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Harvey, P., Friedman, J., Bowie, C., Reichenberg, A., McGurk, S., Parrella, M., White, L., & Davis, K. (2006). Validity and stability of performance-based estimates of premorbid educational functioning in older patients with schizophrenia. Journal of Clinical and Experimental Neuropsychology, 28, 178–192.
Jastak, S., & Wilkinson, G. (1984). Wide range achievement test-revised. Wilmington: Jastak Associates.
Johnstone, B., & Wilhelm, K. (1995). The longitudinal stability of the WRAT-R reading subtest: Is it an appropriate estimate of premorbid intelligence? Journal of the International Neuropsychological Society, 2, 282–285.
Karaken, D., Gur, R., & Saykin, A. (1995). Reading on the wide range achievement test-revised and parental education as predictors of IQ: Comparison with the Barona formula. Archives of Clinical Neuropsychology, 10, 147–151.
Orme, D., Johnstone, B., Hanks, R., & Novack, T. (2004). The WRAT-3 reading subtest as a measure of premorbid intelligence among persons with brain injury. Rehabilitation Psychology, 49, 250–253.
Wide Range Achievement Test-4. Manual. (2006). Odessa: Psychological Assessment Resources.
Wilkinson, G. S. (1993). Wide range achievement test – 3, administration manual. Wilmington: Wide Range.
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Editorial Addendum: The majority of text in this entry pertains to the WRAT-4. While this edition was in production, the WRAT-5 was published. The new version, which has two parallel forms, was normed on 2355 subjects ages 5 years to 85 years, 11 months; the grade-based sample includes 2150 examinees. The Manual states that the test was updated “… to provide greater skills coverage in the Math Computation and Sentence Comprehension subtests, to improve clinical utility, and to simplify administration (p. 3).” Scoring rules were revised, and the discontinuation criteria for untimed tests were reduced to shorten administration time. As with previous versions, both age- and grade-based standard scores can be calculated. A new feature is the “reading composite” score, a combination of Word Reading and Sentence Comprehension. Other new additions are two “discrepancy analyses” (Ability-Achievement Discrepancy and Pattern of Strengths and Weaknesses Discrepancy) that are provided “… to aid in the identification of specific learning disabilities (p. 69).” Reported reliability figures are excellent (average split-half and alternate form reliabilities are generally .9 or higher). As this version of the test has only been available for a short time, peer-reviewed studies have not yet appeared in the professional literature.
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Caplan, B. (2018). Wide Range Achievement Test-4. In: Kreutzer, J., DeLuca, J., Caplan, B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, Cham. https://doi.org/10.1007/978-3-319-56782-2_3000-3
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DOI: https://doi.org/10.1007/978-3-319-56782-2_3000-3
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Wide Range Achievement Test-4- Published:
- 08 June 2018
DOI: https://doi.org/10.1007/978-3-319-56782-2_3000-3
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Wide Range Achievement Test-4- Published:
- 16 April 2018
DOI: https://doi.org/10.1007/978-3-319-56782-2_3000-2