Like all psychoeducational batteries, the Wechsler Individual Achievement Test, fourth Edition (WIAT-4) requires independent investigation and analysis. The publisher provides multiple theories to support interpretation of its reading measures. At the word reading level, the battery includes a new Phonemic Proficiency subtest that the publisher reported correlated relatively higher with word reading skills than more basic phonological measures. However, its explanation of word reading skills in the context of other important predictors, like vocabulary, has not been investigated. At the comprehension level, the publisher endorsed an expanded simple view of reading, where oral reading fluency skills mediate the effects of word reading and oral language skills on comprehension. Using structural equation modeling with correlations provided in the technical manual, these analyses investigated multiple hypotheses stemming from publisher-endorsed theories. Results conformed to much of the publisher’s word level theories, but they were more equivocal at the comprehension level. Implications for WIAT-4 interpretation are discussed.

与所有心理教育电池一样，韦氏个人成就测试第四版 (WIAT-4) 需要独立调查和分析。出版商提供了多种理论来支持对其阅读措施的解释。在单词阅读水平，电池包括一个新的音素水平子测试，出版商报告说，与更基本的语音测量相比，它与单词阅读技能的相关性相对较高。然而，它在其他重要预测因子（如词汇）的背景下对单词阅读技能的解释尚未得到研究。在理解层面，出版商认可了一种扩展的简单阅读观点，其中口语阅读流利技能调节了单词阅读和口语技能对理解的影响。使用技术手册中提供的具有相关性的结构方程建模，这些分析调查了源自出版商认可的理论的多个假设。结果符合出版商的大部分文字水平理论，但在理解水平上更加模棱两可。讨论了对 WIAT-4 解释的影响。