WIAT-III A Primer

Wechsler Individual Wechsler Individual Achievement Test - 3Achievement Test - 3rdrd Ed. Ed.

(WIAT-III) (WIAT-III)

Dr. Edward M. PetroskyLicensed Psychologist

(917) 520 – 4444 www.toolsforstudents.info

A PrimerA Primer

(c) Dr. Edward M. Petrosky, 2009. Tags: WIAT-3, psychoeducation; evaluation; Queens, NY(c) Dr. Edward M. Petrosky, 2009. Tags: WIAT-3, psychoeducation; evaluation; Queens, NY

A Word on the PresenterA Word on the PresenterLicensed psychologistLicensed psychologistBackground in school & clinical psychologyBackground in school & clinical psychologySpecializations include: Specializations include: Dyslexia / Learning Disability TestingDyslexia / Learning Disability Testing Neuropsychological EvaluationsNeuropsychological Evaluations Evaluations of Behavioral and Emotional Problems Evaluations of Behavioral and Emotional Problems Workshops to parents, teachers, & students on academic and Workshops to parents, teachers, & students on academic and

emotional growthemotional growth

Evaluations help answer questions such as:Evaluations help answer questions such as: What is the problem? What is causing it? What can be done to What is the problem? What is causing it? What can be done to

help?help?

Facebook page: “Dr. Edward M. Petrosky”Facebook page: “Dr. Edward M. Petrosky”www.toolsforstudents.infowww.toolsforstudents.info

Overall, I think the WIAT-III is a significant Overall, I think the WIAT-III is a significant improvement from the WIAT-II, including the improvement from the WIAT-II, including the

addition of a measure of oral reading fluency and addition of a measure of oral reading fluency and shorter administration time for many subtests.shorter administration time for many subtests.

The following is an excerpt from my WIAT-III The following is an excerpt from my WIAT-III school-staff in-service training workshop.school-staff in-service training workshop.

Enjoy!Enjoy!

Important PrefaceImportant Preface

This presentation is meant to be a helpful aid in This presentation is meant to be a helpful aid in gaining an overview of the WIAT-III, but is not gaining an overview of the WIAT-III, but is not a substitute for reading the test manual.a substitute for reading the test manual.

Components of ReadingComponents of Reading

Reading

Decoding Comprehension Fluency

Reading

Decoding Comprehension Fluency

Reading Reading Readiness SkillsReadiness Skills

Cognitive abilities necessary for decodingCognitive abilities necessary for decoding

Reading ReadinessReading Readiness

Early Reading Skills subtest Early Reading Skills subtest Items require the student to:Items require the student to:

Identify letters and letter soundsIdentify letters and letter sounds

Identify and produce rhyming wordsIdentify and produce rhyming words

Segment words – identifying beginning and ending Segment words – identifying beginning and ending soundssounds

Blend soundsBlend sounds

Identify consonant blendsIdentify consonant blends

Do a small amount of basic sight word recognitionDo a small amount of basic sight word recognition

Reading DecodingReading Decoding

Determining what a word isDetermining what a word is

Reading Decoding SkillsReading Decoding Skills

Word Reading Subtest Word Reading Subtest Student reads individual wordsStudent reads individual words Assesses Assesses

Overall decoding skillsOverall decoding skills

Natural decoding rateNatural decoding rate

Reading Decoding SkillsReading Decoding Skills

Pseudoword Decoding Subtest: Pseudoword Decoding Subtest: Student reads individual nonsense wordsStudent reads individual nonsense words Assesses phonics skillsAssesses phonics skills

Because the words are made up the student Because the words are made up the student has never seen them before and thus cannot has never seen them before and thus cannot rely on memorization to decode them. rely on memorization to decode them. Therefore, assess phonics skillTherefore, assess phonics skill

Natural decoding rate (of unfamiliar words)Natural decoding rate (of unfamiliar words)

Reading FluencyReading Fluency

The accuracy, rate, ease, and The accuracy, rate, ease, and rhythm with which a person reads.rhythm with which a person reads.

Reading FluencyReading Fluency

Oral Reading Fluency subtest Oral Reading Fluency subtest Student reads two passages aloud and Student reads two passages aloud and

answers a question about each passageanswers a question about each passage

Assesses Assesses SpeedSpeed AccuracyAccuracy Rhythm (Qualitatively)Rhythm (Qualitatively)

Reading ComprehensionReading Comprehension

Understanding what one readsUnderstanding what one reads

Reading ComprehensionReading Comprehension

Reading Comprehension subtest Reading Comprehension subtest Student reads passages and then Student reads passages and then

answers questions about them.answers questions about them. Passage remains visible while questions Passage remains visible while questions

are being read.are being read. Much shorter administration time than Much shorter administration time than

the same subtest on the WIAT-2!the same subtest on the WIAT-2!

Components of WritingComponents of Writing

SpellingSpelling

Spelling subtest Spelling subtest Student spells dictated wordsStudent spells dictated words

Written ExpressionWritten Expression

Alphabet Writing Fluency SubtestAlphabet Writing Fluency Subtest Student writes down letters of the alphabet as Student writes down letters of the alphabet as

fast as he or she can.fast as he or she can.

