Wide Range Achievement Test (WRAT-5)

Description: The Wide Range Achievement Test 5 (WRAT 5) is an achievement test that
measures an individual's basic academic skills word reading, math computation, spelling, and
sentence comprehension. WRAT 5 was developed by Gray S. Wilkinson and Gray J. Robertson,
published in 2017. The test is appropriate for individuals ages 5–85+ years.

The WRAT 5 provides two equivalent forms (Blue and Green), can be used
interchangeably with comparable results, which enables retesting within short periods of time
without potential practice effects that occur from repeating the same items. The alternate forms
also may be administered together in a single examination.

Revised Version: As compared to WRAT 4, the WRAT 5 includes updated norms, revised
subtests with new items, improved content coverage, and simplified administration procedures to
enhance the usability of the test.

Completion time: Approximately 15-25 minutes for ages 5–7 and 35–45 minutes for ages 8 and
older.

WRAT-5 Features:
 Efficient completion time—test can be completed in as little as 15 minutes for younger
children and as little as 30 minutes for older children and adults
 Simple administration rules and clear scoring guidelines, contributing to accurate and
timely data
 Grade-based start points, simple reversal rules, and clear discontinue rules.
Subtests of WRAT-5:
 Word Reading: measures untimed letter identification and word recognition. The
examinee reads aloud a list of letters/words
 Sentence Comprehension: measures the ability to identify the meaning of words and to
comprehend the ideas and information in a sentence using an untimed modified cloze
procedure. Each item requires the examinee to read (aloud or silently) a sentence with a
word missing, and then say the word that best completes the sentence.
 Spelling: measures an individual's ability to write letters and words from dictation
without a time limit.
  Math Computation: measures an individual's ability to count, identify numbers, solve
simple oral math problems, and calculate written math problems with a time limit.
Problems are presented in a range of domains, including arithmetic, algebra, geometry,
and advanced operations.
 A Reading Composite score is created by combining the Word Reading and Sentence
Comprehension standard scores.
Word Reading
 The word reading subtest has two parts: Part 1 letter reading, the examinee reads from a
list of 15 letters. In Part 2 word reading the examinee reads from a list of 55 words.
Material needed
 Record form
 Word reading list card
 Blank unlined sheet of paper if needed for removing the visual distraction of later rows of
words
 Audio recorder for accurate scoring
Start
 Grades K-2 Part 1: Letter Reading Item 1
 Grades 3-12+ Part 2: Word Reading Item 1
Reverse
 The any 5-right rule: if the examinee starts on part 2 and does not answer 5 items
correctly before meeting the discontinue criterion, administer part 1 letter reading. The 5
items do not need to be consecutive to meet the basal criterion.
Discontinue
 The 5 wrong in a row rule: after 5 consecutive incorrect response on part 2 word reading.
Spelling
 The spelling subtest has two [Link] part 1 letter writing the examinee writes his or her
name and 13 dictated letter. In part 2 spelling the examinee spells as many as 42 dictated
words.
Material needed
 Record form
 Response Booklet
  Spelling list card
 Pencil with eraser for examinee
Start
 Grades K-2 Part 1 Letter Writing Item 1
 Grades 3-12+ part 2 Spelling item 1
Reverse
 The any 5-right rule: if the examinee starts on part 2 and does not answer 5 items
correctly before meeting the discontinue criterion, administer part 1 letter writing. The 5
items do not need to be consecutive to meet the basal criterion.
Discontinue
 The 5 wrong in a row rule: after 5 consecutive incorrect response on part 2 spelling.
Math Computation
 The math computation subtest has two parts. In part 1 oral math the examinee responds
orally to 15 items. In part 2 math computation the examinee is given to solve 40 items in
the response booklet.
Material needed
 Record form
 Response Booklet
 Pencil with eraser for examinee
 Blank unlined paper
 Stopwatch or timer
Start
 Grades K-2 Part 1 Oral math Item 1
 Grades 3-12+ part 2 math computation item 1
Reverse
 The any 5-right rule: if the examinee starts on part 2 and does not answer 5 items
correctly when 15 minute time limit has elapsed administer part 1 oral math. The 5 items
do not need to be consecutive to meet the basal criterion.
Discontinue
 Part 2 after 15 minutes or before the time limit if an examine indicates that he or she is
finished or has completed all the items within his or her ability level. Score all part 2
items attempted within the time limit.
Sentence Comprehension
 For each item the examinee reads one or two sentences with a word missing presented as
a fill in the blank. The examinee responds with one or more words to demonstrate
comprehension of the text.
Material needed
 Sentence comprehension Record form
 Sentence comprehension card
 Blank unlined sheet of paper if needed for removing visual distraction of later items
Start
 Grade K : do not administer
 Grade 1-4: sample item 1-3 then item 1
 Grade 5-7: sample item 1-3 then item 10
 Grades 8-12+ sample 1-3 item 15
Reverse
 The first 3 right rule if the examinee incorrectly answers any of the first 3 items given
administer the preceding items in reverse order until 3 consecutive items are answered
correctly.
Discontinue
 The 5 wrong in a row rule: after 5 consecutive incorrect responses.
Uses of WRAT-5

 Used by those professionals who need a quick, simple, psychometrically sound

assessment of important fundamental academic skills.
 Results by themselves are not intended to provide formal identification of learning or
cognitive disorders - no single test can provide such information.
 Can assist in the formal identification and diagnosis when used together with a broad
array of comprehensive information.
 Ease of administration and the simplicity of WRAT-5 make it useful for assessment
professionals who can use the results to:
 Collect initial data for psychological, educational, and vocational assessments
 Screen large groups of individuals to identify those who need to be evaluated more
thoroughly for academic problems.
 Reevaluate individuals diagnosed with learning and/or cognitive disorders
 Contribute to research projects needing assessment of basic academic skills for pretesting
and post testing purposes.
 Evaluate achievement-ability discrepancies to identify specific learning disabilities
 Assess specific academic skills as part of a more comprehensive study of psychological
and neuropsychological functioning.
 Determine a minimal level of proficiency needed to perform in certain educational and/or
vocational settings.
 Assess an individual’s academic progress over time.