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Essentials of KTEA-3 and WIAT-III Assessment.pdf

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INDEX

Page references followed by ﬁg indicate an illustrated ﬁgure; followed by t indicate a table.

A		purposes and uses of, 2–5
Academic achievement		selecting an, 5, 8–10
conducting research on, 4–5		studies on linking cognitive ability
diagnosing, 2–3		tests and, 217–218t
case report of 9 year-old, 343		Test Yourself on integrating cognitive
measuring progress, 4		ability and, 287
case report of 15 year-old, 372–374		WIAT-III correlations with other
Academic Fluency composite		achievement test composites,
(KTEA-3), 102t		145t
Academic interventions		WJ III (Woodcock-Johnson III Tests
evaluating, 4	111111111	of Achievement), 37
case report of 9 year-old, 345–346		See also Cognitive ability tests;
case report of 11-year-old, 360–362		KTEA-3 Brief Form;
placement decisions and planning		KTEA-3 Comprehensive
programs for, 4		Form; WIAT-III
case report of 15-year-old, 375–376		ADHD (attention-deﬁcit/hyperactivity
Academic progress measures, 4		disorder)
Academic Skills Battery (ASB)		achievement testing in children with,
composite [KTEA-3],		276–279
87–88ﬁg, 90, 330		Jenna’s case report on, 333–350t
Accommodations		Oscar’s case report, 334t,
for hearing impairments, 284–285		350–366t
for motor impairments, 285		WIAT-III standardization and
for visual impairments, 284		diagnosis of, 142
Achievement tests		See also Speciﬁc learning disabilities
administering, 10–12		(SLDs)
for children with ADHD, 276–279		Administration
Excerpts from the Code of Fair		accommodations for visual, hearing,
Testing Practices in		and motor impairments,
Education, 5–8		284–285

409

410 INDEX

Administration (continued) establishing rapport during, 11–12 Excerpts from the Code of Fair

Testing Practices in Education, 6

informing test takers, 7–8 testing environment, 10–11

See also KTEA-3 administration; WIAT-III administration

Age-based norms

versus grade norms, 60 Age or grade equivalents

KTEA-3, 63–65

WIAT-III, 163–164, 172, 320t–322 Alphabet Writing Fluency subtest

(WIAT-III) administration of, 156

average grade-based reliability for, 143t

CCSS mapped to the, 139 description of, 131 scoring, 182–183

American Printing House for the Blind (APH), 284

Analysis of errors (KTEA-3). See Clinical analysis of errors (KTEA-3)

Applications. See KTEA-3 applications; WIAT-III applications

Assessments

case report of 9-year-old, 336–344, 346t–350t

case report of 11-year-old, 354–358, 363t–366t

case report of 15-year-old, 369–375, 376t–378t

See also Cognitive ability assessments; Skills analysis; speciﬁc test

Associational Fluency subtest (KTEA-3) administration of, 51

scoring, 56t, 57t, 81

Auditory processing (Ga), 240–241, 251–252

Behavioral observations Jenna’s case report, 335–336 Oscar’s case report, 353 Rob’s case report, 368–369

See also Qualitative observations

Case reports

9-year-old’s evaluation for attention, math, reading, 333–350t

11-year-old’s evaluation for attention,

111111111 reading, spelling writing,

334t, 350–366t overview of the, 334t

15-year-old’s evaluation for academic ﬂuency, visual motor integration, 334t, 367–378t

CHC (Cattell-Horn-Carroll) model deﬁnitions of terminology related to,

226–227

integrate WIAT-III and KTEA-3 with cognitive ability tests using, 231–242

as theoretical basis of KABC-II, 224–226

Clinical analysis of errors (KTEA-3) general procedures for using,

106, 108

interpreting and reporting "items attempted," 109

item-level error classiﬁcation, 105

	INDEX 411
Letter & Word Recognition,	neuropsychological approach to
Nonsense Word Decoding,	integrate with, 242–252
and Spelling subtests,	processing speed (Gs), 238–239
113–116	qualitative/behavioral analyses of,
Math Computation subtest,	252–254
112–113	quantitative knowledge (Gq),
Math Concepts & Applications	239–240
subtest, 111–112	reading and writing (Grw), 241–242
overview of, 99–104	short-term memory (Gsm), 234–235
Phonological Processing subtest,	visual processing (Gv), 236
111	See also Assessments; Skills analysis;
Q-global, 107ﬁg	Students
Reading Comprehension and	Cognitive ability tests
Listening Comprehension	KABC-II, 34t, 38, 218t, 224–279,
subtests, 109–110	287
scoring "DK" or "NR" responses for,	studies on linking achievement tests
106	and, 217–218t
skill status deﬁned according to	Test Yourself on integrating
number of errors, 103	achievement tests and, 287
within-item classiﬁcation, 105	111111111
within-item classiﬁcation, 105	WISC-V Integrated, 218t, 221–223
Written Expression and Oral	WNV (Wechsler Nonverbal Scale of
Expression subtests, 110–111	Ability), 135, 218t
See also Skills analysis	See also Achievement tests; WISC-V
Clinical applications. See KTEA-3	Common Core State Standards (CCSS)
applications; WIAT-III	mapping KTEA-3 to the, 25–28
applications	mapping WIAT-III to the, 138–141
Cognitive ability assessments	Composites. See KTEA-3 composites;
auditory processing (Ga), 240–241	WIAT-III composites
CHC model to integrate WIAT-III	Comprehension composite (KTEA-3),
and KTEA-3 with, 231–242	99t
crystallized ability (Gc), 237–238	Cross-Domain composites (KTEA-3),
ﬂuid reasoning (Gf ), 236–237	99
hierarchy of cognitive processing load	Crystallized ability (Gc), 237–238
by achievement area, 250ﬁg
identiﬁcation of speciﬁc learning	D
disabilities (SLDs) using,	DAS-II (Di erential Ability
254–279	Scales–Second Edition)
long-term storage and retrieval	correlations between KTEA-3 Brief
(GLr), 233–234	Form and, 38

