WJ IV Battery Introduction

The New WJ IV Battery:
Introduction and Overview

Dr. Kevin McGrew
Institute for Applied Psychometrics (IAP)
WJ IV Presentation Menu: Main
Introduction and Overview

New Tests (COG/OL)
Cognitive Battery (GIA & CHC clusters)
Scholastic Aptitude clusters
New Ga
Tech info.
Oral Language Battery Tech info.
Achievement Battery Tech info.
Variations and Comparisons

General Technical Information
WJ IV Presentation Menu: Sub
Design principle: Cognitive complexity

Ga: No longer the Rodney Dangerfield of CHC abilities
Tech: Norm sample
Tech: Norms and score construction
Beyond CHC: CHC + Info. Proc. + AC
Hot off the press: Analyses in process
Contemporary CHC broad and narrow ability content
coverage by WJ-IV Cognitive, Oral Language, and
Achievement batteries.
General
Intelligence (g)
Domain- Quantitative Comp - Short-Term Auditory Processing

Reading & Fluid Long-Term Visual
Specific Knw. Knowledge Knowledge Wk Mem. Processing
Writing (Grw) Reasoning (Gf) Retrieval (Glr) Processing (Gv) Speed (Gs)
(Gkn) (Gq) (Gc) (Gsm) (Ga)
Mathematical Language Visualization

General science Reading Memory span Associative Phonetic coding Perceptual speed
achievement development Induction (I)
info. (K1) decoding (RD) (MS) memory (MA) (Vz) (PC) (P)
(A3) (LD)
Reading General Memory for

Knowledge of General verbal Working memory Meaningful Visual Memory Number Facility
comprehension sequential Sound Patterns
culture (K2) information (K0) capacity (WM) memory (MM) (MV) (N)
(RC) reasoning (RG) (UM)
Geography ach. Verbal (print) Lexical Quantitative Attentional Naming facility Spatial Scanning
(A5) lang. comp. (V) knowledge (VL) reasoning (RQ) Control (AC) (NA) (SS)
Reading speed Listening ability Speed of Lexical

(RS) (LS) access (LA)
Spelling ability Word Fluency

(SG) (FW)
English usage
(EU)
Shading designates proposed changes in CHC model

Writing ability
(WA)
based on analysis of WJ IV COG, OL. ACH norm data
Writing speed
(see Chapter 1 and Appendix A in WJ IV Technical
Manual)
(WS)
Gsm has been renamed Gwm at the
round table of cognitive CHC abilities
During the past two decades, and the last decade in particular,
cognitive neuroscience has indicated that the more narrow Gsm
definition was outdated and incorrect (Dehn, 2008).
Working memory refers to a dynamic, temporary storage system that

allows information to be held immediate awareness and be
manipulated.
Working memory refers to individual differences in both the capacity

(size) of primary memory and to the efficiency of attentional control
mechanisms that manipulate information within primary memory.
Short-term memory refers to tasks that involve significant storage

but only minimal processing or manipulation.
Proposed changes/additions to CHC
narrow ability taxonomy
Attentional Control (Gwm-AC). The ability to focus on task-relevant stimuli and

ignore task-irrelevant stimuli. The ability to regulate intentionality and direct
cognitive processing. Sometimes referred to as spotlight or focal attention, focus,
control of attention, executive controlled attention or executive attention.
Memory for Sound Patterns (Ga-UM). Ability to retain (on a short-term basis)
auditory codes such as tones, tonal patterns, or speech sounds.
Word Fluency (Glr-FW). Ability to rapidly produce words that share a phonological
(e.g., fluency of retrieval of words via a phonological cue) or semantic feature (e.g.,
fluency of retrieval of words via a meaning-based representation). Also includes the
ability to rapidly produce words that share non-semantic features (e.g., fluency of
retrieval of words starting with the letter “T”).
Speed of Lexical Access (Glr-LA). Ability to rapidly and fluently retrieve words from
an individual's lexicon; verbal efficiency or automaticity of lexical access.
I RG RQ
Ideas Words Figures
WM MS AC
Domain-Independent
Capacities
MA MM M6 FI FA FE SP F0 NA FW LA FF FX
P N R9
Broad ability Glr-Learning efficiency
R1 R2 R4 R7 IT Glr-Retrieval fluency
Narrow ability
R3 PT MT
LD VL K0 LS CM MY The CHC Periodic

