Introducing the fourth generationof the Woodcock-Johnson

Structural Changes

NEW! Oral Language Battery(All Oral Language tests moved here and more.)

8 New Tests

WJ-III Tests WJ-IV Tests:• removed,

• Due to feedback and/or more powerful tests replaced these• relocated,

• To the battery in which it is most appropriate/relevant• renamed,

• To more accurately reflect the task• and/or revised

• Items added to lower basal/increase ceiling• Content updated

Most Significant Changes to the WJ IV Interpretive Model

• Most contemporary reflection of CHC theory• Support for changes from neurocognitive,

neuropsychological, and developmental research.

Primary Interpretive Changes

Short-term Working MemoryAuditory Processing

Speed of Lexical AccessGIA Cluster

Changes to Interpretive Model: General Intellectual Ability Cluster

Gc Oral Vocabulary Criticism over analogies in Verbal Comprehension

Gf Number Series Most powerful predictor of ACH of all tests; Feedback about structure learning tasks from Concept Formation/Analysis Synthesis

Gwm Verbal Attention Ecological; Authentic Measure; Different measure.

Gs Letter-Pattern Matching

(Pair Cancellation just as strong of a predictor, but they wanted a balance of types of stimuli); Perceptual Speed

Ga Phonological Processing

Cognitive complexity; highest Ga loading on OL’s new Segmentation test; as good of a measure of ‘g’ as Gf (0.804).

Glr Story Recall WJIII Visual Auditory Learning w rebus was too juvenile for older children.

Gv Visualization Different measure of Gv than WJIII.

WJ III WJ IV2 Batteries 3 BatteriesTests of Cognitive AbilitiesTests of Achievement

Tests of Cognitive AbilitiesTests of Oral LanguageTests of Achievement

WJ III Tests of Cognitive Abilities WJ IV Tests of Cognitive AbilitiesStandard and Extended 20 testsDiagnostic Supplement (Tests 21-31)

Standard and Extended18 tests(no Diagnostic Supplement)

(no oral language battery) WJ IV Tests of Oral Language(some OL tests were in the ACH) 1 test book

12 tests (9 English, 3 Spanish)

WJ III Tests of Achievement WJ IV Tests of AchievementStandard and ExtendedForm A and B (Std/Ext)Form C – brief form Test Record included all tests (Std/Ext)

Standard and Extended3 Forms of Standard (A, B, C)1 Form of Extended (for use w/all 3 forms)Test Record include Std forms and ExtQualitative checklists for Tests 1-11

General Comparison

Norms Norms8000+Ages 2 to 90+

7400+Ages 2 to 90+

Compuscore Web based Scoring and reportingIncluded with test kitsSummary narrativeCan only print profiles (AE/GE, PR/SS)

Electronic test records No summary narrativeCan save profiles as PDFs

Scores Scores4 levels of interpretive informationInformal, AE/GE, RPI/zones, SS/PR, variation and discrepancy PRs

4 levels of interpretive informationInformal, AE/GE, RPI/zones, SS/PR, variation, discrepancy/comparison PRs

Test Session Observation Checklist Test Session Observation ChecklistVariations VariationsIntra-cognitiveIntra-achievementIntra-Individual

Intra-cognitiveIntra-oral languageIntra-achievementAcademic Skills/Fluency/Applications

Discrepancy Procedures Discrepancy/Comparison ProceduresGIA-Std/Achievement GIA-Ext/AchievementPredicted Achievement/AchievementOral Language-Ext/Achievement

GIA/AchievementScholastic Aptitude/AchievementGf-Gc/other abilitiesBroad Oral Language/AchievementAcademic Knowledge/Achievement

Authors AuthorsWoodcock, McGrew, Mather Schrank, McGrew, Mather, Woodcock

1: Letter-Word Identification2: Applied Problems3: Spelling4: Passage Comprehension5: Calculation6: Writing Samples7: Word Attack8: Oral Reading9: Sentence Reading Fluency10: Math Facts Fluency11: Sentence Writing Fluency

1: Letter-Word Identification2: Reading Fluency3: Story Recall4: Understanding Directions5: Calculation6: Math Fluency7: Spelling8: Writing Fluency9: Passage Comprehension10: Applied Problems11: Writing Samples12: Story Recall–Delayed

WJ IV ACH WJ III ACH

Tests in ACH Standard Battery

Dropped

Renamed

In COG

In OL

Renamed

Renamed

12: Reading Recall13: Number Matrices14: Editing15: Word Reading Fluency16: Spelling of Sounds17: Reading Vocabulary18: Science19: Social Studies20: Humanities

