History
The first WIAT was published in 1992 and it was standardised in UK and published as the word, "WOND and WOLD". It was revised in 2001 and followed by the UK version in 2005. Each revision has brought with it several updates and changes. The WIAT-II contains the basic contacademically. There are a small number of differences made between the versions of the subtests in the UK and US. These include changes in the picture items, replacing of Americanisms and simple spelling differences. The WIAT-III US edition was published in 2009 for use with those aged 4 till 50 years and 11 months. It includes 16 subtests which is divided into Oral Reading, Math Fluency and Early Reading Skills.Test Format
Reading * Word Reading: assesses pre-reading (phonological awareness) and decoding skills (naming letters, phonological skills orking 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 honetic 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" resented 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). The WIAT-III US consists of 16 subtests including several not featured in the second edition: Oral Reading Fluency, Math Problem Solving, Math Fluency Addition /Subtraction /Multiplication, Early Reading Skills, Alphabet Writing Fluency, Sentence Composition and Essay Composition. The test takes 45–90 minutes to administer depending on the age of the participant. The mean score for the WIAT-II is 100 with a standard deviation of 15, and the scores on the test may range from 40 to 160. 68% of participants in the UK standardisation sample obtained scores of 85-115 and 95% obtained scores of 70-130.Psychometric Properties
*Uses
The WIAT-II is suitable for use in clinical, educational and research settings. It can be used to identify the academic strengths and weakness and individual possess of, as well as inform and aid intervention planning. It can be used in a variety of settings where there is concern over educational progress. The WIAT-II can provide meaningful information to assist with diagnostic, eligibility, placement and intervention decisions. Best practice suggests the results obtained from the WIAT-II should be interpreted in combination with the evaluation and review of the individual’s background, personality, current emotional functioning, and attention and motivation levels. Like all assessment instruments, the WIAT-II has certain limitations. Academic achievement can be conceptualised and assessed in many different ways. As a result, it is impossible to develop an instrument that assesses all components of achievement within the constraints of a typical standardised assessment situation. The WIAT-II measures aspects of the learning process that take place in the traditional academic setting in the areas of reading, writing, mathematics and oral language. Although the WIAT-II item content encompasses a wide range of skills and concepts, it was not designed as a measure of academic giftedness in older adolescents or adults.Translations
There have been several adaptations of the WIAT-II for use with; Australian, New Zealand, Canadian and French Canadian populations.See also
*References
* The Psychological Corporation. (1992). Wechsler Individual Achievement Test. San Antonio, TX: Author. * Wechsler, D. (2005). Wechsler Individual Achievement Test 2nd Edition (WIAT II). London: The Psychological Corp.External links