Wide Range Achievement Test 4

By G. S. Wilkinson, G. Robertson. 2016

515 citations recorded by the source corpus.

Subfields: Physical Therapy, Sports Therapy and Rehabilitation, Psychiatry and Mental health, Surgery

View Paper: https://www.semanticscholar.org/paper/c4dd00cd42202f73a9a8d8a62c6f2339f04ce20e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physical Therapy, Sports Therapy and Rehabilitation

1. Douglas Fuchs
2. S. Forsyth
3. S. Chan
4. Usha Goswami
5. R. Savage
6. Ludo Verhoeven
7. M. Tainturier
8. Amanda L. Ryan

In Psychiatry and Mental health

1. Douglas Fuchs
2. S. Forsyth
3. S. Chan
4. Usha Goswami
5. R. Savage
6. Ludo Verhoeven
7. M. Tainturier
8. Uta Frith

In Surgery

1. Douglas Fuchs
2. S. Forsyth
3. S. Chan
4. Usha Goswami
5. R. Savage
6. Ludo Verhoeven
7. M. Tainturier
8. Amanda L. Ryan

Citations in the corpus

• Auditory Processing of Amplitude Envelope Rise Time in Adults Diagnosed With Developmental Dyslexia (2007, methodology): “Of the remaining 20 participants, 2 did not meet the inclusion criteria of full-scale IQ of more than 100 and a mean discrepancy between verbal IQ and standardized reading and spelling of at least 10 standardized points as measured by the Test of Word Reading Efficiency (Torgesen, Wagner, & Rashotte”
• Developmental dyslexia: the visual attention span deficit hypothesis. (2007, methodology): “On the WRAT test (Wilkinson, 1993), the dyslexic children achieved a reading standard score of 81 and a spelling standard score of 82 on average, both corresponding to the 13 th percentile.”
• Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (2007, methodology): “Moreover, at the end of second grade, low math status (i.e., below the 10th percentile on the Wide Range Achievement Test–Arithmetic; WRAT–Arithmetic; Wilkinson, 1993) was significantly more prevalent for the low-study-entry control students than for the low-study-entry tutored students.”
• Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, methodology): “As reported by Wilkinson and Robertson (2006), median reliability for students in fifth grade is .95.”
• lol: new language and spelling in instant messaging (2010, methodology): “Participants were average to above average in spelling ability, with a mean standardized score on the Wide Range Achievement Test (WRAT-3; Wilkinson, 1993) Spelling subtest of 110.7 (SD = 13.1).”
• Concurrent Validity and Diagnostic Accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing (2003, methodology): “…for the subtests ranged from .32 to .74 on Word Attack from the Woodcock Reading Mastery Tests—Revised (Woodcock, 1998), from .29 to .62 on the Wide Range Achievement Test–3 (Wilkinson, 1993), and .15 to .62 on rate and accuracy of the Gray Oral Reading Tests–3 (Wiederholt & Bryant, 1992).”
• Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults. (2003, methodology): “Reading and spelling were assessed using the Wide Range Achievement Test (WRAT3; Wilkinson, 1993), the National Adult Reading Test, concentrating mainly on rare and irregular words (NART; Nelson, 1991), and a reading speed test adapted from the Neale Analysis of Reading Ability (NARA; Neale, 1997).”
• Anchoring Adolescents' Understanding of Math Concepts in Rich Problem-Solving Environments (2001, methodology): “RM = remedial math; PA = prealgebra; WRAT III = Wide Range Achievement Test, Third Edition (Wilkinson, 1993); EAI = enhanced anchored instruction;”
• Name writing but not environmental print recognition is related to letter-sound knowledge and phonological awareness in pre-readers (2006, methodology): “The young readers’ ability to read whole words out of context was measured using the first 8 words of the 2 sets from the blue and tan reading tests of The Wide Range Achievement Test, Third Edition (WRAT-III; Wilkinson, 1993).”
• Writing through retellings: an exploratory study of language-impaired and dyslexic populations (2006, methodology): “These include the CTOPP (Wagner et al., 1999), the WRMT-R (Woodcock, 1987), and the WRAT-3 (Wilkinson, 1993).”
• Predictors of reading and spelling abilities in first and second language learners (2007, methodology): “Basic word reading and decoding abilities were assessed using four different tasks: Wide Range Achievement Test–3 (WRAT-3) Reading, frequent words, easy words, and pseudoword reading.”