38 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
Correlational data with two measures of Cognitive ability were also analyzed. The KTEA-3 Brief Achievement composite correlated .68 with the KABC-II Fluid Crystallized Index (FCI), .65 with the KABC-II Mental Processing Index (MPI), and .62 with the KABC-II Nonverbal Index (NVI) for the total sample. The Brief Achievement composite correlated .59 with the DAS-II General Conceptual Ability (GCA) score and .70 with the DAS-II School Readiness Composite.
HOW TO ADMINISTER THE KTEA-3
As with any standardized test, when administering the KTEA-3 you should follow closely the test administration instructions contained in the test manual and stimulus books. The administration manuals for the Comprehensive Form and the Brief Form review the general administration procedures, and the stimulus books list specific administration directions.
The KTEA-3, both the Brief and Comprehensive Forms, o er much flexibility to examiners in terms of the subtests that can be administered and the order in which those subtests are administered. The entire battery may be administered or you may choose to administer only select composites or subtests. Once you have decided whether the KTEA-3 Brief Form battery or a complete or partial KTEA-3 Comprehensive Form battery will be administered, then you need to determine the sequence of the subtests. The stimulus books111111111 and record form provide the suggested administration order, but you may select a di erent administration order if you prefer. However, two subtests require a particular sequence, as noted in the Caution box shown later.
If the Academic Skills Battery composite is the only composite that is desired, then only three subtests from KTEA-3 Comprehensive Stimulus Book 1 are administered and three tests from Stimulus Book 2 are administered. Those subtests are as follows:
Subtest 2. Math Concepts & Applications
Subtest 3. Letter & Word Recognition
Subtest 4. Math Computation
Subtest 9. Reading Comprehension
Subtest 10. Written Expression
Subtest 12. Spelling
The three subtests of the Oral Language composite are also suggested for a comprehensive evaluation. Associational Fluency, Listening Comprehension, and Oral Expression are subtests 11, 16, and 18, respectively. Each is located in Stimulus Book 2.
KTEA™-3 39
Don’t Forget
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Get Up and Running Quickly With the KTEA-3:
Tips for Veteran KTEA-II Users
Familiarize yourself with the four new KTEA-3 subtests: Reading Vocabulary, Silent Reading Fluency, Math Fluency, and Writing Fluency (the remaining 15 subtests were retained and expanded from the KTEA-II).
Familiarize yourself with the order of KTEA-3 subtest administration, which is different from KTEA-II.
•On the KTEA-II, Associational Fluency and Naming Facility (RAN) had to be administered intermittently throughout the battery even though they were the final subtests listed on the record form. However, on the KTEA-3 these subtests are the 11th and 13th subtests of the 19 subtests listed on the record form, so examiners do not need to actively decide at which earlier point to administer them.
•In addition, on the KTEA-II examiners were instructed to administer Letter & Word Recognition before Reading Comprehension because Letter & Word Recognition was used as a routing point for the Reading Comprehension subtest. However, this procedure is no longer used in the KTEA-3 administration.
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Note that the KTEA-3 Flash drive contains forms that were previously part of the hard copies of forms in the kit:
•Subtest Composite Score Computation Form (previously front and back cover of the KTEA-II record form)
•Analysis Comparison Form (previously on page 3 and back cover of the KTEA-II record form)
•Graphical Profiles Form (previously on page 2 of the KTEA-II record form)
•Qualitative Observations Hand Scoring Form (previously page 4 of the KTEA-II record form)
•Error Analysis Summary Form
•Error Analysis Worksheets for Letter & Word Recognition, Math Computation, Nonsense Word Decoding, and Spelling
Print out the appropriate forms that you need prior to an assessment.
Locate the MP3 audio files on the KTEA-3 Flash Drive and find an audio device for playing the files. These files will be needed for:
• Administering Listening Comprehension
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40 ESSENTIALS OF KTEA™-3 AND WIAT®-III ASSESSMENT
(Continued)
•Exemplifying how to administer Phonological Processing, Letter & Word Recognition, and Nonsense Word Decoding
•Scoring Word Recognition Fluency and Decoding Fluency
Locate the Technical & Interpretive Manual on the KTEA-3 Flash Drive and familiarize yourself with how to navigate through the large PDF file using the “search” function and the page thumbnails.
C A U T I O N
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If you depart from the suggested subtest administration sequence, you must always:
•Administer Letter & Word Recognition before Word Recognition Fluency.
•Administer Nonsense Word Decoding before Decoding Fluency.
Starting and Discontinuing Subtests
Like most standardized tests of individual achievement, the KTEA-3 items are ordered
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by di culty with the easiest items first. Grade-based starting points are listed in the record form and on the first page of a subtest’s directions in the stimulus book. If you have knowledge or suspicion based on clinical judgment that the examinee you are testing will benefit from an earlier or later start point, you may select a di erent start point.
If you have started administering a subtest from a starting point other than item 1, make sure that the examinee is able to achieve a basal. That is, the examinee must demonstrate proficiency on the task by getting the first few items correct in order to achieve the basal. If the examinee does not meet the basal criterion, then you must drop back to the preceding start point. The basal rules are listed in the record form as well as on the first page of the directions for a subtest in the stimulus book. Some subtests on the KTEA-3 do not have traditional basal rules because the items are grouped into item sets or because they are timed tasks. The Comprehensive Form subtests with item sets include Reading Comprehension, Listening Comprehension, Written Expression, and Word Recognition Fluency. Tests that do not have basal rules because they are timed include: Nonsense Word Decoding, Writing Fluency, Silent Reading Fluency, Math Fluency, Object Naming Facility, Letter Naming Facility, and Decoding Fluency. The Don’t Forget box describes the administration procedures for these subtests that do not have traditional basal rules.
KTEA™-3 41
Sample, Teaching, and Practice Items
Unlike many cognitive tests, such as the KABC-II, fewer KTEA-3 subtests include sample, teaching, and practice items. These items are intended to communicate the nature of the task by allowing the examiner to give feedback and explain the task further in order to teach the task. Most KTEA-3 subtests do not require instructional feedback because they resemble familiar academic tasks. However, nine Comprehensive Form subtests include sample, teaching, and practice items: Phonological Awareness, Nonsense Word Decoding, Spelling, Writing Fluency, Silent Reading Fluency, Reading Vocabulary, Object Naming Facility, Letter Naming Facility, and Oral Expression. Sample, teaching, and practice items are indicated on the record form by an apple icon.
Don’t Forget
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Comparing Sample, Teaching, and Practice Items
A Sample item may involve either of the following:
• The examiner demonstrates how to respond to the item type (e.g., Writing Fluency; Silent Reading Fluency).
•The examinee practices the task by responding to unscored items and receiving instructional feedback before the scored items are administered (e.g., Phonological Processing).
A Teaching item allows the examiner to give corrective or instructional feedback on scored items if the examinee responds incorrectly. This may involve rephrasing instructions, providing an example of a correct response, or explaining the correct answer.
A Practice item is included on two KTEA-3 subtests, Object Naming Facility and Letter Naming Facility, for the following purposes:
•Ensure that the examinee knows the correct names of the stimuli: If the examinee gives an incorrect name during the Practice item, the examiner teaches the correct name to use on the scored items. Note: Letter Naming Facility requires all letters to be named correctly on the Practice item; if one or more incorrect letter names are given, the subtest cannot be administered or scored.
•Give the examinee practice naming objects/letters sequentially in rows.
The examiner may provide assistance performing the task during the Practice item only.