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

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

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
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.

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-R Comprehensive 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. 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.

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. 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…

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 palabrasH 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.

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 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 ( )