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…

Rapid automatized naming (RAN) is a powerful predictor of reading fluency, and many digitized dyslexia screeners include RAN as an essential component. However, the validity of digitized RAN has not been established. Using a sample of 174 second-graders, this study tested (1) the comparability between paper and digitized versions of RAN and (2)…

Reading disorders, including reading comprehension disorders, are among the most common referrals for evaluation in schools. If that evaluation involves individually administered tests of reading, the examiner is faced with selecting at least one reading comprehension subtest that is inherently associated with specific task demands, such as a…

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…

Acadience Reading Diagnostic: Comprehension, Fluency, and Oral Language Assessment (CFOL) is an individually administered diagnostic assessment published by Acadience Learning for students in kindergarten through sixth grades. The measure purportedly provides diagnostic information in story coherence/text structure, listening and reading…

Inference is considered an important factor in comprehension models and has been described as a causal factor in predicting comprehension. To date, specific tests for inference are rare and often rely on specific thematic texts. This reliance on thematic inference may raise some concerns as inference is related to prior text-specific knowledge.…

Experimental measures of working memory that minimize rehearsal and maximize attentional control best predict higher-order cognitive abilities. These tasks fundamentally differ from clinically administered span tasks, which do not control strategy use. Participants engaged in concurrent articulation (to limit rehearsal) or concurrent tapping (to…

This review focuses on the Feifer Assessment of Reading (FAR) produced by S. G. Feifer and R. G. Nader in 2015. The FAR is a comprehensive reading test that is individually administered to children and adults aged 4 to 21 years. The structure of the FAR is based on a gradient model of brain functioning (Goldberg, 1990; Luria, 1980) and reflects a…

Early identification of students needing additional support is a foundational component of Multi-Tiered Systems of Support (MTSS). Due to the resource-intensive nature of implementing MTSS, it is critical that universal screening procedures are maximally accurate and efficient. The purpose of this study was to compare the classification accuracy…

The simple views of reading (SVR) and writing (SVW) provide useful foundations for the interpretation of psychoeducational achievement batteries. Research has established that oral language, decoding, and transcription explain significant variance in reading comprehension and written composition, respectively. However, the specific task demands of…

Tele-assessments may enable specialist evaluation of students in schools and their progress following intervention. The aim of this project was to evaluate the feasibility of using videoconferencing technology to assess students with reading difficulties in the school setting and obtain the perspectives of teachers supporting the students during…

The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between children's social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievement. A large nationally representative sample of elementary school students were assessed at least…

Theories of reading and writing development suggest that the factor structure of achievement batteries could change across development. As a result, it is important to test achievement batteries for invariance across development. The purpose of these analyses is to determine whether the factor structure of reading, writing, and oral language…

This study analyzed the relationship between benchmark scores from the newly published Dynamic Indicators of Basic Early Literacy Skills Math (i.e., Acadience™) math probes and student performance on math and reading sections of a state-mandated high-stakes test. Participants were 420 students enrolled in third, fourth, and fifth grades in a rural…

Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with (n = 27) and without (n = 42) ADHD diagnoses were administered two…