Acquired Knowledge
Table of Human
Systems
KL K1 K2 A5 MK KF LP BC
Abilities
V RD RC RS WA SG EU WS Adapted from Schneider & McGrew (2012)
and McGrew, LaForte and Schrank (2014)
KM A3
Sensory-Motor Domain-
Vz SR MV CS SS CF IM PI LE IL PN
Specific Abilities
U1
PC US UM U8 UR UP UL © Institute for Applied Psychometrics (IAP)
U9
Dr. Kevin McGrew 4-17-14
Sensory Motor
OM PI P2 P3 P4 P6 P7 P8 A1
I RG RQ
Ideas Words Figures
WM MS AC
Domain-Independent
Capacities
MA MM FI NA FW LA
P N
LD VL K0 LS
Acquired Knowledge
Systems
K1 K2 A5
V RD RC RS WA SG EU WS
KM A3
Sensory-Motor Domain-
Vz MV SS
Specific Abilities
PC UM
Broad and Narrow Abilities Measured by the WJ IV COG, OL and ACH

© Institute for Applied Psychometrics (IAP) Dr. Kevin McGrew 4-11-14
Gf Gc Gwm Gs Ga Glr Gv
General Intellectual Ability – g (7)

Clusters available from
Brief Intellectual Ability (3) Standard Cognitive
easel
Gf+Gc Composite (4) (10 tests)
Fld. Reas. Cmp. Know. ST Wk. Mem. (#) = # tests

(2) (2) (2)
Cognitive Efficiency (2)
Fld. Reas. Cmp. Know. ST Wk. Mem. Cog. Pr. Spd. Aud. Proc. LT Retrieval Visual. Proc. Other clusters
(3) (3) (3) (2) (2) (2) (2) available by
combining Standard
Qnt. Reas. Perc. Spd.
Cognitive tests with
(2) (2)
select tests from
Number Facility (2) Extended Cognitive
easel (8 tests)
Cognitive Efficiency (4)
(#) = # tests
Reading, Math and Writing Scholastic Aptitudes (each comprised of a mix of 4 different CHC abilities)
Vocab. Aud. Mm. Sp. (These two clusters require one test each from
(2) (2) Cognitive and Oral Language easels)
Broad Oral Lang (3)* Phon. Cod. Spd. Lx. Acc.

(2) (2) Clusters available
Oral Lang. (2)* from Oral Language
easel(12 tests)
Oral Expression (2)
(#) = # tests
Listening Comp. (2)* (* English or Spanish)
Organization of WJ IV Cognitive (COG) and Oral Language (OL) batteries

WJ IV COG and OL tests by CHC factor domains
CHC Factors
Comp - Short-Term Auditory
Fluid Long-Term Visual Processing
Knowledge Wrk Mem Processing
Reasoning (Gf) Retrieval (Glr) Processing (Gv) Speed (Gs)
(Gc) (Gwm) (Ga)
Oral Number Verbal Phonological Letter-Pat.

Story Recall Visualization
Vocabulary Series Attention Processing Matching
(MM) (Vz)
(VL) (RQ) (WM/AC) (PC/Glr-LA) (P)
General Concept Numbers Visual-Aud. Picture Nonword Pair

Information Formation Reversed Learning Recognition Repetition Cancellation
(K0) (I) (WM) (MA) (MV) (PC/UM-MS) (P/WM-AC)
Picture Analysis- Memory for Rapid Picture Number-Pat.