412 INDEX

DAS-II (Di erential Ability Scales–Second Edition) (continued)

KTEA-3 composites correlations with, 34t

studies linking KTEA-3 and WIAT-III to, 218t

validity studies on, 135 WIAT-III composites correlations

with, 146t

Decoding Fluency subtest (KTEA-3), 56t, 57t, 83–84

Descriptive categories KTEA-3, 66–67, 68 WIAT-III, 172–173

Digital Technical & Interpretive Manual navigation, 62–63

DSM-5 (Diagnostic and Statistical Manual of Mental Disorders),

270, 271t Dysgraphia

characteristics of, 359 ICD-9-CM criteria for, 375 Oscar’s case report on Oral and

Written Language, 334t, 350–366t

Rob’s case report on Reading and Mathematics, 334t, 367–378t

Dyslexia

Dyslexia Index scores to identify, 279–281, 282t

subtypes for intervention planning, 272t

Dyslexia Index scores description and function of,

279–281

KTEA-3 Dyslexia Index, 281, 282t WIAT-III Dyslexia Index, 281, 282t

Early Reading Skills subtest (WIAT-III) administration of, 153

average grade-based reliability for, 143t

CCSS mapped to the, 139 scoring, 179

skills analysis, 130, 203–204 Error analysis (KTEA-3). See Clinical

analysis of errors (KTEA-3) Essay Composition: Grammar and

Mechanics subtest (WIAT-III), 143t

Essay Composition subtest (WIAT-III) administration of, 158

average grade-based reliability for, 143t

CCSS mapped to the, 139 component scores of, 138t

111111111 description of, 131 scoring, 185–188

Essentials of Individual Achievement Assessment (Smith), 1

Essentials of KABC-II Assessment

(Kaufman, Lichtenberger, Fletcher-Janzen, & Kaufman), 227

Excerpts from the Code of Fair Testing Practices in Education, 5–8 Expression composite (KTEA-3), 100t

Figure Weights, 247–248

Fluid reasoning (Gf ), 236–237

Gender di erences

female advantage in KTEA-II Brief and Comprehensive writing assessments, 286

INDEX 413

research on utility of error analysis and writing skills, 285–286 General equivalency diploma (GED)

preparation, 4 Gifted students, 154–155

Global reading impairment, 273t Grade-based norms

versus age norms, 60 Grade or age equivalents KTEA-3, 63–66

WIAT-III, 163–164, 172, 320t–322 Growth Scale Values (GSVs)

KTEA-3, 68, 69, 118 WIAT-III, 135, 164, 173–175

Hand-scoring methods (KTEA-3) calculating raw scores using, 56t, 57t,

caution on common errors in, 70 don’t forget tips on scoring using,

error analysis for, 108–109 KTEA-3 ﬂash drive used for,

303–304

Hand-scoring methods (WIAT-III) calculating raw scores, 167t–168t Oral Reading Fluency subtest, 191

IDEA (Individuals with Disabilities Education Improvement Act) [2004]

areas of achievement speciﬁed in the, 8

on assessment process for SLDs, 135 learning disability subtypes categories

in, 270, 271t

resources available on the, 265 the WIAT-III and, 126, 127t, 136

Individualized education program (IEP), 4

Informing test takers recommendations, 7–8

Interpreting test results

Excerpts from the Code of Fair Testing Practices in Education on, 6–7

KTEA-3, 85–117, 295–296, 301–302, 309–310

WIAT-III, 192–213, 315, 318–319 Intervention goal statements (WIAT-III)

description of the, 132, 134, 210–211ﬁg

Q-global steps for obtaining, 200–202

Intervention Guide for LD Subtypes, 270,

111111111

274–276

Item Response Theory (IRT) ability scale, 68

K KABC-II

Auditory Processing Ga and auditory tasks on, 251–252

description and theoretical basis of, 224–229

identiﬁcation of SLDs (speciﬁc learning disabilities), 254–279

KTEA-3 Brief Form correlations with, 38

KTEA-3 composites correlations with, 34t

Reading Disabilities and, 256 Writing Disability and , 258

414 INDEX
KABC-II (continued)	starting and discontinuing subtests,
qualitative/behavioral analyses of,	40
252–254	starting points, basal rules,
quantitative analyses with the,	discontinue rules, 42
229–230	strengths and weaknesses in,
scale index correlations with KTEA-3	293–294, 300–301, 308
composites, 230	subtest-by-subtest notes on, 45–55
subtests of the, 227–229	testing environment, 10–11
Test Yourself on integrating cognitive	timing, 43–44
ability and achievement tests,	See also Administration
287	KTEA-3 applications
using a CHC framework to integrate	analyzing errors, 3
assessment results of,	Auditory Processing Ga and auditory
231–242	tasks on, 251–252
using neuropsychological approach	conducting research, 4–5
to integrate assessment results	diagnosing achievement, 2–3
of, 242–252	evaluating interventions or programs,
KeyMath-R (KeyMath–Revised)	4
[K-TEA], 17	hierarchy of cognitive processing load
KTEA-3 administration	111111111
KTEA-3 administration	by achievement area, 250ﬁg
accommodations for visual, hearing,	identiﬁcation of SLDs (speciﬁc
and motor impairments,	learning disabilities),
284–285	254–279
of alternate forms, 117–118	identifying processes, 3
to children with ADHD, 277–278	making placement decisions and
establishing rapport during, 11–12	planning programs, 4
of KTEA-3 Brief Form, 38–55,	measuring academic progress, 4
118–122	qualitative/behavioral analyses of
procedures for, 38–55	assessment results, 252–254
Q-global used for, 55, 57t, 58–59ﬁg,	screening, 5
64, 68–69, 107t, 116ﬁg,	using cognitive ability tests with
379–381	KTEA-3 for, 217–279
Q-interactive used for, 284,	KTEA-3 Brief Form
379–392	availability of two forms, 298–299
recording responses, 42–43	comparing KTEA-3 Comprehensive
repeated administrations of the same	Form and, 36–37, 122–125
form, 117	female advantage in writing
sample, teaching, and practice items,	assessment using, 286
41–42	overview of the, 34–38

