TEST BEHAVIOR:
XXXX
was assessed with the WIAT-4 over two afternoon session
s
.
XXXX
came to
each
testing
session willingly
and
presented with a
friendly demeanor
.
Although offered frequent breaks,
XXXX
would usually choose
to continue onto the next task or subtest.
XXXX appeared
confident when responding to prompts orally and appeared to work carefully and reviewed her
work when completing written prompts.
WIAT
4
SUBTESTS
STANDARD
SCORE
PERCENTILE
DESCRIPTOR
Pseudoword decoding
Word Reading
Reading Comprehension
Oral Reading Fluency
Phonemic Proficiency
Decoding Fluency
Orthographic Fluency
Reading Composite
Basic Reading
Composite
Decoding Composite
Orthographic Processing
Composite
Phonological Processing
Composite
Spelling
Sentence Combination
Sentence Building
Essay
Written Expression
Composite
Numerical Operations
Math Problem Solving
Math Composite
Receptive Vocabulary
Oral Discourse Comp.
Listening Comprehension
Expressive
Vocabulary
Oral Word Fluency
Sentence Repetition
Oral Expression
INTERPRETATION OF TEST RESULTS:
XXXX
was administered the
Wechsler Individual Achievement Test
Fourth Edition (WIAT
4)
to assess
her
academic achievement or developed knowledge from h
er
educational experiences.
The WIAT
4 test includes seventeen subtests that measure Listening, Orthographic Processing,
Reading, Written Language, Oral Expression, and Mathematics skills. The WIAT
4 scor
es show
how well
XXXX
did compared to a group of students at the same grade level from across the
United States. Scores on this test that have a mean of 100; from 90 to 110 are considered
average. Detailed information regarding each composite score and s
ubtest is explained in the
following paragraphs.
READING:
Word Reading.
The Word Reading subtest from the WIAT
4 is designed to measure letter and
letter
sound knowledge and single word reading. In Part 1 examinees identify letters and match
letters
to sounds. In Part 2, examinees read aloud a list of regular and irregular words.
XXXX
’s
ability in Word Reading was in the average range and at the
30
th
percentile. Some words that
XXXX
was able to read successfully include:
radiant, interject, garnish,
tough, ruin, budge,
photograph
and
manage.
Some errors observed included reading
a replacement word with similar beginning sounds and
word parts. For example
,
she read
chore
for
choir
,
disconnect
for
distance
, and
playful
for
playfully
.
Additional errors included reading
coast
en
for
custodian,
rel
ish
ous
for
ridiculous,
sec
ur
il
y
for
surgery,
and
rime
ee
for
rhyme.
Reading Comprehension.
The Reading Comprehension subtest from the WIAT
4 measures
reading comprehension skills at the
level of the word, sentence, and passage. Early items require
examinees to match pictures with words to demonstrate comprehension. Sentence
level
comprehension items require examinees to read a sentence and then answer literal questions
about it. To measur
e passage comprehension, examinees read narrative and expository passages
and answer literal and inferential comprehension questions asked by the examiner. Examinees
can refer to the passage as needed to answer the questions.
XXXX
opted to read the selecti
ons
silently.
XXXX
scored in the average range and at the
34
th
percentile on the Reading
Comprehension subtest.
XXXX
answered
seven
out of t
welve
(
58
%) of the literal questions
correctly, and
seven
out of e
ight
(
88
%) of the inferential questions correctly.
She responded to
all questions about narrative text correctly. Her six errors were responses to questions for an
expository passage.
Oral Reading Fluency.
For the Oral Reading Fluency subtest from the WIAT
4, examinees read
two passages aloud. The subte
st standard score is based on the average number of words read
correctly per minute across the two passages. Examinees answer a comprehension question after
reading each passage to encourage reading with comprehension, but comprehension does not
factor int
o the score.
XXXX
responded to
one of the two
reading comprehension questions
correctly.
XXXX
scored in the average range and at th
e 30
th
pe
rcentile for the oral reading
fluency subtest.
XXXX
read passages with an average of
87
% accuracy and an average of
75
words correct per minute.
Pseudoword Decoding
. The
P
seudoword
D
ecoding subtest from the WIAT
4 is designed to
measure phonic decoding skills. Examinees read aloud a list of pseudowords.
XXXX
performed
in the
low
average range of functioning and the
18
t
h
percentile.
Examples of words read correctly include:
caft, plid, droy, snay, dreep, rith,
and
sluck.
Sound insertions were observed in
some
errors. For example
,
XXXX
read “
jroom
,” for “
joom
;”
“
lirist
,” for “
lirst
;”
and
“
glatch
t
,” for “
glatch.
”
Another
error was substituting a long vowel for a
short vowel, for example she read “cheed,” for “ched.”
Decoding Fluency. The Decoding Fluency subtest is designed to measure phonic decoding
fluency. Examinees read aloud a list of pseudowords as quickly as possi
ble during two timed
trials. XXXX scored within the average range and the 25th percentile. She was able to read an
average of .....pseudowords correctly in thirty seconds.
Orthographic Fluency.
The Orthographic Fluency subtest from the WIAT
4 is designed to
measure an examinee
’
s orthographic lexicon, or sight vocabulary. Examinees read aloud a list of
irregular words as quickly as possible during two timed trials.
XXXX
scored in the average
rang
e and at the
30
th
percentile on this subtest.
She was able to read an average of ....words
correctly in thirty seconds.
Phonemic Proficiency
.
The Phonemic Proficiency subtest from the WIAT
4 measures the
development of phonological/phonemic skills. Examine
es respond orally to items that require
manipulation of sounds within words. Tasks include elision, substitution, and reversal of sounds.
Items are presented via audio recording. Corrective feedback is provided by the examiner on all
items, and scoring inc
orporates both speed and accuracy.
XXXX
performed within the average range and the
47
th
percentile on the Phonemic Proficiency
subtest.
XXXX
answered
fifteen
out of eighteen of the elision prompts correctly. Of the
fifteen
correct, fourteen were instant r
esponses.
Sh
e answered
ten
out of twelve of the substitution
prompts correctly, of which
six
were instant responses.
XXXX
’s response to
four
out of
eight
reversal prompts w
ere
correct
, however none of the reversal responses were instant.
Reading Composite
.
XXXX
scored in the average range and in the
27
th
percentile for the overall
Reading Composite (which was composed of
XXXX
’s WIAT
4 Word Reading and Reading
Comprehension subtests).
The
Decoding Composite
, assesses for phonemic awareness and phonics sk
ills and is comprised
of
XXXX
’s WIAT
4 Pseudoword Decoding and Word Reading scores.
XXXX
’s Decoding
Composite was in the
low
average range and the
19
th
percentile.
The
Phonological Processing Composite
assesses for
the ability to use the sounds of
language
(i.e., phonemes) to process spoken and written language
. This composite
is composed of the
WIAT
-
4 Pseudoword Decoding and Phonemic Proficiency subtests.
XXXX
’s Phonological
Processing Composite was in the average range and at the 27
th
percentile.
The
Orthographic Processing Composite
assesses for
the ability to accurately recognize familiar
letter patterns either as whole words or within words
and is comprised of
XXXX
’s Orthographic
Fluency and Spelling Subtests
.
XXXX
’s Orthographic Processing C
omposite was in the average
range and at the 32
nd
percentile.
Dyslexia Index.
The Dyslexia Index analyzes the examinee’s WIAT
4 Pseudoword Decoding,
Orthographic Fluency
,
and Word Reading subtests and generates a score that indicates the
examinee’s ris
k for Dyslexia.
XXXX
’s risk for Dyslexia was noted to be in the low range.
WRITTEN LANGUAGE:
Spelling.
The Spelling subtest from the WIAT
4 measures written spelling from dictation.
Examinees write words that are dictated within the context of a sent
ence. For early items,
examinees write letters that represent sounds.
XXXX
scored in the low average range and at the
14
th
percentile in spelling. Examples of items spelled correctly include:
known, camped, windy,
began, page, night,
and
mother.
Errors
observed included,
difficulty with
affix patterns,
(for example
tion, sus
,
ily
)
and
swapping short vowel and consonant sounds
. For example, she wrote:
colachon,
for
collection,
staconary,
for
stationary, haple
fo
r happily, and sucpact
for
suspect.
Se
ntence Composition.
The Sentence Composition subtest from the WIAT
4 is designed to
measure sentence formulation skills. Responses are scored based on semantics, grammar,
capitalization, and use of internal and ending punctuation. It included two componen
t scores:

