Calgary Board of Education (CBE)

515 Macleod Trail SE Calgary, AB, T2G 2L9

Tel: 403.294.8211 Fax: 403.294.8212 Email: AreaIV@cbe.ab.ca
CLIENT NAME: MOCK ADMINISTRATION
BIRTHDATE:
AGE:
SCHOOL:
GRADE:
DATES OF ASSESSMENT: October 26 & 28, 2010
DATE OF REPORT: November 29, 2010
Key Clinician: Kelly DeCoste, B.Ed., B.Sc. (Psychology)
Statement of Confidentiality
All psychological assessments are confidential in nature as they contain private information,
which may be used inappropriately by others. To protect the privacy and ensure confidentiality
of the persons involved, please ensure that this report is only circulated to those who are
considered essential to related judgments and decision-making. The intent of this report is to
provide opinions and recommendations in the context of psychological intervention, educational
and vocational decision-making, and any use of this report outside of that purpose should only
be done with the informed consent of the parties and in consultation with the writer.
REASON FOR REFERRAL:
Boy was referred for psychoeducational testing by his mother, Mom Lastname. Mrs. Lastname is
concerned with Boys current level of reading achievement in comparison to his achievement in
other subject areas. She reports an avoidance of reading, and is concerned with his attitude of I
can read, thats all that matters, so I dont have to do it, especially as he enters junior high
school. In addition to gaining insight into his reading performance, Mrs. Lastname would also
like to gain a clearer picture of Boys learning style.
BACKGROUND INFORMATION:
The following information was obtained from an interview with Boys mother, Mom Lastname,
as well as from conversations with Boy himself about his learning and interests.
Boy is XX years old and lives in Southwest Calgary with his mother, father and older brother
(XX years). Mrs. Lastname and Boy both report an excellent relationship between the brothers,
as well as with their parents. Boys brother has recently undergone psychoeducational testing,
resulting in a gifted code and placement on an Individualized Program Plan.

Lastname, Boy

Boy entered grade 6 at School just under two months ago, and a review of his June report card
shows that he successfully met grade-level expectations in all core subjects in grade five (math,
language arts, science and social studies). However, his mother reports concerns with respect to
reading that have persevered since early elementary - although Boy can read, he does not see the
benefit of reading and she is concerned that he only reads when it is required of him for school.
In talking with Boy, he speaks highly of school and enjoys the material he is learning, but is also
quick to point out that he does not like reading. Though he does not believe that he is bad at
reading, he simply does not gain enjoyment from reading and so chooses not to read unless it is
required to complete a school assignment.
Mrs. Lastname reported no concerns with her pregnancy, Boys birth or his achievement of
developmental milestones (all achieved within appropriate time frames). He is reported as being
a healthy individual, with no hearing or vision concerns (most recent exams in June 2008 and
March 2010, respectively).
Boys mother describes him as a kind, well-mannered boy, in and outside of the home. He takes
his studies seriously, and is often found at the kitchen table completing his homework
assignments independently when Mrs. Lastname gets home from work. In addition to
skateboarding, he enjoys going to movies, playing video games with his friends and participating
on the school rugby team.
This is Boys first psychoeducational assessment.
ASSESSMENT INSTRUMENTS:
Wechsler Individual Achievement Test Second Edition (WIAT-II)
ASSESSMENT OBSERVATIONS:
Assessment took place over two days. Boy was a willing participant throughout both days of
testing, and appeared eager to do well. It was noted that though he would persevere during math,
writing and oral language tasks, this perseverance was not observed during the reading
comprehension subtest. During this time, Boy appeared reluctant to refer back to the passage to
help answer questions and his lack of confidence was apparent in his facial expressions,
comments and body language.
Boy declined all offers for breaks, and maintained focus at all times on the test requirements.
Thus, I believe that the results of this assessment accurately reflect his current abilities (both
academic and cognitive).
Wechsler Individual Achievement Test Second Edition (WIAT-II)
The Wechsler Individual Achievement Test Second Edition (WIAT-II) is a standardized test of
achievement and functioning for individuals in Kindergarten to grade 12. The WIAT is an
individually administered measure that examines performance in the areas of Reading,
Mathematics, Language and Writing. These areas are combined to provide an overall
achievement score.

