1. Introducing the fourth generation of the Woodcock-Johnson

2. Structural Changes NEW! Oral Language Battery 8 New Tests
(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

3. 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 Memory
Auditory Processing
Speed of Lexical Access
GIA Cluster

4. Changes to Interpretive Model: General Intellectual Ability ClusterGc
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.

5. General Comparison WJ III WJ IV 2 Batteries 3 Batteries
Tests of Cognitive Abilities
Tests of Achievement
Tests of Oral Language
WJ III Tests of Cognitive Abilities
WJ IV Tests of Cognitive Abilities
Standard and Extended
20 tests
Diagnostic Supplement (Tests 21-31)
18 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 Achievement
Form A and B (Std/Ext)
Form C – brief form
Test Record included all tests (Std/Ext)
3 Forms of Standard (A, B, C)
1 Form of Extended (for use w/all 3 forms)
Test Record include Std forms and Ext
Qualitative checklists for Tests 1-11

6. Norms
8000+
Ages 2 to 90+
7400+
Compuscore
Web based Scoring and reporting
Included with test kits
Summary narrative
Can only print profiles (AE/GE, PR/SS)
Electronic test records
No summary narrative
Can save profiles as PDFs
Scores
4 levels of interpretive information
Informal, AE/GE, RPI/zones, SS/PR, variation and discrepancy PRs
Informal, AE/GE, RPI/zones, SS/PR, variation, discrepancy/comparison PRs
Test Session Observation Checklist
Variations
Intra-cognitive
Intra-achievement
Intra-Individual
Intra-oral language
Academic Skills/Fluency/Applications
Discrepancy Procedures
Discrepancy/Comparison Procedures
GIA-Std/Achievement
GIA-Ext/Achievement
Predicted Achievement/Achievement
Oral Language-Ext/Achievement
GIA/Achievement
Scholastic Aptitude/Achievement
Gf-Gc/other abilities
Broad Oral Language/Achievement
Academic Knowledge/Achievement
Authors
Woodcock, McGrew, Mather
Schrank, McGrew, Mather, Woodcock

7. Tests in ACH Standard Battery
WJ IV ACH
WJ III ACH
1: Letter-Word Identification
2: Applied Problems
3: Spelling
4: Passage Comprehension
5: Calculation
6: Writing Samples
7: Word Attack
8: Oral Reading
9: Sentence Reading Fluency
10: Math Facts Fluency
11: Sentence Writing Fluency
1: Letter-Word Identification
2: Reading Fluency
3: Story Recall
4: Understanding Directions
5: Calculation
6: Math Fluency
7: Spelling
8: Writing Fluency
9: Passage Comprehension
10: Applied Problems
11: Writing Samples
12: Story Recall–Delayed
Renamed
In COG
In OL
Renamed
Renamed
Dropped 7 7

8. Tests in ACH Extended Battery
WJ IV ACH
WJ III ACH
12: Reading Recall
13: Number Matrices
14: Editing
15: Word Reading Fluency
16: Spelling of Sounds
17: Reading Vocabulary
18: Science
19: Social Studies
20: Humanities
13: Word Attack
14: Picture Vocabulary
15: Oral Comprehension
16: Editing
17: Reading Vocabulary
18: Quantitative Concepts
19: Academic Knowledge
20: Spelling of Sounds
21: Sound Awareness
22: Punctuation & Capitalization
In STD
In OL
In OL
Dropped
Expanded
In OL
Dropped 8 8

9. Selective Testing Table

10. Selective Testing Table
COG-18

11. Core Tests of Oral Language
Intra Oral Language Score
Test 1 Picture Vocabulary
Test 2 Oral Comprehension
Test 3 Segmentation
Test 4 Rapid Picture Naming

12. Key Clusters in Oral 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

13. Other Key Clusters in Oral 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

14. Comparative Language Index
Comparative Language Index (CLI)
Comparative Language Index
English Cluster
Spanish Cluster
Oral Language
Test 1: Picture Vocabulary Test 2: Oral Comprehension
Lenguaje oral
Test 10: Vocabulario sobre dibujos
Test 11: Comprensión oral
Broad Oral Language
Test 1: Picture Vocabulary Test 2: Oral Comprehension
Test 6: Understanding Directions
Amplio lenguaje oral
Test 12: Comprensión de
indicaciones
Listening Comprehension
Test 2: Oral Comprehension
Comprensión auditiva

15. Comparative Language Index (CLI)
Spanish oral language proficiency
RPI = 66/90
English oral language proficiency
RPI = 15/90
S/E CLI = 66/15
Comparative Language Index

16. 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

17. WJ-IV Tests of Cognitive Ability: Changes to CHC Factor Clusters
WJ III Tests
WJ IV Tests Gc
Verbal Comprehension
General Information
Oral Comprehension Gf
Concept Formation
Analysis Synthesis
Number Series
Gwm
Numbers Reversed
Memory for Words
Verbal Attention Gs
Visual Matching
Decision Speed
Letter-Pattern Matching
Pair Cancellation Ga
Sound Blending
Auditory Attention
Phonological Processing
Nonword Repetition
Glr
Visual-Auditory Learning
Retrieval Fluency
Story Recall Gv
Spatial Relations
Picture Recognition
Visualization

18. Standard Battery Comparison
WJ IV COG
WJ III COG
1. Oral Vocabulary
2. Number Series
3. Verbal Attention
4. Letter-Pattern Matching
5. Phonological Processing
6. Story Recall
7. Visualization
8. General Information
9. Concept Formation
10. Numbers Reversed
1. Verbal Comprehension Modified 2. Visual-Auditory Learning 3. Spatial Relations Modified 4. Sound Blending In WJ IV OL 5. Concept Formation 6. Visual Matching Renamed 7. Number Reversed 8. Incomplete Words Dropped 9. Auditory Working Memory Renamed 10. Visual-Auditory Learning-Delayed Dropped 18

19. Extended Battery Comparison
WJ IV COG
WJ III COG
11. Number-Pattern Matching (was Visual Matching) 12. Nonword Repetition 13. Visual-Auditory Learning 14. Picture Recognition 15. Analysis-Synthesis 16. Object-Number Sequencing (Was Auditory Working Memory) 17. Pair Cancellation 18. Memory for Words
11. General Information 12. Retrieval Fluency In OL 13. Picture Recognition 14. Auditory Attention Dropped 15. Analysis-Synthesis 16. Decision Speed Dropped 17. Memory for Words 18. Rapid Picture Naming In OL 19. Planning Dropped 20. Pair Cancellation 19

20. Selective Testing Table20

21. 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

22. 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 22 22

23. 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. 23

24. Six Scholastic Aptitudes
2 Reading
2 Math
2 Writing

25. Perceptual Speed (Gs-P)
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

26. Quantitative Reasoning (Gf-RQ)
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.

27. Number Facility (Gs-N)
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)

28. Cognitive Efficiency (Gwm+Gs)
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. 28 28

29. Auditory Memory Span (Gwm-MS)
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

30. Vocabulary (Gc-VL, LD)
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

31. 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 31 31

32. 7 CHC Processing Clusters
Comprehension Knowledge
Fluid Reasoning
Short Term Working Memory
Cognitive Processing Speed
Auditory Processing
Long Term Retrieval
Visual Processing 32 32

33. 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 33 33

34. Operating System Requirements

35. 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 , PR=.1 to 99.9
-Discrepancy Scores

36. Questions? Lauren DeFrancesco National Account Executive
Riverside Publishing/HMH
(317)