The simple views of reading (SVR) and writing (SVW) provide useful foundations for the interpretation of psychoeducational achievement batteries. Research has established that oral language, decoding, and transcription explain significant variance in reading comprehension and written composition, respectively. However, the specific task demands of subtests influence the relationships among these constructs. As a result, the degree to which the KTEA-3’s tasks conform to findings associated with the SVR and SVW are not known. These analyses evaluated the degree to which the KTEA-3 oral language and decoding or transcription tests explained variance in reading comprehension, and written expression. Results inform practitioners as to the relative contributions of each component and useful knowledge when determining which battery to use in psychoeducational evaluation.

阅读（SVR）和写作（SVW）的简单视图为解释心理教育成就系列提供了有用的基础。研究表明，口头语言，解码和转录分别解释了阅读理解和写作方面的显着差异。但是，子测试的特定任务要求会影响这些构造之间的关系。结果，未知KTEA-3的任务符合与SVR和SVW相关的发现的程度。这些分析评估了KTEA-3口语和解码或转录测试解释阅读理解和书面表达差异的程度。