Confidential Psychoeducational Evaluation

EXAMINEE: J
AGE AT TESTING: 8 years 7 months
DATE OF BIRTH: 04/19/2006
DATE OF EVALUATION: 10/28/14, 11/10/14, 11/19/14

REPORT DATE: 12/8/14

GRADE: 3
SCHOOL: Elementary
EXAMINER: Alexa DAuria

Test Administered: Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)

Reason for Referral: J was referred as part of a requirement for a graduate course at
Manhattan College.
Behavioral Observations:
This examiner knew J prior to the test administration. J was very cooperative and
willingly completed all subtests administered to him. The testing situation (students
home) was somewhat distracting to J, but he was easily redirected to the task at hand. At
times, J attempted to engage the examiner in conversations unrelated to the testing. J
appeared to be very focused and energized when he was completing timed tasks. At
times, J asked clarifying questions about test directions.
Test Results and Interpretations:
Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)
Individual Subtest Scores
Subtest
Standard Score
Listening
Comprehension
Receptive
Vocabulary
Early Reading
Skills
Reading
Comprehension
Math Problem
Solving
Alphabet Writing
Fluency
Word Reading
Psuedoword
Decoding
Numerical
Operations
Spelling

Percentile Rank

Qualitative
Description

107

68

Average

114

82

Average

83

13

Below average

117

87

Above average

105

63

Average

107
102

68
55

Average
Average

112

79

Average

108

70

Average

Math Fluency
Addition
Math Fluency
Subtraction
Math Fluency
Multiplication

114

82

Average

110

75

Average

102

55

Average

Interpretation of Wechsler Individual Intelligence Test- 3rd Edition (WIAT-III)

The Wechsler Individual Achievement Test- 3rd Edition (WIAT-III) is an individually
administered clinical instrument designed to measure the achievement of students who
are in grade Prekindergarten (PK) through 12, or ages 4 years 0 months through 19 years
11 months.
Reading
According to the WIAT-III, J has average range foundational skills in reading. The Early
Reading subtest required J to identify letters and their sounds, to produce rhyming words,
to identify beginning and ending sounds in words in isolation, and to identify common
blending sounds. J scored at the higher end of the average range on this subtest (standard
score-114). The Pseudoword Decoding subtest required J to read words that are not real
words. J scored in the average range (standard score-102). The Word Reading subtest
required J to recognize words on sight. J scored in the average range on this subtest
(standard score-107). As words became increasingly difficult, it took him longer than
three seconds to read the word. The Reading Comprehension subtest required J to read
short paragraphs and answer comprehension questions. J scored in the below average
range (standard score-83). The results of the reading subtests indicate that J has strong
sound-symbol relationships. He is able to decode and recognize words on sight. These
foundational skills would enable J to read grade level material. However, his weak
reading comprehension score indicates that J has difficulty processing the information
that he reads.
Mathematics
According to the WIAT-III, Js scores in the area of mathematics range from average to
above average. The Numerical Operations subtest required J to solve basic math
problems as a pencil and paper task. On this subtest, J scored at the upper-end of the
average range (standard score-112). While J was able to answer basic addition,
subtraction, and multiplication problems involving the number 2 through 6, he had
difficulty with multiplying with numbers 7 and 9. He also skipped problems involving
division. This might indicate that he has not learned division yet. The Math Problem
Solving subtest required J to solve various types of problems, which were read aloud and
accompanied by a visual prompt. On this subtest, J scored in the above average range
(standard score-117). This high score indicated that J has strong conceptual and problem
solving abilities. He did demonstrate some difficulty with probability, fractions, average,
and time. The Math Fluency subtest in addition, subtraction, and multiplication required J
to solve simple computational problems within one minute for each operation. On the

addition fluency subtest, J scored at the upper-end of the average range (standard score114). On the subtraction fluency subtest, J scored in the average range (standard score110). On the multiplication fluency subtest, J scored in the average range (standard score102). J commented that the addition subtest was easiest for him, followed by subtraction.
He indicated that the multiplication fluency subtest was hard for him, which is
understandable since he has not been taught multiplication yet. In general, Js scores
show that he has strong foundational mathematical skills.
Writing
According to the WIAT-III, Js scores on the two subtests administered were in the
average range. On the Alphabet Writing Fluency subtest, J was required to write as many
letter of the alphabet as he could in 30 seconds. On this subtest, Js standard score was
105. Before the subtest started, J asked if the letters had to be in order and if they had to
be written in upper or lowercase. J was unable to complete the alphabet and seemed
slightly disappointed in his performance. He said that he hadnt reviewed the alphabet in
a while. It is possible that the time constraint hindered his performance. The spelling
subtest required J to spell words that were read to him and used in a sentence. On this
subtest, his standard score was 108. For the most part, J indicated that he could spell
phonetically. For example, he spelled stationary as staishinary. It is also possible that
J has some difficulty with ending sounds. For example, he spelled camped as camep
and suspect as suspect. In general, J appears to have solid foundational writing skills.
Listening Comprehension
Within the Listening Comprehension category of the WIAT-III, J only completed the
Receptive Vocabulary subtest. This subtest required him point to the object that
corresponded to the word read aloud to him. J scored in the average range (standard
score-107). Interestingly, while J was unable to correctly identify the picture that
corresponded to the word doze, he knew the words tethered, pinnacle, and
opaque, although it seemed that he guessed some of these words. The results of this
subtest indicate that J has a good foundation in his receptive vocabulary.
Summary
J was referred as part of a requirement for a graduate course at Manhattan College. Not
all of the subtests on the WIAT-III were administered. However, on the subtests that J
completed, his scores ranged from above average to below average, with most subtest
scores falling in the average range. With the exception of reading comprehension, J
demonstrated that he has strong foundational skills in reading, mathematics, writing, and
listening comprehension.
Recommendations
Recommendations for Js academic program will be discussed at the meeting after the
results of educational testing, classroom performance, and parental input are shared to
determine eligibility for special education services as well as the best way to meet his
educational needs.