The widely respected WRAT-4 accurately measures the basic academic skills of word reading, sentence comprehension, spelling, and maths computation. This quick, simple, psychometrically sound assessment of a student’s important fundamental academic skills serves as an excellent initial evaluation, re-evaluation, or progress measure for any student.
Features and benefits
- Evaluates reading comprehension. The WRAT-4 improves on its predecessor by adding a Sentence Comprehension subtest.
- Extension of norms. Grade-based norms increase the usefulness of the test in Grades K-12, and age-based norms extend to age 94 years, allowing for standardised assessment of older adults’ literacy skills.
- Parallel forms make retesting easy. The Blue and Green forms can be used interchangeably with comparable results, permitting retesting within short periods of time without practice effects. Alternate forms can also be combined into a single examination for a more comprehensive assessment of academic skills.
- Time-efficient. Assessments can be obtained in as little as 15 minutes for younger children and as little as 30 minutes for older children and adults.
- Flexible. Use with individuals, or use with small groups (selected math and spelling areas) to identify those who need a more comprehensive evaluation.
- Reliable. Standardised on a representative national sample of over 3,000 individuals ranging in age from 5 to 94 years, the WRAT4 has been shown to be highly reliable. Recent research provides additional support for the stability of scores over time for special populations such as autism (Jantz et al., 2015).
Footnote: Jantz, P. B., Bigler, E. D., Froehlich, A. L., Prigge, M. B., Cariello, A. N., Travers, B. G., ... & Lainhart, J. E. (2015). WIDE RANGE ACHIEVEMENT TEST IN AUTISM SPECTRUM DISORDER: TEST-RETEST STABILITY 1, 2, 3. Psychological reports.
Valid. Independent research supports the use of the WRAT4 for a variety of purposes. For example, the Spelling subtest has been shown to be an effective screening tool for bilingual kindergarteners at risk for reading difficulties (Chua, Liow, & Yeong, 2014). The Word Reading subtest has been used as a valid proxy measure for education quality and a key predictor of neurocognitive performance (Sayegh et al., 2014) and as an indicator of premorbid cognitive functioning in individuals with chronic psychiatric conditions (Erickson et al., 20154; Lee et al., 2013) and HIV (Casaletto et al., 2014; Jones et al., 2012).
Footnote: Chua, S. M., Liow, S. J. R., & Yeong, S. H. (2014). Using Spelling to Screen Bilingual Kindergarteners At Risk for Reading Difficulties. Journal of learning disabilities, 0022219414538519.
Footnote: Sayegh, P., Arentoft, A., Thaler, N. S., Dean, A. C., & Thames, A. D. (2014). Quality of Education Predicts Performance on the Wide Range Achievement Test-Word Reading Subtest. Archives of Clinical Neuropsychology, 29(8), 731-736.
The WRAT-4 provides derived scores and interpretive information for four subtests:
- Word Reading measures letter and word decoding through letter identification and word recognition.
- Sentence Comprehension measures an individual’s ability to gain meaning from words and to comprehend ideas and information in sentences using a modified cloze technique.
- Spelling measures an individual’s ability to encode sounds into written form from dictated letters and words.
- Maths Computation measures an individual’s ability to count, identify numbers, solve simple oral math problems, and calculate written math problems in a range of domains, including arithmetic, algebra, geometry, and advanced operations.
- A Reading Composite score is created by combining the Word Reading and Sentence Comprehension standard scores.
- Standardised in the US on a representative national sample of over 3,000 individuals ranging in age from 5 to 94 years. Derived scores were developed for both age- and grade-referenced groups. Standard scores, percentile ranks, stanines, normal curve equivalents, grade equivalents, and Rasch ability scaled scores are provided.
- Alternate-form immediate retest reliability coefficients ranged from .78 to .89 for an age-based sample and from .86 to .90 for a grade-based sample. The alternate-form delayed (approximately 30 days) retest study indicated that practice effects are quite small. Mean score differences of 0.4-2.2 were found for an age-based sample; differences of 0.1-0.5 were found for a grade-based sample.
- Validity evidence is derived from the content and structure of the test battery, studies with special groups of individuals, and correlations with other widely used achievement and cognitive ability measures, including the KTEA-II Comprehensive and Brief, WISC®-IV, WASI™, RIAS™, WAIS®-III, WIAT®-II, SB5, WJ®-III, WRAT-Expanded, KBIT, and WRIT