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Wide Range Family of Assessments


Product Details

Wide Range products are now available from Pearson!

Pearson and Wide Range, Inc., are partnering to bring the assessments you already know and trust into the Pearson family. With more than 80 years of shared history in the clinical assessment field, Pearson's addition of Wide Range's clinical assessments to their portfolio will take these internationally recognized products and services to the next level.

Some of the Wide Range assessments now available through Pearson include:

Wide Range Achievement Test 4

The Wide Range Achievement Test 4 (WRAT4):
This academic skills assessment measures reading skills, math skills, spelling, and comprehension. The WRAT4 serves as an excellent initial academic achievement evaluation, re-evaluation, or progress measure for any student.

Wide Range Assessment of Memory and Learning, Second Edition

The Wide Range Assessment of Memory and Learning, Second Edition (WRAML�2):
This memory assessment allows the evaluator to determine an individual's working memory capacity. It evaluates both short- and long-term memory as well as cognition, the ability to learn new material.

Wide Range Intelligence Test

The Wide Range Intelligence Test (WRIT):
This test provides a general measure of intelligence (IQ) with user-friendly materials that make administration simple. The WRIT is a highly reliable cognitive ability test that can be used with individuals ages 4 to 85.


Wide Range Assessment of Visual Motor Abilities

The Wide Range Assessment of Visual Motor Abilities (WRAVMA):
This assessment provides a reliable and accurate evaluation of visual-motor skills of children and adolescents ages 3 to 17. Assesses three areas using three tests: the Drawing (Visual Motor) Test, the Matching (Visual-Spatial) Test, and the Pegboard (Fine Motor) Test.




Frequently asked questions follow. Click on a question to see the response.

Pearson/Wide Range Partnership FAQ

  • What products will Pearson be publishing for Wide Range?

    Initially, Pearson will be publishing WRAT4, WRAML2, WRIT, and WRAVMA.

  • What products are available now?

    WRAT4 and WRAML2 are currently available to order.

  • When will the rest of the Wide Range products be available?

    We are currently working on getting the rest of the products in inventory as soon as possible. We do not have a firm release date at this time, but check back often for updates.

  • Have the products changed now that Pearson is publishing them?

    No. The products themselves have not changed. There are new item numbers for the products, so please visit the individual product pages to make sure you have the correct item numbers when reordering.

  • Who do I call for questions/concerns/technical support for the software that I purchased for WRAT and/or WRAML?

    Please contact PAR, Inc., for technical support for software purchased prior to July 1, 2015.

  • Will scoring and reporting be available on Q-global™ for the Wide Range products?

    At this time we are not offering scoring on Q-global for these products.

  • How do I order Wide Range products?

    Listed above are the links to the individual product web pages. On these product pages you will find all the information you need to order Wide Range products.


  • What is the difference between the Blue and Green Forms?

    The alternate forms (i.e., Blue Form, Green Form) can be used interchangeably with comparable results. They have different items and good retest validity, which allows for retesting within short periods of time without the potential practice effects that may occur from repeating the same items. Each form contains the same items for Part 1 of three subtests, but these items are administered only to young examinees and those who perform poorly on Part 2 items.

  • When should I use the Combined Form?

    The alternate forms (i.e., Blue Form, Green Form) can be administered together in a single examination (i.e., Combined Form). This further improves reliability and reduces the confidence interval. Administering both forms also offers more opportunities for qualitative assessment of an examinee's performance on a particular subtest.

  • What norm groups are available?

    Grade norms are provided for students in grades K–12 by semester (Fall and Spring). Age norms are provided for examinees aged 5:0 - 94:11.

  • What subtests can be administered in a group setting?

    For both convenience and efficiency, Part 2 of the Spelling and Math Computation subtests can be administered in a small-group setting. Part 1 of each of these subtests must be administered individually, but this is only required for ages 7 or younger. Older examinees typically only need to be administered Part 1 when performance is well below average.

  • What is the Reading Composite?

    Reading requires related but distinct skills such as decoding words and understanding how words work together to make meaning. The Word Reading subtest measures letter and word decoding, while the Sentence Comprehension subtest measures the ability to gain meaning from words and to comprehend ideas. Standard scores for these subtests are useful on their own, but when the standard scores are combined, they yield a Reading Composite score. This score offers a more comprehensive view of reading performance than either subtest score can provide on its own.


  • When will the WRAML2 be available to order?

    WRAML2 is available to order now.

  • ​How long does it take to administer?​

    The WRAML2 can be tailored to meet the clinician’s needs. There is a screening version (4 subtests) which yields Verbal and Visual Memory Indexes, along with an overall Screening Index. Depending on the client’s pacing, average administration time for an experienced clinician is 20-30 minutes.

    The standard battery is 6 subtests and yields, in addition to the Verbal and Visual Memory Indexes; an Attention/Concentration Index; and a General Memory Index. Average time is 35-40 minutes. For those wanting more qualitative and comparison data (e.g., a comprehensive n-p battery), the standard battery and all optional subtests take an average of 60-70 minutes.

  • What is the best way to interpret the scores?

    In addition to material in the accompanying manual there is an Essentials book (Wiley) on the WRAML2 (and TOMAL) co-authored by Wayne Adams and Cecil Reynolds. The WRAML2-half of it provides a thorough overview, practical how-tos, cautions, and interpretive paths to consider.

  • How does WRAML2 differ from other Pearson products that assess memory?

    WRAML2 is a lifespan product (ages 5-90 years) that quickly and efficiently allows customers to assess memory function vs. WMS-IV (ages 16-90) and CMS (ages 5-16).

  • The WRAML2 is substantially different that the WRAML. Why?

    The WRAML2 was designed to fit most psychologists’ testing needs, from screening memory to a more complete neuropsychological analysis of common memory functions. Core subtests factor these results into three Index Scores, Verbal Memory Index, Visual Memory Index, and Attention Concentration Index. The results of these yield a General Memory Index. By administering all subtests, the Working Memory Index (also supported by factor analysis) is generated.

    Because analyses of immediate recall as well as delayed recall (forgetting) are important, several optional measures allow comparison of memory performance over time. Psychologists also agree that it is important to evaluate learning retention when cued or prompted.

    There are several subtests and Index Scores that allow a comparison of immediate memory and recognition memory (or cued recall). Therefore, depending on the questions presented and the time available, the WRAML2 provides a variety of opportunities to analyze memory and learning functions.

  • Aren’t there also a number of qualitative analyses possible on the WRAML2?

    Yes, all qualitative analyses are optional and are provided for examiners who are interested in a more in-depth look into the process of memory associated with the various tests. For example, on the picture memory subtest, the examiner can evaluate over-responding that might lead to artificially inflating the subtest score. Participants who over-respond are bound to get some responses incorrect but other responses correct. The qualitative analyses help psychologists generate hypotheses about memory and learning that lead to useful recommendations.

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