Segmentation
Vocabulary Synthesis Words Naming Matching
(PC)
(VL/LD) (RG) (MS) (NA/LA) (P)
Object-Num. Retrieval Sound

Oral Comp.
Sequencing Fluency Blending
(LS)
(WM) (FI/LA) (PC)
Sentence Sound
Repetition Awareness
(MS) (PC)
Under.
Directions
COG
(WM/Gc-LS) New or sign.
change
OL
WJ IV ACH tests by CHC factor domains
CHC Factors
Grw - Grw - Gq Gc/Gkm

Reading Writing
Letter-Word Reading Applied

Spelling Science
Identification Recall Problems
(SG) (K0/K1)
(RD) (RC/Glr-MM) (A3/RQ)
Passage Word Rdg. Writing Social

Samples Calculation
Comp. Fluency Studies
(WA) (A3)
(RC) (RC/Gs-RS) (K0/K2)
Reading Sentence Wr. Math Facts

Word Attack Fluency Fluency Humanities
Vocabulary
(RD/Ga-PC) (WA/WS) (A3/Gs-N) (K0/K2)
(RC/Gc-VL)
Number
Oral Reading Editing
Matrices
(RD/V) (EU)
(Gf-RQ)
Sentence Spelling of
Rdg. Fluency Sounds
(RC/Gc-RS) (SG/Ga-PC)
New or sign.
change
Grw- Gq Gc/Gkn
Grw-R
W
Brd. Rdg. Brd. Wr. Lg. Brd. Math.

(3) (3) (3)
Rdg. Wr. Lg. Math.

(2) (2) (2) Clusters
available from
Bas. Rdg. Sk. Wr. Exp. Math Cal.Sk.
(2) (2) (2) Standard Ach
easel (11 tests)
Rdg. Flu.
(2)
(#) = # tests
Academic Skills (3)
Academic Applications (3) See Table 1-3 for

Organization Academic Fluency (3)
COG test-cluster
interpretive
of WJ IV Brief Achievement (3)
Broad Achievement (9)

cluster
composition
Achievement Rdg. Cmp. Bas. Wr. Sk. Math Pr.Slv. Acd. Knw.
(ACH) battery
(2) (2) (2) (3)
Other clusters available by

Rdg. Cmp.
(3) combining Standard ACH
tests with select tests from
Rdg. Rate Extended ACH easel (9
(2)
tests)
Phon.-Graph. Know. (2)
(#) = # tests
Organizational overview of the
WJ IV variations and comparisons
Dr. Kevin McGrew

Institute for Applied Psychometrics (IAP)
Comparison Options
Five ability/achievement difference score

procedures to help compare ability to current
levels of achievement.
[Procedures account for regression-to-the mean (and
how it varies by age)]
• GIA/Achievement
• Scholastic Aptitude/Achievement
• Gf-Gc/Achievement/other abilities
• Broad Oral Language/Achievement
• Academic Knowledge/Achievement
Variation Options
Four variation procedures to help
document an individual’s pattern
of strengths and weaknesses.
• Intra-cognitive based on COG Tests 1—7
• Intra-achievement
– Based on ACH Tests 1—6
– Based on Academic Skills, Academic Fluency,
and Academic Applications clusters
• Intra-oral language based on OL Tests 1—4
B D
Actual Broad Reading scores Predicted (criterion)
in WJ IV norm data Broad Reading scores in
WJ IV norm data
Note: All score distributions
represent real scores for all 9-13
year old norming subjects from
WJ IV
co-normed sample. Actual -1 to +1
SD
- -1 to +1
SD
SD = 11.6
prediction models vary by age SD = 15 E
or grade (developmentally (minus)
shifting prediction models).
40 60 80 100 120 140 160
Note: The SD of predicted and 40 60 80 100 120 140 160
difference score distributions 160
are not 15. They would only be
15 if GIA/Brd. Rdg. correlation
=
was perfect (1.0). (equals)
140
(SD of
difference
120
score
distribution
allows for
-1 to +1
SD = 15
100
specification
SD
& evaluation
of significant
-1 to +1 S/W with SD
80
SD and PR
SD = 10.8 metrics)
A
General Intellectual
60
Ability (GIA) scores in WJ IV

