Authors: Barbara A. Wilson, MEd / Rebecca H. Felton, PhD

• Word Recognition and Spelling
• Individual Administration
• Ages 7 through 18
• Norm-Referenced
• Qualification Level B

Description
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). It includes both norm-referenced and informal assessments and can be helpful in designing intervention plans for students. The WIST is also helpful for assessing progress on Orton-Gillingham and other phonics programs.
There are two core subtests (Word Identification and Spelling) and a supplemental subtest (Sound-Symbol Knowledge), which can be used in either the norm-referenced or informal assessment:

• 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 assesses ability to associate sound(s) (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 WIST was normed on a representative sample of 1,520 children and adolescents.
Administration and 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.

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Decoding and Spelling Proficiency Test-Revised (DSPT-R)

DDD-1560
Test of Word Reading Efficiency - 2 (TOWRE-2)

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Gray Diagnostic Reading Tests-2 (GDRT-2)

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Gray Oral Reading Tests-5 (GORT-5)

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Test of Reading Comprehension - 4 (TORC-4)

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Word ID: Assessment Across the Content Areas

Authors: Stephen C. Larsen / Donald Hammill / Louisa Moats

• Ages 5 through 18 years
• Testing Time: 20 minutes
• Group or Individual Administration
• Qualification Level B

Description
The Test of Written SpellingFifth Edition (TWS-5) is an accurate and efficient instrument that uses a dictated-word format to assess spelling skills in school-age children and adolescents. It has two forms that can be administered in 20 minutes to either individuals or in groups. Each form contains 50 spelling words drawn from eight basal spelling series and graded word lists. The TWS-5 provides percentiles, standard scores, age and grade equivalents. The Answer and Record Form offers a convenient way to record and keep track of scores, summarize the results, and indicate any comments and recommendations.
Administration and Scoring
The TWS-5 can be administered in 20 minutes to either groups or individuals. Scores may be reported as standard scores, percentiles, spelling ages, and grade equivalents. The TWS-5 was standardized on a nationally stratified normative sample.
The results of the TWS-5 can be used for three specific purposes: to identify students whose scores are significantly below those of their peers and who might need interventions designed to improve spelling proficiency, to document overall progress in spelling as a consequence of intervention programs, and to serve as a measure for research efforts designed to investigate spelling.

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DDD-1592
Word Identification and Spelling Test (WIST)

2243-9
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Test of Silent Contextual Reading Fluency - 2 (TOSCRF-2)

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Decoding and Spelling Proficiency Test-Revised (DSPT-R)

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Diagnostic Assessments of Reading - 2 (DAR-2)

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Gray Diagnostic Reading Tests-2 (GDRT-2)