Wide Range Achievement Test

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Documentation </noinclude>

The Wide Range Achievement Test 4 (WRAT4) is an achievement test which measures an individual's ability to read words, comprehend sentences, spell, and compute solutions to math problems. The test currently is in its fourth revision.

The test is appropriate for individuals ages 5-94 years. The WRAT4 provides two equivalent forms (Blue and Green), which enables retesting within short periods of time without potential practice effects that occur from repeating the same items. The alternate forms also may be administered together in a single examination.

The Wide Range Achievement Test 4 (WRAT4) is the latest offering in a test series first published in 1946. The various editions of the Wide Range Achievement Test (WRAT) have enjoyed widespread use in a variety of settings as a measure of the basic academic skills necessary for effective learning, communication, and thinking: reading and spelling words and performing basic mathematical calculations.

The WRAT4 is published by and available from Psychological Assessment Resources, Inc.. A computerized scoring program and interpretive report are also available.

Further reading

Books

• Snelbaker, A. J., Wilkinson, G. S., Robertson, G. J., & Glutting, J. J. (2001). Wide Range Achievement Test 3 (WRAT 3). Dordrecht, Netherlands: Kluwer Academic Publishers.
• Wide Range Assessment of Memory and Learning, Second Edition
• Wilkinson, G. S. (1989). Wide Range Achievement Test--Revised. Needham Heights, MA: Allyn & Bacon.

