On the Letter-Word Identification subtest, ( initial items ) the student was asked to identify letters that appear in large type. On the Letter-Word Identification subtest, ( remaining items ) the student was asked to pronounce words correctly.
On the Reading Fluency subtest, the student was asked to quickly read simple sentences and decide if the statement is true, and then circle Yes or No, with a three minute time limit.
On the Story Recall subtest, the student was asked to recall increasingly complex stories and recall as many details of the story as he/she can remember.
On the Understanding Directions subtest, the student was asked to listen to a sequence of instructions and then follow the directions by pointing to various objects in a colored picture.
On the Calculation subtest, ( initial items ) the student was asked to write single numbers. On the
Calculation subtest, ( remaining items ) the student was asked to perform addition, subtraction, multiplication, division, and combinations of these basic operations, as well as some geometric, trigonometric, logarithmic, and calculus operations.
On the Math Fluency subtest, the student was asked to solve simple addition, subtraction, and multiplication facts quickly, with a three minute time limit.
On the Spelling subtest, ( initial items ) the student was asked to draw lines and trace letters. On the Spelling subtest, ( next items ) the student was asked to produce uppercase and lowercase letters. On the Spelling subtest, ( remaining items ) the student was asked to spell words.
On the Writing Fluency subtest, the student was asked to quickly formulate and write as many simple sentences as possible, given a set of three words, with a seven minute time limit.
On the Passage Comprehension subtest, ( initial items ) the student was asked to match a rebus
(pictographic representation of a word) with an actual picture of the object. On the Passage
Comprehension subtest, ( next items ) the items were presented in a multiple-choice format and asked the student to point to the picture represented by a phrase. On the Passage
Comprehension subtest, ( remaining items ) the student was asked to read a short passage and identify a missing key word that makes sense in the context of that passage.
On the Applied Problems subtest, the student was asked to analyze and solve math problems presented orally.

On the Writing Samples subtest, the student was asked to produce written sentences evaluated with respect to the quality of expression. Students are not penalized for errors in basic writing skills, such as spelling or capitalization.
On the Story Recall-Delayed subtest, the student was asked to recall, after 30 or more minutes on the same day or up to 8 days after administration, the story elements presented in Test 3:
Story Recall.
On the Word Attack subtest, (initial items ) the student was asked to produce the sounds for single letters. On the Work Attack subtest, (remaining items) the student was asked to read aloud letter combinations that are phonically consistent, or regular, patterns in English orthography but are non-words or low-frequency words.
On the Picture Vocabulary subtest, the student was asked to identify pictured objects.
On the Oral Comprehension subtest, the student was asked to listen and comprehend a short passage and then supply the missing word using syntactic and semantic cues.
On the Editing subtest, the student was asked to identify and correct errors in a written passage.
The error in the passage included incorrect punctuation or capitalization, inappropriate word usage, or a misspelling.
On the Reading Vocabulary subtest, the student was asked to read a word and provide a synonym on the first subtest and read a word and provide an antonym on the second subtest.
The third subtest asked the student to read three words of an analogy and then provide the fourth word to complete the analogy.
On the first subtest of the Quantitative Concepts subtest, (initial items ) the student was asked to count and identify numbers, shapes, and sequences. On the Quantitative Concepts subtest,
(remaining items ) the student was asked to demonstrate knowledge of mathematical terms and formulas. On the second subtest of the Quantitative Concepts subtest, the student was asked to look at a series of numbers, figure out the pattern, and then provide the missing number in the series.
On the Academic Knowledge subtest, the student was asked to demonstrate a sample of knowledge in the sciences, history, geography, government, economics, art, music, and literature.
The early items of all three subtests asked only a pointing response and the remaining items asked an oral response.
On the Spelling of Sounds subtest, ( initial items ) the student was asked to write single letters of sounds. On the Spelling of Sounds subtest, ( remaining items ) the student was asked to listen to the audio recording and then spell letter combinations that are regular patterns in English spelling. The items were non-words or low-frequency words.
On the Sound Awareness (Rhyming) subtest, the student was asked to, for the initial items, respond by pointing, and for the remaining items, provide a word that rhymes with the stimulus that was presented orally. The (Deletion) subtest asked the student to remove part or a compound word or a letter sound from a word to make a new word. The (Substitution) subtest asked the student to substitute a word, a word ending, or a letter sound to create a new word.
The (Reversal) subtest asked the student to first reverse parts of compound words and then reverse letter sounds of words to create new words.
On the Punctuation and Capitalization subtest, the student was asked to punctuate or capitalize items.