norm data (predictor score) -40 -30 -20 -10 0 10 20 30 40
40
F
Distribution of Actual-Predicted
Illustration of procedures used to develop ALL WJ IV variation/ GIA/Broad Reading Difference
Scores in WJ IV norm data
comparison difference (standard score) norms (GIA-Broad Reading ACH example)
General Intellectual Ability (GIA) /Achievement comparison procedure CHC Achievement
Abilities and WJ IV
CHC Cognitive Abilities and WJ IV COG and OL Clusters
clusters
Gf Gc Gwm Gs Ga Glr Gv Grw Gq
General Intellectual Ability (GIA) cluster (Predictor score)

Reading Math.
Regression-based prediction models that account for Brd. Math
Brd. Rdg.
regression-to-the-mean (and how it varies by age)
Bas. Rdg. Sk. Math Cal.Sk.
Oral
Language Rdg. Cmp. Math Pr. Slv.
(& Ext)
Broad Oral Language
Rdg. Flu.
Oral Expression (Possible criterion or predicted target scores)
Rdg. Rate
Listening Comprehension
Wr. Lng.
Brd. Wr. Lg.
Predicted Actual Target Difference Bas. Wr. Sk.

Target (minus) Cluster Score (equals) Score
Wr. Exp.
Cluster Score
Phn.-Grp.Kn.
Brief Achievement
Academic Skills
(Compare to distribution of
difference scores in WJ IV Academic Fluency
norm sample to determine SD and PR for specified
Academic Applications
significant strength or SD cut-off score
weakness) Broad Achievement
Oral Language/Achievement comparison procedure
CHC Achievement Abilities
CHC Cognitive Abilities and WJ IV COG and OL Clusters and WJ IV ACH clusters
Broad Oral Reading Math.

Language
(Predictor score) (Possible criterion or predicted target scores)
Brd. Rdg. Brd. Math
Phon. Cod. Sp. Lx. Acc. Bas. Rdg. Sk. Math Cal.Sk.
Regression-based Rdg. Cmp. Math Pr.

(& Ext) Slv.
prediction models
that account for Rdg. Flu.
regression-to-the-
Rdg. Rate
mean (and how it (Possible
varies by age) Wr. Lng. criterion or
predicted
Predicted Actual Target Difference
Target Cluster (minus) Cluster Score (equals) Score Brd. Wr. Lg. target
Score scores)
Bas. Wr. Sk.
Wr. Exp.
(Compare to distribution of
Phn.-
difference scores in WJ IV Grp.Kn.
norm sample to determine
significant strength or
SD and PR for Academic Skills
weakness)
specified
Academic Fluency
SD cut-off score
© Institute for Applied Psychometrics; Kevin McGrew 01-23-14

Gf-Gc “hybrid” variation/comparison procedure
WJ IV Gf+Gc cognitive CHC achievement
Other CHC broad/narrow cognitive and oral
Ability cluster language abilities and WJ IV clusters abilities and WJ IV clusters
Reading Math.
Gf-Gc Composite ST Wk. Mem. Cog .Pr.Spd. Aud. Proc. LT Retrieval Visual Proc.
(&Ext)
(Predictor score) Brd. Rdg. Brd. Math
Aud. Mm. Sp. Perc. Spd. Phon. Cod. Sp. Lx. Acc.
Bas. Rdg. Sk. Math Cal.Sk.
Num. Fac. Rdg. Cmp. Math Pr. Slv.

(Possible criterion or predicted (& Ext)
Cognitive Efficiency
Regression-based (& Ext)
target scores)
Rdg. Flu.
prediction models
that account for Rdg. Rate
regression-to-the-
mean Wr. Lng.
Brd. Wr. Lg.
Predicted Actual Target Difference Bas. Wr. Sk.

