Introducing Woodcock-Mu ñ oz Language Survey

1. Introducing Woodcock-Muñoz Language Survey Revised Edition

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

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

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

5. Overview

6. 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

7. 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

8. Technical Qualities

9. 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.

10. Administration

11. Organization English Forms

12. Organization Spanish Form

13. 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

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

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

16. Test Record Identifying Information

17. 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-RComprehensive Manual for detailed instructions on administration.

18. Suggested Starting Points • Located behind tabs in Test Book • Use estimated ability

19. 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.

20. 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.

21. 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

22. 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.

23. Test 1: Picture Vocabulary • Basal: 6 lowest correct • Ceiling: 6 highest incorrect • Has a basal been established? • Has a ceiling been established? Basal/Ceiling Exercise

24. 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

25. Sample Items 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… 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 2: Verbal Analogies Analogías verbales • 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.

26. 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

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

28. Scoring the WMLS-R

29. 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

30. Standard Report Available in English

31. Standard Report Table of Scores: English

32. English Language Proficiency Excerpt of Narrative and Summary

33. Levels of Cognitive-Academic Language Proficiency (CALP)

34. Oral LanguageLenguaje 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.