	INDEX 415
progress monitoring, 118	Math, 95t
score reports for, 122–123	Oral Fluency, 98t
scoring the, 55–85	Oral Language, 98t
screening for a comprehensive	Oral Reading Fluency (ORF), 281,
evaluation, 118–122	283, 283–284t
standardization and technical	Orthographic Processing, 101t
characteristics, 37–38	Reading, 94t
subtest structure of the BA-3	Reading Fluency, 97t
composite, 35ﬁg	Reading Understanding, 97t
test development strengths and	Sound-Symbol, 96t
weaknesses, 290–291,	Written Language, 95t
296–298, 304–305t,	KTEA-3 Comprehensive Form
306t–307t	availability of two forms, 298–299
Test Yourself on the, 124–125	biggest di erence between WIAT-III
See also Achievement tests; KTEA-3	and, 137
Comprehensive Form	changes made from KTEA-II to,
KTEA-3 composites	18–23
Academic Fluency, 102t	clinical analysis of errors, 99–116
Academic Skills Battery (ASB),	comparing content coverage of
87–88ﬁg, 90, 330	111111111
87–88ﬁg, 90, 330	WIAT-III and, 327–330
administration of subtests and,	comparing KTEA-3 Brief Form and,
38–55	36–37, 122–125
alternative form reliability	comparing the KTEA-II to the, 18,
coe cients for, 31t	19, 23
average split-half reliability	content coverage of, 327–330
coe cients for, 29, 30t	core composite structure of the,
Comprehension, 99t	24ﬁg –25
correlations with KABC-II, DAS-II,	factors to consider for selecting, 5–10
and WISC-V global scales,	female advantage in writing
34t	assessment using, 286
correlations with other achievement	general description of the, 16, 23–25
test composites, 33t	goals and considerations for the
cross-domain, 99	development of, 17–18
Decoding, 96t	history and development of the,
Expression, 100t	16–18
interpretation of, 88–90, 94t–99,	mapping Common Core State
94t–99t, 100t	Standards (CCSS) to, 25–28
KABC-II scale index correlations	overview of discussions on, 2
with, 230	purposes and uses of the, 2–5

416 INDEX

KTEA-3 Comprehensive Form (continued)

qualitative observations, 116–117 reliability, 29–31t, 292–293, 300,

307–308

score reports for, 122–123 scoring, 55–99, 100t, 122–123,

293–294, 300–301, 308, 328–330

standardization and psychometric properties of the, 29–34t, 291–292, 299–300, 305, 307

strengths and weaknesses of, 290–311

summary information on test and publisher, 12, 14–15

test development, 290–291, 296–298, 304–305t, 306t–307t

Test Yourself on the, 124–125, 330–332

using with cognitive ability tests, 217–218t

validity, 32–34t, 292–293, 300, 307–308

WIAT-III correlations with composites of, 145t

See also Achievement tests; KTEA-3 Brief Form

KTEA-3 Dyslexia Index, 281, 282t KTEA-3 interpretation

clinical analysis of errors, 99–116 of composites, 87–88ﬁg, 94t–99,

94t–99t, 100t

composite scores and subtest scores, 88–89ﬁg

ﬁve steps on process of, 87–93 introduction to, 86–87

qualitative observations, 116ﬁg –117

strengths and weaknesses in, 295–296, 301–302, 309–310

subtest ﬂoors and ceilings, 93–94 which subtest comparisons are most

clinically useful to, 91–92 See also KTEA-3 scoring

KTEA-3 interpretation steps

step 1: interpret the ASB composite, 87–88ﬁg

step 2: interpret other composite scores and subtest scores, 88–89ﬁg

step 3: identify composite strengths and weaknesses, 89–90

step 4: identify subtest strengths and weaknesses, 90–91

step 5: determine the signiﬁcance and unusualness of planned

111111111

comparisons, 91–93 KTEA-3 scores

grade and age equivalents, 63–65 Growth Scale Values (GSVs), 68–69 interpreting composite and subtest,