Papers

• Atlas, J. A., Fortunato, M., & Lavin, V. (1990). Stability and concurrent validity of the PPVT--R in hospitalized psychotic adolescents: Psychological Reports Vol 67(2) Oct 1990, 554.
• Baum, D. D. (1975). A comparison of the WRAT and the PIAT with learning disability children: Educational and Psychological Measurement Vol 35(2) Sum 1975, 487-493.
• Bennett, T. S., & Welsh, M. C. (1981). Validity of a configural interpretation of the Intellectual Screening and Achievement scales of the Personality Inventory for Children: Educational and Psychological Measurement Vol 41(3) Fal 1981, 863-868.
• Bossard, M. D., & Galusha, R. (1979). The utility of the Stanford-Binet in predicting WRAT performance: Psychology in the Schools Vol 16(4) Oct 1979, 488-490.
• Bossard, M. D., Reynolds, C. R., & Gutkin, T. B. (1980). A regression analysis of test bias on the Stanford-Binet Intelligence Scale for Black and White children referred for psychological services: Journal of Clinical Child Psychology Vol 9(1) Spr 1980, 52-54.
• Bracy-Nipper, D. L. (1984). Predicting WRAT performance in a high school learning disabled population, from the WISC-R and DCAT: Dissertation Abstracts International.
• Bray, N. M., & Estes, R. E. (1975). A comparison of the PIAT, CAT, and WRAT scores and teacher ratings for learning disabled children: Journal of Learning Disabilities Vol 8(8) Oct 1975, 519-523.
• Breen, M. J. (1983). Comparing the Woodcock-Johnson achievement cluster scores and Wide Range Achievement Test in a learning disabled and regular education population: Journal of Clinical Psychology Vol 39(1) Jan 1983, 86-90.
• Breen, M. J. (1983). WRAT-WISC-R correlates for learning disabled, emotionally disturbed, educable mentally retarded, and regular education students: Educational & Psychological Research Vol 3(2) Spr 1983, 103-110.
• Breen, M. J. (1984). An analysis of Wide Range Achievement Test and Woodcock-Johnson achievement grade and standard scores for learning disabled and nonreferred regular students: Educational & Psychological Research Vol 4(3) Sum 1984, 115-121.
• Breen, M. J., & Prasse, D. P. (1982). A comparison of the 1976 and 1978 Wide Range Achievement Test: Implications for the learning disabled: Journal of Learning Disabilities Vol 15(1) Jan 1982, 15-16.
• Brock, H. (1982). Factor structure of intellectual and achievement measures for learning disabled children: Psychology in the Schools Vol 19(3) Jul 1982, 297-304.
• Brooks, C. R. (1977). WISC, WISC-R S-B L&M, WRAT: Relationships and trends among children ages six to ten referred for psychological evaluation: Psychology in the Schools Vol 14(1) Jan 1977, 30-33.
• Brown, L., & Bryant, B. R. (1984). Critical reviews of three individually administered achievement tests: Peabody Individual Achievement Test, Wide Range Achievement Test, and Diagnostic Achievement Battery: RASE: Remedial & Special Education Vol 5(5) Sep-Oct 1984, 53-60.
• Chittooran, M. M., D'Amato, R. C., Lassiter, K. S., & Dean, R. S. (1993). Factor structure of psychoeducational and neuropsychological measures of learning-disabled children: Psychology in the Schools Vol 30(2) Apr 1993, 109-118.
• Coleman, M., & Harmer, W. R. (1982). A comparison of standardized reading tests and informal placement procedures: Journal of Learning Disabilities Vol 15(7) Aug-Sep 1982, 396-398.
• Cook, J. (1988). An investigation of the validity of the British Ability Scales with respect to the Wechsler Intelligence Scale for Children--Revised and the Wide Range Achievement Test--Revised on a group of Canadian children: British Journal of Educational Psychology Vol 58(2) Jun 1988, 212-216.