Lastname, Boy

The WIAT-II was administered to assess Boys academic skills in reading, writing, mathematics
and oral language. On the WIAT-II, Boys Total Composite Score fell within the Average range
(55th percentile). This indicates that his academic achievement is equal to, or better than, 55
percent of his same-age peers.
Reading:
Boys overall performance across the three tasks of reading (word reading, reading
comprehension and pseudoword decoding) was in the Average range, at the 42nd percentile.
Looking at the three subtests individually, Boys performance on the word reading subtest was in
the Average range at the 55th percentile. For this subtest, Boy was required to read sight words
that progressively increased in difficulty. On the reading comprehension subtest, Boy was
required to recall important information from passages he had read. On this subtest, his
performance was in the Low Average range at the 19th percentile. Lastly, on the pseudoword
decoding subtest, Boy was presented with a series of nonwords to identify, requiring him to use
his phonetic knowledge. His performance fell in the Average range at the 63rd percentile. Taken
together, these results indicate that Boy possesses the phonetic skills necessary to read ageappropriate words, but that comprehension (taking meaning from what he has read) is a relative
weakness for him.
Mathematics:
Boys overall performance across the two math subtests (numerical operations and math
reasoning) was in the Average range at the 66th percentile. Looking at the subtests individually,
Boys performance on the numerical operations subtest fell in the Average range at the 63rd
percentile. This task required him to use basic numerical operations (addition, subtraction,
multiplication and division) as well as draw on his knowledge of fractions and decimals. In the
math reasoning subtest, Boy was required to read and answer word problems involving
measurement, time and money. Again, his performance on this subtest fell in the Average range
at the 70th percentile. Combined, these results indicate that his mathematical abilities are ageappropriate, with his ability to apply learned math skills being a relative area of strength for him.
Written Language:
Boys overall performance on the two written language subtests (spelling and written expression)
fell in the average range at the 66th percentile. His scores on both the spelling and written
expression subtests fell in the Average range, at the 63rd and 73rd percentiles, respectively. The
written expression section of this test consists of three parts; writing words thought to be
included in a specific category (e.g., things that are small), take multiple sentences and
combining them to form one concise sentence while maintaining the same meaning, and respond
to a paragraph prompt (e.g., favourite food). When completing these tasks, Boy displayed careful
thought prior to recording his ideas on paper and would ask for instructions to be repeated to
ensure he understood what was expected of him. He attended to the proper conventions of
writing (spelling, capitalization and punctuation) at all times and would often re-read his work to
ensure it was cohesive and that he had selected the best possible word choice. These scores
indicate that Boy is able to organize and express his thoughts at an age-appropriate level.
Oral Language:

Lastname, Boy

Boys overall performance on the two oral language subtests (listening comprehension and oral
expression) fell in the Average range at the 58th percentile. On the listening comprehension
subtest, two separate tasks were required of him: 1) to choose a picture that matched a word
provided to him orally; and 2) to look at a picture and verbally provide a word that matched the
picture. His scores on these tasks fell within the Average range at the 63rd percentile. On the oral
expression subtest, where he was required to verbally tell stories (based on story boards) or give
directions (based on pictures), Boys scores fell in the Average range at the 58th percentile,
indicative that he is able to express his thoughts at an age-appropriate level.
Overall, Boys scores on the WIAT-II indicate that his oral language, reading, mathematical and
writing skills are all age-appropriate, though he experiences an area of relative weakness in
reading comprehension and requires support to successfully answer questions about important
information he has read.
SUMMARY:
Boy demonstrated academic strength in all areas tested with the exception of reading
comprehension, where he displayed his ability to read quickly, but without taking meaning from
what he had read. It is important to note that though he had difficulty isolating important
information in the context of a story or paragraph, this was not evident during the math reasoning
subtest, where, in the context of a word problem, he was required to apply his mathematical
knowledge. Thus, his negative attitude toward reading (as opposed to a gap in skills) may be
contributing toward his performance in this area. Though his overall level of functioning is in the
Average range, it appears that he would benefit from additional support in the area of reading
comprehension.
RECOMMENDATIONS:
The following recommendations are offered for consideration based on the current assessment:
1. Reading Comprehension:
Though Boys performance fell within the Average range, analysis of his reading skills indicate a
relative weakness in the area of reading comprehension. Thus, he may benefit from increased
support in developing his reading comprehension skills. As he has demonstrated his ability to
isolate important information in the context of math word problems, it is likely that his negative
attitude toward reading influences his performance in this area. Continuing to expose Boy to a
variety of reading material (newspapers, online magazines, etc.) that are geared toward his
interests may help improve his attitude toward reading, and also his comprehension. As the
ability to take meaning from information he has read continues to gain importance in school,
focus should be placed on breaking down reading material by stopping frequently to ensure he
understands what he has read and can distinguish important information from that which is not. It
is important that he re-read the passage if he cannot do this, prior to moving on.
2. General Classroom Accommodations:
Though general classroom accommodations are not deemed necessary at this time, it is important
to build Boys confidence in the area of reading with positive reinforcement for his attempts to
succeed during reading comprehension tasks and when he shows an interest in reading or
chooses to read independently.