88–89ﬁg percentile ranks, 65

raw scores, 55–59ﬁg, 66, 70, 108–109

standard scores (age-based or grade-based norms), 59–62

stanines, 69

weighted raw scores, 55–56, 57–58 KTEA-3 scoring

Associational Fluency subtest, 56t, 57t, 81

caution regarding ambiguous or confusing test items, 309

Decoding Fluency subtest, 56t, 57t, 83–84

	INDEX 417
descriptive category systems, 66–68	Word Recognition Fluency and
Growth Scale Values (GSVs), 68–69	Decoding Fluency subtests,
hand-scoring methods for, 56t, 57t,	56t, 57t, 83–84
58, 70, 108–109	Writing Fluency subtest, 56t, 57t,
Letter & Word Recognition subtest,	75–76
56t, 57t, 72–73	Written Expression subtest, 56t, 57t,
Math Computation subtest, 56t, 57t,	79–81
73–74	See also KTEA-3 interpretation
Math Concepts & Applications	KTEA-3 strengths and weaknesses
subtest, 56t, 57t, 71	assets of the KTEA-3, 296–304
Math Fluency subtest, 56t, 57t, 77	comparing content coverage of the
Nonsense Word Decoding subtest,	KTEA-3 and WIAT-III,
56t, 57t, 74–75	327–330
normal curve equivalents (NCEs),	limitations of the KTEA-3,
169–170	304–310
Object Naming Facility (ONF) and	overview of the, 290–296
Letter Naming Facility (LNF)	Test Yourself on, 330–332
subtests, 56t, 57t, 82	KTEA-3 subtests
Oral Expression subtest, 56t, 57t,	administration of composites and,
84–85	111111111
84–85	38–55
Phonological Awareness subtest, 56t,	alternative form reliability
57t, 71	coe cients for, 31t
Q-global used for, 55, 57t, 58–59ﬁg,	average split-half reliability
64, 66–68	coe cients for, 29, 30t
Reading Comprehension and	correlations between KTEA-II and,
Listening Comprehension	22–23
subtest, 56t, 57t, 77–79	overview of the, 18–23
Reading Vocabulary subtest, 56t,	recording responses to, 42–43
57t, 83	results of conﬁrmatory factor analysis
scored measures on the KTEA-3,	of nine, 33ﬁg
328–330	sample, teaching, and practice items
Silent Reading Fluency subtest, 56t,	of, 41
57t, 76–77	scoring the, 55–85
Spelling subtest, 56t, 57t, 82	starting and discontinuing, 40
strengths and weaknesses in,	starting points, basal rules,
293–294, 300–301, 308	discontinue rules for language
subtest-by-subtest scoring keys, 70	arts, 42
understanding two types of scores,	supplemental composites contributed
55–59ﬁg	to by, 25

418 INDEX

KTEA-3 subtests (continued)

which ones are most clinically useful, 91–92

See also speciﬁc subtest

KTEA-II

changes made to KTEA-3 from the, 18–23

correlations between KTEA-3 subtests and, 22–23

four main goals of the, 17

four new achievement areas added to, 17

K-TEA (Kaufman Test of Educational Achievement)

four achievement batteries of the, 17 four main goals in the KTEA-II

revision of, 17

origins and development of the, 1–2, 16–18

K-TEA/Normative Update (K-TEA/NU) [Kaufman and Kaufman], 17

Language learning disability, 272t Language Processing subtest (KTEA-3),

Learning disability subtypes

DSM-5 and IDEA 2004 categories for, 270, 271t

dyslexia and Dyslexia Index scores, 272t, 279–281

identiﬁcation of, 270

Intervention Guide for LD Subtypes,

270, 274–276

of reading-related learning disabilities for intervention planning, 272t–273t

Test Yourself on identiﬁcation of, 287

See also Speciﬁc learning disabilities (SLDs); Students with disabilities

Letter Naming Facility subtest (LNF) [KTEA-3]

administration of, 52–53

caution regarding administration of, 52

scoring, 56t, 57t, 82

Letter & Word Recognition subtest (KTEA-3)

administration of, 46 error analysis in, 113–116 scoring, 72–73

Listening Comprehension neuropsychological assessment, 245

Listening Comprehension subtest (KTEA-3)

111111111

administration of, 53 analysis of errors, 109–110

caution when computing scores for, 78

integrating cognitive ability tests with, 245

Reminders for Administering the, 53 scoring, 56t, 57t, 77–79

starting points, basal rules, discontinue rules, 42

Listening Comprehension subtest (WIAT-III)

administration of, 152–153 average grade-based reliability for,

143t

CCSS mapped to the, 139 component scores of, 138t description of, 129 improved from WIAT-II, 319 scoring, 179

	INDEX 419
Long-term storage and retrieval (Glr),	administration of, 161–162
233–234	average grade-based reliability for,
Luria model	143t
deﬁnitions of terminology related to,	CCSS mapping to the,
226–227	141
Sequential/Gsm scale interpretation	description of, 131
using, 243–244	scoring, 192
as theoretical basis of KABC-II,	Math Fluency–Multiplication subtest
224–226	(WIAT-III)
	administration of, 161–162
M	average grade-based reliability for,
Math composite (KTEA-3), 95t	143t
Math Computation subtest (KTEA-3)	CCSS mapping to the, 141
administration of, 46–47	description of, 131
don’t forget on scoring, 74	scoring, 192
error analysis in, 112–113	Math Fluency–Subtraction subtest
representing division problems, 49	(WIAT-III)
scoring, 56t, 57t, 73–74	administration of, 161–162
Math Concepts & Applications subtest	average grade-based reliability for,
(KTEA-3)	111111111
(KTEA-3)	143t
administration of, 46	CCSS mapping to the, 141
brief description of, 20–21	description of, 131
error analysis in, 111–112	scoring, 192
Representing Division Problems, 49	Math Problem Solving subtest
Reversing by Row/Page on Math	(WIAT-III)
Computation, 47	administration of, 155–156
scoring, 56t, 57t, 71	average grade-based reliability for,
Math disabilities	143t
identiﬁcation of, 261–264	caution regarding test items of,
dysgraphia case report and, 334t,	324–325
367–378t	CCSS mapping to the, 141
Mathematics measures (KTEA-3 and	description of, 131
WIAT-III), 329	scoring, 182
Math Fluency subtest (KTEA-3)	skills analysis, 204–206
administration of, 48–49	Matrix Reasoning, 246
representing division problems, 49	Mixed phonological-orthographic
scoring, 56t, 57t, 77	dyslexia, 272t
Math Fluency–Addition subtest	Motor impairment accommodations,
(WIAT-III)	285