• Cooper, D., & Fraboni, M. (1988). Relationship between the Wechsler Adult Intelligence Scale--Revised and the Wide Range Achievement Test--Revised in a sample of normal adults: Educational and Psychological Measurement Vol 48(3) Fal 1988, 799-803.
• Cordoni, B. K., & Snyder, M. K. (1981). A comparison of learning disabled college students' achievement from WRAT and PIAT grade, standard, and subtest scores: Psychology in the Schools Vol 18(1) Jan 1981, 28-34.
• Covin, T. M., & Lubimiv, A. J. (1976). Concurrent validity of the WRAT: Perceptual and Motor Skills Vol 43(2) Oct 1976, 573-574.
• Curry, J. F., Anderson, D. R., Zitlin, M., & Guise, G. (1987). Validity of academic achievement measures with emotionally handicapped children: Journal of Clinical Child Psychology Vol 16(1) Mar 1987, 51-56.
• D'Amato, R. C., Gray, J. W., & Dean, R. S. (1988). Construct validity of the PPVT with neuropsychological, intellectual, and achievement measures: Journal of Clinical Psychology Vol 44(6) Nov 1988, 934-939.
• de Bell, S. M., & Vance, H. B. (1977). Concurrent validity of three measures of arithmetic achievement: Perceptual and Motor Skills Vol 45(3, Pt 1) Dec 1977, 848.
• Dewey, D., Kaplan, B. J., & Crawford, S. G. (1997). Factor structure of the WRAML in children with ADHD or reading disabilities: Further evidence of an attention/concentration factor: Developmental Neuropsychology Vol 13(4) 1997, 501-506.
• Dura, J. R., Myers, E. G., & Freathy, D. T. (1989). Stability of the Wide Range Achievement Test in an adolescent psychiatric inpatient setting: Educational and Psychological Measurement Vol 49(1) Spr 1989, 253-256.
• Eno, L., & Woehlke, P. L. (1980). Diagnostic differences between educationally handicapped and learning disabled students: Psychology in the Schools Vol 17(4) Oct 1980, 469-473.
• Estes, R. E., Hallock, J. E., & Bray, N. M. (1985). Comparison of arithmetic measures with learning disabled students: Perceptual and Motor Skills Vol 61(3, Pt 1) Dec 1985, 711-716.
• Flanagan, D. P., McGrew, K. S., Abramowitz, E., Untiedt, S., & et al. (1997). Improvement in academic screening instruments? A concurrent validity investigation of the K-FAST, MBA, and WRAT-3: Journal of Psychoeducational Assessment Vol 15(2) Jun 1997, 99-112.
• Geist, H. (1986). Reaction to Reid and Reynolds: Journal of Counseling & Development Vol 65(2) Oct 1986, 118.
• Givens, T. S., & Davis, J. R. (1984). The stability of special education categorical assignments: Journal of Psychoeducational Assessment Vol 2(2) Jun 1984, 131-139.
• Gortmaker, S. L., Salter, C. A., Walker, D. K., & Dietz, W. H. (1990). The impact of television viewing on mental aptitude and achievement: A longitudinal study: Public Opinion Quarterly Vol 54(4) Win 1990, 594-604.
• Grossman, F. M. (1981). Cautions in interpreting WRAT standard scores as criterion measures of achievement in young children: Psychology in the Schools Vol 18(2) Apr 1981, 144-146.
• Grossman, F. M., & Clark, J. H. (1982). The WISC-R as a predictor of WRAT achievement for educable mentally handicapped students: Educational and Psychological Measurement Vol 42(2) Sum 1982, 701-704.
• Grossman, F. M., & Clark, J. H. (1984). Concurrent validity of WISC-R factor scores for educable mentally handicapped children: Perceptual and Motor Skills Vol 58(1) Feb 1984, 227-230.
• Grossman, F. M., & Johnson, K. M. (1982). WISC-R factor scores as predictors of WRAT performance: A multivariate analysis: Psychology in the Schools Vol 19(4) Oct 1982, 465-468.
