Eric wilson assessment of decoding and encoding

1. Wilson Assessment of Decoding and Encoding
WADE

Examiner: Marlo J. White M. Ed.
Certified Wilson Reading Instructor

Student’s Name:Eric Piazza


Date of Birth: June 30, 2003

Date(s) of Exam: March 29
th
, May 10
th
and the 23
rd
of 2012

Test Given: The Wilson Assessment of Decoding and Encoding
(WADE)




Reason for Assessment:

Eric is a 9 year old 3
rd
grade student attending READS Academy at
the School Street School in Middleboro MA. Currently he is working
on his reading skills within the classroom using the Wilson
Fundamentals Program. His teacher has expressed concerns
regarding his reading progress and has requested his decoding and
encoding skills be more crossly looked at.

Results Wilson Assessment of Decoding and Encoding (WADE):

In order to assess Eric’s Reading skills this examiner has given him

2. The Wilson Assessment of Decoding and Encoding (WADE). This is a
criterion referenced based assessment that can be used for pre and
post testing purposes, as well as, a placement guide. The WADE
measures sound production of graphemes (letter sounds) in
isolation, fluent decoding (reading) and encoding (spelling) of
phonetically regular words (words that can be sounded out) and
high frequency irregular words (words that can’t be or are too
difficult to sound out).
Eric came to all testing sessions willingly and with a positive
attitude,

The WADE is broken up into several different subtests (Sounds,
Reading, and Spelling). When a student is given a posttest they are
evaluated on the skills that they have learned up to the point of
being tested. Nick completed up to and including Step 6.1 and was
evaluated on these skills with the exception of the sounds portion
of the test. This part of the test is not broken down into steps. A
student is tested on all sounds regardless of where he/she is in the
program.
In the Sounds section of the test Nick was able to identify and
sound out all consonants and digraphs. He was unfamiliar with the
trigraphsdge and tch. Neither of these sounds are introduced until
step 7. When asked to identify the vowel sounds Nick had little
difficulty with the long and short vowels or the r controlled vowels,
however he did have trouble with vowel digraphs and diphthongs
(step 9) in isolation, as well as, the schwa sound. In the Additional
Sounds Section Nick was unable to sound out a number of the silent
letters (gn, mb, mn) or the sounds of ti, ci, and tu - all of which are
advanced concepts in step 12. He knew 100% of the welded sounds
– am, an, all, ink, ank, ang etc. This gave him an overall score of
72% for the sounds section of the test. It should be noted that Nick
had less difficulty later in the testing reading real words containing
the sounds than he did reading the sounds in isolation.

3. The second section of the WADE is the Reading section. Nick was
expected to read Real Words and then Nonsense Words and finally
a series of Sight Words. In the Real Words section mastery level is
85% and Nick scored 94%. The Nonsense Words were a bit more
difficult for him because he had to slow himself down and was only
able rely on his learned skills – he received a total of 81% / mastery
is 80%. Sight words were an area of strength for Nick. He scored
100%.
The final portion of the test was the Spelling. In this section Nick
had to spell words, complete sentences and sight words. In the first
part he did well receiving a passing score of 86% (mastery 75%). The
most difficult part of the testing for Nick appeared to be the writing
of sentences. Although he was told to go back and edit his work and
was given ample opportunity to do so he still did not take the time
to review his work for simple capitalization, spelling and
punctuation errors. If these errors were pointed out to him he would
have easily been able to correct them, but given the parameters of
the test the examiner was unable to assist him and he was marked
off for common mistakes that resulted in him receiving a 60% score
when an 80% was required for mastery. The Spelling of the Sight
Words portion was again a strength. Nick earned a 96% when a 75-
85% score would have sufficed.





WADE SUMMARY OF SCORES
MASTERY REPORT
VOCABULARY LEVEL TESTED: B (higher level vocabulary)
LATEST SUBSTEST TAUGHT 6.1
WRS = Wilson Reading System

4. SOUNDS Total correct Total % correct Comments
Consonants 24/24 100% Passed
Digraphs/Trigraphs 7/9 78% Difficulty with dge&tch/ - not introduced until
step 7. Nick has more trouble reading these
sounds in isolation than in context
Vowels 31/56 55% Difficulty with digraphs and dipthongs that are
past step 6.1 –most not introduced until steps 9
and 11- he has more trouble reading these
sounds in isolation than in context.
Additional Sounds 7/15 47% Difficulty with sounds that are not introduced
until step 11- he has more trouble reading these
sounds in isolation than in context.
Welded Sounds 16/16 100% Passed
Total Sounds 86/120 Overall 72% NA

READING Total correct/ WRS
Items…= WRS
Score
Indication of sufficient Mastery
for Student Advancement
corresponding to sub step taught
Comments
Real Words Form B
51/54..=94%

85% Words up to sub step 6.1
Passed
Nonsense Words Form B
21/26..=81%

80% Words up to sub step 6.1
passed
Sight Words 72/72…..= 100%

100% Words up to sub step 6.1
passed
Total Words Form B 144/152
Overall 95%
NA Words up sub step to 6.1

SPELLING Total correct/
WRS Items…=
WRS Score
Indication of Sufficient Mastery
for Student Advancement
Corresponding to Sub step
Taught
Comments

5. Words 43/50……= 86% 75% Words up to sub step 6.1
passed
Sentences 15/25……= 60% 80% Words up to sub step 6.1
Nick continues to have difficulty
with carryover of learned skills
into his written work.
Sight Words 69/72……= 96% 75-85% Words up to sub step 6.1
Passed
Total Spelling 127/147...=
Overall 86%
NA Without Spell checker
Words up sub step to 6.1

Recommendations:
Overall Nick has shown a great deal of progress in his reading skills.
With this in mind and his expressed interest to change his Wilson
Reading Services it may be beneficial to redesign Nick’s reading
goals to directly incorporate them into his daily academics. In this
way Nick will be better able to use his directed study time to work
on his reading skills within the context of the general curriculum. It
is therefore recommended at this time that Nicks Reading goals be
written by his academic teachers and focus on developing his
reading fluency, comprehension, spelling and editing skills.

Marlo J. White M. Ed.
June 6, 2012