420 INDEX
N	Oral composites (KTEA-3)
Neuropsychological assessment	Oral Fluency, 98t
approach	Oral Language, 98t
Jenna’s case report, 334–345	Oral Expression subtest (KTEA-3)
Listening Comprehension, 245	analysis of errors, 110–111
overview of the, 242–243	scoring, 56t, 57t, 84–85
Phonological Processing, 244–245	Oral Expression subtest (WIAT-III)
Sequential/Gsm, 243–244	administration of, 158–159
Simultaneous/Gv scale and Written	average grade-based reliability for,
Expression, 245–246	143t
Nonsense Word Decoding subtest	CCSS mapped to the, 140
(KTEA-3)	component scores of, 138t
administration of, 47–48	description of, 130
error analysis in, 113–116	scoring, 189–190
scoring, 56t, 57t, 74–75	Oral Language measures (KTEA-3 and
Normal curve equivalents (NCEs)	WIAT-III), 329
KTEA-3, 69–70	Oral Language subtest (KTEA-3)
WIAT-III, 135, 164	brief description of, 21
Numerical Operations subtest	starting points, basal rules,
(WIAT-III)	111111111
(WIAT-III)	discontinue rules, 42
administration of, 158	Oral Language subtest (WIAT-III)
average grade-based reliability for,	average grade-based reliability for,
143t	143t
caution regarding test items of,	description of, 129–130
325–326	Oral Reading Accuracy measures
CCSS mapping to the, 140–141	(KTEA-3 and WIAT-III), 328
description of, 131	Oral Reading Accuracy subtest
scoring, 188–189	(WIAT-III)
skills analysis, 204–205, 206–207	average grade-based reliability for,
	143t
O	scoring, 190–191
Object Naming Facility subtest (ONF)	Oral Reading Fluency (ORF)
[KTEA-3]	[KTEA-3], 281, 283,
administration of, 51–52	283–284t
scoring, 56t, 57t, 82	Oral Reading Fluency subtest
Oral and written language learning	(WIAT-III)
disability (OWL-LD)	administration of, 159–161
characteristics of, 359	average grade-based reliability for,
Oscar’s case report, 334t, 350–366t	143t

		INDEX 421
caution regarding test items of, 326		average grade-based reliability for,
CCSS mapped to the, 140		143t
description of, 130–131		caution regarding test items of, 325
Oral Reading Rate subtest (WIAT-III),		CCSS mapped to the, 140
143t		description of, 130
Orthographic dyslexia, 272t		scoring, 184–185
Orthographic Processing composite		skills analysis, 207–210
(KTEA-3), 101t		PSW (patterns of strengths and
		weaknesses) discrepancy
P		model, 268–270
Percentile ranks (WIAT-III), 163		Q
Phonological Awareness subtest		Q
(KTEA-3)		Q-global (KTEA-3)
administration of, 45		error analysis in, 107ﬁg
scoring, 56t, 57t, 71		15-point vs. 10-point classiﬁcation
Phonological dyslexia, 272t		system options, 66–68
Phonological Processing subtest		Intervention Guide for LD Subtypes,
(KTEA-3)		3, 270, 274–276
analysis of errors, 111		methods for calculating raw scores
integrating with cognitive ability	111111111	using, 55, 57t, 58–59ﬁg
integrating with cognitive ability		using, 55, 57t, 58–59ﬁg
tests, 244–245		Q-interactive versus, 379–381
as KTEA-3 asset and strength,		qualitative observations when using,
302–303		116ﬁg
PIAT-R (Peabody Individual		raw score entry, 59ﬁg
Achievement Test–Revised)		tips on scoring using, 58, 64
[K-TEA], 17		Q-global (WIAT-III)
Picture Concepts, 246		calculating weighted raw scores,
PL 108–446. See IDEA (Individuals		166ﬁg
with Disabilities Education		methods for calculating raw scores
Improvement Act) [2004]		using, 168t–169t
Placement decisions, 4		Q-interactive versus, 379–381
Planning/Gf scale, 246		score reports, 175
Practice items		scoring guide for theme development
KTEA-3 Comprehensive Form, 41		and text organization,
WIAT-III, 150		187–188
Processing speed (Gs), 238–239		skills analysis using, 200–202
Pseudoword Decoding subtest		Q-interactive (KTEA-3 and WIAT-III)
(WIAT-III)		accommodations for visual
administration of, 157–158		impairments, 284

422 INDEX

Q-interactive (KTEA-3 and WIAT-III) (continued)

equivalency studies on, 381–382 essential features of, 382–391

as ideal testing environment in WIAT-III, 11

key terminology in, 383

learn more by accessing online content about, 392

Q-global versus, 379–381 Test Yourself on, 392–393

Qualitative data (WIAT-III), 211–213 Qualitative observations (KTEA-3),

116–117 Quantitative knowledge (Gq),

239–240 Queries and prompts

KTEA-3, 44 WIAT-III, 151–152

R Rapport

deﬁnition of, 11

establishing during administration of tests, 11, 12

Raw scores (KTEA-3)

comparing weighted raw scores and, 55, 57–58

description of, 55 hand-scoring methods for

calculating, 56t, 57t, 58, 70, 108–109

Q-global methods for calculate, 55, 57t, 58–59ﬁg, 66

Raw scores (WIAT-III) calculating, 165 description of, 163

hand scoring methods for calculating, 167t–168t

methods for calculating using Q-global, 168t–169t

Reading and writing (Grw), 241–242 Reading composite (KTEA-3), 94t Reading comprehension disability, 273t Reading Comprehension measures