• Gutterman, J. E., Ward, M., & Genshaft, J. (1985). Correlations of scores of low vision children on the Perkins-Binet Tests of Intelligence for the Blind, the WISC--R and the WRAT: Journal of Visual Impairment & Blindness Vol 79(2) Feb 1985, 55-58.
• Haddad, F. A. (1986). Concurrent validity of the Test of Nonverbal Intelligence with learning disabled children: Psychology in the Schools Vol 23(4) Oct 1986, 361-364.
• Haddad, F. A., & Bardos, A. N. (1990). Differential effects of socioeconomic status and gender on the Matrix Analogies Test--Expanded Form and the Wide Range Achievement Test--Revised with above-average elementary school students: Journal of Psychoeducational Assessment Vol 8(2) Jun 1990, 133-138.
• Hale, R. L. (1978). The WISC-R as a predictor of WRAT performance: Psychology in the Schools Vol 15(2) Apr 1978, 172-175.
• Hale, R. L., & et al. (1978). The Slosson as a predictor of Wide Range Achievement Test performance: Psychology in the Schools Vol 15(4) Oct 1978, 507-509.
• Hanna, G. S. (1986). Reply from co-editor of Testing the Test section: Journal of Counseling & Development Vol 65(2) Oct 1986, 118.
• Harmer, W. R., & Williams, F. (1978). The Wide Range Achievement Test and the Peabody Individual Achievement Test: A comparative study: Journal of Learning Disabilities Vol 11(10) Dec 1978, 667-670.
• Hartlage, L. C., & Steele, C. T. (1977). WISC and WISC-R correlates of academic achievement: Psychology in the Schools Vol 14(1) Jan 1977, 15-18.
• Hollensworth, R., & White, R. B. (1981). Relationship between reading scores on the Wide Range Achievement Test and the Gilmore Oral Reading Test in young children: Psychological Reports Vol 49(1) Aug 1981, 191-193.
• Holmes, D. L., & Peper, R. J. (1977). An evaluation of the use of spelling error analysis in the diagnosis of reading disabilities: Child Development Vol 48(4) Dec 1977, 1708-1711.
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• Johnson, M. E., Fisher, D. G., Rhodes, F., & Booth, R. (1996). Test-retest stability and concurrent validity of two reading tests with a drug-abusing population: Assessment Vol 3(2) Jun 1996, 111-114.
• Johnstone, B., Callahan, C. D., Kapila, C. J., & Bouman, D. E. (1996). The comparability of the WRAT-R Reading Test and NAART as estimates of premorbid intelligence in neurologically impaired patients: Archives of Clinical Neuropsychology Vol 11(6) 1996, 513-519.
• Johnstone, B., & Wilhelm, K. L. (1996). The longitudinal stability of the WRAT--R reading subtest: Is it an appropriate estimate of premorbid intelligence? : Journal of the International Neuropsychological Society Vol 2(4) Jul 1996, 282-285.
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• Karnes, F. A., Edwards, R. P., & McCallum, R. S. (1986). Normative achievement assessment of gifted children: Comparing the K-ABC, WRAT, and CAT: Psychology in the Schools Vol 23(4) Oct 1986, 346-352.
• Karnes, F. A., Whorton, J. E., & Currie, B. B. (1984). Correlations between the Wide Range Achievement Test and the California Achievement Test with intellectually gifted students: Psychological Reports Vol 54(1) Feb 1984, 189-190.
• Karnes, F. A., Whorton, J. E., & Currie, B. B. (1984). Correlations between WISC-R IQs and Wide Range Achievement Test grade equivalents for intellectually gifted students: Psychological Reports Vol 54(1) Feb 1984, 69-70.
• Kaye, D. B., & Baron, M. B. (1987). Long-term stability of intelligence and achievement scores in specific-learning-disabilities samples: Journal of Psychoeducational Assessment Vol 5(3) Sep 1987, 257-266.
• Kitson, D. L., & Vance, H. B. (1982). Relationship of the Wechsler Intelligence Scale for Children-Revised and the Wide-Range Achievement Test for a selected sample of young children: Psychological Reports Vol 50(3, Pt 1) Jun 1982, 981-982.
