How to Test Word Recognition

Assess word reading skills using a standardized test.

Word recognition, also known as word identification, is the ability to use phonological skills and/or sight-word vocabulary to read words effortlessly. Because many facets of education involve reading, this is an important skill to assess in school. Word recognition can be measured through numerous standardized achievement tests, primarily the Woodcock-Johnson Tests of Achievement: Third Edition, or WJ-III; or the Wechsler Individual Achievement Test: Third Edition, or WIAT-III. Testing materials are simple, and the administration usually takes little time.

Things You'll Need

• Standardized assessment (either WJ-III or WIAT-III)
• Testing protocols
• Stop watch (optional)
• Interpretation manual

Instructions

Prior to Administration

1. 

   Review the instructions.

   Review the testing material before administration. Depending on the test, the word recognition subtests may be titled differently. For example, the subtest for the WJ-III is called Word Identification, while the WIAT-III subtest is called Word Reading. Review how to administer the subtest and look over the word lists.

2. 

   Find start and stop criteria.

   Look over the basals and ceilings. Basals are the minimum number of words the child must correctly read. For example, the WJ-III requires six words read correctly from the beginning word. If the child does not read all six correctly, you must drop back to the previous grade starting point and administer those words. Ceilings are the highest numbers of words the child must incorrectly read in order to stop the assessment.

3. 

   Find your starting point.

   Find the appropriate starting places. On the WIAT-III, all students (grades first through 12th) begin with the first word. On the WJ-III, students begin at different points based on their grade level. Be sure to start your student at the correct point.

Administration and Scoring

1. 

   Use a stopwatch to time reading rate.

   Administer the word recognition subtest to your student. Instruct him to read the words either going across the page or up and down, depending on the assessment. Tell him when to begin and when to stop. A supplemental score can also be obtained on the WIAT-III using a stopwatch. Have the student begin reading and record the highest read word after 30 seconds. Instruct him to continue reading until he reaches the ceiling.

2. 

   Add the number of correct responses.

   Mark correctly and incorrectly read words on the testing protocol. Record your starting and stopping points. Total the number of correct responses and enter the number in the appropriate boxes.

3. 

   Convert the scores.

   Use the Interpretative Manual to score the protocol. Indexes are included at the end of the manuals to convert raw scores to standard scores, percentiles, age equivalents and grade equivalents.

4. 

   Interpret standard scores and percentiles.

   Understand the scores. Standard scores tell how well the individual performed in relation to the normal curve, as well as similarly aged peers. For example, scores in the average range on the WIAT-III range from 85 to 115, while average scores on the WJ-III range from 90 to 110. Any score lower than the average range represents weaknesses, while scores higher than the average range represent strengths. Percentiles represent the number of same-age peers the student's score exceeded.

5. 

   Interpret age and grade equivalents.

   Understand age and grade equivalents. While these are just estimates about where the child is functioning, they are often used in education. For example, an age equivalent of 5:2 means the child is functioning around the age of five years, two months. A grade equivalent of 4.7 means the child is functioning around fourth grade, seventh month of school.

Tips & Warnings

• To gain additional information regarding reading recognition and phonics, administer subtests reviewing decoding skills. This will measure how the student reads and uses phonological awareness. On the WIAT-III, the subtest is Pseudoword Decoding, whereas the WJ-III subtest is called Word Attack.

• Many states and/or school districts require achievement tests to be administered by a certified school psychologist. Check with your district before sending out any parental permissions.

References

• LINCS: Assessment Strategies and Reading Profiles
• Riverside Publishing: WJ-III
• Pearson Assessments: WIAT-III

Resources

• Reading Success Lab: Developing Automaticity of Letter and Word Recognition