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Presented by: Michael Herbert, UPDC Suraj Syal, UPDC, © 2005, (801) 272-3431 • In Utah (800) 662-6624 • Fax (801) 272-3479• www.updc.org

TABLE OF CONTENTSStudent Evaluation Guidelines (USOE Rules) 2Clinical Interpretation Procedure 3Sub-Test Selection 4WJ III Components of Cognitive Performance 5Cognitive factor assessment of basic psychological processes 6Cattell-Horn-Carroll Theory of Intellectual Processing; Developmental 7WJ III Test Administration Guidelines 8WJ III Cognitive Administration Matrix 12Administration of Cognitive Subtests 1-20 14Tests of Cognitive Ability 35Diagnostic Supplement 36WJ III Cognitive Cluster Options 37WJ III Cognitive Performance Clusters 37WJ III Cognitive Factor Implications 39WJ III Administration-Age Guidelines for Utah 49WJ III Achievement Administration Matrix 50Administration of Achievement Subtests 1-22 52WJ III Tests of Achievement and Problem Solving Worksheets 64

Reading 65Mathematics 68Written Language 71Oral Language 74

WJ III Achievement Options: (Special Purpose Clusters) 79Cognitive Influences on Achievement: Cause/Effect? 80WJ III Standard Score (SS), Percentile Rank (PR) Ranges 81Relative Proficiency Index (RPI) Scores 82Cultural/Language Influences 83English Language Learners, BICS and CALPS 87ELL or SLD cluster worksheet 90Influences of attention and Concentration 91Student Performance Summary Table; Cognitive (SAMPLE) 93Student Performance Summary Table; Achievement (SAMPLE) 94Student Performance Summary Table; Cognitive (BLANK) 95Student Performance Summary Table; Achievement (BLANK) 96Assessment team pre-assessment questions 97IEP TEAM Qualification Questions Worksheet 98Intra-Cognitive Subtest Comparison 99References 101Setting Compuscore Defaults 104

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Rev 08/03

STUDENT EVALUATION GUIDELINES (Summarized from the USOE Special Education Rules, 2001 edition)

II B. REGULAR EDUCATION INTERVENTIONS (p. 14)

• “The LEA must document a history of failed classroom interventions and/or programs which,however appropriate and correctly implemented, proved ineffective, before referring a student forspecial education evaluation, including potentially eligible preschool age students who attend HeadStart or any other school district-sponsored regular preschool program.”

• Consideration of other appropriate programs first.

II. C. INITIAL EVALUATION (p. 14)

“If school personnel determine that the available regular education interventions and/or programs havebeen unsuccessful and there is reason to suspect that the student is eligible for special education andrelated services, the student shall be referred to special education services staff for a comprehensiveevaluation.”• LEA to insure a “full and individual initial evaluation” to determine if the student is a “student with

a disability” under Part B of IDEA.• Parent/family referral or School referral• Prior notice, parental permission for testing required• Pre-assessment meeting of assessment team required prior to evaluation

II. D. EVALUATION PROCEDURES (p. 15)• Test in student’s native language with non-biased materials• Use validated tests, test under standardized conditions• Non-discriminatory evaluation procedures and materials• Data collection by multidisciplinary team (parents, regular education teacher, and specialists).• Multiple measures required• Evaluation by trained personnel• Must identify all special education and related services needs• Student assessed in all areas of the suspected disability• Interpretation of data by multidisciplinary team

II. G. CATEGORICAL CRITERIA AND TESTS (p. 18-38)• Testing criteria, (organized by each of thirteen categories), for determining eligibility for a student

with disabilities under Part B of IDEA, including evaluation procedures as specified in the SpecialEducation Rules.

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CLINICAL INTERPRETATION: WJ IIII Review WJ III protocols for accuracy, note errors in:

• Date of Birth, Date of Testing• Age or Grade scores used? (do not mix age/grade scores for comparison)• Scoring (true basal, ceiling met, score added correctly, finished pages)• Check transfer of correct W scores to Compuscore• Look for possible “red flags”: extreme high or low cluster scores

II Review environmental information, including:• Vision and hearing screening results• Evidence of cultural or linguistic differences• Evidence of language or behavior problems• Reports or evidence of possible psychological or environmental challenges

III Identify 1) strengths, 2) weaknesses, 3) functional limitations, using the WJ III SS chart.If reviewing the Standard Battery (1-7 only):• Write abbreviation for processing area next to subtests 1-7. Ex.; LTR=Long Term Retrieval, STM= Short Term Memory…• Color-code strengths, weaknesses, functional limitations• Identify areas of concern for further test administration• After further assessment, transfer strengths, weaknesses, functional limitations to summary

page or Student Profile Summary form.If reviewing the Extended Battery (1-7 and 11-17 or more):• Identify appropriate General Intellectual Ability (GIA) score and highlight• Color-code strengths, weaknesses, functional limitations for intra-cognitive domains.• Color-code strengths, weaknesses, functional limitations for achievement clusters (Broad

reading, Basic Reading, etc.)• Color-code strengths, weaknesses, functional limitations for intra-cognitive discrepancies.• Identify areas of concern for further test administration• Transfer strengths, weaknesses, and functional limitations to summary page or Student

Profile Summary form.

IV Share summary data with assessment team, interpret data• Determine qualification, or alternative programming

1. If SLD consideration; evidence of PROCESSING DISORDER?1. If SLD consideration; evidence of aptitude/achievement discrepancy?1. Does the student REQUIRE SPECIALIZED INSTRUCTION?

• Synthesize data and hypothesize cause(s) of learning problems.• With IEP team, prioritize functional limitations and weaknesses, and draft 1) IEP goals and

objectives, and 2) accommodations necessary for success in the general curriculum.• Share pertinent information with educational partners, especially parents and student.

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SELECTING WJ III TESTS TOADMINISTER

“The WJ is based on a philosophy that the primary purpose of testing shouldbe to find out more about the problem, not to determine an IQ” R. Woodcock

The central purpose of an assessment is to answer the referral question and to design anappropriate academic program to enable the student to succeed. Standardized tests must be usedin conjunction with other assessment strategies.

The complete Woodcock Johnson III Battery of tests (cognitive and achievement) includes forty-two (42) subtests, plus session observation checklists. Combinations of these tests provide a wealth ofinformation to 1) diagnose the possible cognitive source of a learning difficulty to determine strengths,weaknesses and functional limitations (intra-cognitive discrepancy); 2) compare an individuals cognitiveand/or achievement performance with grade or age peers (age and grade equivalent scores),;3) examinepossible discrepancies between learning potential and actual level of performance (aptitude/achievementdiscrepancy) and; 4) predict how well an individual may perform on a given task compared with othersthe same age/grade in regular education environments (Relative Proficiency Index (RPI) scores).

Depending on the referral question to be answered or the level or type of information desired,different combinations of cognitive and academic subtests may be administered. Practitioners may pickand choose among the various subtests (selective testing) as part of a comprehensive diagnostic batteryof assessment, or administer one or more subtests to answer a specific diagnostic or educationalquestion.

LEVELS (TYPES) OF INFORMATION AVAILABLE:QUALITATIVE

• Observations during testing, Error analysis• Parent, teacher observations report

LEVEL OF DEVELOPMENT• Age Equivalent Score (AE), Grade Equivalent Score (GE)• Predicted ability scores (predicted achievement, based on individual’s cognitive profile)

DEGREE OF MASTERY• Relative Proficiency Index (RPI)• Instructional Range, Developmental Level Band• Cognitive Academic Language Proficiency (CALP)

COMPARISON WITH PEERS• Rank Order• Standard Score• Percentile Rank

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Copyright © 2001 by The Riverside Publishing Company

COGNITIVEPERFORMANCE

COGNITIVEPERFORMANCE

Stores of Acquired Knowledge

(Gc, Gq, Grw)

Stores of Acquired Knowledge

(Gc, Gq, Grw)

Cognitive Efficiency(Gsm, Gs)

Cognitive Efficiency(Gsm, Gs)

Facilitator-Inhibitors(Internal, External)

Facilitator-Inhibitors(Internal, External)

Thinking Abilities(Glr, Gv, Ga, Gf)

Thinking Abilities(Glr, Gv, Ga, Gf)

Cognitive Performance Model

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COGNITIVECOGNITIVEASSESSMENTASSESSMENT

(WJ III)(WJ III)

GENERAL INTELLECTUAL ABLITY (GIA)

Comprehension-Knowledge

(20% GIA)

FluidReasoning

(16-17% GIA)

Visual-SpatialThinking(10% GIA)

Long-TermRetrieval

(16-17% GIA)

AuditoryProcessing

(10% GIA)

Short-Term

Memory(12-13%

GIA)

ProcessingSpeed

(10% GIA)

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AUDITORY-SENSORY

VISUAL-SENSORY

SHORT-TERM

MEMORY LONG-TERMRETRIEVAL

CORRECTDECISION

SPEED

AUDITORYPROCESSING

PROCESSINGSPEEDVISUAL-

SPATIALTHINKING

COMPREHENSION-KNOWLEDGE

FLUIDREASONING

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WOODCOCK-JOHNSON IIITEST ADMINISTRATION GUIDELINES

The WJ III Tests of Cognitive Ability, Diagnostic Supplement and Tests of Achievement have been co-normed or developed at the same time and share the same basic administration rules or conditions. Theuse of suggested starting points, basal and ceiling rules allow for an appropriate starting point for eachindividual, thereby maximizing administration time and minimizing subject frustrations.

SAMPLE ITEMS: Sample items are provided for most subtests. Often there is more than one level ofsample (difficulty level) item to accommodate very young or low functioning individuals. Sample itemsmay be repeated as needed to ensure that the student understands the directions and the task demands.Unless otherwise noted, sample items may be re-administered (following the scripted instructions) atany time when the student requests additional help or forgets the instructions. Sample items never counttowards the student’s subtest score. In some cases where very young or low functioning students fail thesample items, that subtest is not administered and a score of 0 is recorded. Good administration practicerequires the examiner to obtain rapport, gain and maintain the students attention, establish eye contact,and carefully administer the sample items according to the script (instructions printed in blue) on theexaminers side of the test easel.

SUGGESTED STARTING POINTS: Most WJ III subtests have suggested starting points on the firstpage of the subtest in the test administration easel. Recommendations are given by grade level, andexaminers may choose to start administration on an earlier or later page, based on the estimated skills ofthe individual being tested. Proper use of starting points saves administration time. If a basal is not met,then the examiner should go back by complete pages, one page at a time, until a basal is met (or item #1administered), then proceed to achieve a ceiling.

BASAL: (associate with basement, or starting from the bottom and going up to the top), refers to thesuggested starting point or first numbered test item to be administered (sample items do not counttowards a student’s score). Most (not all) subtests provide basal and ceiling rules on the first page of thesubtest easel and at the top of the test protocol page. Always begin testing with the first item on a page,never with an item in the middle of a page. When basal rules are not provided, the examiner must begintesting after any sample items with test item #1. The basal information for each subtest is printed at thetop of each subtest page in the test easel and at the top of the test protocol. When calculating the numberof items correct, always count all items below the basal as correct. There are three variations of basalrules:1. Begin: Item 1. After administering sample items, begin testing all individuals with test item

number 1, and proceed until a ceiling is met. Subtests utilizing this rule include Achievement#1, 6, 8, 21, and cognitive subtests # 3, 4, 8, 10, 12, 13, 14, 15, 16, 18, 20, 21, 22, 23, 26, 29, 30 .

2. 3, 4, 6, lowest-numbered items correct. Estimate the test item to begin with, based on ageequivalent (AE) or grade equivalent (GE) scores in the scoring table located in the test protocolfor that item. It is better to start lower than your estimate (easier items) than higher (harder items)in order to provide practice and immediate success for the student. Achievement subtestsutilizing this rule include #1, 5, 7, 9, 10, 13, 14, 15, 16, 17, 18, 19 and 20; cognitive subtests # 1,4,6, 7, 8, 9, 11 and 17.

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3. Administer specific block of items. Begin testing by suggested starting points, the estimatestudent’s potential for that task. Administer additional items as indicated in shaded areas ofprotocol. Subtests where specific blocks of items are administered (with cut-offs) areachievement tests # 3, 4, 11 and 21; cognitive subtests 2, 3, 5, 7, 10, 13, 15, 19, 24, 25, 27, 28,and 31) .

CEILING: (Associate with the ceiling or attic of a house, the highest point that can be reached).Ceiling rules indicate when to quit administration of that subtest as the individual has a 0% chance ofmore correct responses if testing were to be continued. There are four variations of ceiling rules:• Important rule for all subtests: ALWAYS COMPLETE ADMINISTRATION OF A PAGE,

REGARDLESS OF WHETHER CUTTOFF OR CEILING HAS BEEN REACHED IF ASTIMULUS IS SHOWN TO A STUDENT. Never stop testing in the middle of the page of testitems, if there are visual prompts on the students’ side of the test easel. If there is no stimulus on thestudent’s side of the test easel, then testing may be discontinued after a true ceiling has been reached.

• Discontinue testing when (3, 4 or 6 as indicated) highest number of consecutive items failed. Theceiling number of highest items failed is printed at the top of each subtest page, typically 3, 4 or 6.Testing past the ceiling point may cause frustration in the student and possibly lower theirperformance on subsequent tasks. However; examiners should always continue to test past thisceiling, any time when they believe that a student may produce correct answers to higher numbereditems. This sometimes occurs when testing students diagnosed with Attention Deficit HyperactivityDisorder (ADHD), where there is significant inter-subtest scatter (inconsistent pattern of correct andincorrect responses that may reflect momentary inattention or impulsiveness).

Cutoffs. Cutoffs are intermediate stopping points or sections within a larger group of test items. Stop ateach cutoff point (a shaded box in the scoring protocol), and score the items in that section ORfrom test item #1 as indicated. Discontinue testing at this cutoff if the number of correctresponses is the same or less than the cutoff number. Subtests where specific blocks of items areadministered (with cut-offs) are achievement tests # 3, 4, 11, and 21; cognitive subtests 2, 3, 5, 7,10, 13, 15 and 19.

• Timed cutoff. Some subtests are timed, and a stopwatch or watch with a second hand is required.Record exact administration time in the test protocol and the Compuscore program will makeadjustments as needed. A student who finishes a timed task early will most likely receive bonuspoints (if the work is accurate), and a student who went over the time limit (due to administrationerror) will have a time-adjusted score. Achievement subtests utilizing this rule are the fluencysubtests # 2, 6 and 8; and cognitive subtests #6, 12, 16, 18 and 20.

CUT-OFFS, ADMINISTER BLOCKS OF ITEMS: Cutoffs are intermediate stopping points orsections within a larger group of test items. Stop at each cutoff point (a shaded box in the scoringprotocol), and score the items in that section OR from test item #1 as indicated. Discontinue testing atthis cutoff if the number of correct responses is the same or less than the cutoff number. Subtests withcutoffs include achievement subtests # 3, 4, 11, 21; cognitive subtests #2, 3, 5, 7, 10, 13, 15 and 19.

TIMED TESTS: Some subtests are timed, and a stopwatch or watch with a second hand is required.Record exact administration time in minutes and seconds; start time and end time in the test protocol andthe Compuscore program will make adjustments as needed. A student who finishes a timed task earlywill most likely receive bonus points (if the work is accurate), and a student who went over the time

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limit (due to administration error) will have a lower time adjusted score. Achievement subtests utilizingthis rule are the fluency subtests # 2, 6 and 8; and cognitive subtests #2, 3, 5, 7, 10, 13, 15 and 19.

TAPE RECORDED SUBTESTS: Some subtests are designed to presented by tape. Cue tape recorderto estimated starting point prior to a student’s arrival and check playback volume. Administer all sampleitems (and some test items when indicated) orally, then turn on tape recorder. Achievement subtestsinclude # 3, 4, 15, 20 and 21; cognitive subtests include # 4, 7, 8, 9, 14, 17 and 19.• Look away from the student during a taped prompt, and look expectantly at the student when you

hear the double beep.• Pause or stop tape recorder after each prompt if the student requires more time.• Tape-recorded tests MAY be administered orally for very young students, or students who have

difficulty with tone or pitch of recording. Practice before attempting oral prompts, and present asclose as possible to taped prompts. Cognitive subtest #14, Auditory Attention CANNOT beadministered orally.

STUDENT RESPONSE BOOKLET (SRB): A student Response Booklet (SRB) is required for allpencil-paper tasks where students must respond to stimulus or prompts on their own. Place the SRB infront of the student and give them a sharpened pencil for their responses. Achievement subtestsrequiring the use of the SRB are # 2, 5, 6, 7, 8, 11 and 20; and cognitive subtests #16, 19 and 20.

SCORING OPTIONS: There are 3 variations of scoring options. Most subtest items areeither scored correct (1) or incorrect (0), and the total number of correct responses is totaled toobtain the raw score for that subtest. Remember to count all correct responses below the basal as correctand give full credit for all correct responses.• Right or wrong responses, scored 1 (correct, or 0 (incorrect). Achievement subtests include all

subtests EXCEPT # 11 and 20; and all cognitive e subtests except #9.• 3, 2, 1 or 0 scoring system. Several subtests require the examiner to determine if the response

should be awarded 3, 2, 1 or 0 points (Achievement #20), or 2, 1 or 0 points (achievement #11;cognitive #9). Scoring guidelines are included on the examiner side of the test easel and in theExaminers Manual.Achievement subtest #11 (Writing Samples) requires the examiner to award points, based on thescoring criteria provided in the Appendix B of the Achievement Examiners Manual (p. 103-123Form A; p. 124-142 Form B). Generally, points are awarded for responses that most closely matchthe intent of the question or prompt. If in doubt during test administration, record the student's exactresponse and score that subtest later after finishing with the student. A better strategy is to score thestudents responses, then ask another examiner to score them as well for inter-reporter reliability andconsistency. Average the two scores if different and attempt to resolve scores that differ by morethan 1 point.

• Record number of INCORRECT answers. Achievement subtest #2; Reading Fluency requires theexaminer to subtract the number of incorrect responses from the number correct, and record thatscore. Skipped items are ignored on this subtest in calculating the score.

• Groups or pages. Groups of items or individual pages are indicated on the test protocol by dottedlines. All items on a page or within a group must be presented, even if a numerical ceiling has beenmet. If the student reaches the ceiling but has not completed that group or page (called a falseceiling), always continue administration of that page or group until complete. If the student makes acorrect response after reaching the established ceiling, continue test administration until a new

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ceiling is met and a complete group or page has been completed. When in doubt, administer moretest items after a ceiling and count all correct responses.

• If more than one answer is provided, or if the student changes their original response, accept the lastresponse provided, even if a correct answer was changed to one that is incorrect.

• If the student is asked for a one-word response and they offer an either-or answer, query with “whichone is it?” and accept the answer as final (correct or incorrect).

• Code switching: when working with English Language Learner students (ELL), the student may notrespond in English, but in some other language. With the exception of three achievement subtests (#10, 18 and 19) and four cognitive subtests (#1, 11, 12 and 18), only count responses in English ascorrect. Encourage an ELL student to respond in English, but record all first language responses andcount as correct for the seven subtests where this is permitted.

AGE OR GRADE NORMS: You may choose to use either age or grade equivalent norms (or both)when scoring or programming the Compuscore or Report Writer scoring programs. Age Equivalent(AE) scores are required for special education qualification purposes, but GE scores may be usefulfor interpretive purposes.• Age Equivalent (AE) scores. AE scores reflect a subject's performance in terms of the age level in

the norming sample. AEs report a relatively specific level of development compared with GEscores. AE scores are reported as year-month. For example, an AE score of 6-8 would compare thatindividual with others performing at the six year old, eighth month level. Use AE scores forqualification and programming comparisons for most students.

• Grade Equivalent (GE) scores. GE scores compare an individual with others at their same gradelevel. A GE score of 3.4 would compare that individual with other children in the third grade, fourthmonth level. At the preschool and early elementary levels, AEs may be of more value than GEs forlower functioning students, or for students considered for retention in a grade.

CONTROLLED LEARNING TESTS: The WJR is unique, in that it includes subtests whereThe student is taught rules and tasks in a carefully controlled, standardized procedure. Structuredfeedback is essential to proper administration of these subtests. Controlled learning subtests(teach/learn) include Cognitive tests # 2, 12, 5 and 15. Pay close attention to the instructions in theshaded boxes on each page. Several Controlled Learning subtests require the examiner to NOT providestructured feedback on certain higher numbered items (typically the last page or two). In addition,several of the controlled learning tasks impose a time limit (1 minute) for certain higher numbered testitems.

