WRMT-R/NU Technical Information
|Instrument name/abbreviation||Woodcock Reading Mastery Tests—Revised/Normative Update (WRMT-R/NU)|
|Author||Richard W. Woodcock, Ed.D.|
|Publisher/address||Pearson Assessments, Bloomington, MN|
|Copyright date||1987 (content), 1998 (norms)|
|Brief description||Comprehensive individual assessment of reading ability|
|Primary use/purpose||Screening or in-depth diagnosis of reading skills|
|Age range covered||Ages 5:0 to 75+; Grades K to 16|
|Administration time||10 to 30 minutes for each cluster of tests|
|Individual vs. group||Individually administered|
|User qualifications||Level B|
Test 1. Visual-Auditory Learning(Form G only)—measures ability to form associations between visual stimuli and oral responses
Test 2. Letter Identification(Form G only)—measures ability to identify letters presented in uppercase or lowercase forms, in a variety of type styles.
Supplementary Letter Checklist(Form G only)—used to determine which letters (presented in a sans serif typestyle) the subject can name or identify by sound; this checklist is not included in any of the composite scores.
Test 3. Word Identification—requires the subject to read aloud isolated words that appear in large type on the subject pages in the test easel.
Test 4. Word Attack—requires the subject to read either nonsense words or words with a very low frequency of occurrence in English; measures ability to apply phonic and structural analysis skills to pronounce unfamiliar words.
Test 5. Word Comprehension—measures reading vocabulary at several different levels of cognitive processing. Includes three subtests:
Subtest 5A. Antonyms—measures ability to read a word and then respond orally with a word opposite in meaning
Subtest 5B. Synonyms—requires the subject to read a word and then state another word similar in meaning.
Subtest 5C. Analogies—requires the subject to read a pair of words and ascertain the relationship between the words, then read the first word of a second pair and use the same relationship to supply a word from his or her oral vocabulary to complete the analogy appropriately.
Word Comprehension can also be evaluated across four reading vocabularies: General Reading, Science-Mathematics, Social Studies, Humanities.
Test 6. Passage Comprehension—measures the ability to read a short passage (usually 2 to 3 sentences long) and identify a key word missing from the passage.
Readiness Cluster(Form G only)—an index of some skills necessary for beginning reading; consists of the Visual-Auditory Learning and Letter Identification tests.
Basic Skills Cluster—a broad measure of basic reading skills; consists of the Word Identification and Word Attack tests.
Reading Comprehension Cluster—a broad measure of reading comprehension skills; consists of the Word Comprehension and Passage Comprehension tests.
Total Reading—Full Scale—a broad measure of global reading ability; consists of the Word Identification, Word Attack, Word Comprehension, and Passage Comprehension tests.
Total Reading—Short Scale—an estimate of global reading ability; consists of the Word Identification and Passage Comprehension tests.
|Forms||Two parallel forms—Form G and Form H|
|Materials included in the kit||
Pronunciation Guide Cassette
|Item types||Free response|
|Item scoring||Dichotomous for all subtests except Visual-Auditory Learning, which is scored by number of errors.|
|Scoring options||By hand or computer|
|Derived scores available-Subtests||Standard scores, percentiles, NCEs, and Relative Performance Indexes by age or grade; age equivalents and grade equivalents; instructional ranges
The four reading vocabularies in Word Comprehension can be evaluated only with raw scores, which may be profiled on the Diagnostic Comprehension Profile.
|Derived scores available-Composites||Standard scores, percentiles, NCEs, and Relative Performance Indexes by age or grade; age equivalents and grade equivalents; instructional ranges|
|Norm groups available||General population, by age or grade (by month)|
Optional aptitude-achievement discrepancy analysis
Instructional Level Profile
Three diagnostic profiles that allow comparison with results from tests in the G-F-W Sound-Symbol Tests and the Woodcock-Johnson Psychoeducational Battery
Word Attack Error Inventory
|Computerized scoring||ASSIST scoring software available for DOS, Windows, and Macintosh; includes aptitude-achievement discrepancy analysis|
|Description||Stratified multistage sampling of schoolchildren and young adults; norms for ages 23+ and grades 13–16 are from
|Size||Approximately 3,700 (varies by subtest/cluster)
Based on Census data for 1994
|Community size||Yes (adult norms only)||Yes (adult norms only)|
|Special populations included||Includes representative proportion of special-education students||Includes representative proportion of special-education students|
|Tests Median=.91 (range: .68 to .98)
Clusters Median=.95 (range: .87 to .98)
Total Median=.97 (range: .86 to .99)
|Standard Errors of Measurement||Yes|
|Other instruments used in correlation studies||Woodcock-Johnson Psycho-Educational Battery (WJ), Iowa Tests of Basic Skills (ITBS), Iowa Tests of Educational Development, Peabody Individual Achievement Test (PIAT), Wide Range Achievement Test (WRAT)|
The WRMT-R is a revision of the 1973 Woodcock Reading Mastery Tests.
The WRMT-R was renormed in 1995-96 as part of a coordinated norming program that included the WRMT-R, KeyMath-R, the K-TEA, and the PIAT-R.
Two manual chapters, including case studies, are devoted to interpreting scores and designing remediation. Pronunciation Guide Cassette assists examiner in the pronunciation of difficult Word Attack and Word Identification items.
|Federal mandates met||Appropriate for Chapter 1 assessments|
|Training options available||Training exercises available in the manual.|