Sentence Building:
Examinees write sentences that include a target word.

Sentence Combining
: Examinees combine ideas from two or three given sentences into
one sentence.
XXXX
’s score for
Sentence Building
was in the
high
average range and at the
87
th
percentile.
Seven out of eight of
XXXX
’s sentence building prompts were scorable. One was not scorable
due to using the target word incorrectly. (She used “an,” in the context of “and.”
XXXX
earned points in the area of semantics and grammar for
seven
out of
seven scorable
prompts.
Out of
seven scorable
prompts,
XXXX
correctly applied capitalization to seven prompts, ending
punctuation for
six
prompts, and internal punctuation rules to
seven
prompts.
XXXX
’s score for
Sentence Combining
was in th
e
high
average range and at the
84
th
percentile.
Five out
of
six
responses met the criteria for scoring.
XXXX
earned credit for semantics on
five
out of
five scorable
prompts
, and in grammar for four out of five scorable prompts
. In addition,
s
he earned
ex
tra credit points on four prompts for writing complex sentences. In terms of
mechanics she earned points for correct ending punctuation on five out of five scorable prompts.
She had one error for capitalization and one error for internal punctuation due to
a missing
comma.
Essay Composition.
The Essay Composition subtest from the WIAT
4 is designed to measure
spontaneous writing fluency at the discourse level. Examinees are asked to write a descriptive
expository essay within a 10
minute time limit. Essay
s are scored for semantics, grammar and
mechanics. Content and organization are also evaluated using a qualitative rubric.
XXXX
’s
Essay Composition score was in the
low
average range and at the
14
th
percentile. The following
is an analysis of what
XXXX
wro
te
in response to the prompt, “Write about your favorite game
and include at least three reasons why you like it.”
Introduction:
XXXX
began to address the topic prompt by writing:
I have a arcad in my tree house I like it because I have a lot of games to
<choose>
from...it has my favorite game (Dig dug)
Conclusion:
XXXX
did not have a conclusion statement.
Paragraphs:
XXXX
did not earn points for paragraphing and she wrote one run
on sentence
.
Transitions:
XXXX
used the transition
s
first, next,
and
last.
Reasons Why:
XXXX
did provide
one
reason why
“
Dig dug”
i
s
her
favorite game.

