Analysis Of The WRAT4 Spelling Subtest (Blue Form

The Wide Range Achievement Test 4 (WRAT4) Spelling Subtest (blue form)

The spelling subtest of the WRAT4 assesses an individual’s ability to spell single words through encoding sounds into written form under untimed conditions. Single words of increasing difficulty are dictated, followed by the word in the context of a sentence.

LD’s standard score was 78 (well below average/low range). A persisting difficulty with spelling is typical of a dyslexic individual and LD had previously indicated a particular concern with his spelling ability. His knowledge of spelling rules was not secure. Although LD was able, in many instances, to provide phonetically plausible alternatives, several of the words were unrecognisable. The majority of errors were sounds that were missing, misheard or mis-sequenced.

Overall Spelling Summary

LD’s performance indicated that spelling was a far from automatic process. The type and frequency of LD’s spelling errors are consistent with an SpLD, dyslexia. LD’s lack of knowledge of spelling conventions suggests that there is an underlying difficulty with a weakness in visual memory which will make spelling skills much more difficult to master.

Writing

Detailed Assessment of Speed of Handwriting (Dash 17+) used qualitatively
The Dash 17+ is designed to measure an individual’s speed of handwriting under timed conditions and the actual speed of production of letters and words on the page.

The optional graphic speed sub test is designed to be a pure measure of perceptual motor competence uncontaminated by anything related to language. This test is useful because results may highlight weaknesses in speed due to the mechanical aspects of

writing.
LD struggled with the majority of subtests in this assessment. His standard score for the Copy Best and Copy Fast subtests was 65 (very low). LD found the Alphabet Writing subtest a problem (standard score 65, very low). His knowledge of the alphabet is not secure with certain letters appearing twice, some were omitted and others appeared in the wrong place. On the Graphic Speed subtests, LD’s standard score was 90 (mid-average). LD completed the first row from left to right and then started the next row working from right to left. LD did not complete the SDMT in the same way. Of the 49 circles completed, 13 were discounted. For the Free Writing, LD’s standard score was 75 (well below average/low). The speed which he recorded information had decreased by 7 w.p.m. in the final section. This suggests a slow speed of processing which is consistent with the SDMT. LD finds it challenging to maintain a consistent flow of writing and struggles to organise his thoughts and ideas. He did not plan what he was going to write. The meaning he wished to convey was clear but his sentence construction was basic. There were spelling and grammatical errors and the vocabulary was simple with no paragraphing. Some words were illegible. LD’s compositional writing speed was adequate for a GCSE level student , but was approximately 20% slower than expected for A’ level (Access) standard. LD found difficulty transferring ideas into writing which is indicative of dyslexia. His pen grip was unusual as his thumb was placed over his index finger. LD’s hand became tired and he intermittently shook it out. The results suggest that handwritten exams or lengthy written work will be problematic for LD.

Overall writing summary
LD has an unusual pen grip which contributes to making writing difficult. He finds writing an arduous and tiring process. The discomfort tends to increase as the writing tasks progress. This is likely to impact on his ability to take notes in class, copy from the board and handwrite assignments and exams.
Underlying Ability
The WRIT (Wide Range Intelligence Test) was not used in this assessment as LD is to be assessed for the Disabled Students Allowance within the next 3 months. LD was deemed to be capable of studying at GCSE and Access level by the two tutors who interviewed him. In LD’s recent Access assignments and exams his results ranged from merits to distinctions. He also gained a grade C for GCSE maths.

Prior to the assessment, LD completed the Dyslexia Adult Screening Test (DAST). The information from this has been been used qualitatively in order to contribute towards an overall picture of LD’s abilities. His score on the Non Verbal Reasoning subtest was in the average range. This test was designed to provide a rough measure of fluid intelligence. However, for the DAST Verbal Fluency subtest he was highly at risk which correlates with his scores for the CTOPP Rapid Naming subtests. For the Semantic Fluency subtest he was at risk suggesting difficulties with word retrieval.

During the course of the assessment LD demonstrated good verbal skills when discussing his work and interests. LD reports that he is generally reluctant to read for pleasure but enjoys reading about psychology and discussing the subject with the psychiatrists that he works with. He also enjoys reading action books.

Memory and Cognitive Processing

Test of Memory and Learning – second edition (TOMAL-2)
The TOMAL-2 is designed to evaluate a learner’s memory functioning. The Attention Concentration Index (ACI) was used comprising of 5 sub-tests: digits forwards, digits backwards, letters forwards, letters backwards and manual imitation. All the sub-tests were untimed.
LD’s overall standardised score for the TOMAL-2 was not calculated as there was a significant discrepancy in the results on the subtests. On the digits forwards, LD’s standard score was 110 (mid-average) and for the letters forward his standard score was 80 (below average). This correlates with the DASH17+ Alphabet Writing subtest (standard score 65, very low) and suggests problems with managing sequential information. On the digits backwards LD performed in the mid-average, standard scores 95. On the letters backwards his standard score was 90 (mid-average). LD appears to have more of problem with his short-term memory when recalling letters. This correlates with LD’s difficulties with the CTOPP Rapid Naming subtests (Rapid Digit and Letter Naming subtests, standard scores for both 61 (very low) suggesting issues with his phonological processing speed. This may affect his ability to decode and spell. He was in the very low range for the manual imitation (standard score 67). This indicated problems with visual sequential processing. There is a marked contrast between LD’s visual and working memory. This suggests that LD has a difficulty with visual processing tasks and visual imitation.