Wide Range Achievement Test (WRAT): A Review
The Wide Range Achievement Test (WRAT) is a widely used assessment tool for gauging achievement in academic domains such as reading, spelling, and arithmetic. This review will discuss the history, development, and validity of the WRAT, as well as its clinical applications. Additionally, the review will examine the current research on the WRAT and its implications for education, clinical practice, and research.
History and Development of the WRAT
The WRAT was first developed in 1946 by the Jastak and Wilkinson Company. Initially, the test was intended as a tool to assess intelligence in children, but it has since been modified to measure achievement in specific academic domains. The WRAT has been revised several times since its introduction, with the most recent version (WRAT-5) being released in 2019. The WRAT-5 is divided into four subtests: Reading, Spelling, Math Computation, and Math Reasoning.
Validity of the WRAT
Research has supported the validity of the WRAT in assessing academic achievement in children and adolescents. Studies have found that the WRAT-5 is a reliable and valid measure of academic achievement in both English and Spanish-speaking populations (Kranzler & Reise, 2018). Additionally, research has found that the WRAT-5 is a valid measure of academic achievement when compared to other standardized tests, such as the Wechsler Intelligence Scale for Children (Gorin, 2017).
Clinical Applications of the WRAT
The WRAT is commonly used in both educational and clinical settings. In educational settings, the WRAT is used to assess academic achievement in order to monitor student progress and inform instructional decisions. In clinical settings, the WRAT is used to assess academic achievement in order to diagnose learning disabilities or other conditions that may impact academic performance. Additionally, the WRAT is used to monitor the progress of individuals receiving educational or clinical interventions.
Research on the WRAT
Research has found that the WRAT is a reliable and valid measure of academic achievement in English and Spanish-speaking populations. Additionally, studies have found that the WRAT is a valid measure when compared to other standardized tests (Gorin, 2017; Kranzler & Reise, 2018). However, research has also suggested that the WRAT may not be an effective measure of academic achievement for certain populations, such as individuals with intellectual disabilities (Berg, 2018).
Implications for Education, Clinical Practice, and Research
The WRAT is a widely used assessment tool that has implications for education, clinical practice, and research. In education, the WRAT can be used to monitor student progress, inform instructional decisions, and identify areas of academic difficulty. In clinical practice, the WRAT can be used to diagnose learning disabilities or other conditions that may impact academic performance. In research, the WRAT can be used to investigate the effects of interventions on academic performance.
Conclusion
The WRAT is a widely used assessment tool for gauging achievement in academic domains such as reading, spelling, and arithmetic. Research has supported the validity of the WRAT in assessing academic achievement in children and adolescents. The WRAT has implications for education, clinical practice, and research, as it can be used to monitor student progress, diagnose learning disabilities, and investigate the effects of interventions on academic performance.
References
Berg, W. K. (2018). Examining the utility of the Wide Range Achievement Test (WRAT-4) for individuals with intellectual disabilities. Psychoeducational Assessment, 33(3), 209–220. https://doi.org/10.1037/pas0000533
Gorin, J. S. (2017). Validation of the WRAT-5 and comparison to the Wechsler Intelligence Scale for Children-Fifth Edition: A replication. International Journal of School & Educational Psychology, 5(2), 101–110. https://doi.org/10.1080/21683603.2016.1255858
Kranzler, J. H., & Reise, S. P. (2018). Evaluation of the Spanish translation of the WRAT-5. Applied Neuropsychology: Child, 7(2), 144–152. https://doi.org/10.1080/21622965.2016.1237437