DELAYED RECALL TESTS: There are two tests (achievement # 12 and cognitive #10)that measure delayed recall or memory after 30 minutes up to 8 days. These tests are essentiallythe same as achievement subtest #3 and cognitive subtest #2, but no corrective feedback is given. Basaland ceiling rules do not apply to the delayed tests; the examiner must administer the same items as in theoriginal tests, but without any feedback or prompts. When administering these tests, it is important torecord the exact starting time (day, month and exact starting and stopping time) so that the Compuscoreprogram can compare the time difference and provide the correct norms for scoring accuracy.

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WJ III COGNITIVE ADMINISTRATION MATRIX (STANDARD BATTERY) REV: 5/02

STANDARD START? BASAL/CEILING CUTOFF TIMED? TAPE? SRB? TEACH/LEARN SCORE

1 VERBAL COMPREHENSION P. 3 (S) B=3, C=3 1, 0

2 VISUAL-AUDITORY LEARNING STORY #1 BEGIN: STORY #1 YES YES 1, 0

3 SPATIAL RELATIONS BEGIN: #1 BEGIN: ITEM #1 YES 1, 0

4 SOUND BLENDING BEGIN: #1 C=6 YES 1, 0

5 CONCEPT FORMATION P. 133 (S) B=INTRO 1 OR 2 YES YES 1, 0

6 VISUAL MATCHING P. 195 (S) VM 1: #1VM 2: #1

2 MIN3 MIN

1, 0

7 NUMBERS REVERSED P. 229 (S) B=3, C=3 YES YES 1, 0

8 INCOMPLETE WORDS BEGIN: #1 C=6 YES 1, 0

9 AUDITORY WORKINGMEMORY

P. 261 (S) B=6, C=6 YES 2, 1, 0

10 VISUAL-AUDITORYLEARNING-DELAYED

BEGIN: #1 YES 1, 0

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WJ III COGNITIVE ADMINISTRATION MATRIX (EXTENDED BATTERY) REV: 5/02

EXTENDED START? BASAL/CEILING CUTOFF TIMED? TAPE? SRB? TEACH/LEARN SCORE

11 GENERAL INFORMATION P. 3 (EXT) B=4, C=4 1, 0

12 RETRIEVAL FLUENCY BEGIN: ITEM 1 BEGIN: ITEM 1 1 MIN YES 1, 0

13 PICTURE RECOGNITION BEGIN: ITEM 1 BEGIN: ITEM 1 YES 1, 0

14 AUDITORY ATTENTION BEGIN: ITEM 1 BEGIN: ITEM 1C=6

YES 1, 0

15 ANALYSIS-SYNTHESIS BEGIN: ITEM 1 BEGIN: ITEM 1 YES YES 1, 0

16 DECISION SPEED BEGIN: ITEM 1 BEGIN: ITEM 1 3 MIN P. 1-5 1, 0

17 MEMORY FOR WORDS P. 243 (EXT) B=3, C=3 YES 1, 0

18 RAPID PICTUIRE NAMING BEGIN: ITEM 1 BEGIN: ITEM 1 2 MIN 1, 0

19 PLANNING INTRO 1 ITEM 1/CUTOFFS YES YES P.6-10 1, 0

20 PAIR CANCELLATION BEGIN: ITEM 1 BEGIN: ITEM 1 3 MIN P. 11-12 1, 0


14WJ III COGNITIVE ADMINISTRATION MATRIX (DIAGNOSTIC SUPPLEMENT) REV: 6/03

DIAGNOSTICSUPPLEMENT START? BASAL/CEILING CUTOFF TIMED? TAPE? SRB? TEACH/

LEARN SCORE

21 MEMORY FOR NAMESFLUENCY

BEGIN: ITEM 1 ITEM 1/CUTOFFS YES YES 1, 0

22 VISUAL CLOSURE ITEM 1, 17 OR 19 B=6, C=6 1, 0

23 SOUND PATTERNS-VOICE BEGIN: ITEM 1 ITEM 1/CUTOFFS YES YES 1, 0

24 NUMBER SERIES ITEM 1, 17 OR 23 B=6, C=6 1 MINUTE 1, 0

25 NUMBER MATRICIES ITEM 1, 4, OR 17 B=6, C=6 1 MINUTE 1, 0

26 CROSS OUT BEGIN: ITEM 1 BEGIN: ITEM 1/3MINUTES

3 MIN 1, 0

27 MEMORY FOR SENTENCES BEGIN: ITEM 1, 12OR 21

B=4, C=4 YES 2, 1, 0

28 BLOCK ROTATION BEGIN: ITEM 1 OR10

CUTOFFS YES 30 SEC 2, 1, 0

29 SOUND PATTERNS-MUSIC BEGIN ITEM 1 ITEM 1/CUTOFFS YES YES 1, 0

30 MEMORY FOR NAMES-DELAYED

ITEM 1 GIVE ITEMS 1-36 1, 0

31 BILINGUAL VERBALCOMPREHENSION

SPECIALPROCEDURE

C=4 SPANISH SPECIAL


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WJ III COGNITIVE SUBTESTS 1-31Subtest #1, VERBAL COMPREHENSION [CK] (Requires naming pictures, objects, providingsynonyms or antonyms, and solving analogies)

• Administer all 4 parts (A,B,C,D) to all students• Begin with sample A, then suggested starting points (p. 3 STD)• Exact pronunciation of specific words is essential• Responses that give different parts of speech are incorrect• Do NOT penalize a subject for mispronunciations resulting from

speech defects, dialects or regional speech patterns• Only give credit for one-word responses unless otherwise noted• Accept correct responses in English or any other language• 1A: point to the picture and ask for response• 1D: ask for a response after 15 seconds, then move on to next item• BASAL: 3 lowest-numbered items correct (or item 1)• CEILING: 3 . highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

response

Subtest #2, VISUAL-AUDITORY LEARNING [LTR] (Requires identifying & pronouncing wordsthat are presented as a stream of individual sounds)

• Administer Introduction 1 to all students• Controlled learning task: exact administration and feedback is essential• Student must verbally repeat prompt when introduced• Allow 5 seconds for student to respond: if no response or incorrect response, give correct response

and point to the next symbol• Only EXACT wording is counted as correct; synonyms are counted as errors• Count any extra words as errors• Query any skipped symbols immediately and ask, “What is this?”• Beginning with Story 7, some symbols have two parts; give credit for each correct part

1B Synonyms (15 items)

Tell me another word for “angry.”1. angry8. untamed

15. chide

1C Antonyms (18 items)

Tell me the opposite of “no.” 1. no 9. floor18. synthesis


16• Practice brisk administration; do not repeat any prompts or allow additional time to study or

memorize prompts• If test 10 (delayed) to be given, administer ALL items and ignore cutoffs. Record exact

administration time and date• BASAL: Introduction story 1• CEILING: Story 1 or cutoffs determine ceiling• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

“Each of these drawings is a word. As soon as I tell you what a drawing says, yousay it back to me.”

cowboy dog horse and

Subtest #3, SPATIAL RELATIONS [VS-T] (Requires selecting the component shapes to construct awhole)

• Begin with introduction, sample items and item #1 for all students• Items have multiple points possible (0,1,2,3); give 1 point for EACH correct part identified• Encourage student to use letter names, but give credit for pointing to correct items• Items 1-22 only: query if student only gives 2 of three needed responses• Follow continuation/cut off rules on protocol • Allow student to cover all but one line of prompts at a time if needed• BASAL: Introduction, samples and item #1• CEILING: Test by complete stories, discontinue according to cut-offs• SCORING: Award multiple points, based on EACH element correctly identified and sum for each

cutoff.

“Tell me which of these piecesgo together to make this puzzle”


17Subtest #4, SOUND BLENDING [AP] (Requires identifying & pronouncing words that arepresented as a stream of individual sounds)

• Present Sample A orally, Sample B and all test items on tape• Items 1-16 MAY be administered orally in special circumstances• Words must be blended smoothly to earn credit• Pause the tape after any test item if additional processing time needed by student• Do NOT repeat any item• BASAL: Sample A, Sample B and test item #1 for all students• CEILING: 6 highest-numbered items failed• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

“Now you are going to hear some more words. After the two beeps tell me whateach word is.”

1. ka – t (cat)16. f - oo – d (food)33. i - l - e - k - t - r - i – k (electric)

Subtest #5: CONCEPT FORMATION [FR] (Requires identifying & stating the rule governing a setof colored geometric figures)

• Begin with suggested starting points (Introduction #1 or #2) and item #1• Controlled learning task: exact administration and feedback is essential• Accept correct synonyms (small for little, large for big…) for full credit• Acknowledge all correct responses (items 1-35 only)• Error or no response: give correct response from script in box on examiners page• Items 27-40 have a one-minute time limit• Give credit if response is reversed( big and red for red and big…)• Items beginning with # 21 may require an AND or an OR response; these are specific and not

interchangeable, accept exact responses only• BASAL Introduction 1 or 2• CEILING: Discontinue testing according to cut-off criteria• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

Point to the one that isthe most different andgoes in the big box.(point to box)If correct say: That’s right.

Error or No Response: Score item 0, point to correct shape and say: This is theone that goes in the box (point to box). It is the most different from theothers. (point to correct shape)This one is _____. Point to the one that goes in the big box.


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Subtest #6: VISUAL MATCHING [PS] (measures student’s processing speed for trivial tasks)

• There are two versions: VM1 for preschool students, VM 2 for all others• If student scores 19 or more on VM1, give VM2 and count that score only• Note exact start and stop time; Compuscore will adjust score• Administer Introduction, then Sample items, then test items• Give student sharpened pencil with eraser• Start stopwatch or watch and allow exact administration time• Score skipped items as incorrect• Use scoring overlay guide for accuracy• BASAL: Test item #1 for VM 1, VM 2• CEILING: 2 minute cutoff for VM 1; 3 minute cut-off for VM 2• SCORING Mark protocol 1 for correct response, or 0 for incorrect response. Record exact time if

student finishes early (Compuscore will adjust score)

“Look at these rows of numbers. Draw circles around the two numbers that arealike in each row. Do them as fast as you can.”

Subtest #7: NUMBERS REVERSED [STM] (requires repeating a series of numbers backwards)

• Cue tape recorder, set volume• Begin with suggested starting points, administer Sample items• Sample items A,B,C and items 1-10 are administered orally• May present all items orally if necessary• Pause or stop tape recorder if more processing time is needed• BASAL 3 lowest-numbered items correct (or item 1)• CEILING: 3 highest-numbered items failed• SCORING: Mark protocol 1 for correct response,

or 0 for incorrect

8 9 3 2 9 78 3 7 0 4 819 17 91 71 17 1154 48 94 49 47 94429 419 491 429 492 249493 943 439 394 349 943


19“I am going to say some numbers. Then you say them backward. For example, if

I say “3…4” you would say “4…3.”11. 1…6…3…919. 4…7…3…9…5…228. 5…9…7…2…6…4…1…3

Subtest #8: INCOMPLETE WORDS [AP] (Requires identifying & pronouncing words presentedwith one or more phonemes missing)

• Cue tape recorder, set volume• Begin with suggested starting Sample item• Sample items A-D are presented orally• May present items 1-13 orally if necessary• Pause or stop tape recorder if more processing time is needed• Administer sample items first, then item 1• If a word is pronounced as on the recording, prompt student “Tell me the whole word he is trying to

say.• BASAL: Test item #1• CEILING: 6 highest-numbered items failed• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

“Now you will hear some words from this audio recording. After each word, youwill hear two beeps. Then tell me the word that the person is trying to say.”

1. koo _ e13. ma_ ze_23. hel _ o_ r33. _ar_oon44. _uh_ur_ul

Subtest #9, AUDITORY WORKING MEMORY [STM] (Requires listening to a series of words anddigits intermingled, then repeating words in sequence first followed by digits in sequence)

• Cue tape recorder, set volume• Begin with suggested starting Sample items (A&B, or C)• Sample item A is presented orally, B&C on tape• May present all items orally if necessary• Pause or stop tape recorder if more processing time is needed• Score items 2, 1 or 0. (1 point for all words in correct order, 1 point or all digits in correct order)• Words must be given first before numbers to receive any credit


20• Remind student to give words first only when prompted by the test item• Do NOT penalize a subject for mispronunciations resulting from

speech defects, dialects or regional speech patterns• Accept words that sound similar to, or rhyme with target words• Cue tape recorder, set volume• Begin with suggested starting Sample item• Sample items A-D are presented orally• May present items 1-13 orally if necessary• Pause or stop tape recorder if more processing time is needed• BASAL: 3 lowest-numbered items correct in a group scored 2• CEILING3 highest-numbered items failed in a group scored 0• SCORING: Mark protocol 2, 1, or 0

Begin with Sample Item A:Say: “I am going to name some things, like animals or foods, and some numbers.After I say them, you name the things in the same order that I said them. Then youtell me the numbers in the same order that I said them.We will begin with one number and one thing. Tell me the thing first, then tell methe number.”

4. 8…sweater…58. coat…5…juice…911. belt…3…6…butter…815. 8…pants…3…mouse…1…egg

Subtest #10, VISUAL-AUDITORY LEARNING-DELAYED [LTR] (Relearning task with delayedfeedback)

• Only administer if ENTIRE test #2 given• Can administer 30 minutes to 8 days after administering ENTIRE test #2• Controlled learning task: exact administration required• Begin with line 1 and administer all lines; ceiling does not apply• Synonyms and no response after 5 seconds are errors, mark 0• Give corrective feedback immediately if error or no response• Do not allow student to practice symbols• Practice brisk administration• Score recorded is the number of ERRORS• BASAL: Line #1• CEILING: Line #25• SCORING: Mark protocol 1 for correct response, or 0 for incorrect, total errors

“The other day (yesterday, earlier today) you saw these drawings. Point to first row on


21subject’s page and say: What does this say?”

Subtest #11, GENERAL INFORMATION [(Requires answering questions presented orally)

• Administer both parts (11A Where, 11B What) to all students• Begin with sample A, then suggested starting points (p. 3 EXT)• Exact pronunciation of specific words is essential• Do NOT penalize a subject for mispronunciations resulting from

speech defects, dialects or regional speech patterns• Accept correct responses in English or any other language• BASAL: 4 lowest-numbered items correct (or item 1)• CEILING: 4 highest-numbered items failed• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

11A Where (26 Items) 11B What (22 Items)

1. Where would you usually find teeth? 1. What do people usually do6. A stop sign? with scissors?12. A spatula? 12. A greenhouse?

Subtest #12, RETRIEVAL FLUENCY [LTR] (Requires naming as many items in a category aspossible in one minute (60 is maximum per item)

• Administer all 3 items to each student• All 3 items have a 1 minute time limit• Use a stopwatch or time carefully for no more than 60 seconds• Use tally marks IIII to record each correct response• Do not count duplicate answers (same response multiple times)• Accept correct responses in English or any other language, but do not count the same response in

English and second language (e.g. hand, mano)• Item 1: Accept brand names as correct (Coke, Pepsi, Dr. Cola…)• BASAL: Begin with Item 1• CEILING: Items 1,2,3 administered to all students• SCORING: Record a tally mark for all correct responses and record total number correct for each

item

“I want you to name different things that you can eat or drink. You willhave one minute to name as many as you can. When I say, “Begin,” saythe words as fast as you can. Begin.”

1


22

Subtest #13, PICTURE RECOGNITION [VST] (requires identifying 1-4 previously seen items)

• Begin with samples, item 1 for all students• Allow student to look at stimulus page for only 5 seconds• If student gives more responses than required, count the last ones given• Pictures can be recalled in any order• Ask student to give letter names, but accept pointing• BASAL: Item #1• CEILING: Cutoffs• SCORING: Mark protocol 1 for EACH correct response, or 0 for incorrect response

SHOW STIMULUS FOR 5 SECONDS PROMPT: WHICH FOUR?

Subtest #14, AUDITORY ATTENTION [AP] (Requires detecting differences in sounds asbackground noises increase in volume)

“Now I want to see how many different first names of people you can name.You will have one minute. When I say, "Begin," say the names as fast asyou can. Begin.”2

“Now I want to see how many different animals you can name. Youwill have one minute. When I say, "Begin," say the animal names asfast as you can. Begin.”3


23• Cue tape recorder, set volume• Present Training items 1-57 orally; then return to any missed items and retrain• Present all sample items orally, all test items on tape recorder• Turn easel page to match tape recording• Do not replay any test items• BASAL: Item #1• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

“I will say a word, then I want you to put your finger on the picture of that word.”

1. Say: Put your finger on…sun

Subtest #15, ANALYSIS-SYNTHESIS [FR] (Requires analyzing the components of an incompletelogic puzzle and identifying the missing component(s)

• Begin with Color Pretest (p. 185 EXT) for all students. Discontinue subtest if pretest failed, asstudent is colorblind

• Begin test with Introduction 1 and samples for all students• Controlled Learning Task: exact administration required!• Provide corrective feedback items 1-28 (say:” right”, “good”, “correct”, or nod head. Do not

acknowledge correct answers for items 28-35• Items 1-25 are not timed: items 25-35 have a 1 minute time limit for responding• Do not pause or stop administration during test• BASAL: Color pretest, samples, item 1 for all students• CEILING: Cutoffs• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

Go ahead. Acknowledge correct response foreach item.4: Error or No Response: Score item0. Point to middle combination in key and say:That answer needs to be blue. Yellow withblue is the same as blue. Point to Item 4 andsay: What color needs to go with yellow togive us blue?


24

Subtest #16, DECISION SPEED [PS] (Requires marking the 2 of 7 objects in a row that go togetheror are most alike (uses SRB)

• Use Subject Response Booklet, p. 1-5 for all students• Use stopwatch or timer; administer for exactly 3 minutes.• Record exact time if student finishes early• May uncover one line at a time if needed• Mark items for student if they are unable to do so• BOTH pictures must be marked to receive credit• Score using overlay for accuracy• BASAL: Samples, item 1• CEILING: Exactly 3 minutes (or record time for early finishers)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

Examiner Tips• Pay close attention to all queries and

pointing instructions.• Acknowledge correct responses for

Items 1-28.

“Now try these. Find the two things in each row that go together. Do them as fast as you can.”


25

Subtest #17, MEMORY FOR WORDS [STM] (Requires repeating lists of unrelated words in order(ranges from one word to a series of 7 words)

• Cue tape recorder, set volume• Start with sample items for all students• Administer samples orally; test items from tape• Begin with suggested starting points (p. 243 EXT)• After samples, do NOT repeat any words to student• Words must be in EXACT order to receive credit• Accept words that sound similar to or rhyme with target words• Do NOT penalize student for mispronunciations from articulation errors, dialects or regional speech

patterns• May pause tape after each item if additional processing time is required• May present all items orally if required• BASAL: 3 lowest-numbered items correct in group (or item 1)• CEILING: 3 highest-numbered items failed in group• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

“Now you will hear the words from this recording. After you hear the double beep,say the word or words back to me in the same order.”

7. sleep…little…a

16. from…have…they…up…each

Subtest #18, RAPID PICTURE NAMING [PS] (Requires quickly naming pictured objects in a rowof 5).

• Use stopwatch or timer; administer for exactly 2 minutes.• Record exact time if student finishes early (Compuscore will adjust)• Administer sample items, then item 1 to all students• Keep administering items until 2 minute time has elapsed• If the student pauses for 2 seconds or more, say, “Try the next one.”• Accept correct responses in English or any other language• Accept synonyms, but not words that are just similar (e.g., accept cap for hat, but not animal for

elephant)BASAL: Item #1CEILING: 2-minute cut-off (record exact time for early finishers)

• SCORING: Mark protocol 1 for correct response,or 0 for incorrect response


26

Look at these pictures. Tell me the names of these pictures as fast as you can.When you finish the first row, start with the next row right away. Go ahead.

