- Holistic strategy calls the word non-phonetically first, never the other way around. The spell-and-re-try steps, note that where the student correctly calls certain words only after his attention is directed to their spelling, this indicates the existence of TWO knowledge systems relevant to identification of words.
- Spelling: The spelling subtest assesses students' ability to spell words correctly from dictation. Specifically measures students' (a) recall of correct letter sequences for familiar words or ones ability to apply sound/symbol relationships and rules of English orthography in order to spell unfamiliar words and (b) their recall of letter order in high-frequency words with one or more.
- This study examined the effects of implementing word boxes as a supplemental instruction method on the acquisition, maintenance, and generalization of word identification and spelling.
GROUPINGS AND EXPLANATIONS OF THE WJIII SUB TESTS
(There are 22 academic tests. The numbers refer to the test number.)
Reading Tests:
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. The Word Identification and Spelling Test (WIST) evolved from the Wilson Assessment of Decoding and Encoding Test (WADE). The WIST provides a nationally standardized, diagnostic instrument designed specifically for students having difficulty with reading, spelling or both.
1. Letter-Word Identification - naming letters and reading words aloud from a list.
2. Reading Fluency - speed of reading sentences and answering 'yes' or 'no' to each.
9. Passage Comprehension - orally supplying the missing word removed from each sentence or very brief paragraph. (e.g., 'Woof,' said the _____, biting the hand that fed it.').
13. Word Attack - reading nonsense words (e.g., plurp, fronkett) aloud to test phonetic word attack skills.
17. Reading Vocabulary - orally stating synonyms and antonyms for printed words and orally completing written analogies (e.g., elephant : big :: mouse : ____ ). 21. Sound Awareness - rhyming, deletion, substitution, and reversing of spoken sounds.
| Reading Clusters (Are a combination of subtests, they are an average of scores.) | ||
Broad Reading | Basic Reading Skills (Is combination of these 2 subtests): | Reading Comprehension (Is combination of these 2 subtests) |
| 1. Letter-Word Identification | 1. Letter-Word Identification | 9. Passage Comprehension |
| 2. Reading Fluency | 13. Word Attack | 17. Reading Vocabulary |
| 9. Passage Comprehension | ||
These 5 areas of reading are included in the assessment recommended by NCLB (NO CHILD LEFT BEHIND) :
|
| (1.) Sound Awareness subtest (for Phonemic Awareness subtest) and Sound Blending subtest |
| (2.) Word Attack, the ability to read nonsense words (Phonics) |
| (3.) Reading Fluency |
| (4.) Reading Vocabulary |
| (5.) Passage Comprehension (low level comprehension at the sentence level, using fill in the blank.) |
Other useful subtests are Spelling of sounds subtest, and Picture Vocabulary subtest.
Other academic areas to assess: writing, spelling and math, including writing fluency and math fluency.
Written Language
- 7. Spelling - writing letters and words from dictation.
- 8. Writing Fluency - writing simple sentences, using three given words for each item and describing a picture, as quickly as possible for seven minutes.
- 11. Writing Samples - writing sentences according to directions; many items include pictures; spelling does not count on most items.
- 16. Editing - orally correcting deliberate errors in typed sentences.
- 18. Spelling of Sounds - written spelling of dictated nonsense words.
- 22. Punctuation and Capitalization - formal writing test of these skills.
| Written Language Clusters | ||
| Broad Written Language (Is combination of these 3 subtests): | Basic Writing Skills: | Written Expression: |
| 7. Spelling | 7. Spelling | 8. Writing Fluency |
| 8. Writing Fluency | 16. Editing | 11. Writing Samples |
| 11. Writing Samples | ||
Math
5. Calculation - involves arithmetic computation with paper and pencil.
6. Math Fluency - speed of performing simple calculations for 3 minutes.
10. Applied Problems - are oral, math 'word problems,' solved with paper and pencil.
18. Quantitative Concepts - oral questions about mathematical factual information, operations signs, etc.
| Math Clusters | ||
| Broad Math (Is combination of these 3 subtests): | Math Calculation Skills: | Math Reasoning: |
| 5. Calculation | 5. Calculation | 10. Applied Problems |
| 6. Math Fluency | 6. Math Fluency | 18. Quantitative Concepts |
| 10. Applied Problems | ||
Listening Comprehension
3. Story Recall - the student answers oral questions about stories that were dictated to the student.
4. Understanding Directions - the student follows oral directions to point to different parts of pictures.
12 Story Recall – Delayed - the student answers questions about the stories heard earlier.
14. Picture Vocabulary - the student points to named pictures or names pictures.
15. Oral Comprehension - the student provides anto- or synonyms to spoken words and completes oral analogies (e.g., elephant is to big as mouse is to ___ )
19. Academic Knowledge - oral questions about factual knowledge of science, social studies, and humanities (art, literature and music).
21. Sound Awareness - (Phonemic Awareness) rhyming, deletion, substitution, and reversing of spoken sounds.
| Oral Language Clusters | |||
| Oral Language Standard skills | Oral Language Extended Skills | Listening Comprehension | Oral Expression |
| 3. Story Recall | 4. Understanding Directions | 4. Understanding Directions | 3. Story Recall |
| 4. Understanding Directions | 14. Picture Vocabulary | 15. Oral Comprehension | 14. Picture Vocabulary |
| 15. Oral Comprehension | |||
| Academic Skills: | Academic Fluency: | Academic Applications: | Phoneme/Grapheme Knowledge: |
| 1. Letter-Word Identification | 2. Reading Fluency | 9. Passage Comprehension | 13. Word Attack |
| 5. Calculation | 6. Math Fluency | 10. Applied Problems | 20. Spelling of Sounds |
| 7. Spelling | 8. Writing Fluency | 11. Writing Samples |
Total Achievement:
Word Identification Spelling Test
Broad Reading
Broad Math
Broad Written Language
Word Identification And Spelling Test Manual Download
Description
- 1 G-E Test Teacher’s Manual (G201), 1 G-E Student Test Book (G202), 2 copies of each testing and recording form
- The Gallistel-Ellis Test of Coding Skills (GE Test) is a comprehensive measure of coding skills in reading and spelling. The test measures whether a student can give the sounds for the various letters and units or clusters. More importantly, it measures whether the student can recognize and spell words made up of these sounds.
- provides detailed instructions for administering and interpreting the test
- includes directives on scoring and when to stop testing
- offers advice on test modifications.
The test covers all categories of phonic structures:
- closed syllables with single consonants, blends and digraphs
- silent-e words; soft c and g
- vowel teams and vowel-r
- suffixes and modifiers such as s, ed, ing, y, tion and consonant-le
- multi-syllable and irregular words
- nonsense syllables (to enable the tester to determine if the student relies on sight memory or has truly “cracked the code.”)
- The test is easy to administer to individual students and requires approximately 20 minutes for the teacher or assessment specialist to acquire the critical knowledge of what skills have been mastered, what need to be reviewed, and what to teach now. Post-testing can document the learning progress made. A clear and easy-to-use graphing system helps teachers identify student strengths, weaknesses and progress, and convey these to parents.
- Since recognition of coding disability is important in identifying children with learning disabilities, it is also a useful screening and identification tool (Gallistel 1973). It can be particularly useful in developing effective Tier 2 and Tier 3 Interventions, developing Individualized Educational Programs (IEPs), and monitoring progress.