Is the student prepared for the task?

It is important that the student understands the nature of the task, how to indicate responses, and when to respond (essentially when the subtests will allow them to respond). Students should not be allowed to take the subtests if they are unwell. In particular, colds are likely to affect the student’s performance on Wock (although if the student regularly suffers from colds or glue ear it may be appropriate to assess the extent to which such problems are impairing auditory discrimination).

A story or scenario can be created for each subtest in order to make the task more interesting and enjoyable for the students. All verbal instructions delivered by the teacher should be appropriate to the level of understanding of the student. If the student does not understand any instructions the teacher may express them again in a more suitable manner. For example, in Races, many young students may not fully understand what ‘order’ means. Here the teacher may give examples of what is a correct order (and what is an incorrect order) to aid comprehension. Explaining and re-expressing the task requirements to the student may continue into the demonstration and practice stages of each subtest. This is particularly useful for any student who is experiencing problems in understanding the true nature of the task. It is often easier for the student to comprehend the task requirements by experience of the practice stages, than by more abstract oral explanation. Once the test items commence, there should be no further aid given to the student.