Subtest #19, PLANNING [FR, VST] (Requires tracing a pattern without lifting the pencil or retracingany lines (uses SRB)

• Requires CLOSE monitoring of student work by examiner• Use Student Response Booklet, p. 6-10• Give student sharpened pencil• Begin with Sample items A-C for all students, and follow correction procedures• After samples, use suggested starting points (p. 269 EXT)• Follow continuation guidelines; cut-offs to determine when to discontinue testing• Retracing is not allowed; stop the student to remind not to retrace, then go to next item• Retraced or uncompleted items are scored as errors• Score items immediately or after each page (for continuation)• Erasing is allowed on sample items ONLY; not on scored test items• Score and record the number of ERRORS• Different test items have different number of points available (in parenthesis in test protocol) from a

possible 2 points to possible 30 points• Record a X for each group of items not administered• BASAL: Sample item A, suggested starting points• CEILING: Cutoffs• SCORING: Mark protocol 1 for each segment of correct response, or 0 for incorrect


27Response, record number of ERRORS for each segment

Subtest #20, PAIR CANCELLATION [PS] (Requires quickly locating and marking a repeatedpattern (uses SRB)

• TIMED test, use stopwatch or timer• Use Student Response Booklet, p. 11-12• Give student sharpened pencil• Begin with Sample item A and Practice

Exercise for all students• If student has a score of 2 or less after error correction procedure on Practice, discontinue test and

record )• Administer for EXACTLY 3 minutes• Record EXACT administration time for early finishers, Compuscore will adjust• Circled pair must contain ball, followed by dog in same row to receive credit• Use scoring overlay for accuracy• BOTH parts of a pair must be at least partially circled to receive credit.• BASAL: Item 1• CEILING: 3 minutes• SCORING: Mark protocol 1 for correct response,

or 0 for incorrect response

“Now try this one. Remember, make an "X,"then start at the "X" and go over the entiredrawing without lifting your pencil from the paper. You may cross a line, but youmay not draw over a line you have alreadydrawn.”

“Look at this drawing. Watch how I make an "X"where I am going to start and then go over thedrawing without lifting my pencil from the paper.”

C

A


28Subtest #21, MEMORY FOR NAMES [LTR] (Measures the ability to learn associations betweenunfamiliar auditory and visual stimuli (an auditory-visual association task).

• Administer Introduction 1 to all students• Controlled learning task: exact administration and feedback is essential• Allow time for student to respond: if no response or incorrect response, give correct response and

point to the next symbol• Do not acknowledge correct answers• Do not converse with student or discuss relationship between names and drawings• Practice brisk administration; do not repeat any prompts or allow additional time to study or

memorize prompts• If test 30 (delayed) to be given, do not tell student that they will have to remember the names for

later. Record exact administration time and date• BASAL: Introduction 1• CEILING: Story 1 or cutoffs determine ceiling• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

Subtest #22, VISUAL CLOSURE [VST] (the ability to identify a picture or drawing that hasbeen altered in some way)

• Begin with samples, item 1 for all students

“Now, point toJawf”


29• Allow student to look at stimulus page for only 30 seconds• Accept response as correct in English or any other language• BASAL: 6 lowest numbered items correct• CEILING: 6 highest numbered items correct (and page completed)• SCORING: Mark protocol 1 for EACH correct response, or 0 for incorrect response

Subtest #23: SOUND PATTERNS, VOICE[AP] (Requires the ability to indicate whether pairs ofcomplex sound patterns are the same or are different)

• Cue tape recorder, set volume• Begin with suggested starting Sample item• Sample items A-D are presented orally• May present items orally if necessary• Pause or stop tape recorder if more processing time is needed• Administer sample items first, then item 1• Do not replay items 3-39• BASAL: Sample items, Test item #1• CEILING: cutoffs• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

“I am going to say two words, and I want you to tell me if they are the same wordor are different.”

book------horse

Bork ------mand

“What picture isthis?


30Subtest #24: NUMBER SERIES [FR] (Requires the ability to reason with concepts that depend onmathematical relationships)

• Begin with Sample item A for all students, then suggested starting point (p.127)• Read script in box on examiners page• Items 11-47 have a one-minute time limit• BASAL 6 lowest numbered items correct• CEILING 6 highest numbered items correct and page completed• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

“For each problem tell me the number that goes in the empty box. Some of theproblems may be easy but others may be hard. Just do the best you can.”

© 2002 The Riverside Publishing Company.

7 11 15 _____

____ 5 9 13

1 1 3 9 9 27 _____

Number Series

Allowone

minute

If activelyworking, moretime is allowed

Subtest #25: NUMBER MATRICIES [FR] (Measures the ability to reason with concepts thatdepend on mathematical relationships)

• Begin with Sample A, then suggested starting points (p. 153)• Provide the student with a pencil and paper• 1 minute time limit to respond before going to next item• Error or no response: read script in box on examiners page• BASAL Sample A, then suggested starting point (p. 153)• CEILING: Discontinue testing according to cut-off criteria• SCORING: Mark protocol 1 for correct response, or 0 for incorrect


31

Subtest #26, CROSS OUT [PS] (Measures the ability to scan and compare visualinformation quickly (uses SRB)

• Use Test Booklet for student responses• Use stopwatch or timer; administer for exactly 3 minutes.• Record exact time if student finishes early (Compuscore will make adjustment)• May uncover one line at a time if needed• Mark items for student if they are unable to do so• Score using provided overlay for accuracy• BASAL: Samples, item 1 for all students• CEILING: Exactly 3 minutes (or record time for early finishers)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

“Draw a line through each of the five drawings that are the same as the first one in each row.Work as fast as you can without making mistakes. Go ahead”

“For each problem tell me the number that goes in the empty box.”

5 6

8 11

14

Allowone

minute


32Subtest #27, MEMORY FOR SENTENCES [STM] (Measures the ability to remember and

repeat single words, phrases, and sentences presented auditorily)

• Cue tape recorder, set volume• Start with sample items (A for pre-3; B for 4-)• Administer sampleA and items 1-16 orally; Sample B and items 17-38 from tape• Begin with suggested starting points (p. 185)• After samples, do NOT repeat any words to student• Do NOT penalize student for mispronunciations from articulation errors, dialects or regional speech

patterns• May pause tape after each item if additional processing time is required• May present all items orally if required• BASAL: 4 lowest-numbered items correct• CEILING: 4 highest-numbered items failed• SCORING: ITEMS 1-5:Mark protocol 1 for correct response, or 0 for incorrect response

ITEMS 6-38: Mark protocol 2, 1 or 0 as indicated in scoring guide

#12“I am going to say something. Then I want you to say the same thing.”

Say, “I feed the cat.”

2 points: Repeats exactly as presented1 point: I feed a cat

Subtest #28, BLOCK ROTATION [VST] (Measures the ability to match visual patternsand maintain orientation when the patterns are manipulated in space)

• Begin with Introduction 1 for very young children, introduction 3 for all others• Ask student to give letter names, but accept pointing• Uncover one item at a time if necessary• BASAL: Item #1 or #6• CEILING: Cutoffs• SCORING: Mark protocol 1 for EACH correct response (possible score of 2 per item), 1 for 1/2

responses, or 0 for incorrect response

“Look at this drawing. It looks just like two of the drawings down here. Tell mewhich two drawings it looks like.”


33Subtest #29: SOUND PATTERNS, MUSIC [AP] (Measures the ability to indicate whether

pairs of musical sound pairs are the same or different)

• Cue tape recorder, set volume• Begin with suggested starting Sample item• Sample items A-B are presented orally• Pause or stop tape recorder if more processing time is needed• Administer sample items first, then item 1• Do not replay items 3-38• BASAL: Sample items, Test item #1• CEILING: cutoffs• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

“Now yosu are going to hear some musical sounds from these headphones(speakers). You will hear the sounds two times. Each pair of sounds is followed bytwo beeps. After the two beeps, if the two sounds are the same, say “Same.” Ifthe two sounds are different, say “different.”.”

Subtest #30, MEMORY FOR NAMES DELAYED [LTR] (Measures the ability to recall (30minutes to 8 days later) the space creatures presented in Test 21: Memory for Names).

• Administer only if entire test 21 given previously• Admisnister from 30 minutes to 8 days after administering test 21• Present items 1-12, then 13-24, then 25-36 without interruption.• Do NOT acknowledge answers• Record exact administration time and date• BASAL: Item 1• CEILING: Presenbt items 1-36 to all students• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

“Point to Jawf”


34Subtest #31, BILINGUAL VERBAL COMPREHENSION [CK] (Measures severaldifferent aspects of language development in English and Spanish (used with Test 1:Verbal Comprehension))

THIS SUBTEST IS TO BE USED IN CONJUNCTION WITH COGNITIVE TEST #1, VERBALCOMPREHENSION.

• Administer Test 1 in English, and record answers in protocol.• Transfer correct/incorrect responses from Test #1 to protocol page, Test 31.• Administer ONLY items missed from Test 1 IN SPANISH, and accept only Spanish responses.• If primary examiner is not fluent in Spanish, may be administered by trained ancillary examiner as

outlined in Diagnostic Supplement Manual• ADMINISTER ALL 4 PARTS OF TEST 31• Follow special scoring procedure on protocol and in manual to obtain GAIN score• BASAL: Administer only items missed from Test #1• CEILING: 4 highest-numbered items failed (and page completed) of SPANISH responses• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

response


35

WJ III COGNITIVE SUBTESTSThere are 31 cognitive subtests available for administration. Practitioners may choose to administer 1subtest, selected subtests or the entire standard, extended and supplemental batteries. Tests 1-7 yield aGeneral Intellectual Ability, Standard Score (GIA std). Tests 1-7 plus 11-17 yield a General IntellectualAbility, Extended score (GIA ext). Subtests are not sequential and can be administered in any order.

STANDARD BATTERY TESTS, 1-10 (1-7 required for GIA std. score)

1 Verbal Comprehension (CK), ELL [* high ELL bias]2 Visual-Auditory Learning (LTR) [**mod. ELL bias]3 Spatial Relations (VST) [***low-mod ELL bias]4 Sound Blending (AP) [**mod Culture, High language. ELL bias]5 Concept Formation (FR) [***low ELL bias]6 Visual Matching (PS) [***low-mod ELL bias]7 Numbers Reversed (STM) [**mod. ELL bias]------------------------------------------------------------------8 Incomplete Words (4, 8 required for Phonemic Awareness) [ high ELL bias]9 Auditory Working Memory (7, 9 required for Working Memory) [ high ELL bias]10 Visual-Auditory Learning-Delayed (2, 10 required for LTR, delayed) [low ELL bias]EXTENDED BATTERY TESTS, 11-17 (1-7, & 11-17 required for GIA ext. score)

11 General Information (CK), ELL [* high ELL bias]12 Retrieval Fluency (LTR), ELL [**mod. ELL bias]13 Picture Recognition (VST) [***low-mod ELL bias]14 Auditory Attention (AP) [**mod. Culture, High Language ELL bias]15 Analysis-Synthesis (FR) [***low ELL bias]16 Decision Speed (PS) [***low-mod ELL bias]17 Memory for Words (STM) [**mod. ELL bias]--------------------------------------------18 Rapid Picture Naming (12, 16, 18 required for Cognitive Fluency), ELL [*high ELL]19 Planning (5, 19, 20 required for Executive Processes cluster) [***low ELL]20 Pair Cancellation (7, 9, 14, 20 required for Broad Attention cluster) [***low ELL]

(ELL) = English Language Learner. (#1,11,12,18), can accept correct responses in any language

CK = Comprehension-KnowledgeLTR= Long-Term RetrievalVS = Visual-Spatial Thinking)AP = Auditory ProcessingFR = Fluid Reasoning )PS = Processing Speed )STM = Short-Term Memory


36

WJ III DIAGNOSTIC SUPPLEMENT(COGNITIVE) TESTS, 21-31

21 Memory for Names Fluency (LTR), [**mod. ELL bias]22 Visual Closure (VST) [***low ELL bias]23 Sound Patterns-Voice (AP) [**mod. ELL bias]24 Number Series (FR) [***low ELL bias]25 Number Matrices (FR) [***low ELL bias]26 Cross Out (PS) [***low ELL bias]27 Memory for Sentences (STM) [**mod. ELL bias]28 Block Rotation (VST) [***low ELL]29 Sound Patterns-Music (AP) [**mod. ELL bias]30 Memory for Names-Delayed (LTR), [**mod. ELL bias]31 Bilingual Verbal Comprehension (CK), [* high ELL bias]

NEW GIA (GENERAL INTELLECTUAL ABILITY) SCORES WITH SUPPLEMENT:

GIA, EARLY DEVELOPMENTAL (Tests 1, 6, 8, 21, 23, 27) [Approved ages 3-19]

BROAD COGNITIVE ABILITY, LOW VERBAL (Tests 3, 5, 6, 7, 21, 23) [Approved ages 4-19]

GIA, BILINGUAL (Tests 3, 5, 6, 7, 21, 23, 31) (not approved for SLD qualification)

NEW COGNITIVE CLUSTER SCORES AVAILABLE WITH THE SUPPLEMENT

ASSOCIATIVE MEMORY (Test 21, Test 2)

SOUND DISCRIMINATION (Test 23, Test 29)

PERCEPTUAL SPEED (Test 26, Test 6)

AUDITORY MEMORY (Test 27, Test 17)

VISUALIZATION (Test 28, Test 3)

QUANTITATIVE REASONING (Test 24, Test 25)

NUMERICAL REASONING (Test 24, Test 25, Test 10)

RECOGNITION MEMORY (Test 30)ASSOCIATIVE MEMORY (Test 30, Test 10)

CK = Comprehension-KnowledgeLTR= Long-Term RetrievalVS = Visual-Spatial Thinking)AP = Auditory ProcessingFR = Fluid Reasoning )PS = Processing Speed )STM = Short-Term Memory


37

WJ III COGNITIVE OPTIONSCOGNITIVE OPTION ADMINISTER: OUTCOME

GENERAL INTELLECTUALABILITY (GIA), standard scale[Approved for ages 4-22 in Utah]

1-7 (Standard)

(35-40 minutes)

Overall measure of intellectualfunctioning (7 subtests) forqualifying, programming

GENERAL INTELLECTUALABILITY (GIA), extended scale[Approved for ages 4-22 in Utah]

1-7 (Standard)11-17 (Extended)(60-75 minutes)

Overall measure of intellectualfunctioning for individuals 2-90+based on 14 subtests

GENERAL INTELLECTUALABILITY (GIA), BILINGUAL

1, 3, 5, 6, 7 (Std)21, 23, 31 (Supp)

GIA composite score for individualswho are bilingual (Eng. Dominant)

GENERAL INTELLECTUALABILITY (GIA), E-DEV

1, 6, 8 (Std)21, 22, 27 (Supp)

Estimate of GIA for ages 2-5 or IDof any age

BROAD COGNITIVE ABILITY-LOW VERBAL

3, 5, 6, 7 (Std)21, 23 (Supp)

Estimate of cognitive ability (GIA)Similar to PIQ, low verbal load

ORAL LANGUAGE(IN ACHIEVEMENT BATTERIES)

3, 4 (Standard ACH)14,15 (Ext ACH)

Identifies present level of receptiveand expressive oral language

PREDICTED ACHIEVEMENT(reading, math, written language, oral

language, knowledge.)

2, 6 (Standard)13, 17, 18, 20, (21A)

Predictor scores for achievementareas, based on GIA profile. Tocompare predicted w/PLEP

VERBAL ABILITY 1 (Standard)11 (Extended)

Measure of cognitive verbal skills(CK) similar to VIQ on WISC

THINKING ABILITY 2, 5 (Standard)12,15 (Extended)

Measure of storage, retrieval (LTM)and reasoning w/ novel info (FR)

COGNITIVE EFFICIENCY 6, 7, (Standard)16,17 (Extended)

Rapid processing (PS) andmemory (STM) w/ littlecomprehension

PHONEMIC AWARENESS III 4, 8 (Extended)21 (achievement)

Identifies possible weaknesses inpre-reading skills

WORKING MEMORY 7, 9 (Standard) Further defines STM as possiblecognitive dysfunction

BROAD ATTENTION 7, 9 (Standard)14, 20 (Extended)

Identifies possible weaknesses inselective attention or vigilance

COGNITIVE FLUENCY 12, 16, 18 (Extended) Further defines PS as possibledysfunction

EXECUTIVE PROCESSES 5 (Standard)19,20 (Extended)

Identifies cognitive performance instrategic planning, interference


38

WJ III COGNITIVE PERFORMANCECOGNITIVE

PERFORMANCEBROAD CHC

FACTORSTANDARDBATTERY

EXTENDEDBATTERY

VERBALCOMPREHENSION-

KNOWLEDGE[HIGH ELL]

1. VerbalComprehensionLexical knowledge, Lang.development

11. GeneralInformationGeneral verbal information

LONG-TERMRETRIEVAL

[LOW-MOD ELL]

2. Visual-AuditoryLearningAssociative learning10. VAL-DelayedAssociative memory

12. Retrieval FluencyIdeational fluency

VISUAL-SPATIALTHINKING

[LOW-MOD ELL]

3. Spatial RelationsVisualization, spatialrelations

13. Picture RecognitionVisual memory19. PlanningSequential reasoning,Spatial scanning

AUDITORYPROCESSING

[MOD. ELL]

4. Sound BlendingPhonetic coding: synthesis8. Incomplete WordsPhonetic coding: analysis

14. Auditory AttentionSpeech-sounddiscriminationResistance to auditorystimulus distortion

THINKING

FLUID REASONING

[LOW ELL]

5. Concept FormationInduction

15. Analysis-SynthesisSequential reasoning19. PlanningDeductive reasoning

PROCESSINGSPEED

[LOW ELL]

6. Visual MatchingPerceptual speed

16: Decision SpeedSemantic processing speed18. Rapid PictureNamingNaming facility20. Pair CancellationAttention, concentration

COGNITIVE

EFFICIENCY

SHORT-TERMMEMORY

[MOD. ELL]

7. Numbers ReversedWorking memory9. Auditory WorkingMemoryWorking memory

17. Memory for WordsMemory span


39

WJ III COGNITIVE FACTORIMPLICATIONS AND STRATEGIES

COMPREHENSION-KNOWLEDGE, sometimes called crystallized intelligence,involves the extent of acquired cultural knowledge and experience. It includes learned and well-practiced learning strategies that facilitate further learning. Comprehension-Knowledge includes bothdeclarative and procedural knowledge. Declarative knowledge is learning and retaining explicit factsthat can be relayed verbally. Procedural knowledge is the acquisition and retention of performanceskills that are then used automatically to facilitate further learning. (Tests 1, (11). CK represents thoseabilities that have been developed through the time, talent, and resources during education and lifeexperiences. Comprehension-Knowledge is a strong predictor of success in traditional, conventionallearning environments. It primarily measures verbal abilities, and information-processing strategies thatenable an individual to gain meaning and perform in various situations.

Research findings concerning Comprehension-Knowledge: [High cultural, linguistic load]• Strongest predictor of reading achievement• Highly related to reading across the life span; increases systematically with age• Moderate relation to Written Expression before age 7, then increases steadily with age• Moderate relationship with Basic Math Skills and Math Reasoning from age 5 to 10; strong

relationship after age 10• High cultural, linguistic load

WHAT IT MAY LOOK LIKE: STRATEGIES,ACCOMMODATIONS

Low vocabulary Use lower vocabulary when necessary, relate tostudent’s culture, environment

Difficulty answering factual questions Relate new information to prior knowledge

Low reading comprehension Provide vocabulary or background information

Difficulty in listening comprehension Provide/teach specific vocabulary such as commonprefixes, suffixes

Low oral language Incorporate interests and prior knowledge intoinstruction

Lack of knowledge in the content areas Enrichment activities, take on field trips

Low general information Peer-tutoring


40


LONG-TERM RETRIEVAL (Tests 2, (12) is the ability (effectiveness) to storeinformation and fluently retrieve it later through association over extended time periods of minutes,hours, days, months or years. It involves the use of cognitive strategies (for example, associatiativememory, ideational fluency, and naming facility that affect learning. Although the information may bestored, it is not readily accessed. The retrieval process may be so difficult that once information isretrieved, the opportunity to use it has passed. The process may require so much effort thatconcentration is directed away from analysis, synthesis or application. Students may demonstrateacquisition and mastery of information one day, and not be able to recall it on a test later. They havelearned the material but cannot retrieve it. LTR is different from Long-Term Memory, as it describesthe efficiency of retrieval, not what is stored.

