🗺️ Assessment Planning Suite Step 2 of 3

Build My Battery

Tell me about your referral — grade, language profile, cognitive battery already selected, and which areas of concern the data is pointing to. You'll get a specific, rationale-driven battery recommendation across all SLD domains.

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Student Context

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Grade Band

Language Profile

Cognitive Battery Selected / Administered

Evaluation Type

Referral Concerns

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📖 Reading

Phonological Awareness Decoding / Phonics Reading Fluency Reading Comprehension Vocabulary

✍️ Writing

Spelling Handwriting / Writing Fluency Written Expression / Composition

🔢 Math

Fact Fluency / Automaticity Computation / Calculation Reasoning / Problem Solving Number Sense / Concepts

💬 Oral Language

Receptive Language / Listening Expressive Language Word Retrieval / Naming Speed

⚙️ Processing

Processing Speed (Gs) Working Memory (Gwm)

Complete both steps above to generate your recommendation.

Your Recommended Battery

Achievement batteries referenced: Woodcock-Johnson V Tests of Achievement (WJ-V ACH; Schrank, Mather & McGrew, 2014); Wechsler Individual Achievement Test–Fourth Edition (WIAT-IV; Pearson, 2020); Kaufman Test of Educational Achievement–Third Edition (KTEA-3; Kaufman & Kaufman, 2014); Batería IV Woodcock-Muñoz Pruebas de Aprovechamiento (Schrank, Mather & McGrew, 2015).

Supplemental batteries: Comprehensive Test of Phonological Processing–Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte & Pearson, 2013); Test of Word Reading Efficiency–Second Edition (TOWRE-2; Torgesen, Wagner & Rashotte, 2012); Gray Oral Reading Tests–Fifth Edition (GORT-5; Wiederholt & Bryant, 2012).

Decision frameworks: Flanagan, D.P., Ortiz, S.O., & Alfonso, V.C. (2013). Essentials of cross-battery assessment (3rd ed.). | Texas Dyslexia Handbook (2021). Texas Education Agency. | Berninger, V.W., & Wolf, B.J. (2009). Teaching students with dyslexia and dysgraphia. Paul H. Brookes.

This tool surfaces options and rationale — it does not replace evaluator clinical judgment. Battery selection should always be driven by the specific referral question, the student's linguistic background, access to instruments, and the convergent evidence picture. All instruments mentioned require appropriate training and licensure to administer.