13: Word Attack14: Picture Vocabulary15: Oral Comprehension16: Editing17: Reading Vocabulary18: Quantitative Concepts19: Academic Knowledge20: Spelling of Sounds21: Sound Awareness22: Punctuation & Capitalization

WJ IV ACH WJ III ACH

Tests in ACH Extended Battery

In OL

In OL

In OL

Dropped

Dropped

Expanded

In STD

Selective Testing Table

Selective Testing Table

COG-18

Core Tests of Oral Language

Test 1 Picture Vocabulary

Test 2 Oral Comprehension

Test 3 Segmentation

Test 4 Rapid Picture Naming

Intra Oral Language

Score

Key Clusters inOral Language Battery

• Phonetic Coding Cluster– Tests: Segmentation and Sound Blending– Phonemic awareness– Basic reading and spelling skills

• Speed of Lexical Access Cluster– Tests: Rapid Picture Naming and Retrieval Fluency– Naming Speed– Covariance of these 2 tests emerged – Reading comprehension & written expression

Other Key Clusters inOral Language Battery

• Vocabulary– Tests: Picture Vocabulary and Oral Vocabulary– Both tasks presented orally– Good predictor of reading performance

• Comprehension-Knowledge-Extended– Tests: Picture Vocabulary, Oral Vocabulary, General Information– 3 tests measuring acquired language-based knowledge

• Auditory Memory Span– Tests: Sentence Repetition and Memory for Words– 2 tests measuring the narrow short-term working memory ability

of auditory memory span

Comparative Language Index (CLI)

Comparative Language IndexEnglish Cluster Spanish Cluster

Oral LanguageTest 1: Picture Vocabulary Test 2: Oral Comprehension

Lenguaje oralTest 10: Vocabulario sobre dibujosTest 11: Comprensión oral

Broad Oral LanguageTest 1: Picture Vocabulary Test 2: Oral ComprehensionTest 6: Understanding Directions

Amplio lenguaje oralTest 10: Vocabulario sobre dibujosTest 11: Comprensión oralTest 12: Comprensión de

indicaciones

Listening ComprehensionTest 2: Oral ComprehensionTest 6: Understanding Directions

Comprensión auditivaTest 11: Comprensión oralTest 12: Comprensión de

indicaciones

S/E CLI = 66/15Comparative Language Index

Spanish oral language proficiency

RPI = 66/90

English oral language proficiency

RPI = 15/90

Comparative Language Index (CLI)

Summary: WJ IV OL

• Yields important information about oral language abilities, phonetic coding, speed of lexical access

• Explores possible contributing factors in reading disabilities and dyslexia

• Includes 3 parallel tests in Spanish and allows comparison of English and Spanish oral language abilities

• Provides an important diagnostic supplement to WJ IV COG/WJ IV ACH

WJ-IV Tests of Cognitive Ability: Changes to CHC Factor Clusters

CHC Factor Clusters WJ III Tests WJ IV Tests

Gc Verbal ComprehensionGeneral Information

Oral ComprehensionGeneral Information

Gf Concept FormationAnalysis Synthesis

Number SeriesConcept Formation

Gwm Numbers ReversedMemory for Words

Verbal AttentionNumbers Reversed

Gs Visual MatchingDecision Speed

Letter-Pattern MatchingPair Cancellation

Ga Sound BlendingAuditory Attention

Phonological ProcessingNonword Repetition

Glr Visual-Auditory LearningRetrieval Fluency

Story RecallVisual-Auditory Learning

Gv Spatial RelationsPicture Recognition

VisualizationPicture Recognition

Standard Battery Comparison

1. Verbal Comprehension Modified2. Visual-Auditory Learning3. Spatial Relations Modified4. Sound Blending In WJ IV OL5. Concept Formation6. Visual Matching Renamed7. Number Reversed8. Incomplete Words Dropped9. Auditory Working MemoryRenamed10. Visual-Auditory Learning-

Delayed Dropped

WJ III COG1. Oral Vocabulary 2. Number Series 3. Verbal Attention4. Letter-Pattern Matching5. Phonological Processing6. Story Recall 7. Visualization 8. General Information9. Concept Formation 10. Numbers Reversed

WJ IV COG

11. Number-Pattern Matching (was Visual Matching)

12. Nonword Repetition13. Visual-Auditory Learning 14. Picture Recognition15. Analysis-Synthesis16. Object-Number Sequencing

(Was Auditory Working Memory)17. Pair Cancellation18. Memory for Words

11. General Information12. Retrieval Fluency In OL13. Picture Recognition14. Auditory Attention Dropped15. Analysis-Synthesis16. Decision Speed Dropped17. Memory for Words18. Rapid Picture Naming In OL19. Planning Dropped20. Pair Cancellation