Research findings concerning Long-Term Retrieval: [Moderate culture/language load]• Important relationship with Basic Reading Skills, reading comprehension at age 6-10• Related to Reading Comprehension in late adulthood• Moderate relationship with Written Expression age 6-9• Demonstrates relatively little change over time

WHAT IT MAY LOOK LIKE: STRATEGIES, ACCOMMODATIONSInformation does not “stick”, poor basic facts Chaining, limit the number of new facts, words

“I know it but can’t think of it” phenomena Teach semantic, graphic webbing, organizers

Pairing of visual and auditory associations Provide overlearning, review, repetition, colorcoding of information

Difficulty in memorization of information, mathfacts

Provide list of steps to help recall, fact charts,calculators

Poor phonics reader (acquiringphoneme/grapheme knowledge

Teach sight word vocabulary using neurologicalimpress method

Poor test performance, inconsistent grades De-emphasize one-word or fill in the blankanswers, encourage persistence, motivation

Learning and recalling information throughassociation, such as names/faces, dates/events

Teach/provide mnemonic aids such as verbalmediation or rehearsal, learning strategies


41


VISUAL-SPATIAL THINKING involves processing of visual information, and theperception and manipulation of visual shapes or forms. It is the cognitive factor least related to schoolsuccess (Tests 3, (13). Information is represented as images on a “mental blackboard” on which ideascan be developed, manipulated, and explored. Visual-Spatial Thinking is also related to socialperception, the ability to recognize and interpret facial cues and body language, and to gain anunderstanding of one’s social environment. Individuals with well-developed Visual-Spatial Thinkingoften perform well in the visual arts, mechanics, shop courses, architecture, drafting, mechanicaldrawing, interior design, building and landscaping.

Research findings: [low-moderate culture, Low language load]• Also related to visual acuity, attention/concentration, response style, response time, erratic

response pattern, and memory• Little related to achievement in traditional school environments and programs• Important for talent, vocational and life success, not necessarily school success


Weakness: awareness of visual detail Provide activities with manipulatives

Good at assembling puzzles, spatial boundaries Provide copying, tracing, drawing activities

Sense spatial boundaries (fitting, packing) Tracing, sorting shapes, block building

Strength: good at art Building models, paper folding

Weakness: rapid sound/symbol associations,copying tasks, recognizing whole words

Teach self-talk strategies, check vision

Weakness: trouble with number lines, charts Cooperative learning, projects, provide support

Strength in Geometry, visual tasks Consider strength in VST for vocational selection

Teach visual strategies for recall, whole wordreading instruction


42


AUDITORY PROCESSING is involved in phonological processing/awarenessperception and processing of auditory input. It is the organization of the processes involved indiscriminating sounds, recognizing patterns, detection of rhythm, and comprehending degraded signals.This cognitive ability is important for achievement in music and language development (Tests 4, (14).Auditory Processing plays a moderate role in acquiring reading and spelling skills. Deficiencies cannegatively impact language development and comprehension of one’s native language as well as secondlanguage learning. Reading comprehension can be affected because the student must allocate so muchattention and cognitive ability to decode words that few resources are available for comprehension.Auditory Processing is not the understanding or comprehension of language.

Research findings concerning Auditory Processing: [Mod. cultural, High linguistic load]• Moderate associations with Basic Reading, Reading Comprehension Skills ages 6-9• Strong association w/ written expression at age 6, mod. Age 7-11, and 17-18• Moderate association to mathematics calculation in elementary years


Difficulty with Phonics (decoding) Specific training in sound blending and phonemicsegmentation. Consider non-phonics approach.Teach sound/symbol associations

Can not read own writing (note taking) Phonics games, learning strategies, provide notes

Difficulty Spelling (encoding) Provide study guides w/listening activities

Difficulty with Short-Term Memory Teach visually if stronger skill

Listening difficulties If not remediable, teach a non phonic readingapproach (whole word, whole language)

Difficulty with reading fluency Program for fluency, precision teaching

Difficulty learning foreign language Provide oral information paired with visual


43


FLUID REASONING is one of the thinking abilities, and involves inductive and deductivereasoning, identifying relations, drawing inferences from relationships and comprehending implications.(Tests 5, (15). It is the ability to adapt to unfamiliar situations. Fluid Reasoning is essential forsuccessful academic, social and vocational performance. Individuals who have well-developed FluidReasoning abilities are usually flexible, creative, and abstract thinkers. They are able to adapt, learn,and perform in a variety of environments, and are successful in such areas as science, higher-levelmathematics, reading comprehension, written expression, and adaptive social behavior. FluidReasoning is highly associated with success in higher mathematics, sciences.

Research findings concerning Fluid Reasoning: [Low culture, High linguistic load]• Strong predictor of potential for mathematics, especially algebra• Strongly related to Math Reasoning and Basic Math Skills. Increases sharply from age 10-20• Non-significant relations with reading skills, comprehension• Moderately related to Written Expression from age 5 to adolescence. Lower relationship with Basic

Writing Skills


Low abstract problem solving Make learning meaningful; high interest/lowvocabulary

Difficulty with creative solutions to problems Use manipulatives to develop concepts

Difficulty in transfer and generalization of newinformation

Provide overlearning, drill and practice, review

Poor flexibility in thinking Teach concepts in a concrete, sequential manner

Math problem solving Provide student with a list of procedures to followwhen problem solving

Conceptual thinking Teach more with direct instruction

Nonverbal learning problems Teach learning strategies, use concreteexamples


44


PROCESSING SPEED (Tests 6, (16). This is the ability to work quickly, measured byclerical-speed type tasks, particularly when under pressure to maintain focused attention. It is thequantity of low level processing, not the quality of processing if given enough time. Individuals withslow processing speed may experience frustration and failure. Tasks that involve multiple complexprocesses can be particularly confusing or frustrating. High levels of motivation and persistence may benecessary to compensate for deficient processing speed Examples of tasks include perceptual speed,semantic processing speed, and rate of test taking. Speediness in intellectual tasks relates to carefulness,processing strategies (metacognition), mood (such as depression), and persistence, as well as to featuresof physiological structures (neural, hormonal).

Research findings concerning Processing Speed: [Low-Moderate cultural, Moderate-High linguistic load]• Strong relationship to Basic Reading Skills, Reading Comprehension ages 6-11• Moderate relationship to reading comprehension (ages 6-10)• Moderate to strong relationship to Written Expression throughout school years• Strong relationship to Basic Math Skills through school years• Moderate relationship to Math Reasoning until age 14


Frustration, failure: may be seriously impaired byanxiety, depression, distractions

Allow more time to complete assignmentsReinforce student for effort, persistence

Processing information (from any source) rapidly Reduce quantity of work in favor of quality ofwork, demonstrating mastery

Copying from board or book Limit or structure copying activities

Taking timed tests, completion work within timelimits

Provide activities to increase rate and fluency;flash cards, computer games, Precision Teaching?Allow additional time

Slow operation execution in math calculations Do not require speed and accuracy in copying,provide lecture notes. Precision Teaching

Reading speed (can't process symbols fast enoughto enhance decoding or comprehension)

Provide lecture notes, outline


45


SHORT-TERM MEMORY (Tests 7, (17), is an element of cognitive efficiency, andrelated to memory span and working memory. It is the ability to hold information in immediateawareness and then use it within a few seconds up to a minute. Most adults can hold up to 7 bits orchunks of new information for about 15 seconds, allowing them to follow a series of directions, takenotes, recall sequences of information, remember information long enough to think about it, andcomprehend the details of lengthy discourse. An example of Short-Term Memory would be tellingsomeone a phone number, and asking them to walk across the room and dial the number without writingit down. STM must either be stored for later retrieval, or lost. Short Term Memory may be associatedwith attention and concentration problems.

Research findings: [Low-moderate cultural, Moderate-high linguistic load]• Moderate associations with Basic Reading Skills, Reading Comprehension ages 6-19• Moderate associations with Math Calculation Skills ages 6-19• Moderate associations with Math Reasoning Skills ages 6-18• After age 65, increased relationship with Reading Comprehension• Moderate relations with Basic Writing Skills after age 6


May be seriously impaired by anxiety, attentionand concentration, distractibility.

Keep instructions short, simple. Ensure directionshave been understood-have student paraphrase andrepeat back

May be affected by speed of input Adjust teaching speed, check for understanding,provide overlearning, review, repetition

Difficulty learning from lecture Present information in context; high interest

Difficulty listening, following directions Tape lectures, share others’ notes, linking,chaining strategies, write directions on board

Remembering information long enough toprocess for comprehension and retrieval

Tape record for later playback and review

Difficulty with phonics, decoding Visual, associative prompts for retention

Difficulty with memory Teach memory strategies of chunking, verbalrehearsal, visual imagery


46


QUANTITATIVE KNOWLEDGE involves the ability to comprehend quantitativeconcepts and relationships and skill in mentally manipulating numerical symbols. It represents theperson's store of declarative and procedural quantitative knowledge. (Tests 5, 10, (18).


Difficulty in mathematical reasoning Teach sequence and hierarchy

Understanding math terminology (vocabulary) Teach vocabulary, Precision Teaching

Poor use of math symbols Use fact charts, calculators

Difficulty in math applications Use manipulatives, teach in context

Understanding of numeric concepts Match activities to learning style of student

Modify inefficient strategies

Teach overlearning of basic skills (PrecisionTeaching)


47


PHONEMIC AWARENESS includes the knowledge and skills of analyzing andsynthesizing the sounds of speech. Every spoken word is a sequence of phonemes, or units of sound asletters of the alphabet. An awareness of sounds of the alphabet is key to the alphabet, and to the learningof phonics and of spelling. Phonemic Awareness may be thought of as “readiness to read phonetically.”Students who do not have adequate phonemic awareness can gain these skills through explicit andspecific instructional strategies. Few children acquire phonemic awareness on their own; many childrenstruggle. Students who perform poorly in phonemic Awareness by grade three may never catch up totheir peers and may struggle to learn in traditional educational environments when independent readingis required. Tests # 4, 8 (cognitive) and #21 (achievement) for Phonemic Awareness III).

Research findings concerning the importance of Phonemic Awareness and readingoutcomes:• Phonemic Awareness is critical to learning rapid decoding of text• As many as 70% of students with “reading disabilities” may be due to “DYSTEACHIA” not SLD• Rapid progress in reading is possible with implicit mastery level instruction in phonemic skills• Conceptualized as the first of many aggressive steps for at-risk readers• Moderate correlation to Basic Reading Skills, Reading Comprehension ages 6-9• Students who are markedly behind their peers in reading by the third grade may never catch up


Careless substitution of consonant sounds Teach sounds to mastery level.Precision Teaching approach

Lack of variant sounds of vowels and vowelcombinations.

Teach sound-symbol relationship for single vowel,vowel digraphs and dipthongs.

Low retention of words that have been taught Provide time for practice, teach smaller segmentsto mastery levels, and use chaining sequence.

Difficulty on multiple-syllable words Teach structural word attack skills, providepractice outside of schoolTeach sounds of consonants, blends and vowels.Teach for fluency responses of one per second formastery. Review daily until mastered.Help students blend sounds into words andpronounce the word fluency.Present minimal pairs of words where only thevowel is changed


48


WORKING MEMORY is related to Short-Term Memory. It requires the ability totemporarily store and perform a cognitive operation on a set of information. Working Memory isrelated to typical school tasks where the teacher presents a limited set of new information then asksstudents to perform a higher cognitive level operation on it. It requires the student to divide theirattention between processing of the new information and performing a cognitive operation with it. TheWorking Memory cluster is comprised of cognitive tests # 7 Numbers Reversed, and # 9, AuditoryWorking Memory.

Research findings concerning Working Memory:• Significantly related to math, ages 6-up• Significant marker characteristic for SLD population• Moderate relationship to Basic Reading Skills 6-up• Moderate relationship to Math Calculation Skills, Math Reasoning 6-up• Moderate relationship to Basic Writing Skills, Written Expression 6-up



49

WJ III AGE GUIDELINES FOR UTAHThe following recommendations for using the WJ III for different age groups is provided by the

Utah LD Test Selection Committee, and will be incorporated into the Estimator 8.0 (Fall 2001). Thisinformation, including further recommendations concerning all assessment measures and procedures asapproved by the Utah State Office of Education can also be found at www.ulrc.org “Some tests are notapproved for all ages. Districts may wish to set more stringent policies and are free to disapprove testson this list for use within the district.” (Estimator 8.0, USOE)

SUBTEST CLUSTER(Subtests#) QUALIFICATION AREA APPROVED

FOR AGES:

GIA-STANDARD (1-7) GENERAL INTELLECTUAL ABILITY(Aptitude) 4-22

GIA-EXTENDED (1-7 + 11-17) GENERAL INTELLECTUAL ABILITY(Aptitude) 4-22

GIA E-DEV GENERAL INTELLECTUAL ABILITY(Aptitude) 3-19

GIA LOW VERBAL GENERAL INTELLECTUAL ABILITY(Aptitude) 4-19

GIA BILINGUAL GENERAL INTELLECTUAL ABILITY(Aptitude) ?

BASIC READING SKILLS(1,13) BASIC READING 4-22

READING COMPREHENSION(9,17) READING COMPREHENSION 5-22

READING FLUENCY (2)* READING FLUENCY* * PENDINGMATH CALCULATION

SKILLS (5,6) MATHEMATICS CALCULATION 5-22MATH REASONING (10,18) MATHEMATICAL REASONING 3-22

WRITTEN EXPRESSION(8,11) WRITTEN EXPRESSION 7-22

BROAD WRITTENLANGUAGE (7,8,11) WRITTEN EXPRESSION 6-22

ORAL EXPRESSION (3,14) ORAL EXPRESSION 5-22LISTENING

COMPREHENSION (4,15) LISTENING COMPREHENSION NOTAPPROVED


50WJ III ACHIEVEMENT ADMINISTRATION MATRIX (STANDARD BATTERY) REV: 5/02

START? BASAL/CEILING CUT-OFFS TIMED? TAPE? SRB? SCORING

1 LETTER-WORD IDENTIFICATION P. 3 (STD) B=6, C=6 1, 0

2 READING FLUENCY BEGIN: ITEM #1 BEGIN: ITEM #1 3 MINUTES * P. 2-5 1, 0

3 STORY RECALL P. 47 (STD) YES YES 1, 0

4 UNDERSTANDING DIRECTIONS P. 61 (STD) YES YES 1, 0

5 CALCULATION P. 79 (STD) B=6, C=6 P. 6-7 1, 0

6 MATH FLUENCY BEGIN: ITEM #1 BEGIN: ITEM #1 3 MINUTES * P. 8-9 1, 0

7 SPELLING P. 99 (STD) B=6, C=6 P. 10-11 1, 0

8 WRITING FLUENCY BEGIN: ITEM #1 BEGIN: ITEM #1 7 MINUTES * P. 12-17 1, 0

9 PASSAGE COMPREHENSION P. 131 (STD) B=6, C=6 1, 0

10 APPLIED PROBLEMS P. 181 (STD) B=6, C=6 1, 0

11 WRITING SAMPLES P. 215 (STD) YES P. 18-22 2, 1, OR 0

12 STORY RECALL-DELAYED P. 47 (STD) 1, 0


51WJ III ACHIEVEMENT ADMINISTRATION MATRIX (EXTENDED BATTERY) REV: 5/02

START? BASAL/CEILING CUT-OFFS TIMED? TAPE? SRB? SCORING

13 WORD ATTACK P. 3 (EXT) B=6, C=6 1, 0

14 PICTURE VOCABULARY P. 23 (EXT) B=6, C=6 1, 0

15 ORAL COMPREHENSION P. 47 (EXT) B=6, C=6 YES 1, 0

16 EDITING P. 73 (EXT) B=6, C=6 1, 0

17 READING VOCABULARY (A,B,C) P. 97 (EXT) B=4, C=4 1, 0

18 QUANTITATIVE CONCEPTS (A,B) P. 137 (EXT) A: B=4, C=4 B:B=3, C=3

18B=1MIN 1, 0

19 ACADEMIC KNOWLEDGE(A,B,C)

P. 99 (EXT) B=3, C=3 1, 0

20 SPELLING OF SOUNDS P. 233 (EXT) YES P. 23 3, 2, 1, 0

21SOUND AWARENESS (A,B,C,D) INTRO 1 ITEM 1, CUTOFFS YES YES 1, 0

22PUNCTUATION ANDCAPITALIZATION

P. 285 (EXT) B=6, C=6 P. 24 1, 0


52

WJ III ACHIEVEMENT SUBTESTS 1-22Subtest #1, LETTER-WORD IDENTIFICATION (requires decoding of unfamiliar words)

• Begin with suggested starting points (p. 3 STD)• *Exact pronunciation of specific words is essential• Do not “help” by telling the student any letters or names• Do NOT penalize a subject for mispronunciations resulting from

speech defects, dialects or regional speech patterns• Only give credit for one-word responses that are blended• Student must provide correct response in 5 seconds, or response is

marked incorrect (items 7-76)• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

response

Subtest #2, READING FLUENCY (requires fluency or speed in decoding/reading comprehension)

• Administer sample items first, then item 1• Give student sharpened pencil with eraser and SRB p. 2• Start stopwatch or watch and allow exactly 3 minutes• Record exact administration time if student finishes early or if

More than 3 minute time is exceeded (Compuscore will adjust)• Do not count skipped item as correct or incorrect• Record total items correct and total items incorrect• Use scoring overlay for accuracy• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

Subtest #3, STORY RECALL (requires oral comprehension and recall)

• Begin with suggested starting points (p. 47 STD)• Cue tape recorder to desired story• Pause/stop the tape after each story Julie / likes to catch butterflies./ Then she lets them go.• Do not repeat or replay any story She catches butterflies (1)

Julie catches butterflies. (2)Julie likes catching butterflies. She lets them go. (3)

• Follow continuation/cut off rules on protocol • Elements may be recalled in any order• Accept paraphrased responses if elements are not in bold• BASAL: Suggested starting point p. 47 (STD)• CEILING: Test by complete stories, discontinue according to cut-offs


53• SCORING: Place a check mark over each element recalled, and record 1 point for each correct

element

Subtest #4, UNDERSTANDING DIRECTIONS (requires listening to instructions, pointing topictures)

• Begin with suggested starting points (p. 61 STD)• Cue tape recorder to desired story• Allow student to review picture for 10 seconds, start tape• Do NOT repeat or replay any story• Student must complete all steps in order (if indicated)

to receive credit• BASAL: Suggested starting point (p. 61 STD)• CEILING: Test by complete pages, discontinue according

to cut-offs)• SCORING: Mark protocol 1 for correct response

(all items in that direction), or 0 for incorrect response

1. Point to the frog and then the bear. Go.7. First point to the log, then the deer, and then the campfire. Go.9. Point to the cloud farthest to the left, and then the cloud farthest to the right. Go.

Subtest #5: CALCULATION(measures calculation skills)

• Begin with suggested starting points (p. 79 STD) or item #1• Give student sharpened pencil with eraser and SRB p. 10• Give credit for poorly formed or reversed numbers• Do NOT give credit for transposition of numbers (41 for 14)• Do NOT point out operation signs to student• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrectSubtest #6: MATH FLUENCY (measures student’s fluency or speed in math facts)

• Administer sample items first, then item 1• Discontinue testing if student has 3 or fewer correct after 1 minute• Give student sharpened pencil with eraser and SRB p. 8• Start stopwatch or watch and allow exactly 3 minutes• Record exact administration time if student finishes early or if

3-minute time is accidentally exceeded (Compuscore will adjust)• Score skipped items as incorrect• Use scoring overlay for accuracy• Give credit for poorly formed or reversed numbers

1. 2 + 2 =

1- 1

0+ 3

2+ 2

4- 2

2 + 1

3 - 3

0 + 0

3- 0

2- 1

2 + 4

5 + 0

3 - 1

1 + 6

4 + 4

5 - 0

1 + 1

6 - 1

3+ 5

4- 1

5- 2

3- 2

5+ 1

6- 3

2- 2

7 + 1

4- 4

1 + 8

4- 3

7 + 2

4 + 1

2+ 5

8- 1

5- 4

3+ 3

10- 2

3+ 6

7 - 2

2+ 8

3+ 1

9- 4

6- 2

4+ 6

9+ 3

8- 6

7+ 5

10- 10

2 + 6

5- 3

6- 6

3 + 4


54• Do NOT point out operation signs to student• BASAL: Test item #1• CEILING: 3 minute cut-off• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

Subtest #7: SPELLING (requires letters and words presented orally)

• Begin with suggested starting points (p. 99 STD) or #1• Give student sharpened pencil with eraser and SRB p. 10• Give credit for poorly formed or reversed letters as long

As it does not become a new letter (e.g. b reversed= d)• Ask for printed responses, but accept cursive• Accept upper or lower case responses• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed

(and page completed)• SCORING: Mark protocol 1 for correct response,

or 0 for incorrect

Subtest #8: WRITING FLUENCY(measures student’s fluency or speed in written expression)• Administer sample items first, then item 1• Discontinue testing if student has 3 or fewer correct after 2 minutes• Give student sharpened pencil with eraser and SRB p. 12• Start stopwatch or watch and allow exactly 7 minutes

• Record exact administration time if student finishes early or if3-minute time is exceeded (Compuscore will adjust)

• Responses must be complete, reasonable sentences, using all target words• Target words may NOT be changed in any way (verb tense, noun change)• Score skipped items as incorrect• Give credit for poorly formed or reversed numbers, unless unreadable• Do NOT penalize for spelling, punctuation or capitalization errors

12. Number twelve. Print the letter U. U.Correct: U, u (capital or lowercase)

13. Number thirteen. Look at the two letters. Thefirst letter is a lowercase or small a. Thenext letter is a lowercase or small h. Printa lowercase e. e.Correct: e (must be lowercase)

15. Number fifteen. Spell the word in. Come in tothe house. In.Correct: in

35. Number thirty-five. Cough. She had a cough.Cough.Correct: cough

55. Number fifty-five. Omniscient (ahm-nish- nt).The author took an omniscient point ofview. Omniscient.Correct: omniscient

A. Look at this picture and the words “good,” “cake,” and “is.” A shortsentence that tells about the picture and uses these words is “Thecake is good.”

