Woodcock-Muñoz Language Survey Introducing Woodcock-Muñoz Language Survey Revised Edition

Training Topics Overview Technical Qualities Administration Scoring the WMLS-R Interpretation

Authors Richard W. Woodcock Ana F. Muñoz-Sandoval Mary L. Ruef Criselda G. Alvarado

Components Test Book Comprehensive Manual Audio CD Scoring Software Test Record with Dictation Worksheet

Overview

Uses 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

Administration Times 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

Technical Qualities

Validity Evidence Content Coverage Test Curricular Area Narrow Ability Test 1: Picture Vocabulary Oral Expression Language development Lexical knowledge Test 2: Verbal Analogies Receptive-Expressive Vocabulary Expressive vocabulary Induction Sequential reasoning Test 3: Letter-Word Identification Reading Reading decoding Test 4: Dictation Spelling Spelling ability Writing Skills English usage Test 5: Understanding Directions Listening Comprehension Listening ability Test 6: Story Recall Meaningful memory Test 7: Passage Comprehension Reading comprehension Verbal (printed) language comprehension 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.

Administration

Organization English Forms

Organization Spanish Form

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

Seating Arrangement for Primary Examiner Recommended seating arrangement for administering the test.

Seating Arrangement for Primary/Ancillary Examiner Recommended seating arrangement when using primary/ancillary examiner team approach.

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 Vocabulary Vocabulario 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

Test 1: Picture Vocabulary Vocabulario sobre dibujos 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.

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? Notes: No basal has been established. Go back to Item 4 and administer items 4–6. Then determine if basal is established. If not, drop back again, by complete page, until basal is established or Item 1 has been given. No ceiling has been established. The complete page rule applies, so Item 23 needs to be administered. If it is incorrect, than a ceiling is established. If it is correct, then testing must continue until a ceiling is reached.

Test 2: Verbal Analogies Analogías 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 Analogies Analogías 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 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…

Test 3: Letter-Word Identification Identificación de letras y palabras 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 Identification Identificación de letras y palabras H 9 M 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.

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

Standard Report Table of Scores: English

English Language Proficiency Excerpt of Narrative and Summary

Levels of Cognitive-Academic Language Proficiency (CALP)

Oral Language Lenguaje oral 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. 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 2.4 5.9 95 / 90 67 107 (101-112)