Target Cluster (minus) Cluster Score (equals) Score
Score Wr. Exp.
(Compare to distribution of Phn.-Grp.Kn.

difference scores in WJ IV norm
Brief Achievement
sample to determine significant
strength or weakness) Academic Skills
(See Table 1-12for the specific
tests and cluster information) SD and PR for specified Academic Fluency
SD cut-off score Academic Applications
Broad Achievement
Gf+Gc cognitive ability
and WJ IV cluster Other broad/narrow cognitive abilities and Achievement domains
processing abilities and WJ IV clusters and WJ IV clusters
Reading Math
Gf-Gc Composite ST Wrk Mem Cog Prc Spd Aud Proc LT Retrieval Visual Proc
(Predictor) (&Ext)
Brd Rdg Brd Math
Aud Mem Sp Perc Spd Phon Cod Sp Lex Acc

Bas Rdg Sk Math Calc Sk
Cognitive Efficiency Possible S/W predicted Rdg Cmp Math Pr Solv

(& Ext) targets available for (& Ext)
evaluation
Rdg Flu
Regression-based predictions that Rdg Rate

account for regression-to-the- Possible
Wr Lng S/W
mean and produce “real
predicted
discrepancy norms” to identify Brd Wr Lng targets
possible patterns of significant available for
strengths and weaknesses Bas Wrt Sk evaluation
Wr Exp
Phn-Grp Kn
WJ IV Gf+Gc strength and weakness Brief Achievement
comparison procedure and options Academic Skills
Academic Fluency
Broad Achievement
Academic Knowledge/Achievement comparison procedure
CHC achievement
CHC cognitive abilities and WJ IV cognitive and oral language clusters abilities and WJ IV clusters
Academic Regression-based prediction Reading Math.

Knowledge models that account for
regression-to-the-mean Brd. Rdg. Brd. Math
(Predictor
score) Bas. Rdg. Sk. Math Cal.Sk.
Phon. Cod. Sp. Lx. Acc. Rdg. Cmp. Math Pr. Slv.
(& Ext)
(Possible criterion or predicted target scores)
Rdg. Flu.
Rdg. Rate
Wr. Lng.
Brd. Wr. Lg.
Score
Bas. Wr. Sk.
(Compare to distribution of Wr. Exp.

difference scores in WJ IV norm
sample to determine significant
strength or weakness) Brief Achievement
SD and PR for specified Academic Skills

(See Table 1-8 for the specific SD cut-off score
tests and cluster information) Academic Fluency
Broad Achievement
WJ IV Scholastic Aptitude Cluster Organization
WJ IV Ach Clusters
Gf Gc Gwm Gs Ga Glr Gv
Reading
Broad Reading
Concept Oral Num Pattern Phonological Reading Comp
Formation Vocabulary Matching Processing
(I) (LD/VL) (P) (PC)
Reading Comp-Ext
Reading Fluency
Reading Rate
Oral Verbal Num Pattern Phonological
Vocabulary Attention Matching Processing
Basic Rdg Skills
(LV/VL) (WM) (P) (PC)
Writing
Oral Num Pattern Phonological Story
Vocabulary Matching Processing Recall
Broad Writing
(LV/VL) (P) (PC) (MM) Written Expression
Oral Verbal Num Pattern Phonological

Vocabulary Attention Matching Processing Basic Writing Skills
(LD/VL) (WM) (P) (PC)
Math
Number Oral Pair Visualization
Series Vocabulary Cancellation (Vz)
Broad Math
(RQ) (LD/VL) (P/EF) Math Calc Skills
Analysis- Oral Numbers Visualization Math Prob Solving

Synthesis Vocabulary Reversed (Vz)
(RG/RQ) (LD/VL) (WM) Grw/Gq domain general
Grw domain specific
Gq domain specific
CHC achievement
CHC cognitive abilities and WJ IV Scholastic Aptitude cognitive clusters abilities and WJ IV clusters
Reading Brd. Rdg.

Rdg. Apt. A Rdg. Cmp. Rdg. Flu.
(Predictor Score)
Regression-based prediction models that Rdg Cmp. Ex Rdg. Rate
account for regression-to-the-mean
Rdg. Apt. B Bas. Rdg. Sk.
(Predictor Score)
Wr. Lng. Brd. Wr. Lg.