because it’s so much fun
.
.
Elaborations or Supports
:
XXXX
did not have any elaborations or supports for why she thinks
“Dig dug” is a fun game.
Written Language Composite
. Th
e Written Language Composite is based on
XXXX
’s
performance on the WIAT
4’s Spelling Subtest, Essay Composition Subtest, and the two
Sentence Composition Subtests.
XXXX
scored in the average range and at the
66
th
percentile for
the Written Language Composi
te.
MATHEMATICS:
Math Problem Solving.
The WIAT
4 Math Problem Solving subtest measures a range of math
problem
solving skill domains including basic concepts, everyday applications, geometry, and
algebra. Examinees point to pictures or respond orally to items that require the application of
mathematical principles to real life situations.
XXXX
scored in the
high
average range and at the
77
th
percentile on the Math Problem Solving Subtest.
Items noted as correct included interpreting graphs
and calendars
,
measuring objects, making and
ordering fractions
and
solving probability problems.
Items noted as incorrect included solving
some single as well as
mixed operation word problems,
finding the average of a set of numbers
,
solving fraction word problems
and
converting fractions
to decimals.
Numerical Operations.
The WIAT
4 Numerical Operations subtest measures math calculation
skills. For early items, examinees respond orally to questions about number concepts and
counting. For later items, examinees write
answers to printed math problems ranging from basic
operations with integers to geometry, algebra, and calculus problems.
XXXX
scored in the
average range and at the
27
th
percentile.
Items noted as correct included adding and subtracting up to t
wo
digit
numbers with
out
regrouping,
and
multiplying singl
e
digit numbers
.
Items noted as incorrect included
addition and subtraction of two
and
three digit numbers with
regrouping (particularly regrouping subtraction with 0’s), and single division facts.
Mathema
tics Composite.
XXXX
scored in the average range and at the
53
rd
percentile for the
overall Math Composite (which was composed of
XXXX
’s WIAT
4 Math Problem Solving and
Numerical Operations subtests).
LISTENING COMPREHENSION:
The WIAT
4 Listening Compr
ehension subtest is designed to measure listening comprehension
at the level of the word, sentence, and passage. The subtest included two component scores:

Receptive Vocabulary:
Examinees select the picture that best illustrates the meaning of
the target w
ord spoken by the examiner.

Oral Discourse Comprehension:
Examinees listen to passages presented via audio
recording and then respond aloud to comprehension questions asked by the examiner.
XXXX
’s score for Receptive Vocabulary was found to be in the
low
average range and at the
16th
percentile.
XXXX
’s score for Oral Discourse Comprehension was in the average range
and at the
34
th
percentile.
XXXX
’s overall Listening Comprehension score was in the
low
average range and at the
21
st
percentile.
ORAL EXPRE
SSION:
The WIAT
4
Oral Expression
subtest is designed to measure oral expression at the level of the
word and sentence. It includes three component scores:

Expressive Vocabulary:
Examinees see a picture and hear a definition and then say the
word that best corresponds to the picture and the definition.

Oral Word Fluency:
Examinees name as many things as possible belonging to a given
category within 60 seconds.

Sentence Repetition:
Examinees listen to a sentence and then repeat it verbatim.
Sentences increase in length and complexity.

XXXX
’s score for
Expressive Vocabulary
was in the
average
range and at the
70
th
percentile.
XXXX
’s
Oral Word Fluency
was in the average range and at t
he
58
th
percentile. H
er
Sentence Repetition
score was in the average range and was at the
45
th
percentile.
XXXX
’s overall
Oral Expression
score was in the average range and at the
58
th
percentile.
CLASSROOM PERFORMANCE:
Current Grades:
Religion
92%.
B+
Reading
89%. B
Language
96%. A
Spelling
82%. C+
Math
94%. A
Science
99%. A
Social Studies
100%. A