A. goodB. cakeC. is

I am going to ask you to write short sentences about some pictures.


55• BASAL: Test item #1• CEILING: 7 minute cut-off• SCORING Mark protocol 1 for correct response, or 0 for incorrect response

Subtest #9, PASSAGE COMPREHENSION (requires decoding of unfamiliar words)

• Begin with suggested starting points (p. 131 STD)• Do NOT tell the student any words• Do NOT penalize a subject for mispronunciations resulting from

speech defects, dialects or regional speech patterns• Only give credit for one-word responses unless noted)• Responses that substitute parts of speech are incorrect• Responses that differ in number or verb tense are correct• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

Something is on the chair. It is a _________ .

It is one thing to demonstrate that modern war is harmful to the species. It isanother thing to do something about _______________ it.

Subtest #10, APPLIED PROBLEMS (requires application of math to daily living)

• Begin with suggested starting points (p. 181 STD)• Give student sharpened pencil with eraser and SRB at item 30

(they can use SRB front cover for computations)• Read all items to the student• Repeat any test item if requested• Give credit for correct answers in any language• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

Jay: 15 gallons Jay’s car holds fifteen gallons of gas. Yoshi’s car holds ten gallons ofYoshi: 10 gallons gas and Ellen’s car holds twenty gallons of gas. How many moreEllen: 20 gallons gallons does Jay’s car hold than Yoshi’s car?


56Subtest #11, WRITING SAMPLES (measures written responses to a variety of demands, and isevaluated for the intent and quality of expression)

• Begin with suggested starting points (p. 215 STD)• Administer block of items (A, B, C, D, OR E)• Give student sharpened pencil with eraser and SRB p. 18-22• Read any words to student upon request• Ask student to write as neatly as possible• Do not have student read response out loud for scoring• Do not penalize for spelling, capitalization, punctuation or usage unless noted in scoring guide• If student writes more than one sentence, select and score the one sentence that best satisfies the

prompt• Minor grammar errors are not penalized; severe errors reduce the score by 1 point• Base students score on only one block of test items (A, B, C, D, or E)• If student’s score falls in shaded area of protocol (they performed better than predicted) administer

the additional items noted in the adjusted block in protocol• Score all responses according to the criteria in Appendix D, p. 103-in Examiners Manual• BASAL: Suggested starting point p. 215 (STD)• CEILING: Administer all test items in block selected (A,B,C,D, or E)• SCORING: Score 2, 1, or 0 according to the criteria in Appendix D, p. 103-in Examiners Manual

1. This says, “My name is .” Write your name here.7. This woman is a queen. Write a sentence that tells what this man is.13. Write one good sentence that tells what is happening in this picture and what could happen next.19. Write one sentence about a boy finding a lost dog. Include the words “who found the” in the middle of your sentence.30. Write a good sentence using the words “despite her anger.”

Subtest #12, STORY RECALL DELAYED (requires Long Term Retrieval after 30 minutes to 8 daysafter administering subtest #3)• Administer same items as were presented on Test 3 Story Recall• Record date and time on protocol before testing• Mark a check over each item recalled• Record the number of points for each story in space• Sum each group of stories as indicated in the protocol• Elements may be recalled in any order• Accept paraphrased responses if elements are not in bold• BASAL: Administer same items as previously given in Test #3, Story Recall• CEILING: Test by complete stories that were administered in Test #3 Story Recall• SCORING: Place a check mark over each element recalled, and record 1 point for each correct

element. Enter an X for any group of items not administered


57Subtest #13, WORD ATTACK (requires decoding of “nonsense” words using phonics rules).

• Begin with suggested starting points (p. 3 EXT) 4-9: Read each of these• Know the correct pronunciation of each item words to me. Don’t go• Do NOT tell the student any letters or words too fast.• Do NOT penalize a subject for mispronunciations resulting from

speech defects, dialects or regional speech patterns tiff• Last response must be pronounced fluidly to receive credit zoop• If the student does not read the word fluidly, prompt with nan

“First read the word silently and then say the word smoothly” roxonly once during the test. lish

• If no response, complete the page and then ask the student to ep repeat all the words on that page.

• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

Subtest #14, PICTURE VOCABULARY (requires naming pictures: familiar/unfamiliar)

• Begin with suggested starting points (p. 23 EXT)• Point to appropriate picture or picture part on student’s side of easel• Query the student when indicated• Record errors for analysis• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

40. Point to picture and say: What is this called?Query: eye glass, lens Tell me another word.

Subtest #15, ORAL COMPREHENSION (requires listening to a short tape recorded passage andproviding the missing word (auditory cloze procedure)

• Begin with suggested starting points (p. 47 EXT)• Cue tape to Sample C and adjust volume• Administer Sample A and B to all students• Present Samples C and D and all test items from the recording• Pause or stop tape if student requires more time to respond• Unless noted, only one-word answers are acceptable; ask for a one-word response if the student

provides a two-word response• Responses that differ in number or tense are acceptable.


58• Do NOT penalize a subject for mispronunciations resulting from speech defects, dialects or

regional speech patterns• Responses that substitute parts of speech are incorrect• Responses that differ in number or verb tense are correct• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

Subtest #16, EDITING (Requires orally identifying AND correcting errors in written passages)

• Administer Samples A - D to all students• After samples, begin with suggested starting point (p. 73 EXT)• Student must correctly identify WHERE the error is AND how to correct the error• If the student identifies the error, but does not explain how to correct it, say “Tell me how to correct

the error.” If they cannot, mark that item as a 0• Tell the student individual words if requested, but do not read the entire sentence.• No Response: If the student does not respond within a few seconds, encourage a response. If still no

response, say “Try the next one” and score that item as a 0• Unless noted, only one-word answers are acceptable; ask for a one-word response if the student

provides a two-word response• Responses that differ in number or tense are acceptable• Do NOT penalize a subject for mispronunciations resulting from• speech defects, dialects or regional speech patterns• Responses that substitute parts of speech are incorrect• Responses that differ in number or verb tense are correct• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

14. After we went skating on the frozen pond, we drunk cups of hot chocolate.

26. The water problem was becoming acute. The reservor would have to be

Now you are going to listen to this audio recording. After you hear the two beeps,tell me one word that finishes the sentence.

1. Water looks blue and grass looks____________.

34. Observation of behavior when errors are made can lead to hypothesesregarding learning characteristics. Some people become so frustrated that theiremotions cause them to quit. The rigid persist with a strategy that has____________.


59enlarged, or a new supply would have to be piped overland.

Subtest #17, READING VOCABULARY (Requires reading words and providing synonyms,antonyms, or completing analogies)

• Administer all three parts (A, B and C) to student• Start with sample items for all students• Begin with suggested starting points (p. 97 EXT)• After samples, do NOT read any words to student• Unless noted, only one-word answers are acceptable; ask for a one-word response if the student

provides a two-word response• Responses that substitute parts of speech are incorrect• Responses that differ in number or verb tense are correct• Record errors for analysis• BASAL: 4 lowest-numbered items correct (or item 1)• CEILING: 4 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

17A: Synonyms (26 items)

Read each of these words out loud and tell me another word that means the same.

1. puppy12. entire25. fallow

Subtest #18, QUANTITATIVE CONCEPTS (measures knowledge of mathematical concepts andvocabulary).

• Administer both parts (A and B) to all students• Begin with suggested starting points (p. 137 EXT)• 18A and 18B have different basal and ceiling rules• Read all items to the student• Repeat any test item if requested• Give credit for correct answers in any language• 18A is not timed. 18B has a one-minute time cut-off

per item; if over 1 minute say “Try the next one” andscore that item as a 0

• All parts of an answer must be provided and correct toreceive credit

• BASAL: 4 lowest-numbered items correct for 18A;3 lowest-numbered correct for 18B

3. What number is this? 3

33. What does this signmean in mathematics?

__________________


60• CEILING: 4 highest-numbered items correct for 18A;

3 highest-numbered correct for 18B• SCORING: Mark protocol 1 for correct response,

or 0 for incorrect response

6. Point to the largest star.7. Now point to the smallest star.

Subtest #19, ACADEMIC KNOWLEDGE (Requires providing an oral response to itemspresented orally, no reading or writing)

• Administer all three parts (A, B and C) to all students• Begin with suggested starting points (p. 169 EXT)• Know correct pronunciation for all words• Do NOT penalize a subject for mispronunciations resulting from• speech defects, dialects or regional speech patterns• Repeat any test item if requested• Record number correct for each subtest• BASAL: 3 lowest-numbered items correct (or item 1)• CEILING: 3 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect

response

1. Look at the pictures. Put your finger on the hat.

Subtest #20, SPELLING OF SOUNDS (Requires spelling pseudowords that conform to Englishspelling rules)

• Begin with suggested starting points (p. 233 EXT)• Cue tape to Sample C and adjust volume• Administer Sample A and B orally to all students• Present Samples C and test items 6-28 from the recording• Give student sharpened pencil with eraser and SRB p. 23• When letters are printed within slashes, such as /m/, say the most common sound (phoneme) of the

letter, NOT THE LETTER NAME.• Do not penalize for reversed letters, as long as the letter does not become a new letter (a reversed

b=d)• Responses listed in the test book are the ONLY acceptable answers• First 5 items require a single-letter answer and are scored 1 point each• Items 6-12 are multi-point items, one point for each correctly written and sequenced letter or word

part. Points are only awarded if the grapheme or word part is in the exact sequence

19B: Academic Knowledge - Social Studies


61AND spelled using the most common orthographic pattern. Refer to the scoring guidelines (p.65-66 in the Examiners Manual) for scoring

• Pause or stop recording if the student requires additional time• Replay any items if requested• Present items orally if needed• BASAL: 4 lowest-numbered items correct (or item 1)• CEILING: 4 highest-numbered items failed (and page completed)• SCORING: Items 1-5, 13-28; mark protocol 1 for correct response, or 0 for incorrect response.

Items 6-12; refer to examiners manual for scoring 3, 2, 1 or 0

C. I am going to ask you to spell some words that are not real words--they arenonsense words. Nonsense words may sound like “bip,” “ost,” or “mib.” Try to spellthis nonsense word the way you think it would be spelled if it were a real word.Listen carefully. I will say the nonsense word twice and then you write it. “Ut, ut.”

Subtest #21, SOUND AWARENESS (Requires manipulating phonemes to produce oralresponses)

• Administer all four subtests (21A, 21B, 21C and 21D) to all students• Begin with item 1 for all 4 subtests• 21A is administered orally; 21B, 21C and 21D are presented on tape• Cue tape to indicated sample item for each subtest and adjust volume• Say the most common sound of letters printed with slashes, such as /s/, not the letter name• Do NOT penalize a subject for mispronunciations resulting from• speech defects, dialects or regional speech patterns• All responses must be real words• Pause or stop recording if the student requires

additional time• Present items orally if needed• Record error responses for later analysis• Record the number correct for each subtest and enter in Compuscore• BASAL: Item #1 for all 4 subtests

Spelling of Sounds -

1. Write the letter that makes the /p/sound as in pizza.6. Gat, gat.12. Jong, jong.18. Toping, toping24. Gaw, gaw.


62• CEILING: Varies: 4 highest-numbered items failed for 21A and 21B; 3 highest-numbered items

failed for 21C and 21D• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

21B: Deletion

21C: Substitution 1. If I say running and change run to swim, it would be what?

21D: Sound Awareness - Reversal

I am going to say two words and then say them backward. If I say dog...hot, itwould be hot dog. If I say base...ball, it would be ball base. Now you try some.Say corn...pop backward.

1. drop…rain

Subtest #22, PUNCTUATION AND CAPITALIZATION (Requires using correct punctuationand capitalization in orally dictated words and phrases)

• Begin with suggested starting points (p. 285 EXT)• Give student sharpened pencil with eraser and SRB p. 24• After samples, begin with suggested starting point (p. 73 EXT)• Know the correct pronunciation of all test items• Do NOT penalize for poorly formed or reversed letters, unless the reversal becomes a new letter• Test item marked C in the protocol are capitalization items, P are punctuation items• Ask student to print, but accept cursive answers as well• BASAL: 6 lowest-numbered items correct (or item 1)• CEILING: 6 highest-numbered items failed (and page completed)• SCORING: Mark protocol 1 for correct response, or 0 for incorrect response

21A: Sound Awareness - Rhyming 1. Look at eye, pie, sock. Show methe two that end alike or rhyme.

1. Say raincoat without saying rain. 4. Say running without /ing/.


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1. (C) H R Look at the two letters. The first letter is a capital or big H. Thenext letter is a capital or big R. Print a capital D. D.

Correct: D (must be capital)

14. (P,C) Write the following city and state: Dayton, Ohio. Dayton Ohio,.Correct: Dayton, Ohio (must have comma between city andstate; both “D” and “0” must be capitalized) (misspellings ok)

Punctuation and Capitalization


64

WJ III TESTS OF ACHIEVEMENT:There are two equivalent forms of the Achievement Battery, Form A and Form B. Separate protocolsmust be used. Make sure to enter the proper form (Form A or B) on the Compuscore or InterpretiveProgram for accurate results! There are 22 achievement subtests available for administration.Practitioners may choose to administer 1 subtest, selected groups of subtests or the entire standard andsupplemental batteries. It is recommended that subtests selected will: 1) assess all areas of suspecteddisabilities, and 2) provide adequate diagnostic data to aid in programming decisions.(EC) = Early Childhood. The Early Childhood (or Early Developmental) tests are those subtestsconsidered most usable with preschool children age 2 to 6 years, or low functioning school age oradult individuals of any age (individuals with mild mental retardation)!(ELL) = English Language Learner, can accept correct responses in any language

FORM A, B, STANDARD BATTERY TESTS, 1-121 Letter-Word Identification (EC, Total Achievement, Basic Reading Skills w/# 13)2 Reading Fluency (Reading, Academic Fluency)3 Story Recall (EC, Oral Expression w/ #14, Oral Language) [high ELL]4 Understanding Directions (EC, Oral Language, Listening Comprehension w/# 15) [high ELL]5 Calculation (Mathematics Calculation w/# 6)6 Math Fluency (Mathematics Calculation w/# 5, Academic Fluency)7 Spelling (EC, Basic Writing Skills, Academic Skills)8 Writing Fluency (Basic Writing Skills, Written Expression w/# 11, Academic Fluency)9 Passage Comprehension (EC, Reading Comprehension w/# 17, Academic Applications)10 Applied Problems (EC, ELL, Mathematics Reasoning w/# 18, Academic Applications)11 Writing Samples (Written Expression w/# 8), Academic Applications)12 Story Recall-Delayed (EC, Oral Expression, Supplemental)

FORM A, B, EXTENDED BATTERY TESTS, 13-2213 Word Attack (EC, Basic Reading Skills w/# 1, Phoneme/Grapheme Knowledge)14 Picture Vocabulary (EC, Oral Expression w/ #3, Oral Language) [high ELL]15 Oral Comprehension (EC, Listening Comprehension w/# 4, Oral Language) [high ELL]16 Editing (Basic Writing Skills)17 Reading Vocabulary (Reading Comprehension w/# 9)18 Quantitative Concepts (, ELL, Mathematics Reasoning w/# 10)19 Academic Knowledge (EC, ELL, Science, Social Studies, Humanities)20 Spelling of Sounds (Spelling, phonological and orthographical coding)21 Sound Awareness (EC, Phonological Awareness)22 Punctuation and Capitalization

WJ III PRE-ACADEMIC (ACHIEVEMENT) CLUSTERSPre-Academic Skills, Standard [ach. tests 1, 7, and 10 (must use Compuscore 2.0 or later)]Pre-Academic Knowledge and Skills-Extended [ach. Tests 1,7,10,14,19; must use Compuscore 2.0 orlater)]


65

WJ III ACHIEVEMENT OPTIONS

READINGCLUSTER ADMINISTER TESTS: OUTCOME

BASIC READING SKILLS

[Approved: ages 4-22](SLD QUALIFICATION)

Test 1: Letter-Word Identification ECTest 13: Word Attack EC

Average of sight vocabulary,phonics and structuralanalysis.

READINGCOMPREHENSION[Approved ages 5-22](SLD QUALIFICATION)

Test 9: Passage Comprehension ECTest 17: Reading Vocabulary

Average of comprehension,reasoning and vocabulary.

BROAD READINGTest 1: Letter-Word Identification ECTest 2: Reading FluencyTest 9: Passage Comprehension EC

Comprehensive average ofdecoding, reading speed, andcomprehension.

READING FLUENCY(PENDING SLDQUALIFICATION)

Test 2: Reading FluencyAbility to quickly read simplesentences, comprehend ifsentence is true or false.

Word Attack Test 13: Word Attack EC

Measure of phonic andstructural analysis skills inpronouncing unfamiliarwords.

Reading Vocabulary Test 17: Reading VocabularySkill in reading words andproviding synonyms,antonyms or analogies.

WJ III READING SUBTESTS

1 Letter-Word Identification (EC, Total Achievement, Basic Reading Skills w/# 13)

2 Reading Fluency (Reading, Academic Fluency)

9 Passage Comprehension (EC, Reading Comprehension w/# 17, Academic Applications)

13 Word Attack (EC, Basic Reading Skills w/# 1, Phoneme/Grapheme Knowledge)

17 Reading Vocabulary (Reading Comprehension w/# 9)


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READING ACHIEVEMENT PROFICIENCYCOMPARISONS

PROBLEM SOLVING READING USING RPI SCORES(Intra-Achievement discrepancy analysis)Always administer achievement tests to: 1. Answer the referral question, and; 2. Analyze andhypothesize achievement problems in order to prioritize interventions. Administer achievement subtests#1 (Letter-Word Identification) and #9, Passage Comprehension. If performance on the two tests differssignificantly, administer additional subtests and compare proficiency indicators below to pinpoint areasfor remediation or strategies for accommodations. Hypothesize a possible cause of the learningweakness and test hypothesis with curriculum based assessment data.

COMPARISON CLUSTERS RPI PROFICIENCY DESCRIPTOR

Letter-Word Identification (1) ________ ___________________________Passage Comprehension (9)

Phonemic Awareness (Cog 4, 8) ________ ___________________________Phoneme/Grapheme Awareness (13, 20)

Passage Comprehension (9) ________ ___________________________Oral Comprehension (15)

Reading Comprehension (9, 17) ________ ___________________________Basic Reading Skills (1,13)

Reading Comprehension (9, 17) ________ ___________________________Reading Fluency (2)

Reading Vocabulary (17) ________ ___________________________Oral Vocabulary (15)

Reading Vocabulary (17) ________ ___________________________Picture Vocabulary (14)


67

INTERPRETING WJ-III ACHIEVEMENTTEST RESULTS:

Adapted from Johnson, D. (2002), UPDC

READINGTESTS WHAT MIGHT LOW SCORES MEAN?

ACHIEVEMENT #1:

Letter WordIdentification

Look for low scores in Processing Speed, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge or PhoneticAwareness. Low scores may also suggest that the student has not developedautomatic word identification skills (lack of ability OR lack of practice). Lowperformance on this test may be a function of inefficient strategies for wordidentification or response style. Also, student may lack motivation and/orpersistence, and may be unwilling to try.