Sentence Composition subtestSentence Composition subtest Sentence Combining portion Sentence Combining portion

Student is to take two or more separate sentences Student is to take two or more separate sentences and write one good sentence that means the same and write one good sentence that means the same thing.thing.

Sentence Composition subtestSentence Composition subtest Sentence Building portion Sentence Building portion

Student is to write a sentence using a target wordStudent is to write a sentence using a target word

Essay Composition subtestEssay Composition subtest Student is to write an essay about his or her Student is to write an essay about his or her

favorite game, including 3 reasons whyfavorite game, including 3 reasons why

Components of MathComponents of Math

Mathematical Mathematical CalculationCalculation

Conducting mathematical computationsConducting mathematical computations

Mathematical CalculationMathematical Calculation

Numerical Operations subtest Numerical Operations subtest Student solves math problems, ranging Student solves math problems, ranging

from addition, subtraction, multiplication, from addition, subtraction, multiplication, and division, to geometry and algebra. and division, to geometry and algebra.

Mathematical ReasoningMathematical Reasoning

The ability to identify what a problem is The ability to identify what a problem is asking for and to select and successfully asking for and to select and successfully implement the correct solution. implement the correct solution.

Ability to apply math to real-world, practical Ability to apply math to real-world, practical problems.problems.

Mathematical ReasoningMathematical Reasoning

Math Problem Solving subtest Math Problem Solving subtest Student solves math word problems, Student solves math word problems,

involving areas such as the basic involving areas such as the basic operations, time, money, and operations, time, money, and interpreting graphs. interpreting graphs.

Mathematical FluencyMathematical Fluency

The speed and automaticity with which a The speed and automaticity with which a student can perform basic mathematical student can perform basic mathematical calculations. calculations.

Mathematical FluencyMathematical Fluency

Math Fluency - Addition subtestMath Fluency - Addition subtest

Math Fluency – Subtraction subtestMath Fluency – Subtraction subtest

Math Fluency – Multiplication subtest Math Fluency – Multiplication subtest Student solves as many simple Student solves as many simple

problems as s/he can in each of the problems as s/he can in each of the respective areas in 1 minute (per respective areas in 1 minute (per subtest). subtest).

Components of Oral LanguageComponents of Oral Language

Oral Language

OralExpression

ListeningComprehension

Listening Listening ComprehensionComprehension

The ability to understand spoken The ability to understand spoken language. Receptive language. language. Receptive language.

Listening ComprehensionListening Comprehension

Listening Comprehension subtestListening Comprehension subtest Receptive Vocabulary portion Receptive Vocabulary portion

Student listens to single words and points to the Student listens to single words and points to the picture that matches the word. picture that matches the word.

Listening ComprehensionListening Comprehension

Listening Comprehension subtestListening Comprehension subtest Oral Discourse portion Oral Discourse portion

Student listens to a CD of spoken sentences and Student listens to a CD of spoken sentences and answers questions about what s/he heard. Includes answers questions about what s/he heard. Includes dialogue and advertisement like narratives.dialogue and advertisement like narratives.

Return to a portion that was on original WIAT-IIReturn to a portion that was on original WIAT-II More closely matches real life listening comprehension More closely matches real life listening comprehension

taskstasks CD recording increases reliability of findingsCD recording increases reliability of findings Includes speech as naturally spoken (e.g. a child with Includes speech as naturally spoken (e.g. a child with

imperfect articulation) imperfect articulation)

Oral ExpressionOral Expression

The ability to produce spoken language. The ability to produce spoken language. Expressive language. Expressive language.

Oral Expression subtestOral Expression subtest Expressive Vocabulary portion Expressive Vocabulary portion

Student looks at a picture, listens to a definition, Student looks at a picture, listens to a definition, and the states the word that matches the picture and the states the word that matches the picture and definition.and definition.

For the WIAT-2 this was on the Listening For the WIAT-2 this was on the Listening Comprehension subtestComprehension subtest

Oral Expression subtestOral Expression subtest Oral Word Fluency portion Oral Word Fluency portion

Student names as many objects from certain Student names as many objects from certain categories as s/he can in 60 seconds (a categories as s/he can in 60 seconds (a hypothetical example of which would be naming as hypothetical example of which would be naming as many hobbies as one can in a minute). many hobbies as one can in a minute).

Category selection an improvement from WIAT-2; Category selection an improvement from WIAT-2; on WIAT-2 one of the categories was frequently on WIAT-2 one of the categories was frequently misunderstood by students. misunderstood by students.

Oral Expression subtestOral Expression subtest Sentence Repetition portion Sentence Repetition portion

Student listens to the examiner state a sentence Student listens to the examiner state a sentence and has to repeat it back verbatim.and has to repeat it back verbatim.

Thank you very much!Thank you very much!

If your school or organization If your school or organization would like a comprehensive would like a comprehensive

training on training on administeringadministering, , scoringscoring, , and and interpretinginterpreting the WIAT-III the WIAT-III

please call 917-520-4444please call 917-520-4444

WIAT-III A Primer

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