Introducing the fourth generation

of the Woodcock-Johnson
 Structural Changes

NEW! Oral Language Battery

(All Oral Language tests moved here and more.)

8 New Tests

WJ-III Tests  WJ-IV Tests:

• removed,
• Due to feedback and/or more powerful tests replaced these
• relocated,
• To the battery in which it is most appropriate/relevant
• renamed,
• To more accurately reflect the task
• and/or revised
• Items added to lower basal/increase ceiling
• Content updated
 Most Significant Changes to the
WJ IV Interpretive Model

• Most contemporary reflection of CHC theory

• Support for changes from neurocognitive,
neuropsychological, and developmental research.

Primary Interpretive Changes

Short-term Working Memory
Auditory Processing
Speed of Lexical Access
GIA Cluster
 Changes to Interpretive Model:
General Intellectual Ability Cluster

Gc Oral Vocabulary Criticism over analogies in Verbal Comprehension

Gf Number Series Most powerful predictor of ACH of all tests; Feedback

about structure learning tasks from Concept
Formation/Analysis Synthesis
Gwm Verbal Attention Ecological; Authentic Measure; Different measure.
Gs Letter-Pattern (Pair Cancellation just as strong of a predictor, but they
Matching wanted a balance of types of stimuli); Perceptual Speed
Ga Phonological Cognitive complexity; highest Ga loading on OL’s new
Processing Segmentation test; as good of a measure of ‘g’ as Gf
(0.804).
Glr Story Recall WJIII Visual Auditory Learning w rebus was too juvenile
for older children.
Gv Visualization Different measure of Gv than WJIII.
 General Comparison
WJ III
2 Batteries
Tests of Cognitive Abilities
Tests of Achievement
WJ III Tests of Cognitive Abilities
Standard and Extended
20 tests
Diagnostic Supplement (Tests 21-31)
(no oral language battery)
(some OL tests were in the ACH)
WJ III Tests of Achievement
Standard and Extended
Form A and B (Std/Ext)
Form C – brief form
Test Record included all tests (Std/Ext)
WJ IV
3 Batteries
Tests of Cognitive Abilities
Tests of Oral Language
Tests of Achievement
WJ IV Tests of Cognitive Abilities
Standard and Extended
18 tests
(no Diagnostic Supplement)
WJ IV Tests of Oral Language
1 test book
12 tests (9 English, 3 Spanish)
WJ IV Tests of Achievement
Standard and Extended
3 Forms of Standard (A, B, C)
1 Form of Extended (for use w/all 3 forms)
Test Record include Std forms and Ext
Qualitative checklists for Tests 1-11
Norms Norms
8000+ 7400+
Ages 2 to 90+ Ages 2 to 90+
Compuscore Web based Scoring and reporting
Included with test kits Electronic test records
Summary narrative No summary narrative
Can only print profiles (AE/GE, PR/SS) Can save profiles as PDFs
Scores Scores
4 levels of interpretive information 4 levels of interpretive information
Informal, AE/GE, RPI/zones, SS/PR, variation and Informal, AE/GE, RPI/zones, SS/PR, variation,
discrepancy PRs discrepancy/comparison PRs
Test Session Observation Checklist Test Session Observation Checklist
Variations Variations
Intra-cognitive Intra-cognitive
Intra-achievement Intra-oral language
Intra-Individual Intra-achievement
Academic Skills/Fluency/Applications
Discrepancy Procedures Discrepancy/Comparison Procedures
GIA-Std/Achievement GIA/Achievement
GIA-Ext/Achievement Scholastic Aptitude/Achievement
Predicted Achievement/Achievement Gf-Gc/other abilities
Oral Language-Ext/Achievement Broad Oral Language/Achievement
Academic Knowledge/Achievement
Authors Authors
Woodcock, McGrew, Mather Schrank, McGrew, Mather, Woodcock
 Tests in ACH Standard Battery
WJ IV ACH
1: Letter-Word Identification
2: Applied Problems
3: Spelling
4: Passage Comprehension
5: Calculation
6: Writing Samples
7: Word Attack
8: Oral Reading
9: Sentence Reading Fluency
10: Math Facts Fluency
11: Sentence Writing Fluency
WJ III ACH
1: Letter-Word Identification
2: Reading Fluency Renamed
3: Story Recall In COG
4: Understanding Directions In OL
5: Calculation
6: Math Fluency Renamed
7: Spelling
8: Writing Fluency Renamed
9: Passage Comprehension
10: Applied Problems
11: Writing Samples
12: Story Recall–Delayed Dropped
 Tests in ACH Extended Battery

