WJ III Descriptive and Interpretive Information

1 INTRODUCTIONThe following score forms may be used to display and sum-marize an individual s test scores. The forms are followedby a chart that matches grade placement with chronologi-cal age. This chart is useful for determining the typical agefor a given grade and whether disparities exist betweengrade placement and age. When differences exist (such asin the case of a retention), it is sometimes helpful to com-pare the individual s performance to both grade-peers andage-peers. Next, several tables are provided that describethe WJ III tests and the task requirements. These are fol-lowed by example test items for the WJ III COG and WJIII ACH.

2 Because they are not actual items from the test,these sample items may be shared with a parent or teacherwho is interested in knowing more about the nature ortypes of questions on the specific tests. The Descriptive in-formation includes an explanation of all the scores on theWJ III, with sample statements for reporting scores anddescribing the results from the discrepancy last part of the section provides ideas for meaningfultest comparisons, as well as tips for interpretation. Thesecomparisons and tips can help an evaluator develop a di-agnostic hypothesis to explain a particular pattern of SCORE FORMSThe following score forms are intended to aid the evaluatorin organizing the student s assessment results on the WJ IIICOG and WJ III ACH.

3 The forms give the evaluator thechoice of score level to use ( , qualitative, level of devel-opment, degree of proficiency, comparison with peers) andthe level of specificity with which to analyze the results (testto factor/cluster). These forms are helpful for analysis of as-sessment results and as a visual framework for presentingthis Information to IWJ III Descriptive andInterpretive InformationCOPYRIGHTED MATERIALW oodcock-Johnson III Tests of Cognitive Abilities: Clusters/Tests Score FormName: _____ Scores based on: Grade ____ Age ____ normsDate of Birth: Type of Score.

4 SS___ %ile___ RPI___ Grade___ Age___ScoresScoresScoresCategory/FactorS tandard BatteryExtended BatteryVerbal ComprehensionGeneral InformationVisual-Auditory LearningRetrieval FluencySpatial RelationsPicture RecognitionSound BlendingAuditory AttentionConcept FormationAnalysis-SynthesisVisual MatchingDecision SpeedGeneral Intellectual AbilityNumbers ReversedMemory for WordsVerbal ComprehensionConcept FormationIntellectual AbilityBrief Intellectual AbilityVisual MatchingVerbal AbilityVerbal ComprehensionGeneral InformationVisual-Auditory LearningRetrieval FluencySpatial RelationsPicture RecognitionSound BlendingAuditory AttentionThinking AbilityConcept FormationAnalysis-SynthesisVisual MatchingDecision SpeedCognitivePerformanceCognitive EfficiencyNumbers ReversedMemory for WordsComprehension-KnowledgeVerbal ComprehensionGeneral InformationLong-Term RetrievalVisual-Auditory LearningRetrieval FluencyVisual-Spatial ThinkingSpatial RelationsPicture RecognitionAuditory ProcessingSound BlendingAuditory AttentionFluid ReasoningConcept FormationAnalysis-SynthesisProcessing SpeedVisual MatchingDecision SpeedCHC FactorsShort-Term MemoryNumbers

5 ReversedMemory for WordsSound Blending[Sound Awareness]Phonemic AwarenessIncomplete WordsNumbers ReversedWorking MemoryAuditory Working MemoryNumbers ReversedAuditory AttentionBroad AttentionAuditory Working MemoryPair CancellationRetrieval FluencyDecision SpeedCognitive FluencyRapid Picture NamingConcept FormationPlanningExecutive ProcessesPair CancellationVisual-Auditory Learning Delayedz score or PRDelayed RecallStory Recall Delayed (ACH)z score or PRKnowledgeGeneral InformationClinical ClustersAcademic Knowledge (ACH)Mather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies.