WL. Apt. A
(Predictor Score) Wr. Exp.
WL. Apt. B Bas. Wr. Sk.

(Predictor Score)
Math Apt. A Math. Brd. Math

(Predictor Score)
Math Cal.Sk.
Math Apt. B Math Pr. Slv.

(Predictor Score)

Score
(See Table 1-10 for the specific tests and
cluster information) (Compare to distribution of difference
scores in WJ IV norm sample to
Scholastic Aptitude/Achievement comparison procedures determine significant strength or

weakness)
Copyright, Institute for Applied

Psychometrics, K.McGrew; 01-23-14 SD and PR for specified
SD cut-off score
Scholastic Aptitude Clusters: Potential Uses
• Designed to predict near term academic performance
• Time efficient referral-focused selective testing
• Time efficient academic domain-specific screening
• Time efficient annual review evaluations
• Gifted and talented screening – domain-specific talents?
• Potentially useful in estimating quickness of response to
intervention
• Provide information regarding the concept of “expected
underachievement”
• Formulation of differential academic domain expectations
• ?
One of the WJ IV guiding design objectives was for the WJ IV
to retain a focus on psychometric quality that has been
associated with the previous editions of Woodcock-Johnson
batteries:
•By providing a new, large, and nationally-representative
standardization sample of the US population;
•By updating items and simplifying test administration and
interpretation procedures;
•By augmenting the underlying scaling of speeded tests; and
•By utilizing state-of-the art data collection, test development,
and data analytic methods as models to facilitate progress in
the field of applied test development.
WJ IV Gs tests based on new Rasch “rate-based” item
calibration method: WJ III Visual Matching / WJ IV
Letter-Pattern Matching example
WJ III Visual Matching (3 minutes)

• 60 items
• 22 Possible “artificial” bonus points
• 82 Possible raw score points (27 % of total scale was “artificial” bonus points)
WJ IV Letter-Pattern Matching (3 minutes)
• 84 items (24 more “real” items to eliminated need for bonus points)
• Test scores based on count of number of correct responses in each of the
three minute intervals. Thus, three different rate-based “item” scores
• Rasch rating scale model (Andrich, 1978) use to obtained difficulty estimate
for each minute of testing
• Need for artificial bonus points eliminated
• Method rewards examinees who work quickly and accurately
• Method penalizes examinees who respond quickly and not cautiously
(Note: IRT scaling of speed tests has historically been problematic due to violations of IRT assumptions. IRT methods still
typically used for practical purposes, recognizing the assumption violations. See McGrew, Werder & Woodcock, 1991)
National Norm Sample
• 7,416 participants
• Preschool (664)
• K-12 (3,891)
• College/University (775)
• Adult (2,086)
• Ages 2-90+ years, Grades K.0-18.0

• 100 geographically diverse communities from 46 states and the
District of Columbia
• The Standards for Educational and Psychological Testing (aka., the
Joint Standards) (American Psychological Association, American
Educational Research Association, & National Council on
Measurement in Education, 1999; in press) guided the norming
and technical analyses
General Intellectual Ability 0.97
Brief Intellectual Ability 0.94
Gf-Gc Composite 0.95
Comprehension-Knowledge 0.93
Comprehension-Knowledge- Extended 0.94
Fluid Reasoning 0.94
Fluid Reasoning- Extended 0.96
Short-Term Working Memory 0.91
Short-Term Working Memory- Extended 0.93
Median
Cognitive Processing Speed 0.94
Auditory Processing 0.92
reliabilities Long-Term Retrieval