ACHIEVEMENT #2

Reading Fluency

Look for low scores in Processing Speed, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge. Low performancemay also suggest limited basic reading skills, comprehension difficulties, and/orinability to sustain concentration.

ACHIEVEMENT #9

PassageComprehension

Look for low scores in Processing Speed, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge. Lowperformance may suggest limited basic reading skills (lack of ability OR lack ofpractice), comprehension (literal/inferential) difficulties or both. CAUTION:Scores on this test may be confounded if subject does not have prior familiaritywith the words used in the passages and have knowledge of any concepts that areprerequisite for processing the passage contents. Scores may also be confoundedby language-processing problems.

ACHIEVEMENT #13

Word Attack

Look for low scores in Processing Speed, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge, and PhoneticAwareness. Poor performance may imply inadequately developed phoneticdecoding skills. The student may have developed some phonic and structuralanalysis skills, but does so slowly and laboriously and is frustrated.

ACHIEVEMENT #17

Reading Vocabulary

Look for low scores in Oral Language, Expressive, Language, Long-TermRetrieval, Auditory Processing, or Comprehension-Knowledge. Lowperformance may also suggest lack of exposure due to an inconsistenteducational history, low socio-economic status, or cultural differences.


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WJ III ACHIEVEMENT OPTIONS:

MATHEMATICSCLUSTER ADMINISTER TESTS: OUTCOME

MATHEMATICSCALCULATION

[Approved ages 5-22](SLD QUALIFICATION)

Test 5: CalculationTest 6: Math Fluency

Average of computational skillswithout a calculator and speed ofsolving math problems.

MATHEMATICSREASONING

[Approved ages 5-22](SLD QUALIFICATION)

Test 10: Applied Problems EC, ELLTest 18: Quantitative Concepts ELL

Average of mathematicalknowledge and reasoning orusing math for living.

BROAD MATHTest 5: CalculationTest 6: Math FluencyTest 10: Applied Problems EC

Comprehensive averageincluding problem solving,reasoning, number ID &speed.

Math Fluency Test 6: Math Fluency

Ability to solve simpleaddition, subtraction, andmultiplication facts quickly ina timed task.

Quantitative Concepts Test 18: Quantitative Concepts ELL Knowledge of math concepts,symbols and mathvocabulary.

WJ III MATHEMATICS SUBTESTS5 Calculation (Mathematics Calculation w/# 6)

6 Math Fluency (Mathematics Calculation w/# 5, Academic Fluency)

10 Applied Problems (EC, ELL, Mathematics Reasoning w/# 18, Academic Applications)

18 Quantitative Concepts ( ELL, Mathematics Reasoning w/# 10)


69

MATH ACHIEVEMENT PROFICIENCYCOMPARISONS

PROBLEM SOLVING MATH USING RPI SCORES (Intra-Achievement discrepancy analysis)Always administer achievement tests to: 1. Answer the referral question, and; 2. Analyze andhypothesize achievement problems in order to prioritize interventions. Administer subtests # 5, 6(Calculation) and # 10, 18 (Math Reasoning). If performance on the two clusters differs significantly,administer additional subtests and compare proficiency indicators below to pinpoint areas forremediation or strategies for accommodations. Hypothesize a possible cause of the learning weaknessand test hypothesis with curriculum based assessment data.


Mathematics Calculation (5, 6) _______ ___________________________Mathematics Reasoning (10, 18)

Mathematics Reasoning (10, 18) _______ ___________________________Oral Language (3, 4, (14, 15ext.)

Quantitative Concepts (18) _______ ___________________________Comprehension-Knowledge (1, 11)

Quantitative Concepts (18) _______ ___________________________Oral Language (3, 4, (14, 15ext.)

Mathematics Reasoning (10, 18) _______ ___________________________Fluid Reasoning (5, 15)

Mathematics Fluency (6) _______ ___________________________Mathematics Reasoning (10, 18)


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MATH TESTS WHAT MIGHT LOW SCORES MEAN?

ACHIEVEMENT #5:

Calculation

Look for low scores in Fluid Reasoning, Processing Speed, Long-TermRetrieval, Short-Term Memory, or Comprehension-Knowledge. Lowperformance may suggest limited basic math skills, limited instruction orpractice to mastery, or lack or attention.

ACHIEVEMENT #6:

Math Fluency

Look for low scores in Processing Speed, Long-Term Retrieval, orComprehension-Knowledge. Low performance may imply limited basicmath skills or lack of automaticity.

ACHIEVEMENT #10:

Applied Problems

Look for low scores in Processing Speed, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge or PhoneticAwareness.

ACHIEVEMENT #18:

Quantitative Concepts

Look for low scores in Oral Language, Long-Term Retrieval, AuditoryProcessing, or Comprehension-Knowledge. Low performance suggestslimited vocabulary, insufficient concept development, or lack of exposure.


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WRITTENLANGUAGE

CLUSTERADMINISTER TESTS: OUTCOME

WRITTEN EXPRESSION

[Approved ages 7-22]

(SLD QUALIFICATION)

Test 8: Writing FluencyTest 11: Writing Samples

Combined average of fluency andmeaningful written expression.

BASIC WRITINGSKILLS

Test 7: Spelling ECTest 16: Editing

Combined average of writingskills in contextual and non-contextual formats.

BROAD WRITTENLANGUAGE (BWL)

[Approved ages 6-22]

(SLD QUALIFICATIONas Written Expression) *

Test 7: Spelling ECTest 8: Writing FluencyTest 11: Writing Samples

Comprehensive average ofspelling, writing fluency andquality of expression.

Editing Test 16: Editing Skill and speed in identifying andcorrecting errors in text.

WJ III WRITTEN LANGUAGE SUBTESTS

7 Spelling (EC, Basic Writing Skills, Academic Skills)

8 Writing Fluency (Basic Writing Skills, Written Expression w/# 11, Academic Fluency)

11 Writing Samples (Written Expression w/# 8), Academic Applications)

16 Editing (Basic Writing Skills)

20 Spelling of Sounds (Spelling, phonological and orthographical coding)

22 Punctuation and Capitalization (Written English formatting skills)


72

WRITTEN LANGUAGE ACHIEVEMENTPROFICIENCY COMPARISONS

PROBLEM SOLVING WRITTEN LANGUAGE USING RPISCORES (Intra-Achievement discrepancy analysis)Always administer achievement tests to: 1. Answer the referral question, and; 2. Analyze andhypothesize achievement problems in order to prioritize interventions. Administer achievement subtests#7 (Spelling) and #11 (Writing Samples). If performance on the two tests differs significantly,administer additional subtests and compare proficiency indicators below to pinpoint areas forremediation or strategies for accommodations. Hypothesize a possible cause of the learning weaknessand test hypothesis with curriculum based assessment data.


Spelling (7) _______ ___________________________Writing Samples (11)

Basic Writing Skills (7,16) _______ ___________________________Written Expression (8, 11)

Writing Samples (11) _______ ___________________________Writing Fluency (8)

Spelling (7) _______ ___________________________Editing (16)

_______________________ _______ ___________________________


73

INTERPRETING WJ-III ACHIEVEMENT TEST RESULTS:

WRITTENLANGUAGE

TESTSWHAT MIGHT LOW SCORES MEAN?

ACHIEVEMENT #7:

Spelling

Look for low scores in Oral Language, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge. Lowperformance in items 1-7 may indicate weakness in muscular control orvisual motor skills. It is important to differentiate between phoneticallyaccurate and phonetically inaccurate spellers.

ACHIEVEMENT #8:

Writing Fluency

Look for low scores in Expressive Language, Processing Speed, Long-Term Retrieval, Auditory Processing, or Comprehension-Knowledge.Performance may be related to poor muscular control, response style,ability to sustain concentration, and reading or spelling skills.

ACHIEVEMENT #11:

Writing Samples

Look for low scores in Expressive Language, or Comprehension-Knowledge. Performance may be related to the student’s attitude towardwriting, oral language performance, vocabulary, or organizational ability.

ACHIEVEMENT #16:

Editing

Look for low scores in Comprehension-Knowledge, Processing Speed orOral Language. Low performance may be due to a lack of exposure orknowledge regarding editing principles. Also may be related to a lack oferror-monitoring skills and/or poor reading and spelling skills.

ACHIEVEMENT #20

Spelling of Sounds

Look for low scores in Oral Language, Processing Speed, Long-TermRetrieval, Short-Term Memory, Auditory Processing, Comprehension-Knowledge or Phonetic Awareness. Low performance may be a result ofunderdeveloped language skills, poor phoneme/grapheme knowledge,poor orthographic awareness, poor phonological processing, or lack ofattention.

ACHIEVEMENT #22:

Punctuation &Capitalization

Look for low scores in Comprehension-Knowledge, or Oral Language.Low performance may be due to a lack of exposure or knowledgeregarding standard English rules.



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LANGUAGECLUSTER ADMINISTER TESTS: OUTCOME

ORAL EXPRESSION[Approved ages 5-22](SLD QUALIFICATION)

Test 3: Story Recall ECTest 14: Picture Vocabulary EC

Combined average oflinguistic competency andexpressive vocabulary.

LISTENINGCOMPREHENSION[Not for Utah qualification]

Test 4: Understanding Directions ECTest 15: Oral Comprehension EC

Average of verbalcomprehension and listeningability.

ORAL LANGUAGE(Standard)

Test 3: Story Recall ECTest 4: Understanding Directions EC

Average of linguisticcompetency, listening andcomprehension.

ORAL LANGUAGE(Extended)

Test 3: Story Recall ECTest 4: Understanding Directions ECTest 14: Picture Vocabulary ECTest 15: Oral Comprehension EC

Comprehensive average ofexpressive vocabulary,reasoning, memory and listeningcomprehension.

Picture Vocabulary Test 14: Picture Vocabulary EC Expressive oral language andword knowledge

Oral Comprehension Test 15: Oral Comprehension ECComprehend short audio passageand provide best word usinglistening, reasoning, vocabulary.

WJ III ORAL LANGUAGE SUBTESTS3 Story Recall (EC, Oral Expression w/# 14, Oral Language)

4 Understanding Directions (EC, Oral Language, Listening Comprehension w/# 15)

12 Story Recall-Delayed (EC, Oral Expression)

14 Picture Vocabulary (EC, Oral Expression w/# 3, Oral Language)

15 Oral Comprehension (EC, Listening Comprehension w/# 4, Oral Language)

21 Sound Awareness (EC, Phonological Awareness, Phonemic Awareness III)


75

ORAL LANGUAGE PROFICIENCYCOMPARISONS

PROBLEM SOLVING ORAL LANGUAGE USING RPISCORES (Intra-Achievement discrepancy analysis)Always administer achievement tests to: 1. Answer the referral question, and 2. Analyze andhypothesize achievement problems in order to prioritize interventions. Administer achievement subtests#3 (Story Recall) and #4, (Understanding Directions). If performance on the two tests differssignificantly, administer additional subtests and compare proficiency indicators below to pinpoint areasfor remediation or strategies for accommodations. Hypothesize a possible cause of the learningweakness and test hypothesis with curriculum based assessment data.


Story Recall (3) ________ ___________________________Understanding Directions (4)

Oral Expression (3, 14) ________ ___________________________Listening Comprehension (4, 15)

Picture Vocabulary (14) ________ ___________________________Oral Comprehension (15)

Oral Language (3,4(14,15) ________ ___________________________Oral Comprehension (15)

Oral Language (3,4(14,15) ________ ___________________________Sound Awareness (21)

Story Recall (3) ________ ___________________________Story Recall-Delayed (12)

Analysis-Synthesis (15 cog.) ________ ___________________________Concept Formation (5 cog.)


76



ORALLANGUAGE

TESTSWHAT MIGHT LOW SCORES MEAN?

ACHIEVEMENT #3:

Story Recall

Look for low scores in Processing Speed, Long-Term Retrieval, Short-TermMemory, Auditory Processing, or Comprehension-Knowledge. Lowperformance may be a function of limited vocabulary, limited comprehension,poor receptive and/or expressive language, or poor attention and concentration.

ACHIEVEMENT #4:

UnderstandingDirections

Look for low scores in Processing Speed, Short-Term Memory, AuditoryProcessing, Comprehension-Knowledge or Listening Comprehension.Performance may be affected by vocabulary, comprehension, memory,attention and/or culture.

ACHIEVEMENT #12:

Story Recall-Delayed

Look for low scores in Processing Speed, Long-Term Retrieval, AuditoryProcessing, or Comprehension-Knowledge. Low score may indicate problemswith long-term meaningful memory retrieval.

ACHIEVEMENT #14:

Picture Vocabulary

Look for low scores in Expressive Language, Processing Speed, Long-TermRetrieval, Auditory Processing, Comprehension-Knowledge or CALP. Lowperformance may suggest limited vocabulary, cultural differences, or wordretrieval difficulties.

ACHIEVEMENT #15:

Oral Comprehension

Look for low scores in Listening Comprehension, Processing Speed, Short-Term Memory, Auditory Processing, or Comprehension-Knowledge. Lowperformance may also be related to limited semantic (meaning) or syntactic(structure) knowledge or poor attention. Compare to WJ-III Ach. Test 9Passage Comprehension.

ACHIEVEMENT #21:

Sound Awareness

Look for low scores in Auditory Processing, Comprehension-Knowledge,Phonetic Awareness or Oral Language. Low performance may be associatedwith lack of exposure or practice, or less than mastery awareness.


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ORAL LANGUAGE is a measure of oral language ability and an aggregate measure oflinguistic competency, semantic expression, expressive vocabulary, and listening and verbalcomprehension (Tests 3,4, (14,15 in achievement batteries). Individuals with low Oral Language skillsmay experience difficulties comprehending what they hear or expressing themselves verbally. Theymay misunderstand, or may misinterpret what they hear. They may use simple or grammatically andsemantically immature and incomplete sentences, have difficulty formulating appropriate words toexpress themselves, resort to inappropriate means to express themselves, or avoid oral communication.

Oral language is related to Cognitive Academic Language Proficiency (CALP) and generallyrepresents higher-level school related learning. Individuals who perform poorly generally have lowerknowledge of oral vocabulary and word meanings, poor ability to retrieve appropriate words to expressthemselves, and/or poor verbal reasoning. They lack the important foundation for learning and forperforming tasks that require verbal knowledge and processing abilities.

Individuals with language-based Learning Disorders typically perform poorly in some cognitiveprocessing areas. They generally DO NOT evidence an aptitude/achievement discrepancy, as languagelessens the gap between potential and achievement on standardized testing. Processing areas wherethese individuals often experience difficulty include:• Short-Term Memory• Working Memory• Auditory Processing• Long-Term Retrieval• Concept Formation, cognitive subtest # 5

Oral Language may be used as an informal screener or to make decisions regarding the necessity for amore comprehension language assessment. Consider administering achievement clusters of OralExpression #3,14 ) and/or Listening Comprehension # 4,15) to further pinpoint expressive and/orreceptive language difficulties. Caution is advised in interpreting or relying solely on standardizedtest scores for individuals scoring low in Oral Language and who may be ELL, LEP and/or ESL!Consider administering a non-verbal cognitive assessment ( Leiter, or UNIT) and/or referring suchindividuals to the School Psychologist, Speech and Language Specialist. Whenever possible, assessstudents in their native language, using tests such as the BVAT, or the WJ Language Survey. Pleaseconsult your school district policies and specialists for guidance.

*In some cases, poor performance may reflect a lack of verbal experiences and/or language stimulation.For example, individuals who are classified as English Language Learners (ELL, LEP) or forwhom English is a second language (ESL), may be expected to score lower on the Oral Languagecluster.If the student obtains an Oral Language RPI between 34/90 and 67/90 (CALP 2.5-3.0), he/she may beconsidered to be limited in English Language Proficiency; and test interpretation should be madecautiously and with the understanding that scores may underestimate the student’s aptitude.

If the subject obtains an Oral Language RPI under 33/90 (CALP 2.0 or lower), he/she exhibits limited orlower English language proficiency; scores from any test with language requirements may severelyunderestimate the student’s aptitude and the assessment may not provide a valid representation ofhis/her academic potential.


78

CONSIDERATIONS OF LANGUAGE-BASED

LEARNING DISORDERS (WJ III)Background information establishing differential delays in language is essential

- Often identified for speech/language at pre-kindergarten screeningsAt upper elementary levels, it can be difficult to maintain SLP service delivery

- Often “test-out” of criteria for services on re-evaluation (no apt/ach discrepancies)- Language abilities often improve due to instruction, but still continue to impact cognitive testsacross measures that include verbal processing in full-scale scores

Academic impact observable across all skill areas- Limited or little intra-achievement, Oral Language/achievement discrepancies

Look for impact of difficulties across an array of different factors/clusters-with tests that involvehigh-linguistic demands being weaknessesExamine scores that reveal proficiency, not just statistical peer standing

- RPI, CALPS, BICS if available

WHAT IT MAY LOOKLIKE:

YES NO

Difficulty with Short-Term Memory

Difficulty with Working Memory

Difficulty with Auditory Processing

Long-Term Retrieval MAY beinvolved (Visual-Auditory learningweaker)“Split” in Fluid Reasoning (Analysis-Synthesis average or stronger,Concept-Formation below average)Comprehension-Knowledge weak(lower-order tasks stronger, linguisticdemands most difficult)Visual-Spatial Thinking unaffected

Consider other formal assessment strategies and measures- Formal SLP evaluation that extends beyond a limited overview of composite scores- Non-Verbal measures of cognitive functioning (UNIT, Leiter)- Adaptive Behavior scales helpful in determining impact of language on pragmatics of

daily functioning and vocational competency

(Adapted from Read, B., (2002) paper presented at WJ III Trainer of Trainers Conference, CH. IL.)


79


WJ III SPECIAL PURPOSE CLUSTERSPre-Academic Skills-Std. Test 1: Letter-Word Identification EC

Test 7: Spelling ECTest 10: Applied Problems EC, ELL

Measure of pre-academic oracademic skills development. .97in the 2-6 age range

Pre-Academic Knowledge& Skills-Extended

Test 1: Letter-Word Identification ECTest 7: Spelling ECTest 10: Applied Problems EC, ELLTest 14: Picture Vocabulary EC, ELLTest 19: Academic Knowledge EC,

Combined measure of pre-academic or academicknowledge and skillsdevelopment. .95 for 2-6 yearold range

ACADEMIC SKILLS Test 1: Letter-Word Identification ECTest 5: CalculationTest 7: Spelling EC

Overall measure of basicachievement skills: readingdecoding, spelling, math calc.

ACADEMIC FLUENCY* Valuable for adult SLDidentification (CARTstudy)

Test 2: Reading FluencyTest 6: Math FluencyTest 8: Writing Fluency

Overall index of academicfluency in reading, math andwriting.

ACADEMICAPPLICATIONS

Test 9: Passage Comprehension ECTest 10: Applied Problems EC, ELLTest 11: Writing Samples

Overall measure of appliedacademic skills.

PHONEME/GRAPHEMEKNOWLEDGE

Test 13: Word Attack ECTest 20: Spelling of Sounds

Measures PROFICIENCY ORPLEP in soundgeneralizations, andfrequently occurring letterclusters: reading and spelling.

TOTAL ACHIEVEMENT Test 1: Letter-Word Identification ECTest 2: Reading FluencyTest 9: Passage Comprehension ECTest 5: CalculationTest 6: Math FluencyTest 10: Applied Problems EC, ELLTest 7: Spelling ECTest 8: Writing FluencyTest 11: Writing Samples

Comprehensive overallachievement across reading,mathematics and writtenlanguage.

ACADEMICKNOWLEDGE

Test 19: Academic Knowledge EC,ELL

Broad sample of knowledgeof science, social studies, andculture.