On the Phonological Awareness subtest, the student was asked to respond orally to items that asked manipulation of sounds. Tasks included rhyming, matching sounds, blending sounds, segmenting sounds, and deleting sounds.
On the Letter & Word Recognition subtest, the student was asked to identify letters and pronounce words of gradually increasing difficulty. Most words were irregular to ensure that the subtest measured word recognition (reading vocabulary) more than decoding ability.
On the Math Concepts & Applications subtest, the student was asked to respond orally to test items that focused on the application of mathematical principles to real-life solutions. Skills categories included number concepts, operation concepts, time and money, measurement, geometry, data investigation, and higher math concepts.
On the Nonsense Word Decoding subtest, the student was asked to apply phonics and structural analysis skills to decode invented words of increasing difficulty.
On the Math Computation subtest, the student was asked to write solutions to math problems printed in the Student Response Booklet. Skills assessed included addition, subtraction, multiplication, and division operations; fractions and decimals; square roots, exponents, signed numbers, and algebra.
On the Reading Comprehension subtest, for the easiest items, the student was asked to read a word and point to its corresponding picture. In the following items, the student was asked to read a simple instruction and respond by performing the action. In later items, the student was asked to read passages of increasing difficulty and answer literal or inferential questions about them.
Finally, the student was asked to rearrange five sentences into a coherent paragraph, and then answer questions about the paragraph.
On the Written Expression subtest, ( kindergarten and pre-kindergarten ) the student was asked to trace and copy letters and write letters from dictation.
On the Written Expression subtest, ( grades 1 and higher ) the student was asked to complete writing tasks in the context of an age-appropriate storybook format. Tasks included writing sentences from dictation, adding punctuation and capitalization, filling in missing words, completing sentences, combining sentences, writing compound and complex sentences, and writing an essay based on the story the student helped complete.
On the Spelling subtest, the student was asked to write words dictated by the examiner from a steeply graded word list. Early items asked the student to write single letters that represent sounds. The remaining items asked the student to spell regular and irregular words of increasing complexity.
On the Listening Comprehension subtest, the student was asked to listen to passages played on a CD and then respond orally to questions asked by the examiner. Questions measured literal and inferential comprehension.
On the Oral Expression subtest, the student was asked to perform specific speaking tasks in the context of real-life scenarios. Tasks assessed pragmatics, syntax, semantics, and grammar.
On the Word Recognition Fluency subtest, the student was asked to read isolated words as quickly as possible for one minute.

On the Decoding Fluency subtest, the student was asked to pronounce as many nonsense words as possible in one minute.
On the Associational Fluency subtest, the student was asked to say as many words as possible in thirty seconds that belong to a semantic category or had a specified beginning sound.
On the Naming Facility subtest, the student was asked to name objects, colors, and letters as quickly as possible.
Reading:
On the Letter & Word Recognition subtest, the student identifies letters and pronounces words.
On the Nonsense Word Decoding subtest, the students reads nonsense words.
On the Reading Comprehension subtest, the student matches a symbol or word(s) with its corresponding picture or reads a simple instruction and then performs the action. (Later items)
The student reads passages and answers comprehension questions.
On the Reading Vocabulary subtest, the student points to one of three words with a similar meaning as the target word. (Later items) The student reads a sentence and selects the word that has a similar meaning as the target word.
Reading Fluency:
On the Word Recognition Fluency subtest, the student reads a list of words aloud as quickly as possible during two 15-second trials.
On the Decoding Fluency subtest, the student reads a list of nonsense words aloud as quickly as possible during two 15-second trials.
On the Silent Reading Fluency subtest, the student silently reads simple sentences and marks yes or no to indicate whether the statement is true or false, completing as many items as possible within a two-minute time limit.
Mathematics:
On the Math, Concepts & Applications subtest, the student responds orally to items that require the application of mathematical principles to real life situations.
On the Math Computation subtest, the student writes answers to math calculation problems.
On the Math Fluency subtest, the student writes answers to as many addition, subtraction, multiplication, and division problems as possible in 60 seconds.
Writing:
On the Written Expression subtest, the student traces and copies letters, and writes letters, words, and a sentence from dictation. (Later items) The student writes sentences from dictation, adds capitalization and punctuation, completes or combines sentences, and writes an essay.

On the Spelling subtest, the student writes single letters that represent sounds. (Later items) The student spells words from dictation.
On the Writing Fluency subtest, the student writes one sentence about each picture presented in the Response Booklet and completes as many items as possible within a five-minute time limit.
Oral Language:
On the Listening Comprehension subtest, the student listens to a sentence or a recorded passage, and then responds orally to comprehension questions asked by the examiner.
On the Oral Expression subtest, the student responds orally with a complete sentence to describe each photograph. (Later items) The students uses one or two target words or a beginning phrase.
On the Associational Fluency subtest, the student says as many words as possible in 60 seconds that belong to a given semantic category.
Language Processing:
On the Phonological Processing subtest, the student responds orally to items that require manipulation of the sounds within words.
On the Object Naming Facility subtest, the student names pictured objects as quickly as possible.
On the Letter Naming Facility subtest, the student names a combination of upper and lowercase letters as quickly as possible.
Reading
Word Reading: assesses pre-reading (phonological awareness) and decoding skills
(naming letters, phonological skills [working with sounds in words], reading words from lists).
Reading Comprehension: assesses types of reading comprehension skills taught in the classroom or used in everyday life (matching words to pictures, reading sentences aloud, orally answering oral questions about reading passages, silent reading speed).
Pseudoword (phonetic) Decoding: assesses the ability to apply phonetic decoding skills.
(Reading nonsense words aloud from a list [phonetic word attack]).
Math
Numerical Operations: evaluates the ability to identify and write numbers ( e.g. counting, and solving paper & pencil computations).

Math Reasoning: assess the ability to reason mathematically ( e.g. counting, identifying shapes, and solving verbally framed "word problems" [presented both orally and either written or in illustration]).
Written Language
Spelling: evaluates the ability to spell (written spelling of dictated letters, sounds and words that are read in sentences).
Written Expression: assesses the writing process (writing letters and words as quickly as possible, writing sentences, and writing a paragraph or essay).
Oral Language
Listening Comprehension: measures the ability to listen for details (multiple-choice matching of pictures to spoken words).
Oral Expression: assesses general ability to use oral language effectively (repeating sentences, generating lists, describing scenes and pictured activities).