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Wide Range Assessment Test (WRAT3)

The Wide Range Achievement Test comes in two forms: BLUE and TAN and involves three subtests:
1. Reading: recognizing and naming letters and pronouncing words out of context.
2. Spelling: writing name; writing letters and words to dictation.
3. Arithmetic: counting, reading number symbols, solving oral problems, and performing written computations.

The purpose of the WRAT3 is to measure the codes which are needed to learn the basic skills of reading, spelling and arithmetic.

Absolute Scores, Standard Scores and Grade Scores are provided for each of these three subtest areas which can be used to compare the achievement levels of one person to another from kindergarten age through to adulthood. When used in conjunction with a test measuring general intelligence which has the same standard deviation units as the WRAT3, it can be a valuable tool in the determination of learning ability or learning disability.

The WRAT3 was intentionally designed to eliminate the effects of comprehension. When dealing with areas of learning disabilities, especially reading, it is essential to determine whether the problem is due to an inability to learn the codes which are necessary to acquire the skill or whether the problem is due to an inability to derive meaning from the codes.

Since the WRAT3 scores are free from contamination effects of comprehension, it is possible to compare WRAT3 standard scores with comprehension standard scores from other tests such as Wechsler scales. One can then determine precisely where the individual is having difficulty and can prescribe those remedial or educational prorgrammes which will target treatment for the specific defect.

The WRAT3 allows the administrator to differentiate between students who lack the coding skills to learn the mechanics of reading from those who may be good readers but whose problem is an inability to comprehend or to get meaning.

Another valuable use of the WRAT3 is the informal assessment of the kinds of errors the individual makes on the three subtests. This is done primarily through observing and recording the mistakes and determining what types of error patterns emerge. This information can then be used in planning the instructional needs of the individual.

The grade level ratings on the WRAT3 subtests can be used to give a general indication of the instructional level of the individual.


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