• Klimczak, N. C., Bradford, K. A., Burright, R. G., & Donovick, P. J. (2000). K-FAST and WRAT-3: Are they really different? : Clinical Neuropsychologist Vol 14(1) Feb 2000, 135-138.
• Kratochwill, T. R., & Demuth, D. M. (1976). An examination of the predictive validity of the Keymath Diagnostic Arithmetic Test and the Wide Range Achievement Test in exceptional children: Psychology in the Schools Vol 13(4) Oct 1976, 404-406.
• Kremen, W. S., Seidman, L. J., Faraone, S. V., Pepple, J. R., Lyons, M. J., & Tsuang, M. T. (1996). The "3 Rs" and neuropsychological function in schizophrenia: An empirical test of the matching fallacy: Neuropsychology Vol 10(1) Jan 1996, 22-31.
• Lindsey, J. D., & Armstrong, S. W. (1984). Performance of EMR and learning-disabled students on the Brigance, Peabody, and Wide Range Achievement tests: American Journal of Mental Deficiency Vol 89(2) Sep 1984, 197-201.
• Margolis, R. B., Greenlief, C. L., & Taylor, J. M. (1985). Relationship between the WAIS--R and the WRAT in a geriatric sample with suspected dementia: Psychological Reports Vol 56(1) Feb 1985, 287-292.
• Marshall, W., Hess, A. K., & Lair, C. V. (1978). The WISC-R and WRAT as indicators of arithmetic achievement in juvenile delinquents: Perceptual and Motor Skills Vol 47(2) Oct 1978, 408-410.
• Mayes, L. D., & Vance, H. B. (1992). Using three different types of assessment data for diagnostic purposes: Psychological Reports Vol 70(1) Feb 1992, 83-88.
• Miller, W. H. (1979). A comparison of the Wide Range Achievment Test and the Peabody Individual Achievement Test for educationally handicapped children: Journal of Learning Disabilities Vol 12(1) Jan 1979, 65-68.
• Mishra, S. P. (1981). Reliability and validity of the WRAT with Mexican-American children: Psychology in the Schools Vol 18(2) Apr 1981, 154-158.
• Morgan, D. F., Tidwell, L. C., & Takarae, Y. (1996). Examining the relationship between educational attainment and performance on the WRAT--R among a group of injured workers: Vocational Evaluation & Work Adjustment Bulletin Vol 29(2) Sum 1996, 40-46.
• Mpofu, E. (1996). The differential validity of standardized achievement tests for special educational placement purposes: Results and implications of a Zimbabwean study: School Psychology International Vol 17(1) Feb 1996, 81-92.
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• Naglieri, J. A., & Parks, J. C. (1980). Wide Range Achievement Test: A one-year stability study: Psychological Reports Vol 47(3, Pt 2) Dec 1980, 1028-1030.
• Newville, L., & Hamm, N. H. (1985). Content validity of the WRAT and grade level achievement of primary grade students: Journal of School Psychology Vol 23(1) Spr 1985, 91-93.
• Nolen, P., & McCartin, R. (1984). Spelling strategies on the Wide Range Achievement Test: Reading Teacher Vol 38(2) Nov 1984, 148-158.
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• Orme, D. R., 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 Vol 49(3) Aug 2004, 250-253.
• Peterson, D., Steger, H. S., Slate, J. R., Jones, C. H., & et al. (1991). Examiner errors on the WRAT--R: Psychology in the Schools Vol 28(3) Jul 1991, 205-208.
• Powell, S., Plamondon, R., & Retzlaff, P. (2002). Screening cognitive abilities in adults with developmental disabilities: Correlations of the K-BIT, PPVT-3, WRAT-3, and CVLT: Journal of Developmental and Physical Disabilities Vol 14(3) Sep 2002, 239-246.