(KTEA-3 and WIAT-III), 329 Reading Comprehension subtest

(KTEA-3) administration of, 49–50 analysis of errors, 109–110

caution when computing scores for, 78

scoring, 56t, 57t, 77–79 starting points, basal rules,

discontinue rules, 42 Reading Comprehension subtest

(WIAT-III) administration of, 154

111111111

average grade-based reliability for, 143t

caution regarding item scoring in, 323–324

CCSS mapped to the, 139 description of, 130 scoring, 179–182

skills analysis, 203

testing academically gifted or advanced readers on, 154–155

when to use the, 138 Reading disabilities

Dyslexia Index scores, 279–281, 282t

dyslexia subtypes for intervention planning, 272t

identiﬁcation of, 254–257 dysgraphia case report and, 334t,

367–378t

		INDEX 423
subtypes for intervention planning,		Reverse rules (WIAT-III)
272t–273t		applying the Oral Reading Fluency
Reading ﬂuency disability, 272t		item set, 160
Reading Fluency subtest (KTEA-3), 20,		description of the, 149–150,
328		160
Reading Fluency subtest (WIAT-III)		Rover, 247–248
average grade-based reliability for,		S
143t		S
description of the, 97t		Sample items
measures of, 328		KTEA-3, 41
when to use the, 138		WIAT-III, 150
Reading Foundation Skills measures		Score reports
(KTEA-3 and WIAT-III),		KTEA-3, 122–123
328		Q-global (WIAT-III), 175
Reading-related composites (WIAT-III)		WIAT-III, 175–178
Decoding, 96t		See also Reporting test results
Reading Fluency, 97t, 138		Scores. See KTEA-3 scores; WIAT-III
Reading Understanding, 97t		scores
Sound-Symbol, 96t		Scoring tests
Reading subtest (KTEA-3), 20	111111111	Excerpts from the Code of Fair
Reading subtest (KTEA-3), 20		Excerpts from the Code of Fair
Reading Vocabulary subtest (KTEA-3)		Testing Practices in
administration of, 52		Education, 6
scoring, 83		KTEA-3, 55–99, 100t, 122–123,
Rebus task, 248–249		293–294, 300–301, 308,
Recording responses		328–330
KTEA-3, 42–43		Q-global used for calculating
WIAT-III, 150–151, 326–327		KTEA-3 raw scores, 55, 57t,
Reliability		58–59ﬁg, 66
KTEA-3, 29, 30t, 292–293, 300,		WIAT-III, 135, 136, 162–192, 314,
307–308		317–318, 322–324,
WIAT-III, 142–144, 313, 317		328–330
Reporting test results		Screening students, 5
Excerpts from the Code of Fair		Selecting achievement tests
Testing Practices in		Excerpts from the Code of Fair
Education, 6–7		Testing Practices in
Jenna’s case reports, 333–350t		Education, 5–6
Oscar’s case report, 334t, 350–366t		factors to consider for, 5, 8–9
Rob’s case report, 334t, 367–378t		key points to consider for,
See also Score reports		9–10

424 INDEX
Sentence Composition subtest	IDEA 2004 on assessment process for
(WIAT-III)	identifying, 135
administration of, 156–157	Intervention Guide for LD Subtypes,
average grade-based reliability for,	270, 274–276
143t	math disabilities, 261–264, 334t,
CCSS mapped to the, 139	367–378t
component scores of, 138t	models for the identiﬁcation of,
description of, 131	264–266
scoring, 183–184	modern operational deﬁnition of,
Sequential processing/Gsm, 243–244	266–268
Short-term memory (Gsm)	new federal regulations for
CHC used to integrate WIAT-III	identifying, 134–135
with KABC-II, 234–235	oral and written language learning
neuropsychological approach to	disability (OWL-LD), 334t,
integrating tests for, 242–243	350–366t
Short-term Working Memory (Gwm),	patterns of strengths and weaknesses
231, 234–235	(PSW) discrepancy model on,
Silent Reading Fluency subtest	268–270
(KTEA-3)	reading disabilities, 254–257,
administration of, 48	111111111
administration of, 48	272t–273t, 279–281, 282t,
scoring, 56t, 57t, 76–77	334t, 367–378t
Simultaneous/Gv scale, 245–246	resources for the IDEA 2004 related
Skills analysis	to, 265
KTEA-3, 85–117	Test Yourself on identiﬁcation of, 287
scored measures on the KTEA-3 and	writing disabilities, 258–260
WIAT-III for, 328–330	See also ADHD
testing to evaluate academic, 3, 4	(attention-deﬁcit/hyperac-
WIAT-III, 130, 132, 199–210	tivity disorder); Learning
See also Clinical analysis of errors	disability subtypes; Students
Speciﬁc learning disabilities (SLDs)	with disabilities
accommodations for visual, hearing,	Spelling subtest (KTEA-3)
and motor impairments,	administration of, 51
284–285	error analysis in, 113–116
conclusions from KTEA-3 and	scoring, 56t, 57t, 82
WIAT-III clinical studies,	Spelling subtest (WIAT-III)
264	administration of, 161
FAQs about Intervention Guide for	average grade-based reliability for,
LD subtypes in Q-global,	143t
274–276	CCSS mapped to the, 140

INDEX 425

description of, 131 scoring, 192

skills analysis, 207–210 Standardization

KTEA-3 Brief Form, 36–38 KTEA-3 Comprehensive Form, 29 KTEA-3 strengths and weaknesses in,

291–292, 299–300, 305, 307 WIAT-III strengths and weaknesses

in, 312–313 WIAT-III, 142

Standard scores KTEA-3, 59–62

WIAT-III, 163, 165, 169, 171, 174–175

Stanines (standard nines) KTEA-3, 69 WIAT-III, 164

Students

diagnosing academic performance, 2–3

establishing rapport when administrating tests to, 11, 12

evaluating academic skills and progress, 3, 4

gifted, 154–155

placement decisions and planning programs for, 4

screening, 5

WIAT-III Reading Comprehension subtest given to advanced readers or gifted, 154–155