Lastname, Boy

It was a pleasure to be able to work with Boy.

_____________________________
Kelly DeCoste, B.Ed., B.Sc. (Psychology)
I am pleased to have had the opportunity to work with Boy, and trust that the above
recommendations will help provide him with the support required to further his reading
comprehension skills and bring them in line with the rest of his academic achievement. Please do
not hesitate to contact me with questions about this report or if you should require help
implementing these recommendations.
NOTE: Due to the developing and changing nature of an individuals skills
and abilities, the results and recommendations contained in this report are
intended for current use. Care must be taken not to characterize an
individual on the basis of statements in this report, and not to assume that
such statements apply indefinitely. Any reference to these results and
recommendations in the future should be made with caution.

Appendix 1.A. Wechsler Individual Achievement Test, 2nd Edition

Lastname, Boy

The Wechsler Individual Achievement Test, Second Edition (WIAT-II) is a rich and reliable source
of information about an individuals academic skills and problem-solving abilities that can be
used to guide appropriate intervention. It is a comprehensive yet flexible measurement tool
useful for achievement skills assessment, learning disability diagnosis, special education
placement, curriculum planning, and clinical appraisal for preschool children through adults. The
WIAT-II provides composite scores that represent academic ability in several domains (i.e.,
Reading, Mathematics, Written Communication, and Oral Communication). Percentile scores,
scaled scores, and confidence intervals are also provided to assist in interpretation. The
Composite and Scaled scores have a mean of 100 and a standard deviation of 15. The composites
can be broken down as follows:
Reading Composite: is composed of subtests measuring pre-reading, reading, and decoding
skills. Word Reading, Reading Comprehension, and Pseudoword Decoding are the three subtests
in this area.
Mathematics Composite: is composed of subtests measuring the ability to evaluate and write
numbers, to solve written calculation problems, identify geometric shapes, solve multi-step
problems, and identify mathematical patterns. Numerical Operations and Math reasoning are the
two subtests in this area.
Written Language Composite: is composed of subtests evaluating spelling and written
communication including sentence and paragraph construction. Spelling and Written Expression
are the two subtests in this area.
Oral Language Composite: is composed of subtests measuring the ability to listen for details,
generate a word that matches a given picture and oral description, generate stories from visual
cues, and generate directions from visual or verbal cues. Listening Comprehension and Oral
Expression are the two subtests in this area.

Wechsler Individual Achievement Test, Second Edition (WIAT-II)

Lastname, Boy
Composite Scale Scores Summary
Composite Scale
Reading Composite
Mathematics Composite
Written Language Composite
Oral Language Composite
Total Achievement

Standard
Score
97
106
106
103
102

95% CI
93-101
99-113
98-114
91-115
98-106

Percentile
42
66
66
58
55

Classification
Average
Average
Average
Average
Average

WIAT-II Subtest Scores Summary

Subtest Scores
Reading Composite
Word Reading
Reading Comprehension
Pseudoword Decoding
Mathematics Composite
Numerical Operations
Math Reasoning
Written Language Composite
Spelling
Written Expression
Oral Language Composite
Listening Comprehension
Oral Expression

Standard Score

Percentile

Classification

102
87
105

55
19
63

Average
Low Average
Average

105
108

63
70

Average
Average

105
109

63
73

Average
Average

105
103

63
58

Average
Average