This article reviews the administrative, scoring, and psychometric properties of the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4, NCS Pearson, 2020). The WIAT-4 is one of the more commonly administered broadband measures of academic achievement. The instrument was determined to be well-conceptualized, and generally…

There is ongoing debate regarding what performance on the number line estimation task represents and its role in mathematics learning. The patterns followed by children's estimates on the number line task could provide insight into this. This study investigates children's estimation patterns on the number line task and assesses whether mathematics…

Like all psychoeducational batteries, the Wechsler Individual Achievement Test, Fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher…

The purpose of this quantitative, causal-comparative study was to determine how, and to what degree learning methods (student-centered or instructor-centered) and gender independently or interactively made a difference in adult student achievement. The Wechsler Individual Achievement Test Third Edition (WIAT-III) was utilized to measure…

Early diagnosis of children with reading disorders is essential for intervention and academic success. Many children with reading difficulties have a deficit in phonemic awareness. A web-based, group-administered screening vehicle, the Risk Factor Screen for Reading (RiFS-Reading), was developed to quickly identify students who are "At…

Practitioners are encouraged to apply theories of reading development to psychoeducational test interpretation. Orthographic mapping provides an explanation of the acquisition of sight words. Although many test batteries provide tasks for practitioners to assess reading components associated with orthographic mapping, the relationship among…

The association of phonological and lexical-semantic processes with spelling ability in children has received scant research interest even though uncovering such associations can increase our understanding of literacy development. A cross-sectional study was carried out with 42 6- and 8-year-old children in the southeast of Ireland. The children…

This study analyzes the relationship between phonemic proficiency and orthographic learning in first and second-grade students. It is established in the empirical literature that phonemic skills play a crucial role in word-level reading. What is not thoroughly understood is why some children learn and remember words more efficiently than others.…

During the COVID pandemic, two virtual classes of Grade 1 students learned to write personal narratives in a Response to Intervention framework. Classroom teachers delivered Tier 1 Self-Regulated Strategy Development (SRSD) in personal narrative writing to 67% of students. A research associate provided Tier 2 SRSD instruction in personal narrative…

This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were…

The Wechsler Individual Achievement Test (WIAT-4) is the latest iteration of a popular instrument that psychologists employ to assess academic achievement. The WIAT-4 authors make both pragmatic and measurement claims about the instrument. The pragmatic claims involve being useful for identifying individuals in certain academic achievement-related…

Reading comprehension assessments often vary from one measure to another related to the response format required, passage length and other variables. Yet, these measures purport to assess the same skill of reading comprehension, and they are often used interchangeably. Over the last decade some reading researchers have raised concerns that the…

The simple view of writing suggests that written composition results from oral language, transcription (e.g., spelling/handwriting), and self-regulation skills, coordinated within working memory. The model provides a number of implications for the interpretation of psychoeducational achievement batteries. For instance, it hypothesizes that writing…

The Wechsler individual achievement test, third edition (WIAT-III) is a popular individually administered achievement battery. Despite its ubiquity in assessment practice, scant research into its structure exists. We analyzed the structure of the WIAT-III in a sample of students in Grades 3-12 referred for special education evaluations (n = 355).…

In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if…