Visual Processing
0.97
0.86
(across Quantitative Reasoning

Auditory Memory Span
0.94
0.90
all technical Number Facility

Perceptual Speed
0.90
0.93
age groups) Cognitive Efficiency
Cognitive Efficiency-Extended
0.95
0.95
for WJ IV COG Reading Aptitude A
Reading Aptitude B
0.93
0.93
clusters Math Aptitude A
Math Aptitude B
0.94
0.95
Writing Aptitude A 0.92
Writing Aptitude B 0.93
Oral Language 0.90
Median Broad Oral Language 0.92
reliabilities Oral Expression 0.89
(across Listening Comprehension 0.90
Phonetic Coding 0.95
all technical
Speed of Lexical Access 0.89
age groups) Vocabulary 0.93
for WJ IV OL
clusters
Copyright; Institute for Applied
Psychometrics; K.McGrew 02-5-14
Reading 0.95
Broad Reading 0.97
Basic Reading Skills 0.95
Reading Comprehension 0.93
Reading Comprehension- 0.96
Extended
Reading Fluency 0.96
Reading Rate 0.96
Median
Mathematics 0.96
Broad Mathematics 0.97
reliabilities Math Calculation Skills
Math Problem Solving
0.97
0.95
(across Written Language 0.94
all technical Broad Written Language
Basic Writing Skills
0.95
0.95
age groups) Written Expression 0.92
Academic Skills 0.97
for WJ IV ACH Academic Applications 0.96
clusters Academic Fluency
Academic Knowledge
0.97
0.95
Phoneme-Grapheme Knowledge 0.94
Brief Achievement 0.97
Broad Achievement 0.99
Sources of validity
evidence presented
•Representativeness of the WJ IV Test Content, Process,
and Construct Coverage
•Developmental Patterns of WJ IV Ability Clusters
•Internal Structure and Relations within the WJ IV
•Relationship of WJ IV Scores to Other Measures of

Cognitive Abilities, Oral Language, and Achievement
•Performance of Clinical Samples on WJ IV Measures

Three-stage internal/ structural validity procedures for WJ IV battery
Stage 1: Stage 2: Stage 3:

Split-sample Exploratory structural model Confirmatory
random sample generation (MG) and evaluation structural
generation model cross-
Stage 2A Stage 2B Stage 2C validation
Model Model Exploratory structural Specify initial CFA Evaluate and adjust
Cross-Validation analysis in Sample A
phase
Development models CFA
(MD) (MCV) model
samples (A) samples (B)
Ages 3-5 A Ages 3-5 B Cluster analysis

(n = 209) (n = 208) (CA) Model adjustment(s)
No
Ages 6-8 A
(n =412)
Ages 6-8 B
(n = 411)
+ CFA of MG model
Principal Specify initial Most
result from MD (A)
component confirmatory plausible
Ages 9-13 A Ages 9-13 B sample in MCV (B)
analysis factor analysis and best
(n = 785) (n = 787) sample(s)
(PCA) model (CFA) fitting
Yes
odel?
Ages 14-19 A Ages 14-19 B