6 New York: John Wiley & III Tests of Achievement: Clusters/Tests Score FormName: _____ Scores based on: Grade ____ Age ____ normsDate of Birth: _____ Type of Score: SS___ %ile___ RPI___ Grade___ Age___ScoresScoresScoresAreasClustersSta ndard BatteryExtended BatteryStory RecallPicture VocabularyOral LanguageUnderstanding DirectionsOral ComprehensionListening ComprehensionUnderstanding DirectionsOral ComprehensionOralLanguageOral ExpressionStory RecallPicture VocabularyLetter-Word IdentificationReading FluencyBroad ReadingPassage ComprehensionBasic Reading SkillsLetter-Word IdentificationWord AttackReadingReading ComprehensionPassage ComprehensionReading VocabularyCalculationMath FluencyBroad MathApplied

7 ProblemsCalculationMath Calculation SkillsMath FluencyMathMath ReasoningApplied ProblemsQuantitative ConceptsSpellingWriting FluencyBroad Written LanguageWriting SamplesSpellingEditingBasic Writing Skills[Punctuation & Capitalization ]Writing FluencyWritten LanguageWritten ExpressionWriting SamplesAcademic KnowledgeAcademic KnowledgeWord AttackPhoneme/Grapheme KnowledgeSpelling of SoundsLetter-Word IdentificationSpellingAcademic SkillsCalculationReading FluencyWriting FluencyAcademic FluencyMath FluencyPassage ComprehensionWriting SamplesAcademic ApplicationsApplied ProblemsLetter-Word IdentificationReading FluencyPassage ComprehensionSpellingWriting FluencyWriting SamplesCalculationMath FluencyTotal AchievementApplied ProblemsStory Recall Delayedz score or PRSound AwarenessOther ClustersSupplemental

8 Tests/ScoresHandwritingMather, N., & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & Woodcock-Johnson III: Reports, Recommendations, and StrategiesWoodcock-Johnson III Tests of Cognitive Abilities: Cluster Descriptions and ScoresName: _____Grade:_____ Age:_____ Scores based on: Grade ____ Age ____ NormsFactor/ClusterDescriptionSS/PRRPIL evel ofProficiencyComprehension-KnowledgeGene ral Information and stores of acquiredknowledgeLong-Term RetrievalAbility to store Information efficiently and retrieveit later through associationsVisual Spatial ThinkingAbility to perceive, analyze, synthesize, and thinkwith visual patterns, including the ability to storeand recall visual representationsAuditory ProcessingAbility to analyze, synthesize, and discriminateauditory stimuli.

9 Also related to phonologicalawarenessFluid ReasoningAbility to reason, form concepts, and solveproblems that often involve unfamiliar informationor proceduresProcessing SpeedSpeed and efficiency in performing automatic orsimple cognitive tasks, visual scanning efficiencyShort-Term MemoryAbility to hold orally presented Information inimmediate awareness and use it within a fewseconds (memory span and working memory)Cognitive FluencyEase and speed by which an individual performssimple to complex cognitive tasksExecutive ProcessesThree aspects of executive functioning: strategicplanning, proactive interference control, and theability to shift mental set repeatedlyPhonemic AwarenessAbility to analyze, synthesize, and manipulatespeech soundsWorking MemoryAbility to hold Information in immediateawareness while performing a mental operationon the informationComments:Mather, N.

10 , & Jaffe, L. (2002). Woodcock-Johnson III: Reports, Recommendations, and Strategies. New York: John Wiley & III Descriptive and Interpretive Information 7 Woodcock-Johnson III Tests of Achievement: Cluster Descriptions and ScoresName: _____Grade:_____ Age:_____ Scores based on: Grade ____ Age ____ NormsClusterDescriptionSS/PRGE/RPIL evel ofProficiencyBroad ReadingReading decoding, reading speed, and using syntactic andsemantic cueing systems when reading for meaningBasic ReadingSight vocabulary, phonics, and structural analysis skillsBroad MathMath achievement including problem solving, numberfacility, automaticity with facts, and reasoningMath CalculationSkillsComputational skills and automaticity with math factsMath ReasoningProblem solving, concepts, and math vocabularyBroad WrittenLanguageSpelling, writing rate.