WRAT

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Wide Range Achievement Test (WRAT)

The Wide Range Achievement Test (WRAT) is a standardized test that measures an individual's academic skills. It is commonly used to assess the basic academic skills of reading, spelling, and arithmetic. The WRAT is often utilized in educational settings, clinical environments, and research to evaluate the academic performance of children and adults.

History[edit | edit source]

The WRAT was first developed in 1936 by Joseph Jastak and Sidney Bijou. Since its inception, the test has undergone several revisions to improve its accuracy and relevance. The most recent version, the WRAT5, was released in 2017.

Test Structure[edit | edit source]

The WRAT consists of four subtests:

  • Word Reading: This subtest measures the ability to recognize and pronounce words.
  • Sentence Comprehension: This subtest assesses the ability to understand the meaning of sentences.
  • Spelling: This subtest evaluates the ability to spell words correctly.
  • Math Computation: This subtest measures the ability to perform basic arithmetic operations.

Administration[edit | edit source]

The WRAT can be administered individually or in groups. It is suitable for individuals aged 5 to 94 years. The test is designed to be quick and easy to administer, typically taking about 15 to 45 minutes to complete, depending on the age and ability of the test-taker.

Scoring and Interpretation[edit | edit source]

Scores on the WRAT are reported as standard scores, percentile ranks, and grade equivalents. These scores help to identify an individual's academic strengths and weaknesses. The results can be used to develop educational plans, diagnose learning disabilities, and monitor academic progress over time.

Applications[edit | edit source]

The WRAT is widely used in various settings, including:

  • Schools: To assess students' academic skills and identify those who may need additional support.
  • Clinics: To diagnose learning disabilities and other cognitive disorders.
  • Research: To study the relationship between academic skills and other variables such as intelligence, socioeconomic status, and psychological factors.

Related Pages[edit | edit source]

See Also[edit | edit source]

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Contributors: Prab R. Tumpati, MD