Introducing

Woodcock-Muñoz Language Survey

Revised Edition

• Interpretation

Training Topics

• Scoring the WMLS-R

• Administration

• Technical Qualities

• Overview

Richard W. Woodcock

Ana F. Muñoz-Sandoval

Mary L. Ruef

Criselda G. Alvarado

Authors

• Test Book

• Comprehensive Manual

• Audio CD

• Scoring Software

• Test Record with Dictation Worksheet

Components

Overview

• Determine English and/or Spanish language proficiency Oral language dominance of bilingual

individuals Eligibility for bilingual education or ESL services Eligibility for gifted and talented programs Readiness for English-only instruction

• Monitor growth in language ability (English/Spanish)

• Assist in educational planning

• Evaluate program effectiveness

Uses

• Broad English Ability–Total (all 7 tests)

35–45 minutes

• Applied Language Proficiency (4 tests)

15–20 minutes

• Oral Language (2 tests)

7–10 minutes

Administration Times

Technical Qualities

Validity Evidence

Content Coverage

• Each test has items at all levels of difficulty to ensure coverage of the full range of the underlying ability.

• Emphasis on the cluster level for interpretation improves content validity of broad ability measures.

TestCurricular AreaNarrow Ability

Test 1: Picture Vocabulary

Oral Expression Language development Lexical knowledge

Test 2: Verbal Analogies Receptive-Expressive Vocabulary Expressive vocabulary Lexical knowledge Language development Induction Sequential reasoning

Test 3: Letter-Word Identification

Reading Reading decoding

Test 4: Dictation Spelling Spelling abilityWriting Skills Language development English usage

Test 5: Understanding Directions

Listening Comprehension Listening ability Language development

Test 6: Story Recall Oral Expression Language development Listening ability Meaningful memory

Test 7: Passage Comprehension

Reading Reading comprehension Verbal (printed) language comprehension

Administration

English Forms

Organization

Spanish Form

Organization

General Guidelines for Administration

• Arrange the setting

• Establish rapport

• Record identifying information

• Complete Language Exposure Information and Language Use Questionnaire on Test Record

• Strive for exact and brisk administration

Recommended seating arrangement for administering the test.

Seating Arrangement for Primary Examiner

Recommended seating arrangement when using primary/ancillary examiner team approach.

Seating Arrangement for Primary/Ancillary

Examiner

Test Record

Identifying Information

General Guidelines for Administration

• Use suggested starting points

• Know basal/ceiling rules

• Do not penalize for mispronunciations due to articulation errors, variations in dialect, or regional speech differences

Consult Chapters 3 and 4 of the WMLS-R Comprehensive Manual for detailed instructions on administration.

Suggested Starting Points

• Located behind tabs in Test Book

• Use estimated ability

Basal/Ceiling Example

• Test backward by complete pagesª to establish basal.

• Test forward by complete pagesª until 6 highest items administered are incorrect to establish ceiling.

ªTest by complete pages if items are visible on examinee’s page.

Basal/Ceiling Example

• If the examinee does not correctly answer 6 items, then Item 1 serves as the basal.

• After 6 consecutive incorrect responses, the ceiling is established.

Note: No items are visible on subject’s page so the “test by complete page rule” does not apply.

Test 1: Picture VocabularyVocabulario sobre dibujos

An oral language test that measures language development and lexical knowledge

• Start: Use suggested starting points

• Basal: 6 consecutive lowest-numbered correct

• Ceiling: 6 consecutive highest-numbered incorrect

• Test by complete pages

Aquí se ve el dibujo de un pájaro (señale) y el dibujo de una flor (señale). Señala (señale) la flor.

Here is a picture of a car (point) and a picture of a dog (point). Put your finger on the car.

Test 1: Picture VocabularyVocabulario sobre dibujos

Basal/Ceiling Exercise

Test 1: Picture Vocabulary

Basal: 6 lowest correct

Ceiling: 6 highest incorrect

• Has a basal been established?

• Has a ceiling been established?

Test 2: Verbal AnalogiesAnalogías verbales

An oral language test that measures the ability to reason using lexical knowledge

• Start: Administer sample items then select appropriate starting point

• Basal: 6 consecutive lowest-numbered correct

• Ceiling: 6 consecutive highest-numbered incorrect

• Accept responses that differ only in verb tense or number as correct, unless otherwise specified

Test 2: Verbal AnalogiesAnalogías verbales

Point to the first item on subject’s page and say: Finish what I say—a fish swims, a bird…(pause expectantly).

fish…swims bird…

Sample Items

A. Error or No Response

Say: A fish swims; a bird flies. Now try it again. Repeat sample item a maximum of three times until subject gives correct answer.

Señale el primer item en la página del sujeto y diga: Completa [complete] lo que yo diga – uno es a dos…como tres es a…(haga una pausa y mire al sujeto).

Uno…dos tres…

A reading test that measures letter and word identification skills

• Start: Use suggested starting points

• Basal: 6 consecutive lowest-numbered correct

• Ceiling: 6 consecutive highest-numbered incorrect

• Test by complete pages

• Words must be read smoothly to receive credit

Test 3: Letter-Word IdentificationIdentificación de letras y palabras

Deslice la mano por la página del sujeto y diga: Señala [señale] con el dedo la letra “H”.

Run your hand over subject’s page and say: Point to the letter on this page.

M

2 H

9

Test 3: Letter-Word IdentificationIdentificación de letras y palabras

Scoring the WMLS-R

WMLS-R Scoring and Reporting Program

• Included with WMLS-R test kit

• Generates all scores and profiles

• Provides a Standard Report (English only)

• Provides a Parent Report (English or Spanish)

• Provides a Group Average Report

Standard Report

Available in English

Table of Scores: English

Standard Report

English Language Proficiency

Excerpt of Narrative and Summary

Levels of Cognitive-Academic Language Proficiency (CALP)

A two-test cluster that provides a brief measure of listening and speaking skills, including language development and verbal reasoning.

• Picture Vocabulary

• Verbal Analogies

Discuss results for student in Grade 2.9.

Oral LanguageLenguaje oral

Test/CLUSTER Raw GE EASY DIFF RPI PR SS (68% Band) CALP

ORAL LANGUAGE –- 3.0 1.7 4.7 91 / 90 52 101 (97-104) 4

Picture Vocabulary 29 2.3 K.9 3.8 85 / 90 40 96 (92-101) –

Verbal Analogies 18 3.8 2.4 5.9 95 / 90 67 107 (101-112) –