Purpose: Designed to assess the cognitive ability of children.
Population: All individuals aged 5-75.
Score: Absolute, Standard, and Grade scores for reading, spelling and arithmetic.
Time: (15-30) minutes for each of the 3 forms.
Author: Joseph Jastak / Gary Wilkenson.
Publisher: Wide Range, Inc.
Description: The re-standardization of the WRAT serves to expand the scope of the test to include pre and post testing while maintaining an ease and reliability of previous editions. The WRAT-3 uses a single level format, and has two alternate forms, the BLUE and TAN, which provide the traditional three subtests of previous editions. The alternate forms may be used in combination with one another for a more qualitative assessment of academic skill, or singularly, leaving the other form to be used for testing at a later date. There are three subtests contained on each of the alternate forms. The reading subtest includes the recognition and naming of letters and pronunciation of words out of context. In the spelling subtest, the examinee is asked to write his or her own name, and then to write letters and words as they are dictated. The Arithmetic involves counting, reading number symbols, solving oral problems, and doing written computations.
Scoring: The norms for all tests on the Blue, the Tan, and Combined forms provide raw scores, standard scores with a mean of 100 and a standard deviation of 15, absolute scores and grade scores. The raw score is a basic unit of test measure, and has limited interpretive use. The absolute scores are an interval scale obtained through a Rasch analysis. These scores are suitable for use in statistical studies, pre-post testing, local norming and cut-off levels. The standard scores are scaled on the norm. They are also an interval scale, with equal gradient so they can be used for parametric statistical analyses. The grade scores are defined by mean performance for a particular grade level. The scores are ordinal and have limited use for interpretation of test results.
Reliability: Median test coefficient alphas for the nine tests of WRAT-3 range from .82 to .95. The range is higher for the three Combined tests (Both BLUE and TAN cards). Alternate form correlations of Reading (.92), Spelling (.93), and Arithmetic (.89) also support the reliability of the measure.
Validity: The WRAT-3 intents to measure basic academic skills. There is a high correlation with the WRAT-R (.79-.92) The WRAT correlated moderately well with the WAIS-R. (.66, .66, and .73) for the Reading, Spelling and Arithmetic Combined scores and the Full Scale WISC-R score.
Norms: A stratified national sampling included nearly 5000 individuals provided data for standardization of the WRAT-3.
Suggested use: The WRAT-3 is used to measure the basic codes used to learn reading, spelling, and arithmetic. When used with a measure of general intelligence that has the same SD, the WRAT-3 can be useful in determining learning ability or disability