• Prasse, D. P., Siewert, J. C., & Breen, M. J. (1983). An analysis of performance on reading subtests from the 1978 Wide Range Achievement Test and Woodcock Reading Mastery Test with the WISC-R for learning disabled and regular education students: Journal of Learning Disabilities Vol 16(8) Oct 1983, 458-461.
• Prewett, P. N., Bardos, A. N., & Fowler, D. B. (1990). Use of the KTEA and WRAT--R with learning-disabled and referred but not placed students: Journal of Psychoeducational Assessment Vol 8(1) Mar 1990, 51-60.
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• Prewett, P. N., Lillis, W. T., & Bardos, A. N. (1991). Relationship between the Kaufman Test of Educational Achievement--Brief Form and the Wide Range Achievement Test--Revised Level 2 with incarcerated juvenile delinquents: Psychological Reports Vol 68(1) Feb 1991, 147-150.
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• Sattler, J. M., & Ryan, J. J. (1981). Relationship between WISC-R and WRAT in children referred for learning difficulties: Psychology in the Schools Vol 18(3) Jul 1981, 290-292.
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• Walden, J. (1979). A comparison of the PIAT and WRAT: A closer look: Psychology in the Schools Vol 16(3) Jul 1979, 342-346.
• Warner, M. H., Ernst, J., Townes, B. D., Peel, J., & et al. (1987). Relationships between IQ and neuropsychological measures in neuropsychiatric populations: Within-laboratory and cross-cultural replications using WAIS and WAIS--R: Journal of Clinical and Experimental Neuropsychology Vol 9(5) Oct 1987, 545-562.
• Webster, R. E., Hewett, J. B., & Crumbacker, H. M. (1989). Criterion-related validity of the WRAT--R and K-TEA with teacher estimates of actual classroom academic performance: Psychology in the Schools Vol 26(3) Jul 1989, 243-248.
• Wetter, J., & French, R. W. (1973). Comparison of the Peabody Individual Achievement Test and the Wide Range Achievement Test in a learning disability clinic: Psychology in the Schools Vol 10(3) 1973, 285-286.
• Whitworth, R. H. (1988). Comparison of Anglo and Mexican American male high school students classified as learning disabilities: Hispanic Journal of Behavioral Sciences Vol 10(2) Jun 1988, 127-137.
• Wiese, M. J., Struer, J. H., Piersel, W. C., & Schwarting, F. G. (1987). Stability of the WISC--R and WRAT factor structures for an intellectually retarded sample: A 3-year follow-up: Journal of Psychoeducational Assessment Vol 5(4) Dec 1987, 364-369.
• Williamson, W. E. (1979). The concurrent validity of the 1965 Wide Range Achievement Test with neurologically impaired and emotionally handicapped pupils: Journal of Learning Disabilities Vol 12(3) Mar 1979, 201-203.
• Witt, J. C. (1986). Review of the Wide Range Achievement Test--Revised: Journal of Psychoeducational Assessment Vol 4(1) Mar 1986, 87-90.
• Woodward, C. A., Santa-Barbara, J., & Roberts, R. (1975). Test-retest reliability of the Wide Range Achievement Test: Journal of Clinical Psychology Vol 31(1) Jan 1975, 81-84.
• Wright, D. (1987). Intelligence and achievement: A factor analytic and canonical correlational study: Journal of Psychoeducational Assessment Vol 5(3) Sep 1987, 236-247.
• Wright, D., & Dappen, L. (1982). Factor analysis of the WISC-R and the WRAT with a referral population: Journal of School Psychology Vol 20(4) Win 1982, 306-312.
• Wright, D., & DeMers, S. T. (1982). Comparison of the relationship between two measures of visual-motor coordination and academic achievement: Psychology in the Schools Vol 19(4) Oct 1982, 473-477.
• Wright, D., & Piersel, W. C. (1987). Usefulness of a group-administered ability test for decision making: Journal of School Psychology Vol 25(1) Spr 1987, 63-71.