WJ IV ACH WJ III ACH

13: Word Attack In STD
12: Reading Recall
13: Number Matrices 14: Picture Vocabulary In OL

14: Editing 15: Oral Comprehension In OL

15: Word Reading Fluency
16: Spelling of Sounds
17: Reading Vocabulary
18: Science
19: Social Studies
20: Humanities
16: Editing
17: Reading Vocabulary
18: Quantitative Concepts Dropped
19: Academic Knowledge Expanded
20: Spelling of Sounds
21: Sound Awareness In OL
22: Punctuation & Capitalization
Dropped
Selective Testing Table
 Selective Testing Table

COG-18
 Core Tests of Oral Language

Test 1 Picture Vocabulary Test 2 Oral Comprehension

Test 3 Segmentation Test 4 Rapid Picture Naming

 Key Clusters in
Oral Language Battery

• Phonetic Coding Cluster

– Tests: Segmentation and Sound Blending
– Phonemic awareness
– Basic reading and spelling skills

• Speed of Lexical Access Cluster

– Tests: Rapid Picture Naming and Retrieval
Fluency
– Naming Speed
– Covariance of these 2 tests emerged
– Reading comprehension & written expression
 Other Key Clusters in
Oral Language Battery
• Vocabulary
– Tests: Picture Vocabulary and Oral Vocabulary
– Both tasks presented orally
– Good predictor of reading performance

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

• Auditory Memory Span

– Tests: Sentence Repetition and Memory for Words
– 2 tests measuring the narrow short-term working memory
ability of auditory memory span
 Comparative Language Index (CLI)
Comparative Language Index
English Cluster Spanish Cluster
Oral Language Lenguaje oral
Test 1: Picture Vocabulary Test 10: Vocabulario sobre dibujos
Test 2: Oral Comprehension Test 11: Comprensión oral
Broad Oral Language Amplio lenguaje oral
Test 1: Picture Vocabulary Test 10: Vocabulario sobre dibujos
Test 2: Oral Comprehension Test 11: Comprensión oral
Test 6: Understanding Directions Test 12: Comprensión de
indicaciones
Listening Comprehension Comprensión auditiva
Test 2: Oral Comprehension Test 11: Comprensión oral
Test 6: Understanding Directions Test 12: Comprensión de
indicaciones
 Comparative Language Index (CLI)

Spanish oral language English oral language

proficiency proficiency

RPI = 66/90 RPI = 15/90

S/E CLI = 66/15

Comparative Language Index
 Summary: WJ IV OL

• Yields important information about oral

language abilities, phonetic coding, speed of
lexical access
• Explores possible contributing factors in
reading disabilities and dyslexia
• Includes 3 parallel tests in Spanish and allows
comparison of English and Spanish oral
language abilities
• Provides an important diagnostic supplement
to WJ IV COG/WJ IV ACH
 WJ-IV Tests of Cognitive Ability:
Changes to CHC Factor Clusters
CHC Factor Clusters WJ III Tests WJ IV Tests
Gc Verbal Comprehension Oral Comprehension
General Information General Information
Gf Concept Formation Number Series
Analysis Synthesis Concept Formation
Gwm Numbers Reversed Verbal Attention
Memory for Words Numbers Reversed
Gs Visual Matching Letter-Pattern Matching
Decision Speed Pair Cancellation
Ga Sound Blending Phonological Processing
Auditory Attention Nonword Repetition
Glr Visual-Auditory Learning Story Recall
Retrieval Fluency Visual-Auditory Learning
Gv Spatial Relations Visualization
Picture Recognition Picture Recognition
 Standard Battery Comparison

WJ III COG WJ IV COG

1. Verbal Comprehension
Modified
2. Visual-Auditory Learning
3. Spatial Relations Modified
4. Sound Blending In WJ IV OL
5. Concept Formation
6. Visual Matching Renamed
7. Number Reversed
8. Incomplete Words Dropped 8. General Information
9. Auditory Working Memory
Renamed
10. Visual-Auditory Learning-
Delayed Dropped
1. Oral Vocabulary
2. Number Series
3. Verbal Attention
4. Letter-Pattern Matching
5. Phonological Processing
6. Story Recall
7. Visualization
9. Concept Formation
10. Numbers Reversed
 Extended Battery Comparison
WJ III COG
11. General Information
12. Retrieval Fluency In OL
13. Picture Recognition
14. Auditory Attention Dropped
15. Analysis-Synthesis
16. Decision Speed Dropped
17. Memory for Words
18. Rapid Picture Naming In OL
19. Planning Dropped
20. Pair Cancellation
WJ IV COG
11. Number-Pattern Matching
(was Visual Matching)
12. Nonword Repetition
13. Visual-Auditory Learning
14. Picture Recognition
15. Analysis-Synthesis
16. Object-Number Sequencing
(Was Auditory Working Memory)
17. Pair Cancellation
18. Memory for Words
Selective Testing Table
 New Clusters

