Wide Range Achievement Test: WRAT3, Blue Version Wilkinson, G. (1993)

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1 Description Wide Range Achievement Test: WRAT3, Blue Version Wilkinson, G. (1993) The WRAT3 is a widely used instrument designed to assess an individual s basic academic coding skills necessary to learn reading, spelling, and arithmetic. It intentionally does not assess comprehension, and is thus often used in concert with assessments of comprehension in order to determine learning disabilities. It is age-normed and may be used with individuals aged 5-75 (Wilkinson, G, 1993). Conceptual Organization The three subtests include reading, spelling and arithmetic. Please see Wilkinson, G, 1993, for more information. Item Origin/Selection Process The author states that the content of the three subtests is very similar to other similar measures of achievement. Items were chosen to encompass a broad range of abilities and ages. Please see Wilkinson, G. 1993, for more information. Materials Examiner s manual, Test form, Profile /Analysis form, plastic reading card, and optional plastic spelling card, pencils with erasers. Time Required Typically, administration of all three subtests takes about 30 minutes, although this may vary based on the behavior and skill level of the respondent. Younger children may be assessed more quickly given that they will respond to fewer items (Wilkinson, G., 1993). Administration Method Refer to the examiner s manual for specific administration instructions. Adequate administration conditions are needed, particularly lack of distractions and an appropriate workspace. The interviewer leads the respondent through each of the appropriate subtests, scoring as the test is administered. Basal and ceiling rules are applied to each test to aid both administration and scoring (Wilkinson, G., 1993) Training Training requirements for the WRAT3 are moderate. Examiners must be very familiar with basal and ceiling rules (known as the 5/10 rules ), pronunciation guides, timing criteria, correct use of materials, structured prompts, and scoring criteria. Basic training for administration of the WRAT3 may typically be completed in less than two hours (Wilkinson, G., 1993).

2 Scoring Score Types Raw scores, absolute scores (not age dependent), standard scores (age dependent), grade scores, percentiles and normal curve equivalents may be used in reporting WRAT3 results for each of the three subtests. The author generally recommends the use of absolute, standard or percentiles and normal curve equivalents. Score Interpretation Standard scores for each of the three subtests range from <45 to >155, with higher scores indicating higher achievement. Please see Wilkinson, G., 1993, for more information. Norms and/or Comparative Data The Norm Sample and the Norm Testing Administration procedures are thoroughly described on Pages of the Administration Manual. Psychometric Support For information such as item statistics, item bias, reliability, validity, and standard errors of measurement, see Pages of the Administration Manual. LONGSCAN Use Data Points Age 12: Reading and Arithmetic subtests Age 16: Reading subtest. Respondent LONGSCAN participant child/youth. Mnemonic and Version WRAA (Age 12) WRAB (Age 16) WRAS (scored data for Age 12) Rationale At Age 12, the WRAT3 Reading Subtest was administered to help assess a child s potential ability to utilize the A-CASI system, and to provide a measure of youth s reading achievement. Both the arithmetic and reading subtests were chosen to assess children s academic achievement in these areas as the WRAT3 is a well-known and respected instrument with proven assessment capabilities that can be administered by trained lay interviewers. Administration and Scoring Notes Raw scores, absolute scores (not age dependent), and standard scores (age dependent) are used by LONGSCAN.

3 Results Descriptive Statistics Table 1 provides descriptive statistics for the Age 12 WRAT3 raw and standard scores (for reading and arithmetic) by sample demographics. Girls scored higher on reading and arithmetic than boys. Caucasians scored higher on both reading and arithmetic than the other races (excluding mixed races for arithmetic). Western sites (SW and NW) scored higher on reading scores than all other sites and the southern site (SO) had the highest mean scores for arithmetic. Table 1. Descriptive Statistics for the Age 12 WRAT3 scores by Demographics Reading Arithmetic Raw Score Standard Score Raw Score Standard Score N M (SD) N M (SD) N M (SD) N M (SD) Overall (6.4) (15.9) (5.6) (14.7) Gender Male (7.0) (17.3) (5.8) (14.9) Female (5.6) (14.2) (5.2) (14.3) Race White (6.1) (14.8) (5.7) (15.7) African American (6.6) (16.6) (5.6) (14.4) Hispanic (6.1) (15.2) (5.3) (14.7) Other (7.0) (17.7) (5.8) (15.9) Mixed Race (5.0) (12.5) (4.9) (11.9) Study Site EA (7.3) (17.9) (6.2) (15.9) MW (6.6) (16.7) (5.2) (13.4) SO (6.3) (15.9) (5.1) (14.2) SW (6.2) (14.8) (5.8) (14.8) NW (5.0) (12.9) (5.0) (14.0) Source. Based on data received at the Coordinating Center through January 07.

4 Correlations with Outcome Measures Table 2 provides correlations between the Age 12 WRAT3 scores and select Age 12 outcomes (i.e., T scores from the Trauma Symptom Checklist, Child Behavior Checklist, and Youth Self-Report Form). No significant correlations where found between the WRAT3 reading and math scores and TSC scores, however there were some significant associations found between the WRAT3 scores and the YSR/CBCL internalizing and total problem T scores (ranging from.09 to.16). Table 2. Correlations between Age 12 WRAT3 Scores & Select Age 12 Outcomes Reading Arithmetic N Raw Score Standard Score N Raw Score Standard Score Trauma Symptom Checklist Anger Anxiety Depression PTSD Dissociation Child Behavior Checklist Internalizing Problems *** -.12*** Externalizing Problems ** -.09** ** -.11*** Total Problems *** -.11*** *** -.15*** Youth Self Report Form Internalizing Problems *** -.15*** *** -.10** Externalizing Problems Total Problems *** -.12*** ** -.09** Source. Based on data received at the Coordinating Center through January 07. * <.05, ** <.01, *** <.001 Publisher Information Wide Range, Inc. 15 Ashley Place, Suite 1A Wilmington, Delaware (302) Ordering Information Psychological Assessment Resources, Inc N. Florida Avenue Lutz, FL (800) References and Bibliography Jastak, J. (1946). Wide Range Achievement Test. Guidance Associates of Delaware, Inc. Wilmington, DE. Jastak, J., & Jastak, S. (1965, 1976 & 1978). Wide Range Achievement Test. Jastak Associates, Inc. Wilmington, DE

5 Jastak, S., & Wilkinson, G. (1984). Wide Range Achievement Test-Revisited. Jastak Associates, Inc. Wilmington, DE. Selden, J., Pospisil, T., Mahrou, M. L., Espe-Pfeifer, Devaraju-Backhaus S., & Golden C. J. (2000). Factor analysis of the WRAT-3, and PIAT-R in a pediatric neuropsychological population. Archives of Clinical Neuropsychology (15), Wilkinson, G. S. (1993). WRAT3: Wide Range Achievement Test Administration Manual. Wide Range, Inc. 15 Ashley Place, Suite 1A. Wilmington, DE