Additional material

Books

• Vlugt, H. v. d., & Satz, P. (1985). Subgroups and subtypes of learning-disabled and normal children: A cross-cultural replication. New York, NY: Guilford Press.

Papers

• Google Scholar
• Zins, J. E., & Barnett, D. W. (1983). The Kaufman Assessment Battery for Children and school achievement: A validity study: Journal of Psychoeducational Assessment Vol 1(3) Sep 1983, 235-241.

Dissertations

• Albracht, M. L. (1986). Demographic variables and the Wide Range Achievement Test as predictors of success on the General Educational Development Test: Dissertation Abstracts International.
• Altepeter, T. S. (1988). An investigation of the construct validity of the Peabody Picture Vocabulary Test--Revised: Dissertation Abstracts International.
• Bolt, K. S. (1985). A search for homogeneous subgroups of learning disabled children using psychological tests: Dissertation Abstracts International.
• Buffin, R. C. (1986). Sompa's estimated learning potential, K-ABC's mental processing composite, and achievement in children of Afro-American descent: Dissertation Abstracts International.
• Clapp, T. L. (1981). A factor analysis of the WISC-R and WRAT subtest scores of learning-disabled youngsters: Dissertation Abstracts International.
• del Vecchio, A. J. (1991). The relationship between the Wechsler Intelligence Scale for Children--Revised (WISC--R), a short form (WISC--RSH) and the Wide Range Achievement Test (WRAT) in learning-disabled students: Dissertation Abstracts International.
• Dillon, J. E. (1973). Performance characteristics of four special education subgroups on the WISC, BVMGT, HFD, WRAT, and experimental scales: Dissertation Abstracts International.
• Duffy, M. L. (1988). A correlational analysis of the Wechsler Intelligence Scale for Children--Revised, the Detroit Test of Learning Aptitude--2, the Wide Range Achievement Test--Revised, and the Gates-MacGinitie Reading Tests in a sample referred for suspected learning disabilities: Dissertation Abstracts International.
• Fontaine, J. E. (1986). Eligibility for educable mentally retarded or specific learning disability services as measured by the K-ABC or the WISC--R and WRAT: Dissertation Abstracts International.
• Friesen, T. P. (1987). Language disordered children: Investigation of concurrent validity and test patterning using the fourth edition of the Stanford-Binet Intelligence Scale and Wide Range Achievement Test--Revised (WRAT--R): Dissertation Abstracts International.
• Gutterman, J. E. (1984). Correlations of the scores of low vision children on the Perkins-Binet Tests of Intelligence for the Blind, Form U; The Wechsler Intelligence Scale for Children-Revised, Verbal Scale; and the Wide Range Achievement Test: Dissertation Abstracts International.
• Heil, E. S. (1978). Correlational study of the Wide Range Achievement Test, Peabody Individual Achievement Test, and the Key Math Diagnostic Arithmetic Test with learning disabled children with a modality deficit: Dissertation Abstracts International.
• Herdman, J. W. (1986). An exploratory factor analysis of the Career Ability Placement Survey (CAPS) with the WAIS--R and the WRAT with a referral population: Dissertation Abstracts International.
• Huestis, H. L. (1973). A study of cross-lagged panel correlation techniques to detect causal priority in reading and spelling performance on the Wide Range Achievement Test: Dissertation Abstracts International.
• Hutson, B. T. (1984). A measure to predict vocational rehabilitation closure status for clients diagnosed language/learning disabled: Dissertation Abstracts International.
• Ivimey, J. K. (1979). Differential performance of L. D. and Non L. D. Grade 2 students on the WISC-R, McCarthy Scales of Children's Abilities and WRAT: Dissertation Abstracts International.
• Janecky, S. A. (1989). Relationships between WISC--R structure of intellect factors and WRAT academic achievement measures: Dissertation Abstracts International.
• Jones, W. B. (1982). An analysis of test bias in determining the eligibility of Black and White special education students in north Mississippi: Dissertation Abstracts International.
• Malley, J. D. (1974). An investigation of the use of the Prescriptive Reading Inventory, California Achievement Test, and Wide Range Achievement Test for the measurement of reading skills: Dissertation Abstracts International.
• Masotti, J. (1997). The Wide Range Achievement Test: A validation study. Dissertation Abstracts International Section A: Humanities and Social Sciences.
• McAreavey, J. P. (1976). An analysis of selected educationally handicapped South Dakota Sioux Indian children's responses to the Wechsler Intelligence Scale for Children and Wide Range Achievement Test of Reading: Dissertation Abstracts International.
• Moore, J. S. (1978). An empirical study of four methods of classifying L/LD students in a metropolitan district: Dissertation Abstracts International.
• Moyer, B. S. (1979). An exploratory study: The relationship of neuropsychological performance to the Wide Range Achievement Test: Dissertation Abstracts International.
• Newman, W. K. (1981). Characteristics of achievement performance on the WRAT and PIAT for referred native American Navajo students: Dissertation Abstracts International.
• Opferman, M. J. (2005). The elusive WRAT: A meta-analysis of the Wide Range Achievement Test. Dissertation Abstracts International Section A: Humanities and Social Sciences.
• Paneff, M. J. (1988). A comparative study of standard scores, discrepancy scores and reliability analyses in the learning disabilities evaluation process employing the Wide Range Achievement Test (1984), and the Wide Range Achievement Test--Revised (1984): Dissertation Abstracts International.
• Paul, P. K. (1998). The assessment of memory in learning disordered children. Dissertation Abstracts International: Section B: The Sciences and Engineering.
• Rait, D. Y. (1994). The degree of reliance of children's intelligence on memory. Dissertation Abstracts International: Section B: The Sciences and Engineering.
• Ryan, L. E. (1973). An investigation of the relationship between the scores earned by selected Negro and White children on the Wechsler Intelligence Scale for Children and the Wide Range Achievement Test: Dissertation Abstracts International.
• Stewart, R. G. (1980). Consistency of the WRIOT in individual and group settings: Dissertation Abstracts International.
• Wright, D. D. (1985). Intelligence and achievement: A factor analytic and canonical correlational study: Dissertation Abstracts International.
• Young, D. R. (1983). Application of Das' simultaneous-successive processing model to WISC-R-McCarthy Scale differences: Dissertation Abstracts International.

External links

• WRAT4 Publisher