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

*Requires a test from the WJ IV OL

 Gf-Gc Composite
• Composed of 4 tests (2 Gc and 2 Gf)
1: Oral Vocabulary (Gc)
2: Number Series (Gf)
8: General Information (Gc)
9: Concept Formation (Gf)
• Considered a hybrid model
‒uses traditional ability/achievement methodology
‒interprets discrepancies as a profile of intra-
individual strengths and weaknesses

• Useful in gifted, SLD, and intellectual disability

evaluations
 Scholastic Aptitudes

Each Scholastic Aptitude cluster is a 4-test cluster

designed to provide the best empirical and research-
based, cognitive predictor of achievement.

Compares most relevant cognitive abilities to current

levels of achievement in specific areas to determine if
ability is consistent with achievement (aptitude-
achievement consistency).
Six scholastic aptitudes increase precision of
prediction.
 Six Scholastic Aptitudes

2 Reading
2 Math
2 Writing
 Perceptual Speed (Gs-P)

• The ability to rapidly perform simple tasks that use

symbols, such as letters or numbers

• Composed of Test 4: Letter-Pattern Matching and

Test 11: Number-Pattern Matching

• An important narrow ability with unique clinical

significance
– Related to orthographic processing
– Needed for decoding, encoding, reading fluency
– Involved in math
 Quantitative Reasoning (Gf-RQ)

• The ability to reason deductively and inductively

with numbers, mathematical relations, and
operators

• Composed of Test 2: Number Series and Test 15:

Analysis-Synthesis

• The complexity of this cluster makes it a strong

predictor of achievement, especially math
problem solving.
 Number Facility (Gs-N)

• The ability to perform basic arithmetic operations

quickly and accurately

• Composed of Test 10: Numbers Reversed and Test

11: Number-Pattern Matching

• Compare task demands

– Numbers Reversed—oral presentation
– Number-Pattern Matching—visual
– Timed task versus untimed (but stimuli is temporary)
 Cognitive Efficiency (Gwm+Gs)

• A measure of short-term working memory (Gwm)

and processing speed (Gs)
• Composed of Test 4: Letter-Pattern Matching and
Test 10: Numbers Reversed
• Extended cluster includes two additional tests: Test
3: Verbal Attention and Test 11: Number-Pattern
Matching
• Important diagnostic cluster
– Gwm and Gs are both foundational for complex
cognitive functioning.
– Limits can interfere with performance.
 Auditory Memory Span (Gwm-MS)

• Ability to hold auditory information in immediate

awareness

• Composed of Test 18: Memory for Words and

from the WJ IV OL, Test 5: Sentence Repetition

• Consider impact of language

– Memory for Words—unrelated words
– Sentence Repetition—meaningful sentences
 Vocabulary (Gc-VL, LD)

• A measure of lexical knowledge and language

development
• Composed of Test 1: Oral Vocabulary and Test 1:
Picture Vocabulary from the WJ IV OL
• Both tasks presented orally
• Good predictor of reading performance
• Compare to WJ IV ACH Test 17: Reading
Vocabulary
 General Intellectual Ability Options

• General Intellectual Ability (GIA)

Tests 1–7 (35–40 minutes)
Median reliability: .97

• Brief Intellectual Ability (BIA)

Tests 1–3 (10–15 minutes)
Median reliability: .94

• Gf-Gc Composite (covered previously)

Tests 1, 2, 8, & 9 (15–20 minutes)
Median reliability: .95
 7 CHC Processing Clusters

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

• Uses the most contemporary model of CHC theory

• Offers 7 core tests in the Standard Battery to obtain

key information efficiently

• Measures important cognitive abilities helpful for

understanding learning problems

• Provides the new Gf-Gc comparison procedure, a cutting-

edge approach for SLD and intellectual disability evaluations

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

of Oral Language
Levels of Information Available:

-Age or Grade Norms

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

Lauren DeFrancesco
National Account Executive
Riverside Publishing/HMH
(317) 364-8432
Lauren.DeFrancesco@hmhco.com