Using the NAART to estimate WRAT-4 reading grade level in a predominantly African American sample.

Area of Science:

• Neuropsychology
• Cognitive Psychology
• Educational Psychology

Background:

• Neuropsychological assessments frequently use word-reading tests like the NAART and WRAT to estimate premorbid intelligence.
• Limited research exists on estimating literacy levels from NAART performance or its use in underrepresented populations.
• The relationship between the NAART and the WRAT-Fourth Edition (WRAT-4) has not been previously studied.

Purpose of the Study:

• To examine the correlation between NAART and WRAT-4 Word Reading (WRAT4WR) performances.
• To establish a predictive equation for estimating WRAT4WR scores from NAART errors.
• To extend prior research on word-reading tests in underrepresented populations.

Main Methods:

• A sample of 173 primarily African American, HIV-positive individuals with an average of fewer than 12 years of education completed the NAART and WRAT-4.
• Statistical analyses, including correlation and linear regression, were performed to analyze the data.

Main Results:

• A strong negative correlation was found between NAART error scores and WRAT4WR raw scores (r = -.866, p < .001).
• A predictive equation was established to estimate WRAT4WR scores using NAART error scores.
• This allows for the determination of reading grade-level equivalents from NAART performance.

Conclusions:

• The NAART is a reliable tool for estimating reading grade-level equivalents, even in populations with lower educational attainment.
• The findings support the use of the NAART as a proxy for word-reading ability in diverse populations.
• This research provides valuable data for neuropsychological assessments and educational evaluations.