WJ IV COGWJ III COG

Extended Battery Comparison

Selective Testing Table

New Clusters

• Gf-Gc composite• Scholastic Aptitudes• Perceptual Speed• Quantitative Reasoning• Number Facility• Cognitive Efficiency• Auditory Memory Span*• Vocabulary*

*Requires a test from the WJ IV OL

Gf-Gc Composite

• Composed of 4 tests (2 Gc and 2 Gf)1: Oral Vocabulary (Gc)2: Number Series (Gf)8: General Information (Gc)9: Concept Formation (Gf)

• Considered a hybrid model‒uses traditional ability/achievement methodology‒interprets discrepancies as a profile of intra-individual strengths and weaknesses

• Useful in gifted, SLD, and intellectual disability evaluations

Scholastic Aptitudes

Each Scholastic Aptitude cluster is a 4-test cluster designed to provide the best empirical and research-based, cognitive predictor of achievement.

Compares most relevant cognitive abilities to current levels of achievement in specific areas to determine if ability is consistent with achievement (aptitude-achievement consistency).Six scholastic aptitudes increase precision of prediction.

Six Scholastic Aptitudes

2 Reading

2 Math

2 Writing

• The ability to rapidly perform simple tasks that use symbols, such as letters or numbers

• Composed of Test 4: Letter-Pattern Matching and Test 11: Number-Pattern Matching

• An important narrow ability with unique clinical significance– Related to orthographic processing– Needed for decoding, encoding, reading fluency– Involved in math

Perceptual Speed (Gs-P)

• The ability to reason deductively and inductively with numbers, mathematical relations, and operators

• Composed of Test 2: Number Series and Test 15: Analysis-Synthesis

• The complexity of this cluster makes it a strong predictor of achievement, especially math problem solving.

Quantitative Reasoning (Gf-RQ)

• The ability to perform basic arithmetic operations quickly and accurately

• Composed of Test 10: Numbers Reversed and Test 11: Number-Pattern Matching

• Compare task demands– Numbers Reversed—oral presentation– Number-Pattern Matching—visual– Timed task versus untimed (but stimuli is temporary)

Number Facility (Gs-N)

• A measure of short-term working memory (Gwm) and processing speed (Gs)

• Composed of Test 4: Letter-Pattern Matching and Test 10: Numbers Reversed

• Extended cluster includes two additional tests: Test 3: Verbal Attention and Test 11: Number-Pattern Matching

• Important diagnostic cluster– Gwm and Gs are both foundational for complex

cognitive functioning.– Limits can interfere with performance.

Cognitive Efficiency (Gwm+Gs)

• Ability to hold auditory information in immediate awareness

• Composed of Test 18: Memory for Words and from the WJ IV OL, Test 5: Sentence Repetition

• Consider impact of language– Memory for Words—unrelated words– Sentence Repetition—meaningful sentences

Auditory Memory Span (Gwm-MS)

• A measure of lexical knowledge and language development

• Composed of Test 1: Oral Vocabulary and Test 1: Picture Vocabulary from the WJ IV OL

• Both tasks presented orally• Good predictor of reading performance• Compare to WJ IV ACH Test 17: Reading

Vocabulary

Vocabulary (Gc-VL, LD)

General Intellectual Ability Options

• General Intellectual Ability (GIA) Tests 1–7 (35–40 minutes) Median reliability: .97

• Brief Intellectual Ability (BIA) Tests 1–3 (10–15 minutes) Median reliability: .94

• Gf-Gc Composite (covered previously) Tests 1, 2, 8, & 9 (15–20 minutes)

Median reliability: .95

• Comprehension Knowledge• Fluid Reasoning• Short Term Working Memory• Cognitive Processing Speed• Auditory Processing• Long Term Retrieval• Visual Processing

7 CHC Processing Clusters

WJ IV COG Summary

• Uses the most contemporary model of CHC theory

• Offers 7 core tests in the Standard Battery to obtain key information efficiently

• Measures important cognitive abilities helpful for understanding learning problems

• Provides the new Gf-Gc comparison procedure, a cutting-edge approach for SLD and intellectual disability evaluations

• Co-normed with WJ IV Tests of Achievement and WJ IV Tests of Oral Language

Operating System Requirements

Levels of Information Available:

-Age or Grade Norms-Raw Scores-RPIs or CALP Levels (RPI=0/90 to 100/90) (CALP=1-6, extremely limited to very advanced-Standard Scores, Percentile Rank (Mean=100, SD=15) Range= SS 0-200+, PR=.1 to 99.9-Discrepancy Scores

Questions?

Lauren DeFrancescoNational Account ExecutiveRiverside Publishing/HMH

(317) 364-8432Lauren.DeFrancesco@hmhco.com