See also Cognitive ability assessments; Skills analysis

Students with disabilities accommodations for visual, hearing,

and motor impairments, 284–285

IDEA 2004 impact and resources for, 8, 126, 127t, 135–136, 265, 270, 271t

individualized education program (IEP) for, 4

Test Yourself on identifying SLDs in, 287

See also Learning disability subtypes; Speciﬁc learning disabilities (SLDs)

Subtest-by-subtest administration notes KTEA-3, 45–55

WIAT-III, 152–162

See also speciﬁc subtest

Symbol Translation task, 248–249

Teaching items

111111111	KTEA-3, 41
	WIAT-III, 150
	Test development
	KTEA-3 strengths and weaknesses in,
	290–291, 296–298,
	304–305t, 306t–307t
	WIAT-III strengths and weaknesses
	in, 311–312, 315–316, 322
	Test Yourself
	KTEA-3, 124–125, 330–332
	Q-interactive, 392–393
	on speciﬁc learning disabilities
	(SLDs) identiﬁcation, 287
	WIAT-III, 214–215, 330–332
	Timing
	KTEA-3, 43–44
	WIAT-III, 151
	Tips for Navigating the Digital Technical
	& Interpretive Manual
	(KTEA-3), 62–63

426 INDEX
V		factors to consider for selecting, 5–10
Validity		history and development of,
KTEA-3, 32–34t, 292–293, 300,		126–127
307–308		IDEA 2004 and the, 126, 127t,
WIAT-III, 144–146, 313, 317		136
Visual impairment accommodations,		interpretation of, 192–210, 315,
284, 284–285		318–319
Visual processing (Gv), 236		intervention goal statements
W		provided by, 210–211ﬁg
W		kit components materials, 136,
WAIS-IV (Wechsler Adult Intelligence		kit components materials, 136,
WAIS-IV (Wechsler Adult Intelligence		146
Scale–Fourth Edition), 135,		146
Scale–Fourth Edition), 135,		normative samples in, 316–317
218t		normative samples in, 316–317
218t		overview of discussions on, 2
Wechsler Individual Achievement		overview of discussions on, 2
Wechsler Individual Achievement		purposes and uses of the, 2–5
Test–Third Edition		purposes and uses of the, 2–5
Test–Third Edition		qualitative data gathered from the,
(WIAT-III). See WIAT-III		qualitative data gathered from the,
(WIAT-III). See WIAT-III		211–213
Weighted raw scores		211–213
Weighted raw scores		reliability of, 142–144, 292–293,
KTEA-3, 55–56, 57–58		reliability of, 142–144, 292–293,
KTEA-3, 55–56, 57–58		300, 307–308
WIAT-III		300, 307–308
WIAT-III		scoring the, 135, 136, 147–148,
calculating, 165	111111111	scoring the, 135, 136, 147–148,
calculating, 165		162–192, 314, 317–318,
description of, 163		162–192, 314, 317–318,
description of, 163		322–324, 328–330
in Q-global, 166ﬁg		322–324, 328–330
in Q-global, 166ﬁg		standardization and psychometric
WIAT-III		standardization and psychometric
WIAT-III		properties of the, 141–146,
Auditory Processing Ga and auditory		properties of the, 141–146,
Auditory Processing Ga and auditory		291–292, 299–300,
tasks on, 251–252		291–292, 299–300,
tasks on, 251–252		305–307
biggest di erences between KTEA-3		305–307
biggest di erences between KTEA-3		strengths and weaknesses of,
and, 137		strengths and weaknesses of,
and, 137		311–327
changes from WIAT-II to, 127–136		311–327
changes from WIAT-II to, 127–136		summary information on test and
Common Core State Standards		summary information on test and
Common Core State Standards		publisher, 12–13, 15
(CCSS) mapping to the,		publisher, 12–13, 15
138–141		test and content coverage of, 322,
comparing content coverage of		327–330
KTEA-3 and, 327–330		test development, 290–291,
composites of, 132–134ﬁg,		296–298, 304–305t,
143t		306t–307t
content coverage of, 327–330		Test Yourself on, 214–215, 330–332
correlations with other achievement		using a CHC framework to integrate
test composites, 145t		with WISC-V and KABC-II,
description of the, 136–139		231–242

	INDEX 427
using with cognitive ability tests,	WIAT-III applications
217–218t	analyzing errors, 3
validity of the, 144–146, 313,	Auditory Processing Ga and auditory
317	tasks on, 251–252
See also Achievement tests; speciﬁc	conducting research, 4–5
WIAT-III subtest	diagnosing achievement, 2–3
WIAT-III administration	evaluating interventions or programs,
accommodations for visual, hearing,	4
and motor impairments,	hierarchy of cognitive processing load
284–285	by achievement area,
caution against beginning earlier than	250ﬁg
grade-appropriate start point,	identiﬁcation of SLDs (speciﬁc
148	learning disabilities),
caution regarding enhanced content	254–279
and scoring modiﬁcations,	identifying processes, 3
147–148	making placement decisions and
children with ADHD, 277–278	planning programs, 4
description of, 132, 146–147	measuring academic progress, 4
establishing rapport during,	qualitative/behavioral analyses of
11–12	111111111
11–12	assessment results, 252–254
Q-global used for, 166ﬁg,	screening, 5
168t–169t, 175, 187–188,	using cognitive ability tests with
200–202, 379–381	WIAT-III for, 217–279
Q-interactive used for, 11, 284,	WIAT-III composites
379–391	average grade-base reliability for,
recording responses, 150–151,	143t
326–327	core composite structure of the
reverse and discontinue rules,	WIAT-III, 133ﬁg
149–150, 160	correlations with DAS-II and
sample, teaching and practice items,	WISC-V global scales,
150	146t
starting and discontinuing subtests,	description of, 132
148–150	supplemental WIAT-III composites,
strengths and weaknesses in, 314,	134ﬁg
317–318	WIAT-III Dyslexia Index, 281, 282t
testing environment, 10–11	WIAT-III Essay Composition: "Quick
using across multiple	Score" for Theme Development
administrations, 213	and Text Organization
See also Administration	(Pearson), 327