Presented by: Michael Herbert, UPDC; Suraj Syal, UPDC © 2005, (801) 272-3431 • In Utah (800) 662-6624 • Fax (801) 272-3479• www.updc.org

80COGNITIVE INFLUENCES ON ACHIEVEMENT

ACHIEVEMENTAREA STRONG INFLUENCE

MODERATEINFLUENCE

ORAL LANGUAGE Auditory Processing (life span)Comprehension-Knowledge (life span)

ORAL EXPRESSIONLong-Term RetrievalShort-Term MemoryAttention & Concentration

LISTENINGShort-Term Memory (life span)Processing Speed (life span)Comprehension-Knowledge (life span)Auditory Processing (life span)

BASIC READING

Comprehension-Knowledge (life span)Processing Speed (6-11)Long-Term Retrieval (2-8)Short-Term Memory (life span)Auditory Processing (5-30)

Processing Speed (12-40)

READINGCOMPREHENSION

Comprehension-Knowledge (life span)Long-Term Retrieval (life span)Short-Term Memory (life span)Auditory Processing (6-11)Processing Speed (6-11)

Fluid Reasoning (2-30)

READING FLUENCY

Oral Language (life span),Attention & Concentration (life span)Processing Speed (6-11),Automaticity of Decoding (life span)

BASIC MATH SKILLS(MATH CALC ON

ESTIMATOR)

Comprehension-Knowledge (10-up)Processing Speed (2-10)Long-Term Retrieval (2-10)Short-Term Memory (life span)Fluid Reasoning (life span)Oral Language (life span)Working Memory (life span)

Comprehension-Knowledge (2-10Processing Speed (11-40)Auditory Processing (2-10)

APPLIED MATHEMATICS

Fluid Reasoning (life span)Comprehension-Knowledge (life span)Oral Language (life span)Working Memory (life span)

Long-Term Retrieval

MATH FLUENCY

MATHEMATICSREASONING

Short-Term Memory (5-10)Fluid Reasoning (life span)

Long-Term Retrieval Comprehension-Knowledge

BASIC WRITING SKILLSComprehension-KnowledgeAuditory Processing (life span)Long-Term Retrieval (life span)

WRITTEN EXPRESSION

Comprehension-Knowledge (7-on) Long-Term RetrievalProcessing Speed (life span)Fluid Reasoning (5-14)Auditory Processing (5-14)Comprehension-Knowledge (2-7)

WRITTEN FLUENCY

Specific cognitive weaknesses or functional limitations underlie academic failure. A Specific Learning Disability is aPROCESSING DISORDER that negatively affects one or more typical school tasks.


81

STANDARD SCORE (SS), & PERCENTILERANK (PR) RANGES

A standard score describes the students’ performance relative to their peers (age equivalent (AE) orgrade equivalent (GE) scores). It is based on a mean or average score being assigned a value of 100,with a standard deviation assigned a value of 15. Standard scores are the scores used to compareperformance across tests to discover significant differences in standing. The standard score of 100represents the 50th percentile (average), or the midpoint in the range of scores.

STANDARD SCORERANGE

PERCENTILERANK RANGE WJ III CLASSIFICATION

131 and above 98 TO 99.9 Very Superior(Strength)

121 to 130 92 to 97 Superior(Strength)

111 to 120 76 to 91 High Average(Strength)

90 to 110 25 to 75 Average80 to 89 9 to 24 Low Average

(Weakness)

70 to 79 3 to 8 Low,(Functional Limitation)

69 and below 0.1 to 2 Very Low(Functional Limitation)

55 to 69 0.1 -------------(Functional Limitation)

40 to 54 0.1 ------------(Functional Limitation)

39 and below 0.1 ------------(Functional Limitation)

STRENGTH………………………..111 AND ABOVE (highlight Pink)AVERAGE…………………………90-110 (highlight Yellow)WEAKNESS……………………… 80 TO 89 (highlight Blue)FUNCTIONAL LIMITATION……79 AND BELOW (highlight Green)


82

RELATIVE PROFICIENCY INDEX (RPI)The Relative Proficiency Index (RPI) predicts the level of proficiency or mastery on tasks similar to theones tested. It reflects the subject's expected quality of performance on reference tasks.

RPI PROFICIENCYDESCRIPTOR

FUNCTIONALLEVEL

DEVELOPMENT/DELAY

STUDENT WILLFIND RELATEDTASKS AT AGE

OR GRADELEVEL:

100/90 Very Advanced Very Advanced Very Advanced Extremely Easy

99/90 to100/90 Advanced to Very

AdvancedAdvanced to Very

AdvancedAdvanced to Very

AdvancedExtremely to Very

Easy

98/90 to99/90 Advanced Advanced Advanced Very Easy

96/90 to97/90 Average to

AdvancedAverage toAdvanced

Within Normal Limitsto Advanced

Very Easy toManageable

82/90 to95/90 AVERAGE Average Within Normal

Limits MANAGEABLE

68/90 to81/90 Limited to Average

Mildly Impairedto Within Normal

Limits

Mildly Delayed to Age-Appropriate

Manageable toDifficult

34/90 to67/90 Limited Mildly Impaired Mildly Delayed Difficult

19/90 to33/90 Very Limited to

Limited

Mildly toModeratelyImpaired

Mildly to ModeratelyDelayed

Difficult to ExtremelyDifficult

5/90 to18/90 Very Limited Moderately

Impaired Moderately Delayed Extremely Difficult

3/90 to4/90 Negligible to Very

Limited

Moderately toSeverelyImpaired

Moderately to SeverelyDelayed

Extremely Difficult toImpossible


83

INFLUENCE OF CULTURE/LANGUAGEON WJ III TEST RESULTS

Culture and language potentially have a significant effect on an individual’s performance on anystandardized test. Care should be exercised in 1) test selection, 2) administration and 3) interpretation.Only 5 of the 20 tests of the WJ III Cognitive Battery are highly influenced by culture andenvironmental learning, 6 are moderately influenced, and 9 are less influenced. When using the WJ IIIto test bilingual or LEP students, subtest and cluster analysis should be conducted in interpreting results.If results vary in subtests and clusters highly and moderately influenced by culture, if Oral Languageand CALP scores are deficient, then test results may not accurately portray an individual’s potential.However, such results would most likely portray his or her current abilities.

Test Selection IDEA 97 specifies that individuals must be tested in their native language.There are two versions of the WJ III; English and Spanish (WJ-R). Individual subtests where culture isconsidered to have a low influence may be administered as long as the individual has adequateunderstanding of the instructions. Selected subtests in the Cognitive and Achievement Batteries allowfor responses in Spanish or language other than English.

Test Administration The WJ III cannot be interpreted or translated into other languages asthis practice would invalidate the norms and render the results invalid. Subtests require that anindividual have a certain level of receptive language ability in order to understand directions. Mostsubtests have more than one example and samples that can (in most cases) be administered more thanonce to the student. Some subtests allow for slight modifications where the modifications would notunduly change the test outcomes. For example, subtests presented on audiotape may be paused to allowfor more processing time, or they may be given verbally in certain situations. Some visual subtests maybe enlarged for individuals with visual impairments. PLEASE CONSULT THE SPECIFICINSTRUCTIONS FOR EACH SUBTEST BEFORE MAKING ANY ACCOMMODATIONS ORMODIFICATIONS. Refer to the Examiners Manual for further information and examples of acceptableaccommodation practices.

Test Interpretation When a student is an English Language Learner (ELL), and his or herperformance is variable (particularly on the Oral Language cluster and Comprehension-Knowledgesubtests), extreme care should be utilized in interpreting test results for the purposes of identification,qualification for special education services and diagnosis. Individual analysis of factor or subtest scoresmust be performed to determine the influence or degree in which the results would be considered valid.In such cases, consider other assessment strategies, including observation across settings, testing in thefirst language, nonverbal assessment, second language assessment and consultation with regulareducation ESL personnel. Using standardized test scores for qualification without interpretation isnot encouraged, and may result in the over-identification of students with linguistic and culturaldifferences!

84


INFLUENCE OF LANGUAGE ON WJ III TESTPERFORMANCE:

LOW INFLUENCE(least bias)

MOD INFLUENCE(some bias)

HIGH INFLUENCE(most biased)

Test 3: Spatial Relations Test 4: Sound Blending Test 1: Verbal Comprehension

Test 13: PictureRecognition

Test 14: Auditory Attention Test 11: General Information

Test 6: Visual Matching Test 7: Numbers Reversed Test 3 (ach): Story Recall

Test 16: Decision Speed Test 17: Memory for Words Test 4 (ach): UnderstandingDirections

Test 5: ConceptFormation

Test 2: Visual-Auditory Learning Test 14 (ach): Picture Vocabulary

Test 15: Analysis-Synthesis

Test 12: Retrieval Fluency Test 15 (ach): OralComprehension

Test 10: Visual-AuditoryLearning-Delayed

Test 8: Incomplete Words

Test 19: Planning Test 9: Auditory WorkingMemory

Test 20: Pair Cancellation Test 18: Rapid Picture Naming

WJ III COGNITIVE CLUSTERSLow

(least bias) Low-Moderate Moderate High(most biased)

Visual-SpatialThinking # 3, 13

Long-Term Retrieval #2, 12

Comprehension-Knowledge# 1, 11

Processing Speed# 6, 16

Short-Term Memory #7, 17

Oral Language# 3, 4, 14, 15 achievementAuditory Processing #4, 14

85


INFLUENCE OF CULTURE ON WJ III TESTPERFORMANCE:

LOW INFLUENCE(least bias)

MOD INFLUENCE(some bias)

HIGH INFLUENCE(most biased)

Test 3: Spatial Relations Test 4: Sound Blending Test 1: Verbal Comprehension

Test 13: PictureRecognition

Test 14: Auditory Attention Test 11: General Information

Test 6: Visual Matching Test 7: Numbers Reversed Test 3 (ach): Story Recall

Test 16: Decision Speed Test 17: Memory for Words Test 4 (ach): UnderstandingDirections

Test 5: ConceptFormation

Test 2: Visual-Auditory Learning Test 14 (ach): Picture Vocabulary


Test 12: Retrieval Fluency Test 15 (ach): OralComprehension


Test 8: Incomplete Words

Test 19: Planning Test 9: Auditory WorkingMemory

Test 20: Pair Cancellation Test 18: Rapid Picture Naming

WJ III COGNITIVE CLUSTERSLow

(least bias) Low-Moderate Moderate High(most biased)

Fluid Reasoning# 5, 15

Visual-SpatialThinking # 3, 13

Long-Term Retrieval #2, 12

Comprehension-Knowledge# 1, 11

Processing Speed# 6, 16

Auditory Processing#4, 14

Oral Language# 3, 4, 14, 15 achievement

Short-Term Memory #7, 17

86


ENGLISH LANGUAGE LEARNERS (ELL)According to the Standards for Educational and Psychological Testing (American PsychologicalAssociation (APA), American Educational Research Association (AERA), and the National Council onMeasurement in Education (NCME), :

“For a non-native English speaker and for a speaker of some dialects of English, every test givenin English becomes, in part, a language or literacy test…Test results may not reflect accuratelythe abilities and competencies being measured if test performance depends on these test takers’knowledge of English.”( p.73)

Because of cultural factors (including Limited English Proficiency) more than 5 million students aretested (and/or scores interpreted?) inappropriately by standardized tests each year.Interpreting the WJ III for English Language ProficiencyThen WJ III does provide a mechanism for testing (screening) the English proficiency assumption.English language proficiency is indicated by the Oral Language RPI score and the CALPS score.

ORALLANGUAGE

RPI

CALPS ENGLISH PROFICIENCY LEVEL

STUDENT WILL FINDRELATED ENGLISH

LANGUAGE TASKS ATAGE OR GRADE LEVEL:

96/90 to 99/90 4.5-5 Average to Advanced Very Easy to Manageable

82/90 to 95/90 4 AVERAGE MANAGEABLE

68/90 to 81/90 3.5 Limited to Average Manageable to Difficult

34/90 to 67/90 3 Limited Difficult

19/90 to 33/90 2.5 Very Limited to Limited Difficult to Extremely Difficult

5/90 to 18/90 2 Very Limited Extremely Difficult

3/90 to 4/90 1.5 Negligible to Very Limited Extremely Difficult toImpossible

0/90 To 2/90 1 Negligible Impossible

• If the student obtains an Oral Language RPI between 34/90 and 67/90, (or CALPS 2.5-3.5) he or shemay be limited in English Language Proficiency; and test interpretation should be made cautiouslyand with the understanding that scores may underestimate the student’s aptitude.

• If the student obtains an Oral Language RPI under 33/90, (or CALP 2.5 and lower), he or sheexhibits limited or lower English language proficiency; and scores from any test with languagerequirements may severely underestimate the student’s aptitude and the assessment may notprovide a valid representation of his or her academic potential.

87


ENGLISH LANGUAGE LEARNERS (ELL)BICS; Basic Interpersonal Communicative Skills. These are basic skills used in everydaycommunication, such as talking with friends or family outside of class, or basic communication ofeveryday needs or wants. BICS is associated with surface level language including knowledge,comprehension, and application.CALPS; Cognitive Academic Language Proficiency Skills. This is the higher order languageusage necessary for success in academic situations. CALPS represents deeper levels of processingincluding analysis, synthesis, and evaluation.

In the WJ III, certain intra-cognitive clusters are highly influenced by mainstream cultural andenvironmental learning. For example, Comprehension-Knowledge develops as a result of learning inthe context of a particular culture, and relies heavily on adequate language and environmentalstimulation and prior educational experiences specific to the mainstream culture.

Performance on the clusters highly influenced by culture and environmental learning can becompared to performance on the clusters influenced by culture and environmental learning to a lesserdegree. If there is a statistically significant difference between performances on clusters highlyinfluenced and less influenced by culture, the assessment may not meet adequate reliability and validityrequirements. Some variance between processing abilities is natural. Look for a PATTERN ofstrengths/weaknesses that fit the cluster comparisons, and may help to explain uneven performance.

CALP LEVEL

LANGUAGEPROFICIENCYDESCRIPTOR

STUDENT WILL FINDENGLISH LANGUAGE

DEMANDS OFINSTRUCTION AT AGE OR

GRADE:5 ADVANCED VERY EASY

4.5 FLUENT TO ADVANCED EASY

4 FLUENT MANAGEABLE3.5 LIMITED TO FLUENT DIFFICULT

3 LIMITED VERY DIFFICULT

2.5 VERY LIMITED TOLIMITED

VERY DIFFICULT TO EXTREMELYDIFFICULT

2 VERY LIMITED EXTREMELY DIFFICULT

1.5 NEGLIGIBLE TO VERYLIMITED

EXTREMELY DIFFICULT TOIMPOSSIBLE

1 NEGLIGIBLE IMPOSSIBLE

88


ENGLISH LANGUAGE LEARNERS (ELL)Use this chart as a guide to compare CALP levels derived from the WJ III todescriptors from other measures such as the IPT.

CALPLEVEL



LANGUAGESERVICESREQUIRED

5 ADVANCED Fluent English Speaking (FES) NO

4.5 FLUENT TOADVANCED Fluent English Speaking (FES) NO

4 FLUENT Fluent English Speaking (FES) NO

3.5 LIMITED TO FLUENT Fluent to Limited EnglishSpeaking (FES-LES)

YES?

3 LIMITED Limited English Speaking (LES) YES?

2.5 VERY LIMITED TOLIMITED Limited English Speaking (LES) YES

2 VERY LIMITED Limited English Speaking (LES) YES

1.5 NEGLIGIBLE TO VERYLIMITED

Non-English Speaking (NES) toLimited English Speaking (LES)

YES

1 NEGLIGIBLE Non-English Speaking (NES) YES

89


WOODCOCK-MUNOZ LANGUAGESURVEY

The Woodcock-Munoz Language Survey is a separate measure, based on the Woodcock-Johnson-Revised (an updated version based on the WJ III is expected sometime in 2003).It identifies a students’ proficiency level (PLEP) in English and in Spanish. Comparisonsof subtests and clusters between L1 Spanish and L2 English can be extremely useful forqualification and intervention purposes. The following information is offered as aGUIDE to aid educational professionals who work with individuals who may be EnglishLanguage Learners. According to the authors, the tests are “primarily measures oflanguage skills that are predictive of success in situations characterized by CALPrequirements”.

The WLPB-R yields cluster scores in Oral Language, Reading and Written Language.

CALPLEVEL

ORALLANGUAGEPROBLEMS

READINGPROBLEMS

WRITTENLANGUAGEPROBLEMS

5 NONE NONE NONE

4.5 NONE NONE NONE

4NONE NONE NONE

3.5 YES YES; Specific Instruction YES

3 YES; Specific Instruction YES; Specific Instruction YES; SpecificInstruction

2.5 YES; Specific Instruction YES; Specific Instruction YES; SpecificInstruction

2 YES; Specific Instruction YES; Specific Instruction YES; SpecificInstruction

1.5YES, Maximum

Instruction, Evaluate forSLD

YES, Maximum Instruction,Evaluate for SLD

YES, MaximumInstruction, Evaluate

for SLD

1YES, Maximum

Instruction, Evaluate forSLD

YES, Maximum Instruction,Evaluate for SLD

YES, MaximumInstruction, Evaluate

for SLD

90


ELL, SLD, OR ELL/SLD?WJ III CLUSTERS MOST AFFECTED BY CULTURE(C)/LANGUAGE(L):

WJ IIICLUSTER

RPI/SSSCORE

CALPSCORE PROFICIENCY DESCRIPTOR

ORAL LANGUAGE(high L, high C)COMPREHENSION-KNOWLEDGE(high L, high C)AUDITORYPROCESSING(high L, mod C)

XXXXSHORT-TERMMEMORY(mod-high L, low-modC)

XXXX

LONG-TERMRETRIEVAL(mod L, mod C)

XXXX

WJ III CLUSTERS LEAST AFFECTED BY CULTURE/LANGUAGE

WJ III COGNITIVECLUSTER

RPI/SSSCORE

PROFICIENCYDESCRIPTOR

PROCESSING SPEED(mod-high L, low-mod C)

VISUAL-SPATIAL THINKING(low L, low-mod C)

FLUID REASONING(high L, low C)

SIGNIFICANCE: If significant differences exist in performance on clusters highly and moderatelyinfluenced by culture/language and those less influenced, and if the student’s Oral Language proficiencyis deficient (Oral Language RPI score of less than 33/90 or CALP 2.5 or lower), test results may notaccurately portray an individual’s potential, although they probably reflect his or her current abilities.

91


INFLUENCES OF ATTENTION ANDCONCENTRATION ON WJ III

Attention, concentration and motivation are often task specific to individuals. Does the studenthave a difficult time attending to all tasks in all situations, or certain tasks at certain times? Motivationhas a great influence on attention and concentration, and therefore on cognitive performance. Whenmotivation is low, persistence to perform well is diminished, and the individual is less likely to attend totasks. When motivation is strong, it can help to compensate for weaknesses in cognitive abilities. Testsin which instructions or prompts are presented only once or are timed are more highly influenced byattention and concentration than are tests where stimuli are not removed from an individual’s sight.

When a student’s test results are variable, compare results on tests most highly influenced byattention and concentration to results less influenced by concentration and attention. Significantdifferences MAY SUGGEST the need for further investigation by qualified medical professionals.Intra-cognitive variability may also be caused by other factors, and the WJ III should not be used as theonly criterion or for a diagnosis of ADHD.

