ANNOTATED BIBLIOGRAPHY 405
applying the WISC-V by using a child’s strengths and weaknesses to create a targeted, appropriate intervention plan. The best theory-based methods for interpreting each child’s profile of test scores within the context of his or her background and behaviors are identified. Clinical case reports are presented with diverse referral reasons. Use of both the conventional WISC-V and WISC-V Digital is outlined in detail.
Pearson (2009). Wechsler Individual Achievement Test–Third Edition. San Antonio, TX: Author.
The Examiner’s Manual of this test (included in the test kit) gives detailed information about WIAT-III subtests and composites, how to administer and score the subtests, and how to interpret the results. The Technical Manual CD (included in the test kit) describes the test’s development, standardization, and the psychometric properties. It provides correlational data and information about how the WIAT-III is related to other tests. The Technical Manual reviews the test development, normative samples, and psychometric characteristics. Digital norms tables are provided for hand scoring (as an alternative to using Q-global, the publisher’s digital scoring and reporting platform).
Schneider, W. J., Lichtenberger, E. O., Mather, N., & Kaufman, N. L. (in press). Essentials of assessment report writing (2nd ed). Hoboken, NJ: Wiley.
This book reviews the essential elements and structure of well-written psychological and psychoeducational reports. It covers all aspects of preparing a written report and provides numerous illustrative examples of clear, informative reports. The book’s annotated case reports use a variety of cognitive, achievement, psychological, and neuropsychological assessment instruments to evaluate clients with a variety of referral concerns. The approach to assessment report writing advocated in this book suggests that writers present their conclusions using simple, lively prose, but omit unnecessary details about how they arrived at them, so that readers can focus on the key useful truths about111111111 the client.
408 ABOUT THE DIGITAL RESOURCES
Min & Max KTEA-3 Subtest Scores
This file includes tables that provide the lowest and highest possible standard scores for each KTEA-3 subtest at each age and grade level.
Min & Max WIAT-III Subtest Scores
This file includes tables that provide the lowest and highest possible standard scores for each WIAT-III subtest at each age level.
New Score Data for the KTEA-3 and WIAT-III
This file includes tables for five (5) new composite scores: two KTEA-3 Dyslexia Index Scores, two WIAT-III Dyslexia Index Scores, and a new KTEA-3 Oral Reading Fluency composite score.
For each of the KTEA-3 and the WIAT-III Dyslexia Index Scores, the following tables are provided:
•Grade-Based and Age-Based Composite Standard Scores
•Bands of Errors (95%, 90%, 85% Confidence Intervals) for Grade-Based Standard Scores and Age-Based Standard Scores
•Split-Half Reliability Coe cients for Subtests and Composites by Grade and by Age
•Reading/Writing Disorder Sample Mean Scores
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For the KTEA-3 Oral Reading Fluency composite score, the following tables are provided:
•Grade-Based and Age-Based Composite Standard Scores
•Bands of Errors (95%, 90%, 85% Confidence Intervals) for Grade-Based Standard Scores and Age-Based Standard Scores
•Composite Score Comparisons for KTEA-3 Oral Reading Fluency Composite versus KTEA-3 Decoding Composite Score: Significance and Frequency of Standard Score Di erences by Grade and by Age
•Split-Half Reliability Coe cients for Subtests and Composites by Grade (3–12)