428 INDEX
WIAT-III interpretation	WIAT-III scoring
description of, 192–193	caution regarding enhanced content
intervention goal statements, 132,	and modiﬁcations in,
134, 210–211ﬁg	147–148
introduction to, 193	changes from WIAT-II to, 135, 136
qualitative data, 211–213	descriptive category systems,
recommended score comparisons for,	172–173
197	scored measures on the WIAT-III,
skills analysis, 130, 132, 199–210	328–330
steps in the process of, 194–196, 198	score reports, 175–178
strengths and weaknesses in, 315,	scoring rules, 132
318–319	strengths and weaknesses in, 314,
subtest ﬂoors and ceilings, 198–199	317–318, 322–324
WIAT-III interpretation steps	subtest-by-subtest scoring keys,
step 1: interpret the composite scores,	178–192
194–195	WIAT-III Scoring Tutorial
step 2: interpret the subtest scores,	(Lichtenberger & Breaux),
195	327
step 3: identify composite strengths	WIAT-III skills analysis
and weaknesses, 196	111111111
and weaknesses, 196	description of the, 132, 199
step 4: identify subtest strengths and	Early Reading Skills subtest, 130,
weaknesses, 196	203–204
step 5: determine the signiﬁcance and	limitations of, 203
unusualness of planning	Math Problem Solving and
comparisons, 196	Numerical Operations
WIAT-III scores	subtests, 204–207
age or grade equivalent, 163–164,	methods for subtests, 200t
172, 320t–322	Q-global used for, 200–202
Growth Scale Values (GSVs), 135,	Reading Comprehension subtest, 203
164, 173–175	Word Reading, Pseudoword
Normal Curve Equivalent (NCE),	Decoding, and Spelling,
164	207–210
percentile rank, 163	WIAT-III strengths and weaknesses
raw scores, 163, 165, 167t–169t	assets of the WIAT-III, 315–319
standard scores, 163, 165, 169, 171,	comparing content coverage of the
174–175	KTEA-3 and WIAT-III,
stanine, 164	327–330
weighted raw score, 163, 165,	limitations of the WIAT-III,
166ﬁg	320–327

	INDEX 429
overview of the, 311–315	KTEA composites correlations with,
Test Yourself on, 330–332	34t
WIAT-III subtests	Notable Findings in SLD-RW
changes from WIAT-II to, 128–131	Sample on, 257
subtest-by-subtest scoring keys,	quantitative analyses with the,
178–192	223–224
See also speciﬁc WIAT-III subtest	Simultaneous/Gv scale and Written
WIAT-II to WIAT-III changes	Expression assessments,
administration and scoring rules,	245–246
132	studies linking KTEA-3 and
age range of, 128	WIAT-III to, 218t
composites, 132, 133ﬁg –134ﬁg	WIAT-III composites correlations
improved Listening Comprehension	with, 146t
subtest in WIAT-III, 319	See also Cognitive ability tests
intervention goal statements, 132,	WISC-V Integrated, 218t, 221–223
134	WJ III (Woodcock-Johnson III Tests of
kit components materials, 136,	Achievement), 37
146	WNV (Wechsler Nonverbal Scale of
new and modiﬁed subtests, 128–131	Ability), 135, 218t
scoring and reporting, 135, 136,	111111111 Word Reading subtest (WIAT-III)
147–148	administration of, 157–158
skills analysis, 132	average grade-based reliability for,
WIAT-III correlations with	143t
composites of, 145t	CCSS mapped to the, 139
WIAT (Wechsler Individual	description of, 130
Achievement Test), 1–2	intervention goal statements,
WISC-IV (Wechsler Intelligence Scale	211ﬁg
for Children–Fourth	scoring, 184–185
Edition), 135, 218t	skills analysis, 207–210
WISC-V	Word Recognition Fluency subtest
Auditory Processing Ga and auditory	(KTEA-3)
tasks on, 251–252	administration of, 53
CHC model to integrate WIAT-III	caution regarding order of
and KTEA-3 with, 231–242	administration, 54
description and structure of, 218t,	scoring, 56t, 57t, 83–84
219–221	WPPSI-III (Wechsler Preschool and
identiﬁcation of SLDs (speciﬁc	Primary Scale of
learning disabilities),	Intelligence–Third Edition),
254–279	135, 218t

430 INDEX
WPPSI-V (Wechsler Preschool and	analysis of errors, 110–111
Primary Scale of	neuropsychological approach to
Intelligence–Fifth Edition),	integrating cognitive ability
218t	test with, 245–246
Writing disability, 258–260	scoring, 79–81
Writing Fluency subtest (KTEA-3)	Written Expression subtest (WIAT-III)
administration of, 48	average grade-based reliability for,
don’t forget on scoring, 76	143t
scoring, 56t, 57t, 75–76	neuropsychological approach to
Writing skills	integrating cognitive ability
female advantage in KTEA-II Brief	test with, 245–246
and Comprehensive	Written Language composites
assessment of, 286	(KTEA-3), 95t
gender di erences and utility of error	Written Language subtest (KTEA-3)
analysis in, 285–286	brief description of, 21
identifying learning disabilities	Spelling in the Written Expression
related to, 258–260	Subtest, 50
Written Expression measures (KTEA-3	starting points, basal rules,
and WIAT-III), 329	discontinue rules, 42
Written Expression subtest (KTEA-3)	111111111
Written Expression subtest (KTEA-3)	WRMT-R (Woodcock Reading Mastery
administration of, 50–51	Tests–Revised) [K-TEA], 17

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