ATTENTION: WJ III COGNITIVE CLUSTERSLOW INFLUENCE MODERATE

INFLUENCE HIGH INFLUENCE

Long-Term Retrieval Processing Speed Broad Attention

Fluid Reasoning Visual -Spatial Thinking Short-Term Memory

Comprehension-Knowledge Auditory Processing

Oral Language


Long-Term Retrieval # 2, 12 _______________ ____________________________Broad Attention # 7, 9, 14, 20

Long-Term Retrieval # 2, 12 _______________ ____________________________Short-Term Memory # 7, 17

Fluid Reasoning # 5, 15 _______________ ____________________________Oral Language # 3, 4, 14, 15

Visual- Spatial Thinking #3, 13 _______________ ____________________________Auditory Processing # 4, 14

92


ATTENTION: WJ III COGNITIVE SUBTESTS

LOW INFLUENCE MODERATE INFLUENCE HIGH INFLUENCETest 1: VerbalComprehension

Test 4: Sound Blending Test 7: Numbers Reversed

Test 2: Visual-AuditoryLearning

Test 8: Incomplete Words Test 9: Auditory WorkingMemory

Test 3: Spatial Relations Test 12: Retrieval Fluency Test 14: Auditory Attention

Test 5: Concept Formation Test 17: Memory for Words Test 20: Pair Cancellation

Test 6: Visual Matching Test 19: Planning


Test 11: GeneralInformation

Test 13 Picture Recognition


Test 16: Decision Speed

18: Rapid Picture Naming

93


STUDENT PERFORMANCE SUMMARY: WJ-III COGNITIVENAME: Harvey, KendraDATE OF BIRTH: 03/13/1988 DATE OF EVALUATION:AGE: 12-3 GRADE: 5.9 rev 07/02

GENERAL INTELLECTUALABILITY (GIA) = Performance based on: ____ Standard Battery 1-10___ Extended Battery 1-20

COGNITIVE CLUSTER RPI PRLOW

FunctionalLimitation

(<79)

LOW-AVERAGEWeakness

(80-89)

AVERAGE(90-110)

HIGH-AVERAGE

Strength(111+)

CALP

ORAL LANGUAGE * (3,4,(14,15 ach.) 76 16 85 3-4VERBAL ABILITY (1,(11) 65 16 85 3THINKING ABILITY (2-5(12-15) 83 23 89 XXXXXXCOG. EFFICIENCY (6,7,(16,17) 93 62 104 XXXXXXCOMP.-KNOWLEDGE (1,(11) 65 16 85 3LONG-TERM RETRIEVAL (2,(12) 77 4 74 XXXXXXVISUAL-SPATIAL THINK (3,(13) 88 43 97 XXXXXXAUDITORY PROCESSING (4,(14) 96 83 115 XXXXXXFLUID REASONING (5,(15) 48 8 79 XXXXXXPROCESSING SPEED (6,(16) 93 58 103 XXXXXXSHORT-TERM MEMORY (7,(17) 94 60 104 XXXXXXPHONEMIC AWARENESS (4,8){21 ach.} 95 77 111 XXXXXXWORKING MEMORY (7,9) 84 39 96 XXXXXXBROAD ATTENTION (7,9,(14,20) XXXXXXCOGNITIVE FLUENCY (12,16,18) 88 44 98 XXXXXXEXECUTIVE PROCESSES (5,(19,20) XXXXX• Oral Language RPI scores 34/90 - 67/90 (CALP 2-3) suggest lower English Language Proficiency: use/interpret scores with caution• Oral Language RPI scores <33/90 (CALP 1-2) suggests Limited English Proficiency: some scores may not be valid!

94


STUDENT PERFORMANCE SUMMARY: WJ-III ACHIEVEMENTNAME: Harvey, KendraDATE OF BIRTH: DATE OF EVALUATION:AGE: GRADE: rev 07/02

ACHIEVEMENTCLUSTER

RPI PR

LOWFunctionalLimitation

(<79)

LOW-AVERAGEWeakness

(80-89)

AVERAGE(90-110)

HIGH-AVERAGE

Strength(111+)

CALP +- 1.5SD ?

ORAL LANGUAGE * (3,4,(14,15) 76 16 85 3-4 -0.50ORAL EXPRESSION (3,(14)[5-22] 85 34 94 4 +0.14LISTENING COMP. (4,(15) XXXXX 63 14 84 3 -0.75BASIC READING (1,(13) [4-22] 68 33 93 XXXX +0.06READING COMP. (9,(17)[5-22] 86 42 97 4 +0.46READING FLUENCY (2) 4 XXXXPhoneme/Grapheme Know. (13,20) 43 XXXXMATH CALCULATION (5,6)[5-22] 41 3 71 XXXX -1.70MATH REASONING (10(18)[3-22] 3 1 64 XXXX -2.88Math Fluency (6) 58 XXXX

WRITTEN EXPRESSION (8,(11)[7-22] 88 32 XXXX

WRITTEN EXPRESSION (USEBWL CLUSTER) (7,8(11)[6-22] 82 34

XXXX

Basic Writing Skills (7,(16) 68 28 XXXXWriting Fluency (8) XXXXAcademic Knowledge (19) 44 XXXXAcademic Skills (1,5,7) 15 85 XXXXAcademic Fluency (2,6,8) 20 88 XXXXAcademic Applications (9,10,11) 6 76 XXXX

95


STUDENT PERFORMANCE SUMMARY: WJ-III COGNITIVENAME: AGE: GRADE:DATE OF BIRTH: DATE OF EVALUATION:

rev 07/03

GENERAL INTELLECTUALABILITY (GIA) = ___GIA-Std ___GIA-EXT ___GIA E-Dev ___GIA-BIL ___BCA-LV

COGNITIVE CLUSTER RPI PRLOW

FunctionalLimitation(SS<79)

LOW-AVGWeakness(SS 80-89)

AVERAGE(SS 90-110)

HIGH-AVGStrength

(SS 111+)CALP

ORAL LANGUAGE * (3,4,(14,15 ach.)VERBAL ABILITY (1,(11)THINKING ABILITY (2-5(12-15) XXXXXXCOG. EFFICIENCY (6,7,(16,17) XXXXXXCOMP.-KNOWLEDGE (1,(11)LONG-TERM RETRIEVAL (2,(12) XXXXXXVISUAL-SPATIAL THINK (3,(13) XXXXXXAUDITORY PROCESSING (4,(14) XXXXXXFLUID REASONING (5,(15) XXXXXXPROCESSING SPEED (6,(16) XXXXXXSHORT-TERM MEMORY (7,(17) XXXXXXPHONEMIC AWARENESS (4,8){21 ach.} XXXXXXWORKING MEMORY (7,9) XXXXXXBROAD ATTENTION (7,9,(14,20) XXXXXXCOGNITIVE FLUENCY (12,16,18) XXXXXXEXECUTIVE PROCESSES (5,(19,20) XXXXX• Oral Language RPI scores 34/90 - 67/90 (CALP 2-3) suggest lower English Language Proficiency: use/interpret scores with caution• Oral Language RPI scores <33/90 (CALP 1-2) suggests Limited English Proficiency: some scores may not be valid!

96


STUDENT PERFORMANCE SUMMARY: WJ-III ACHIEVEMENTNAME: AGE: GRADE:DATE OF BIRTH: DATE OF EVALUATION: rev 07/03

ACHIEVEMENTCLUSTER RPI PR

LOWFunctionalLimitation

(<79)

LOW-AVGWeakness

(80-89)

AVERAGE(90-110)

HIGH-AVGStrength(111+)

CALP +- 1.5SD ?

ORAL LANGUAGE * (3,4,(14,15)ORAL EXPRESSION (3,(14)[5-22]LISTENING COMP. (4,(15) XXXXXBASIC READING (1,(13) [4-22] XXXX

READING COMP. (9,(17)[5-22]READING FLUENCY (2) XXXX

Phoneme/Grapheme Know. (13,20) XXXXMATH CALCULATION (5,6)[5-22] XXXXMATH REASON (10(18)[3-22] XXXXMath Fluency (6) XXXX

WRITTEN EXPRESSION (8,(11)[7-22]WRITTEN EXPRESSION (USEBWL CLUSTER) (7,8(11)[6-22]Basic Writing Skills (7,(16) XXXXWriting Fluency (8) XXXXAcademic Skills (1,5,7) XXXXAcademic Fluency (2,6,8) XXXXPre-Academic Skills-Std (1,7,10) XXXXPre-Academic Knowledge, Skills(1,7,10,14,19)

XXXX

97


EVALUATION TEAM QUESTIONS:

“If school personnel determine that the available regular education interventions and/orprograms have been unsuccessful and there is reason to suspect that the student is eligiblefor special education and related services, the student shall be referred to specialeducation services staff for a comprehension evaluation.” (USOE Rules, p. 14)

II.E. DETERMINATION OF NEEDED EVALUATION DATA

The EVALUATION TEAM (Same as IEP team) must review all available data on thestudent, including: 1) formal and informal evaluations from parents or others; 2) currentclassroom assessments and observations, and; 3) observations by teachers and relatedservice providers. .” (USOE Rules, p. 16)

SUGGESTIONS TO EVALUATION TEAMS• Case manager gathers all informal and informal data, informs team members of

completeness, and asks members to review data (may be completed without formalmeeting)

• Case manager asks for input from members, and solicits input regarding whatadditional data, if any, are needed to determine PLEP, qualification decisions

• Completes prior notice to parents asking for permission to test• Schedules or arranges for assessments to be administered• Notifies team members of completed assessments, schedules meeting for the purpose

of discussing data and possible special education qualification

RECOMMENDATIONS FOR REFERRAL-BASED TESTING: WJ IIIThe Evaluation Team may choose to maximize assessment time by practicing “selectivetesting.” Selective testing meets all legal requirements of IDEA and state Rules andRegulations, and provides the team with all pertinent data with which to make theirqualification and programming recommendations.

1. For an initial assessment, which combinations of achievement tests are required(to answer the referral questions? (Use WJ III Achievement Options pages)

2. For an initial assessment, which (not required) achievement tests may be helpful?

Assuming low achievement scores are evidenced:

1. Which cognitive tests are required? (Use WJ III Cognitive Options pages)

2. Which (not required) cognitive tests may be helpful?

98


QUALIFICATION CONSIDERATIONS WORKSHEET

The Evaluation Team is charged with examining ALL pertinent data in consideration of possibleplacement and qualification for special education services. Refer to the completed Cognitiveand Achievement Student Performance Summaries (SPS) to answer the following questions.

1) Do these data identify a “Disorder in one or more of the basic psychological processesinvolved in…”? (Look for functional limitations in one or more of the 7 intra-cognitivedomains – refer to the Cognitive student performance summary)

If YES (List domain and score) NO__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Does the student REQUIRE special education and related services? (Consider RPI scores,class performance - refer to the Achievement student performance summary). And…Isthe learning problem “Not correctable without special education services” (any other schoolservices available?)

If YES (List significant areas, scores) NO__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Do these data identify a SEVERE discrepancy between intellectual ability (GIA) andachievement?

If YES (There a –1.5, or greater, Standard Deviation in one or more of the 8 qualification areas forSLD – refer to achievement student performance summary or to Estimator data.)

List______________________________________________________________________________________________________________________________________________________

If NO (Consider the following prior to making an eligibility determination: 1) Is there 15 point orgreater difference in standard score between cognitive subtests in one or more of the basicpsychological processes, refer to pages 99 –100 of handout, 2) Is the child eight years old oryounger, and/or 3) Is the child intellectually disabled?)

List ________________________________________________________________________________________________________________________________________________

4) Is there a cause-effect relationship between the low achievement and the intra-cognitivedomain required to perform that skill? (Refer to Cognitive Influences on Achievement,page 80 of the handout)

List____________________________________________________________________________________________________________________________________________________________

99


WJ III INTRA-COGNITIVE SUBTEST COMPARISON

If a major goal of assessment is to generate a GIA score, then administration ofthe Standard Battery (subtests 1-7) will yield a valid and reliable score in minimal time.Administration of the Standard AND Extended Batteries (subtests 1-7 + 11-17) will alsoyield a valid and reliable GIA, and additional important information regarding BasicPsychological Processes.

Often, a student’s performance within one or more of the seven cognitive clusterswill evidence significant intra-cognitive differences. Interpretation at this level consistsof comparing and contrasting the language, attention and skill demand differencesbetween the two subtests that make up a cognitive cluster score. This assists the teacherin identifying the specific skill strengths/limitations associated with Specific LearningDisabilities as defined by IDEIA rules and regulations.

On the form below, enter each student’s subtest standard score in the ( ) belowthe subtest number. Consider intra-cognitive subtest scores with differences of onestandard deviation (15 ss points) as significant.

# DEFINITION,MEASURES…

# DEFINITION,MEASURES…

#1

( )

[CK] (Requires namingpictures, objects, providingsynonyms or antonyms, andsolving analogies)LEXICAL KNOWLEDGE,LANGUAGEDEVELOPMENTUnderstanding of words,sentences (not reading) inspoken language; vocabularythat can be understood in termsof correct word meanings.High Language BiasHigher CALP than test 11

#11

( )

(Requires answering questionspresented orally)GENERAL LANGUAGEDEVELOPMENTGeneral development of languagenot involving readingHigh Language Bias

#2

( )

[LTR] (Requires identifying &pronouncing words that arepresented as a stream ofindividual sounds)ASSOCIATIVE MEMORYPaired associated learning;ability to recall one part of apreviously learned butunrelated pair of items whenthe other part is presentedMod. Language Bias

#12

( )

[LTR] (Requires naming as manyitems in a category as possible inone minute (60 is maximum peritem)

Ability to produce rapidly a seriesof ideas, words, or phrases relatedto a specific condition or objectMod. Language BiasSpeeded task, no stimuluspresented, higher level processcompared to test #2

100


#3

( )

[VS-T] (Requires selecting thecomponent shapes to construct awhole)Low Language BiasVISUALIZATION, SPATIALRELATIONS

#13

( )

RECOGNITION [VST] (requiresidentifying 1-4 previously seenitems)

Low Language Bias

VISUAL MEMORY

#4

( )

[AP] (Requires identifying &stating the rule governing a setof colored geometric figures)High Language BiasPHONETIC CODING:SYNTHESIS

#14

( )

ATTENTION [AP] (Requiresdetecting differences in sounds asbackground noises increase involume)High Language BiasSPEECH-SOUNDDISCRIMINATION

#5

( )

[FR] (Requires identifying &stating the rule governing a setof colored geometric figures)

Low Language Bias

INDUCTION

#15

( )

[FR] (Requires analyzing thecomponents of an incomplete logicpuzzle and identifying the missingcomponent(s)Low Language BiasSEQUENTIAL REASONING

#6

( )

[PS] (Measures student’sprocessing speed for trivialtasks)

Low Language BiasPERCEPTUAL SPEED

#16

( )

[PS] (Requires marking the 2 of 7objects in a row that go together orare most alike (uses SRB)

Low Language Bias

SEMANTIC PROCESSINGSPEED

101


REFERENCESSources for this handout include:

Dean., R.S., & Woodcock, R. W. (1999). The WJ III and Bateria-R inneuropsychological assessment. Research Report Number 3. The Riverside PublishingCompany, Itasca, IL.

Dumont, R., Willis, J., & McBride, G. (2001) Yes, Virginia, there is a severediscrepancy clause, but is it too much ado about something? The School Psychologist, 55(1) P1-15. National Association of School Psychologists.

Evans, J., Floyd, R., McGrew, K., & Leforgee, M. (in press). The relationsbetween measures of Cattell-Horn-Carroll (CHC) cognitive abilities and readingachievement during childhood and adolescence. School Psychology Review.

Flanagan, D., Ortiz, S., Alfonso, V., & Mascolo, J. (2002) Achievement TestDesk Reference (ATDR): Comprehensive Assessment and Learning Disability. NewYork: Allyn & Bacon.

Herbert, M.A., (2002). Reasonable Accommodations…Or A Lifetime ofEntitlement? The Utah Special Educator, 22, (4). P.25-27. Utah Learning ResourceCenter, Salt Lake City, Utah.

Herbert, M.A., (2002). Behavioral Assessment: What’s Wrong With This Picture?The Utah Special Educator, 22, (6). P.24-26. Utah Learning Resource Center, Salt LakeCity, Utah. *

Herbert, M.A., (2002). Assessment: Do it Right, or Don’t Do It At All. The UtahSpecial Educator, 22, (4). P.25-27. Utah Learning Resource Center, Salt Lake City,Utah. *

Herbert, M.A., (2001). There are no Facts, Only Interpretations. The UtahSpecial Educator, 22, (8). P.27-28 Utah Learning Resource Center, Salt Lake City,Utah. *

Herbert, M.A., (2001). Teacher as enemy. The Utah Special Educator, 22, (7).P.27-28 Utah Learning Resource Center, Salt Lake City, Utah. *

Herbert, M.A., (2001). How to make a million dollars, teaching in Utah. TheUtah Special Educator, 22, (6). P.27-28 Utah Learning Resource Center, Salt Lake City,Utah. *

Herbert, M.A., (2000). Standardized Transition Assessment. The Utah SpecialEducator, 20, (5). P.18. Utah Learning Resource Center, Salt Lake City, Utah. *

102


Herbert, M.A., (2000). Appropriate Academic Interventions; Assess or Guess?The Utah Special Educator, 20, (4). P.13 Utah Learning Resource Center, Salt Lake City,Utah.

Herbert, M.A., (2000). Standardized Cognitive Assessment and Social SkillDeficits: Teach School or Teach Life? The Utah Special Educator, 20, (6). P.10 UtahLearning Resource Center, Salt Lake City, Utah. *

Herbert, M.A., (2000). Standardized Cognitive Assessment as a BehavioralPrevention and Intervention Strategy. The Utah Special Educator, 20, (3). Utah LearningResource Center, Salt Lake City, Utah. *

Herbert, M.A., (1999). Maximizing Standardized Assessment: Woodcock-Johnson, Tests of Cognitive Ability. The Utah Special Educator, 19, (6). P.07 UtahLearning Resource Center, Salt Lake City, Utah. *

Hesler, G. (1993). Use and Interpretation of the Woodcock-Johnson Psycho-Educational Battery-Revised. The Riverside Publishing Company, Chicago, IL.

Lyon, R., Fletcher, J., Shaywitz, M., Torgesen, J., Wood, F., Shulte, A., & Olsen,R. ((2001). Rethinking Learning Disabilities. Monograph of the National Institute ofChild Health and Human Development, The National Institutes of Health.

Mather, N., & Jaffe, L. (2002) Woodcock-Johnson III: Reports,recommendations, and strategies. New York: John Wiley & Sons.

Mather, N. , & Woodcock, R.(2001) Examiners Manual. Woodcock-JohnsonTests of Cognitive Ability. Itasca, IL. Riverside Publishing.

Mather, N., & Woodcock, R.(2001) Examiners Manual. Woodcock-Johnson Testsof Achievement. Itasca, IL. Riverside Publishing.

Mather, N. (1991). An Instructional Guide to the Woodcock-Johnson Psycho-Educational Battery Revised. Clinical Psychology Publishing Co., Brandon, Vermont.

Mather, N. (1991), Feb). Presentation to Oklahoma School PsychologicalAssociation, Educational Implications and Interpretation of the Woodcock-JohnsonPsycho-Educational Battery-Revised.

Mather, N., & Jaffe, L. (1992). Woodcock-Johnson Psycho-Educational Battery-Revised: Recommendations and Reports. . Clinical Psychology Publishing Co., Brandon,Vermont.

103


McGrew, K.S. (1994). Clinical Interpretation of the WJTCA-R. Boston: Allyn &Bacon.

Utah State Board of Education, Special Education Rules. (2000). Utah StateOffice of Education.

Woodcock, R., McGrew, K., & Mather, N. (2001). Woodcock-Johnson III.Itasca, IL.: Riverside Publishing.

Woodcock, R.W. (1990, Sept.). Theoretical foundations of the WJ III Measuresof Cognitive Ability. Journal of Psychoeducational Assessment 8, 231-258. Prepared byDavid McPhail, Oklahoma City, Oklahoma.

104


SETTING COMPUSCORE DEFAULTS

1. ENTER ALL DATA AND SAVE SUBJECT

2. CLICK ON “OPTIONS” ON TOOLBAR

105


3. CLICK ON “PROGRAM OPTIONS”, AND SETOPTIONS TO THESE DEFAULTS:

4. THEN, CLICK HERE

5. CLICK ON “REPORT” AT TOP OF SCREEN, ANDCHECK THESE ONE AT A TIME TO BRING UP NEXTSCREEN

106


6. SELECT THE TYPES OF REPORTS YOU WANT BYCHECKING OPTIONS:

SCORE REPORT: This is the complete Compuscore report only, no text

SUMMARY AND SCORE REPORT: This option provides the same as aboveCompuscore, plus a brief descriptive report in English or Spanish.

AGE/GRADE PROPFILES: Graphic representation of student’s age/grade scores

STANDARD SCORE/PERCENTILE RANK PROFILES: Graphic representationof student’s SS and PR scores

7. CLICK OK

107


8. CLICK ON “REPORT” (AS IN STEP 5), AND CLICKON “SCORE REPORT”. CLICK ON THESEDEFAULTS

IF 1-7 COGNITIVE, CLICK “GIA STANDARD”; IF 1-7 AND 11-17 GIVEN, CLICK “GIAEXTENDED”

108


9. REPEAT STEP 8 FOR “SUMMARY AND SCOREREPORT OPTIONS”

• IF ONLY 1-7 COGNITIVE, CLICK “GIA STANDARD”

• IF 1-7 AND 11-17 GIVEN, CLICK “GIA EXTENDED”

TO CREATE REPORT IN SPANISH, CHICK HERE

109


10. REPEAT STEP 8 FOR “AGE/GRADE” OPTIONS”

11. REPEAT STEP 8 FOR “TANDARDSCORE/PERCENTILE RANK PROFILES”

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