HUDA SARWAR
5B
FALL 2023
Wide Range Achievement Test (WRAT-4)
TABLE OF CONTENTS
1. Introduction …………………………………………………………….. 2-3
2. Psychometric Properties ………………………………………………... 3-4
3. Method and Procedure …………………………………………………. 4
4. Demographics ………………………………………………………….. 4
5. Presenting Complaint …………………………………………………... 4
6. Investigations Conducted ……………………………………………….. 5
7. Results ………………………………………………………………….. 5-6
8. Conclusion ……………………………………………………………… 6
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INTRODUCTION
“Learning disability and mental retardation are administrative labels applied to individuals
who consistently test below a certain IQ level (usually 70) and who show functional
impairment as a consequence of low IQ”
(American Psychiatric Association, 1994)
“To accomplish something difficult. To master, manipulate or organize physical objects,
human beings, or ideas. To do this as rapidly and as independently as possible. To
overcome obstacles and attain a high standard. To excel one’s self. To rival and surpass
others. To increase self-regard by the successful exercise of talent”
(Murray, 1938)
The Wide Range Achievement Test (WRAT4) is a norm referenced test developed by Gary
S. Wilkinson and Gary J. Robertson and was first published for use in 1946. It measures the basic
academic skills of word reading, sentence comprehension, spelling and math computation. Several
new features have been added to WRAT4. In addition to updated norms, the WRAT4 contains an
entirely new measure of reading achievement, sentence comprehension, added to enhance the
scope of the content measured and to meet a need for a measure of reading comprehension.The
Wide Range Achievement Test, fourth edition (WRAT4) was standardized on a representative
national sample of over 3,000 individuals ranging in age from 5 to 94 years. The test is widely
used to evaluate an individual’s academic skills across various age groups.
The WRAT-4 is intended for use by those professionals who need a quick, simple,
psychometrically sound assessment of important fundamental academic skills. Such measures are
valuable in initial evaluations or individuals referred for learning, behavioral, or vocational
difficulties. The results of the WRAT4 by themselves are not intended to provide formal
identification of learning or cognitive disorders. The ease of administration and the simplicity of
WRAT4 make it useful for assessment professionals who can use the results to collect initial data
for psychological, educational, and vocational assessments and screen large groups of individuals
to identify those who need to be evaluated more thoroughly for academic problems. It can also be
used to assess, in conjunction with the WRAT-Expanded, a broader range of academic skills useful
in the diagnosis of specific learning disorders and to reevaluate individuals diagnosed with learning
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and/or cognitive disorders. It can also be used to evaluate achievement-ability discrepancies to
identify specific learning disabilities and assess an individual’s academic progress over time.
The various additions of The Wide Range Achievement Test (WRAT) have enjoyed
widespread use in a variety of settings. The WRAT4 continues to measure these basic content
areas. The first edition (WRAT-1) was published in 1936 and was primarily designed to assess
basic academic skills. WRAT-2 published in 1976, it included updated norms and expanded
content coverage. WRAT-3 released in 1993, the third edition added additional age groups and
refined the assessment of academic skills. Additionally, The Wide Range Achievement Test-
Expanded Edition (WRAT-Expanded; Robertson, 2001) and The WRAT-Expanded Early Reading
Assessment (ERA; Robertson, 2001) were also published. WRAT-4 measures the following
domains:
• Word Reading which measures letter and word decoding through identification and word
recognition.
• Sentence Comprehension which measures ability to gain meaning from words and to
comprehend ideas and information contained in sentences through the use of a modified
closed technique.
• Spelling which measures ability to encode sounds into written form through the use of a
dictated spelling format containing both letters and words.
• Math Computation which measures ability to perform basic mathematical computations
through counting, identifying numbers, solving simple oral problems and calculating
written math problems.
• In addition to providing derived scores and interpretive information for the four subtests,
WRAT4 also yields a Reading Composite score, obtained by combining the Word Reading
and Sentence Comprehension standard scores.
PSYCHOMETRIC PROPERTIES
Reliability
The Wide Range Achievement Test (WRAT-4) has high Inter-item reliability which shows
that the different items measuring the same variable attain consistent results.
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Validity
The Wide Range Achievement Test (WRAT-4) has high Content validity as it sufficiently
covers the areas that it intends to cover.
METHOD AND PROCEDURE
Client sat at a distance from the examiner to ensure that she could not see examiner’s
scoring protocol or notes. Before conducting the test, examiner explained the purpose of the test
and how the test will move forward. Client was told to attempt the Part 2 of each of the subtests as
they were above the age level of Part 1. Client was verbally given instructions for each subtest
individually prior to attempting each one.
Client was provided with the WRAT4 Blue Test Form, Blue word Reading list and the
Blue Sentence Comprehension Card. She was also provided with a pencil, eraser and a flat surface
to write on.
The testing environment was comfortable, free from distractions and there was adequate
light and ventilation in the room. The entire test took approximately an hour to complete.
DEMOGRAGPHICS
Name: Laiba Rehan
Age: 21 years
PRESENTING COMPLAINT
Client came with the presenting complaint of procrastination. She reported that she kept
putting off her work constantly and waited till the last few hours before the work was due to do it.
She felt she was facing a lot of problems due to this. She could not recall specific triggers for the
procrastination, instead reporting it as a pattern that she noticed in her life. Client felt that her
general daily functioning can be improved if she seeks out professional help for this.
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INVESTIGATIONS CONDUCTED
1. Case History
2. Coping Response Inventory (CRI)
3. Test of Nonverbal Intelligence – 4th edition (TONI-4)
4. Beck Youth Inventories – Second Edition (BYI-II)
5. Differential Aptitude Test (DAT)
6. Vineland Adaptive Behavior Scales – Second Edition (VABS-II)
7. Wide Range Achievement Test (WRAT-4)
RESULTS
S.no Subtest Standard Score Grade Equivalent Performance Level
1. Word Reading 106 12.9 Average
2. Sentence 106 >12.9 Average
Comprehension
3. Spelling 116 >12.9 Above Average
4. Math Computation 102 >12.9 Average
5. Reading Composite 106 - Average
Client’s standard score on word reading subtest was 106 which lies in the 12.9 grade
equivalent and her performance level lies in the average range. This denotes that she is has average
ability for letter and word decoding through letter identification and word recognition.
Client’s standard score on the Sentence Comprehension subtest was 106 which lies in the
>12.9 grade equivalent and her performance level lies in the Average range. This shows that she
has average ability to gain meaning from words and to comprehend ideas and information
contained in sentences through the use of modified cloze technique.
Client’s standard score on the Spelling subtest was 116 which lies in the >12.9 grade
equivalent and her performance level lies in the Above Average range. This denotes that her ability
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to encode sounds into written form through the use of a dictated spelling format is above the
average person’s ability to do the same.
Client’s standard score on the Math Computation subtest was 102 which lies in the >12.9
grade equivalent and her performance level lies in the Average range. This shows that she has
good ability to perform basic mathematics computations through counting, identifying numbers,
solving simple oral problems, and calculating written mathematics problems.
Client’s standard score on the Reading Composite was 106 and her performance level lies
in the Average range.
CONCLUSION
In conclusion, client’s performance in the Spelling subtest is above the average person’s
which indicates that she has good ability to encode sounds into written form through the use of a
dictated spelling format containing both letter and words. This is concurrent with her performance
in previous investigations which indicated that she has high spelling ability and can do well in
occupations such as journalism and proof reading.
