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The RAIS and the Woodcock Johnson TestsBy Inderbir Kaur Sandhu, Ph.D
Q:
Is the RAIS an appropriate test to use when assessing for
giftedness? If so, what cut-off score would constitute
giftedness, or superior IQ, for a child with DOB, 12-31-98?
I was informed that this score is 128. Also, if not, what
test(s) are known to be most sensitive in assessing
giftedness? A: I would firstly give a brief background of the two tests.
The Reynolds Intellectual Assessment Scales (RAIS),
considered as a newcomer in the world of intelligence
testing, appears to be the shortest full-intelligence test
compared to other intelligence assessment. It takes only
about 35 minutes to administer. In contrast to most existing
measures of intelligence, the RIAS eliminates dependence on
motor coordination, visual-motor speed, and reading skills.
The RAIS is divided into four sections: verbal intelligence
index (VIX), a nonverbal intelligence index (NIX), a
composite intelligence index (CIX) and a composite memory
index (CMX). It can be administered to children as young as
three up to 94 years. In this test, the subsets work
together to create an overall score. Verbal intelligence is
assessed with tasks involving. Non-verbal intelligence is
assessed by visual and spatial ability tasks. In short, the
verbal and nonverbal sections test the individual’s
knowledge of vocabulary as well as understanding of language
for problem solving. Concurrently, the CIX and CMX test
one's ability to create scenarios and also to remember
facts, concepts and pieces of information that are
subsequently used to solve problems. Studies have indicated that the RIAS composite intelligence index (CIX) and verbal intelligence index (VIX) scores have moderate-to-high correlation with comparable scores on other instruments. RIAS describes the VIX scale as a measure of crystallized ability (related more closely to verbal domains as a practical matter and is defined as the application of knowledge to problem solving) and the nonverbal index (NIX) as a measure of fluid ability (related more closely to nonverbal domains as a practical matter and is defined more strictly as reasoning and problem solving in the absence of any requirement for prior knowledge).
Many research findings have indicated moderate-to-high
correlations between the CIX and VIX scores and
corresponding scores on the WJ-III. Some studies noted a
substantially lower correlation between the NIX and WJ-III
fluid ability scores. The RIAS is a standardized test and
have gained popularity over the years, probably due to the
shorter time requirement compared to other tests. The
reliability of this test is rather when compared to tests
such as the WISC. However, research have also indicated that
the RIAS scores tend to be a little higher than the scores
from a WISC test. The other WJ III battery, (the cognitive test) is designed to measure general and specific cognitive functions. When these two batteries are administered together, they allow the tester to investigate over or underachievement. They also examine patterns of intra-individual discrepancies among cognitive or achievement areas. If you had used both the tests, there may be answers for the discrepancies. This calls for detailing in the scores. If similar weak/strength areas are found on both tests, then the tests do determine the child’s range of strengths/weaknesses. You may want to speak to the tester regarding this for further interpretation especially since he is born on the last day of the year (tests are scored based on chronological age).
If you are still quite unsatisfied, perhaps the WISC could
be helpful in illustrating his strengths and weaknesses.
Knowledge on his strengths and weaknesses can be very
helpful in understanding they type of learner that he may be
(e.g., whether he is a visual-spatial or auditory-sequential
learner) and how he learns best. 
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