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WIST
Assessment
Created by Jennifer
DePippo
- The Word Identification and Spelling Test (WIST) is a nationally standardized, individually administered diagnostic tool for assessing a student's fundamental literacy skills.
- The WIST can be used by anyone with training in standardized test administration.
Description
- It includes both norm-referenced and informal assessments and can be helpful in designing intervention plans for students.
- The WIST is an assessment instrument designed specifically for students having difficulty with reading, spelling, or both.
- The WIST however, does not provide a comprehensive assessment of reading skills; rather, it is an assessment targeted to those aspects of reading that are most important for the identification and treatment of poor readers.
- For intervention and instruction to be effective, assessments must accurately identify students specific weaknesses and enable educators to monitor students progress.
- For students struggling with reading acquisition, adequate identification and monitoring should include out-of-context measures of word reading ability, as well as phonetic decoding ability and word reading fluency.
Purpose
- The WIST can be used to identify students who are having difficulty with fundamental literacy skills, and to isolate specific areas of weakness for struggling readers.
- It assesses word identification, spelling, and sound-symbol knowledge, and comes with both an elementary version (grades 2-5) and a secondary version (grades 6-12).
- The WIST assesses children ranging from 7 years 1 month (7-1) to 18 years 11 months (18-11).
- The WIST was designed to measure individuals ability to read and spell words.
- The test will provide examiners with normative scores for word identification, spelling, and sound-symbol knowledge and, at the diagnostic level, identify an individuals knowledge of common recurring patterns of sound-letter correspondence.
Structure
- The WIST is made up of 6 item sets
- The sets are used in both the norm-referenced and the informal assessments.
- In norm-referenced assessments, the scores on the sets are combined to form raw scores for two core subtests (Word Identification and Spelling) and one supplemental subtest (Sound-Symbol Knowledge).
- The raw scores on the core subtests are combined to form the raw score for the composite index (called Fundamental Literacy Ability Index).
- On the informal assessment, the scores achieved on the individual item sets are used for clinical and instructional purposes (Item Set Analysis, Sound-Symbol Analysis, and Spelling Analysis).
Norm-Referenced
Assessment
Norm-Referenced
Assessment
There are 3 subtests to measure students basic literacy skills.
- Word Identification-measures accuracy of sight recognition and ability to apply word attack skills, and sight recognition of irregular high-frequency words
- Spelling- assesses ability to spell words from dictation through recall of correct letter sequences for familiar words or ability to apply sound/symbol relationships and rules of English orthography, and recall of letter order in irregular high-frequency words
- Sound-Symbol Knowledge-
(i.e., phonemes) with specific letter(s)
(i.e., graphemes). Three informal
procedures provide additional diagnostic
information about the student's
performance on the test items, sound-
symbol skills, and errors peculiar to
written words
- The norm-referenced portion of the WIST yields raw scores, percentile ranks, standard scores, and age and grade equivalents for the three individual subtests.
- A composite score, the Fundamental Literacy Ability index, which is based on a total of the raw scores of the Word Identification and Spelling subtest, provide a general index of the students overall ability in word identification and spelling.
Informal Assessment
Three non-standardized optional scoring procedures are available to the examiner to obtain additional diagnostic information.
- a procedure for evaluating the examinee's performance on the six item sets
- a method for noting and categorizing the examinee's sound-symbol skills
- a technique for recognizing errors peculiar to written words
The information gained from these analysis will enhance the interpretation of the students test performance and help in formulating a literacy intervention plan.
Scoring
- The WIST takes about 40 minutes to administer. Results can be reported as standard scores, percentiles, and age and grade equivalents; a composite score, the Fundamental Literacy Index, is also calculated. The informal assessment scores are used for clinical and instructional purposes.
- When scoring; the examiner records the student's responses to in the appropriate sections of the Examiner Record Booklet.
- For the Spelling subtest, the student records his or her responses on the Spelling Response Form.
- The WIST has four types of scores: raw scores, subtest and composite standard scores (scaled scores), percentiles, and age and grade equivalents.
Norm-Referenced Assessment
Word Identification Subtest
- Read Regular Words and Irregular Words
- When scoring award 1 point for each word that the student states correctly and 0 for each incorrect or mispronounced word. Self-corrections are scored as correct. The accepted pronunciations of some words in this list will vary from region to region. Do not penalize students because they pronounce the words with an accent.
Norm-Referenced Assessment
Spelling Subtest
- Spelling regular and Irregular words
- The ceiling for these word lists are 5 incorrect responses in a row.
- Award 1 point for a word that is spelled correctly and 0 for words spelling incorrectly. Self corrections are scored as correct.
Norm-Referenced Assessment
Sound-Symbol Knowledge Subtest
- Pseudo words
- Award 1 point for each word that the student pronounces correctly and 0 for each incorrect or mispronounced word. Skipped pseudo words are counted as errors. Self corrections are scored correct.
- Some of the items have more than one correct pronounciation for the vowel. Score item correct if student gives any of the correct pronounciations.
Norm-Referenced Assessment
- Letter Sounds
- Give credit to the student for correctly saying the sound(s) that correspond to the letter(s).
- Award 1 point for each sound that correctly corresponds to the letter(s) and 0 for each incorrect or mispronounced sound.
- Self corrections are scored as correct
- In both Sound-Symbol Knowledge tests the exmanier should not penalyze individuals because they pronounce the words with an accent.
Pros
- Scripted protocol which makes it easy to administer
- Specifically targets those aspects of reading that are most important for the identification and treatment of poor and disabled readers
- It identifies the areas in which students are having difficulty with reading and/or spelling and helps teachers to develop appropriate instructional interventions to meet students needs
- Targets both elementary and secondary students
Critique
Cons
- Scoring the assessment can be time consuming and laborious. (No online scoring from what I researched)
- Those without reading or spelling skills are unable to have the test administrated to them.
- This test is also limited to those without physical disabilities, such as blindness.
I would recommend the WIST assessment because it provides teachers with detailed information that can be used to identify the areas in which students are having difficulty with reading and/or spelling. It also benefits those with disorders including difficulties with syntactic or morphological development. Teachers are able to provide detailed interventions and guidance to students and target the specific problem areas in both reading and/or spelling.
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