Wechsler Individual Achievement Test, Third Edition: Australian and New Zealand Standardised

The WIAT-III A&NZ is suitable for use in a variety of clinical, educational, and research settings, including schools, clinics and private practices. Use WIAT-III A&NZ results to:

• Identify the academic strengths and weaknesses of a student
• Inform decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability
• Design instructional objectives and plan interventions

Features & Benefits

With a total of 16 subtests, WIAT-III A&NZ offers:

• Three new subtests: Oral Reading, Maths Fluency and Early Reading Skills
• Enriched Listening Comprehension, Oral Expression, and Written Expression subtests
• Enhanced Reading Comprehension subtest
• Improved scoring rules that are featured in response to scoring studies, theoretical reviews by expert researchers, and usability reviews by teachers and clinicians
• Enhanced Q-Global digital scoring
• Updated Australian and New Zealand norms for AU Preschool-Year 12 / NZ 0-13, and for ages 4:0-19:11.  U.S. data available for ages 20:0-50:11

Improved usability options

• Traditional hard copy paper-and-pencil printed version or,
• Q-interactive iPad version using two iPads (clinician provided)

Content & Administration

• Measure all eight areas of achievement as important for identifying and classifying learning disabilities
• Focus on reading goals and objectives with the Early Reading Skills subtests
• Evaluate patterns of strengths and weaknesses to identify learning disabilities

Psychometric Information

The WIAT-III A&NZ was standardised on 1360 Australian and New Zealand students and features comprehensive normative information. The WIAT-III A&NZ was correlated with the following achievement and ability measures (these studies are included in the WIAT-IIII A&NZ Examiner's Manual):

• Wechsler Individual Achievement Test-Australian Standardised Second Edition (WIAT-II Australian, Pearson, 2007)
• Wechsler Intelligence Scale for Children, Fifth Australian and New Zealand Edition (WISC-V A&NZ; Wechsler, 2016)

The WIAT-III (U.S. standardisation) was correlated with the following ability measures (these studies are included in the U.S. Technical Manuals): 

• Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSI-III; Wechsler, 2002)
• Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (WPPSI-IV; Wechsler, 2012) - Study included in the WPPSI-IV Technical and Interpretive Manual
• Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003)
• Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V; Wechsler, 2014) - Study included in the WISC-V Technical and Interpretive Manual
• Wechsler Nonverbal Scale of Ability (WNV; Wechsler & Naglieri, 2006)
• Differential Ability Scales, Second Edition (DAS-II; Elliott, 2007)

Errata

We would like to bring to your attention a correction made to the WIAT-III A&NZ Examiner's Manual.  The correction pertains to page 110 of the Examiner's Manual, Table 5.13 Mean Performance of the Australian and New Zealand Intellectual Disability Group and the Matched Control Group.  This correction does not affect norms, reliability, or validity.  The change relates to the Matched Control data which has been updated in the table below.  No change has been made to the Intellectual Disability group data, or the commentary on page 111.

This correction will be made on the next printing of the Examiner’s Manual.  We apologise for any inconvenience this may cause you. If you have any questions, please contact our Client Services team on 1800 882 385 (toll free) (AUS) or 0800 942 722 (toll free) (NZ), or email us at info@pearsonclinical.com.au.

Download Table 5.13 Mean Performance of the Australian and New Zealand Intellectual Disability Group and the Matched Control Group

• WIAT-III flyer (428697)
• Equivalence of Q-interactive and Paper Scoring of Academic Tasks - Selected WIAT-III Subtests (88219)
• Table 5.13 Mean Performance of the Australian and New Zealand Intellectual Disability Group and the Matched Control Group (182189)
• WIAT-III A&NZ Essay Composition Quick Score (563687)
• WIAT-III Sentence Composition Quick Score (256705)

• WIAT-III A&NZ with WISC-V A&NZ Sample Score Report (583513)
• WIAT-III A&NZ Sample Parent Report (583096)
• WIAT-III A&NZ Skills Analysis Sample Score Report (595621)
• WIAT-III A&NZ Year Level Sample Score Report (608712)
• WIAT-III A&NZ FAQs (175615

WIAT-III A&NZ Q-interactive

The WIAT-III A&NZ assists you in identifying the academic strengths and weaknesses of a student; informing decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability; and designing instructional objectives and planning interventions.

Basic Reading Word Reading
The examinee reads a set of single words out loud. This subtest measures the speed and accuracy of single word reading.

Pseudoword Decoding
The examinee reads out loud a set of single non-words. This subtest measures the speed and accuracy of decoding skills.

Maths Problem Solving
The examinee listens as the examiner reads each problem, looks at the corresponding visual stimuli, and provides oral and/or points to responses. This subtest measures maths problem-solving skills under untimed conditions.

Numerical Operations
The examinee is asked to complete the numerical operations by writing the answers in the provided response booklet. This subtest measures written mathematics calculation skills under untimed conditions.

Maths Fluency
The examinee completes as many problems as he/she can within a 60-second time limit. This subtest measures written mathematics calculation fluency (speed and accuracy).

Listening Comprehension
In the first component of listening comprehension, the examinee looks at a set of pictures, listens to a word spoken out loud by the examiner, and then points (or states the letter that corresponds to) the picture that best illustrates the meaning of the target word. In the second component, the examinee listens to an audio recording of one or more sentences of a narrative or expository information, listens to the question(s) read out loud by the examiner, and then orally answers the question(s). This subtest measures listening comprehension at the level of the word, sentence, and discourse.

Oral Expression
The examinee is evaluated on his/her skills in association with expressive vocabulary, oral word fluency, and sentence repetition. This subtest measures the skills and competencies that are important for effective oral expression and that underlie written language skills.

Reading Comprehension & Fluency Reading Comprehension
The examinee reads each passage out loud or silently, listens to each question asked out loud by the examiner, and orally answers each question with the passage available for reference. This subtest measures literal and inferential reading comprehension skills using a variety of passage and question types that resemble those used in school settings.

Oral Reading Fluency
The examinee reads a set of passages orally. This subtest measures oral reading fluency of expository and narrative passages.

Early Reading Skills
The examinee is presented auditory, visual, or combined auditory-visual stimuli and is required to respond either by pointing or orally. This subtest measures several skills deemed important for developing ready skills for students in years AU preschool-3 / NZ 0-4.

Alphabet Writing Fluency
The examinee writes alphabet letters within a 30-second time limit. This subtest measures the examinee's ability to write letters and can be administered to students in years AU preschool-3 / NZ 0-4.

Spelling
The examinee listens to a target sound or word, listen to the sound or word within the context of a sentence, and then writes the sound or word. This subtest measures written spelling of single sounds and words from dictation.

Essay Composition Subtest
Students in years AU 3-12+ / NZ 4-13+ are given 10 minutes to write an essay on a specific subject. This subtest measures spontaneous, compositional skills, including theme development, text organisation, grammar, and mechanics.

Sentence Composition Subtest
Sentence Composition includes two subtasks: Sentence Combining requires students to combine two or more sentences into one well-written sentence that preserves the meaning of the original sentences, and Sentence Building requires students to write sentences that use target words with appropriate context. This subtest measures sentence formulation skills and written syntactic maturity and ability in students, years AU 3-12+ / NZ 4-13+. Quickly scored with easy access to word list.