Confidential Psychoeducational Evaluation

EXAMINEE:
TC
AGE AT TESTING:
12 years 2 months
DATE OF BIRTH:
09/16/2002
DATE OF EVALUATION: 11/13, 11/14

REPORT DATE:
GRADE:
SCHOOL:
EXAMINER:

12/7/2014
5th
Elementary
Anthony Lawlis, BS.

Tests Administered: Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)

Sentence Completion
Student Interview
Reasons for Referral
TC was referred as part of a requirement for a graduate course at Manhattan College.
Behavioral Observations
TC was cooperative and came with the examiner to the testing site. TC and the examiner had
previously met before the test administration. She was very compliant throughout both days of
the testing that took place. When TC progressed to more difficult items in this assessment she
would become hesitant and unsure when giving answers for difficult questions. She also
seemed to be confused when giving answers to items on the test that were difficult her.
However, with positive reinforcement she was able to persevere and answer the questions to the
best of her ability.

Test Results and Interpretations:

Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)
Subtest Component
Standard Score
Listening
Comprehension
Receptive
Vocabulary
Oral Discourse
Comprehension
Sentence
Composition
Sentence Combining
Sentence Building

Percentile Rank

77

6%

Qualitative
Description
Below Average

80

9%

Below Average

80

9%

Below Average

86

18%

Average

87
88

19%
20%

Average
Average

92

Percentile
Rank
30%

67

1%

Low

80
83

9%
13%

Below Average
Below Average

95
107
93

37%
68%
32%

Average
Average
Average

79

8%

Low

81

10%

Average

Individual Subtest Scores

Subtest
Reading
Comprehension
Math Problem
Solving
Word Reading
Pseudoword
Decoding
Numerical Operations
Spelling
Math FluencyAddition
Math FluencySubtraction
Math FluencyMultiplication

Standard
Score

Qualitative
Description
Average

Interpretation of Wechsler Individual Achievement Test- 3rd Edition (WIAT-III)

The Wechsler Individual Achievement Test- 3rd Edition (WIAT-III) is an individually
administered clinical instrument designed to measure the achievement of students who are in
grade Prekindergarten (PK) through 12, or ages 4 years 0 months through 19 years 11 months.
Reading
According to the WIAT-III, TCs listening comprehension skills fell within the below average
(standard score-77) compared to the scores of other children her age. In the subtest of receptive
vocabulary TC was required to identify and point to a picture representation of a word. As she
progressed the words got more difficult as well as the picture representation of the word. TCs
performance on this subtest was within the below average range (standard score- 80). She did a
good job considering most of the vocabulary words were at a high level. On the subtest of oral
discourse comprehension TC was required to listen to a track and then was asked questions
about the track. Her performance on this subtest was within the below average range (standard
score-80). However, TC did well at the beginning of this subtest with questions that were
below and on her grade level. She only began to struggle when she moved up to questions that
were two grades above her grade level. In the subtest of reading comprehension TC fell within
the average range (standard score-92) for students her age.
In the subtest of word reading TCs performance fell within the below average range (standard
score-80). TC was required in this subtest to read the words that were printed in the response
booklet. She was only given thirty seconds to read as many words as she could. However, she
did do a good job decoding the words that she got correct in the thirty-second time period she
was given. The next subtest TC completed was in pseudoword decoding in this test TC was
required to read aloud made up words. She was once again given thirty seconds to say as many
pseudowords as possible. On this subtest TCs performance was within the below average
range (standard score-83). She used her phonics skills when trying to decode the words, which
is an important skill and will help her in the future. The last subtest in reading was spelling. In
this subtest TC was required to read a list of words from the response booklet. She was given
thirty seconds to read as many words from the list as she could. TCs performance in this
subtest was within the average range (standard score-107).
Mathematics
According to the WIAT-III, TCs performance on the math problem solving subtest was low
(standard score-67) compared to the other students her age. This subtest required TC to look at
at the stimulus book and then answer math problems. TC overall did a decent job she made it
up to items that are for grades 9-10. The second subtest in mathematics was numerical
operations and in this subtest TC performed within the average range (standard score-95)
compared to other children her age. The last three subtests in mathematics focused on fluency
in mathematical operations. The first subtest was math fluency-addition where TC was
required to complete as many addition problems within sixty seconds. In this subtest she
performed in the range of average (standard score-93) compared to other students that are her
age. The next subtest was math fluency-subtraction where TC was required to complete as

many subtraction problems as she could in sixty seconds. In this subtest TC performed in the
low average range (standard score-79) compared to other children her age. Finally the last
subtest was math fluency-multiplication. Once again TC was required to complete as many
multiplication problems as she could in sixty seconds. In the multiplication subtest she
performed in the average range (standard score-81) compared to the other students that are her
age.
Summary
TC was referred as part of a requirement for a graduate course at Manhattan College. TC
willingly accompanied the examiner to the testing site. TC and the evaluator had met before
the test administration in a teacher-student capacity. She was cooperative and compliant
throughout the entire testing process. According to the WIAT-III, TCs reading skills are
delayed compared to the students who are her age. TCs mathematic skills on the other hand
fall in the range of average except for two subtests, which were math problem solving and math
fluency-subtraction. TC is shy but was willing to complete the testing with the examiner.
When she is unsure of answer it will be a longer period of time before she will respond this
usually occurred when she was completing the reading subtests. She also becomes very
uncomfortable when confronted with items that were difficult on this assessment. In the end,
TC needs positive reinforcement especially when she answered items correctly it helps her feel
confidant as well as comfortable.
Recommendations
Recommendations for TCs academic program will be discussed at the meeting after the results
of educational testing, classroom performance, and parental input are shared to determine
eligibility for special education services as well as the best way to meet her educational needs.
Anthony Lawlis, BS.
NYS Certified Teacher