Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians

Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms.

This essential guide

* Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral
Language, and Tests of Achievement

* Explains scores and various interpretive features

* Offers a variety of types of diagnostic reports

* Provides a wide variety of educational recommendations and evidence-based strategies

NANCY MATHER, Ph.D., is a Professor at the University of Arizona in the Department of Disability and Psychoeducational Studies. She is a coauthor of the Woodcock-Johnson IV.

LYNNE E. JAFFE, Ph.D., is in private practice specializing in psychoeducational evaluations, educational therapy, and consulting regarding interventions for students with learning problems.

INTRODUCTION 1

SECTION I: WJ IV 3

Introduction 3

Part 1: Descriptive and Interpretive Information 4

Explanation of Major Broad Cognitive Abilities 4

Comprehension-Knowledge (Gc) 4

Fluid Reasoning (Gf) 4

Short-Term Working Memory (Gwm) 5

Long-Term Memory and Learning Efficiency 6

Learning Efficiency 6

Long-Term Retrieval (Glr) 6

Processing Speed (Gs) 6

Perceptual Speed 7

Orthographic Processing 7

Visual Processing (Gv) 7

Auditory Processing (Ga) 7

Phonetic Coding 7

Hierarchy and Explanation of Four Score Levels of Information Available on the WJ IV 8

Level 1: Qualitative 8

Task Analysis and Comparisons of Selected Tests 8

Level 2: Level of Development 8

W Scores 8

Age and Grade Equivalents 8

Some Cautions about Interpreting Grade and Age Equivalents 10

Level 3: Degree of Proficiency 10

Relative Proficiency Index (RPI) 11

Relative Proficiency Index, Standard Score, and the Standard Deviation 11

Comparative Language Index 13

Cognitive-Academic Language Proficiency (CALP) 13

Age/Grade Band Profiles 13

Level 4: Comparison with Peers 13

Percentile Ranks (PR) 13

Standard Scores (SS) 14

Z Scores 14

Standard Error of Measurement (SEM) 14

Score Terminology and Explanation of Cluster Scores, Variations, and Comparisons 14

Score Terminology 14

Actual Standard Score (SS) 14

Predicted SS 14

SS Difference (SS Diff) 14

Discrepancy Standard Deviation (SD) 14

Discrepancy Percentile Rank (PR) 14

Interpretation at ±1.50 SD (SEE: Standard Error of Estimate) 14

Cluster Scores 15

Variations 15

Explanation of Variations 15

Variation Predicted Score 15

Comparisons 16

Scholastic Aptitude/Achievement Comparisons 18

Sample Statements for Reporting Scores 18

Score Levels Reported in Combination 18

Cognitive 18

Oral Language 19

Achievement 19

Level of Development 19

Grade and Age Equivalents 19

Relative Proficiency Scores 19

Peer Comparison Scores 20

Overview of Tests and Task Demands (WJ IV COG, WJ IV OL, WJ IV ACH) 23

Example Items 27

Score Equivalents, Classification Labels, and Average Grade Placement for Age 32

Tips for Interpretation 36

General Tips 36

Specific Comparisons 37

Memory 37

Academic Fluency/Processing Speed 37

Oral Language 38

Phonological Awareness to Print 38

Basic Reading and Writing Skills 39

Reading Comprehension 40

Written Expression 40

Handwriting 41

Mathematics 41

Part 2: Score Forms 43

Tests and Clusters Score Forms 44

Cluster Descriptions and Scores 49

Strengths and Weaknesses ProfileRPI and SS 52

RPI Profile of Cluster and Test Scores 57

WJ IV Dyslexia Profile of Scores 64

SECTION II: REPORTS 67

Introduction 67

Types of Evaluations 67

Depth of Information 68

Types of Scores 68

Recommendations 68

Discrepancy and Variation Interpretation 69

Sources and Uses of Information 69

Outline for Reports 69

Identifying Information 69

Reason for Referral 69

Background Information 69

Classroom Observations 70

Assessment Procedures Used 70

Behaviors during Testing 70

Intellectual / Cognitive Abilities, Oral Language, and / or

Achievement: Results and Interpretation 71

Summary (optional) 71

Recommendations 71

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