinically significant impairment in this subskill.
The remaining subtest scales are measured to be within normal limits or above, hence effectively
ruling out clinically significant impairment in these subskills.
Analysis of the subtest CIs indicates consistent performance as evidenced by a remarkable
degree of overlap among them./Analysis of the subtest CIs shows a lack of overlap, which
indicates likely differential performance among the following subskills: …..; …..; ……
Table 6
Dyslexia Index Composite and Subtest Level Standard Score Summary (Grades K–3)
Composite/
Subtest
Standard
score
95% CIb
PRc
Descriptive
category
Measured skills
Dyslexia Indexc
000*
[000, 000]
< 00.0
Word Reading
--*
[--, --]
--
Ability to learn to read and
interpret words, letters, and other
symbols.
Letter and letter-sound knowledge;
single word reading.
Phonemic
Proficiency
--*
[--, --]
--
Extremely
high
Very high
High average
Average
Low average
Very low
Extremely
low
Ability to instantly and accurately
analyze and manipulate the sounds
within words.
Note. Standard score (SS) mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate
greater impairment in achievement. PK = pre-kindergarten; CI = confidence interval; PR = percentile
rank.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the
percentage of individuals in the norm reference sample (i.e., the population of same aged peers) that that
the examinee scores equal to or higher than. cRisk for dyslexia: SS (40–69) = very high; SS (70–76 =
high; SS (77–84) = moderate; SS (85–89) = elevated; SS (90–97) = low; SS (98–160) = very low.
Interpretation:
Dyslexia Index Composite: The Dyslexia Index (DI) composite standard score (SS) indicates that
…..’s risk of having this disorder is …… This is due to the overall score falling into the …..
descriptive category. The percentile rank (PR) means that Mr./Ms …..’s overall ability to learn
to read and interpret words is equal to or greater than ….. percent of the population of same aged
peers.
Subtest Level: Both subtests that contributed to the DI are measured to fall within normal
limits/above the marker of a standard score (SS) of 78, which also indicates that there is no
current evidence of dyslexia. Both subtests that contributed to the DI are measured to fall equal
to/below the marker of a standard score (SS) of 78, which also indicates evidence of dyslexia.
Table 7
Dyslexia Index Composite and Subtest Level Standard Score Summary (Grades 4–12)
Composite/
Subtest
Standard
score
95% CIb
PRc
Descriptive
category
Measured skills
Dyslexia Indexc
000*
[000, 000]
< 00.0
Word Reading
--*
[--, --]
--
Ability to learn to read and
interpret words, letters, and other
symbols.
Letter and letter-sound knowledge;
single word reading.
Pseudoword
Decoding
--*
[--, --]
--
Orthographic
Fluency
--*
[--, --]
--
Extremely
high
Very high
High average
Average
Low average
Very low
Extremely
low
Very low
Extremely
low
Phonic decoding and knowledge of
regular spelling-sound correspondence
rules.
Word recognition facility; size of
orthographic lexicon or sight
vocabulary.
Note. Standard score (SS) mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate
greater impairment in achievement. PK = pre-kindergarten; CI = confidence interval; PR = percentile
rank.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the
percentage of individuals in the norm reference sample (i.e., the population of same aged peers) that that
the examinee scores equal to or higher than. cRisk for dyslexia: SS (40–69) = very high; SS (70–76 =
high; SS (77–84) = moderate; SS (85–89) = elevated; SS (90–97) = low; SS (98–160) = very low.
Interpretation:
Dyslexia Index Composite: The Dyslexia Index (DI) composite standard score (SS) indicates that
…..’s risk of having this disorder is …… This is due to the overall score falling into the …..
descriptive category. The percentile rank (PR) means that …..’s overall ability to learn to read
and interpret words is equal to or greater than ….. percent of the population of same aged peers.
Subtest Level: The subtests that contributed to the DI are measured to fall within normal
limits/above the marker of a standard score (SS) of 78, which also indicates that there is no
current evidence of dyslexia. The ….. and …../All three subtests that contributed to the DI are
measured to fall equal to/below the marker of a standard score (SS) of 78, which also indicates
evidence of dyslexia.
Table 8
Oral Language Composite and Subtest Level Standard Score Summary
Composite/
Subtest
Standard 95% CIa
score*
PRb
Descriptive
category
Measured skills
Oral Language
000*
[000, 000]
< 00.0
Listening
Comprehension
--*
[--, --]
--
Oral Expression
--*
[--, --]
--
Extremely
high
Very high
High average
Average
Low average
Very low
Extremely
low
General proficiency in listening and
speaking vocabulary that form the
basis for reading and writing.
Listening vocabulary; inferring and
remembering details from oral sentences
and discourse.
Speaking vocabulary; word retrieval;
word retrieval efficiency; flexibility of
thought process; syntactic knowledge.
Note. Standard score mean = 100, standard deviation = 15, range = 40–160. Lower scores indicate
greater impairment in achievement. PK = pre-kindergarten; CI = confidence interval; PR = percentile
rank. Oral Language data are in boldface. * denotes the presence of a specific learning disorder (i.e.,
standard score ≤ 78, PR ≤ 7). Source: American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorders (5th ed.). Arlington, VA: Author, p. 69. -- denotes not reported
because invalid due to incorrect administration or incomplete raw data.
a
95% CI = the range within which the examinee’s true score falls with 95% certainty. bPR = the
percentage of individuals in the norm reference sample (i.e., the population of same aged peers) that the
examinee scores equal to or higher than.
Interpretation:
Oral Language Composite: The Oral Language (OL) composite standard score (SS) indicates
that ….. is functioning within the ….. range of proficiency relative to individuals of the same
age. The confidence interval (CI) indicates that it can be stated with 95% certainty that the true
OL SS falls somewhere between ….. and ….., which is well-within the aforementioned range of
functioning, hence providing greater confidence in this conclusion/which shows an overlap with
the ….. range of functioning. This means that the overall score can fall into either of these
descriptive categories. The percentile rank (PR) means that …..’s overall OL is equal to or
greater than ….. percent of the population of same aged peers. Finally, the OL SS and PR are
not/sufficiently low to indicate the presence of a specific learning disorder (SLD)/in one or more
of the other academic areas that are measured by this test. Hence, further scrutiny of the various
academic areas measured by this test will be done to determine the nature and extent of learning
problems in this case.
Subtest Level: Both OL subtests are measured to fall within normal limits/above the marker of a
standard score (SS) of 78, which indicates that there is no current evidence of a language
disorder, including both receptive and expressive speech.
Concerning the ….. subtest, the SS is at/below the marker of 78, with an accompanying PR equal
to/below 7, which effectively indicates the presence of a clinically significant impairment in this
language subskill./Concerning ….. subtest, the SS is above the marker of 78, with an
accompanying PR above 7, which effectively rules out a clinically significant impairment in this
language subskill.
The remaining subtest scale is measured to be within normal limits or above, hence effectively
ruling out clinically significant impairment in this language subskill.
Analysis of the subtest CIs indicates consistent performance as evidenced by a remarkable
degree of overlap among them./Analysis of the subtest CIs shows a lack of overlap, which
indicates likely differential performance among the measured language subskills, with …..
appearing to be significantly lower or more impaired than ……