+
(n = 842) (n = 843)
Multidimensional
scaling analysis
(MDS) Review of Review of
Ages 20-39 A Ages 20-39 B
contemporary prior WJ,
(n = 625) (n = 626)
CHC and WJ-R, WJ III
cognitive structural
neuroscience validity
Ages 40-90+ A Ages 40-90+ B research research
(n = 571) (n = 575 )
Gwm-
NUMREV WM Bold font = Broad or general
OBJNUM
VRBATN
Gwm- CHC abilities
MEMWRD
SENREP MS Gwm
NWDREP
UNDDIR
Underlined font= Possible
MEMNAM
Ga+Gwm (sequential/serial processing)
intermediate level stratum
dimensions
WRDATK
Ga-PC/Grw
SPLSND
SNDAWR Ga Cognitive Operations:
SEGMNT
PHNPRO
Ga-PC Controlled/deliberate/system 2 Groupings to the left of the
SNDBLN
VAL Gv vertical dashed lines
Gf+Gv
VISUAL
ANLSYN Gf
represent the groupings
CONFRM interpreted as representing
VISCLO Glr-NA
PICREC valid CHC abilities. Higher-
RPCNAM
RETFLU
Glr-LA
Glr (Retrieval Fluency) order groupings to the left of
ORLCMP the dashed line are
VRBANL
HUM potentially interesting
PICVOC
ORLVOC
Gc hypothesized intermediate
GENINF
SOC
ability dimensions.
SCI
STYREC
Glr-MM/Grw
Acquired knowledge systems
WRTSMP
RDGREC
NUMSEN General intelligence (g)
APPROB
CALC
Gq/Gf-RQ
NUMSER
NUMMAT
SPELL
LWIDNT
PSGCMP Grw
RDGVOC
EDIT
ORLRDG
MTHFLU
Gs-ACH Cognitive Operations:
WRDFLU
SNRDFL Gs Automatic/system 1
SNWRFL
NUMPAT
LETPAT
Gs-COG
PAIRCN
Wards cluster analysis of ages 9-13 year sample (model development sample A; n=785)
2
MEMNAM
1 SPLSND Grw
WRDATK RDGREC
SNDAWR WRTSMP
NWDREP
ORLRDG
SENREP
MDS SEGMNT Ga
RDGVOC
PSGCMP
LWIDNT Gq/Gf-RQ
EDIT
(Guttman SNDBLN
Gwm-
PHNPRO
SPELL
NUMSER SNWRFL
Gs-Ach
MS GENINF CALC
Radex) of 0
WRDFLU
MTHFLU
MEMWRD
Gc
ages 9-13 VRBANL SCI
NUMMAT
NUMPAT
VRBATN LETPAT
year sample VAL VISUAL
UNDDIR
Gs-Cog
Gwm-
(model CONFRM WM
Glr-MM Gf
NUMREV RETFLU
development -1
OBJNUM
Glr-LA
PAIRCN
sample A; STYREC
ANLSYN
RPCNAM
n=785 ) Gv
VISCLO
PICREC
-2
-2 -1 0 1 2
Structural validity method comparisons across
7 intelligence batteries
Other exp.
Test EFA methods CFA Cross-validation
WJ III No No Yes No
SB5 No No Yes No
DAS-II No No Yes No
KABC-II No No Yes (in “exploratory No
manner”)
WAIS-IV No No Yes No
WISC-IV Yes No Yes Yes: Factor score (7)
congruence in random CV
sample of 440
WJ IV Yes Yes: MDS Yes: Exploratory Yes: Randomly split
and cluster model generating samples at six age groups.
analysis CFA (MD samples) CV of final MD models in
and CV CFA (CV CV sample
samples)
15 independent WJ IV concurrent validity
studies differentiated by age/grade
WJIV COG compared to:
• WISC-IV, WAIS-IV, WPPSI-III, KABC-II, DAS-II
WJIV OL compared to:
• CELF-F, PPVT-4, CASL, OWLS
WJIV ACH compared to:
• KTEA-II, WAIT-III, OWLS-WE

WJ IV clinical validity evidence reported for 9 clinical groups
Clinical Validity
Group Inclusion Criteria
 Documented learning disability in reading
Learning Disability
6–17 years  Reading LD must be the primary diagnosis or eligibility category
(LD):
 Currently receiving special education services under SLD category
 Documented learning disability in math
Learning Disability
6–17 years  Math LD must be the primary diagnosis or eligibility category
(LD): Math
 Documented learning disability in writing
Learning Disability
6–17 years  Writing LD must be the primary diagnosis or eligibility category
(LD): Writing
 Documented traumatic brain injury
Head Injury 7–17 years  TBI must be the primary diagnosis
 Currently receiving special education services
 Documented language delay
Language Delay 7–13 years  Language delay must be the primary diagnosis
 Documented Autism Spectrum Disorder1
Autism Spectrum
6–17 years  ASD is the primary diagnosis
Disorder (ASD)
 Documented ADHD2
Attention Deficit
 ADHD is the primary diagnosis
Hyperactivity 7–12 years
 Currently receiving special education services and/or 504 plan
Disorder (ADHD)
accommodations
 Currently participating in high ability/gifted and talented school curriculum
Gifted3 4–9 years  Currently receiving gifted services
 Documented mental retardation
Mental Retardation 6–12 years  Mental retardation is the primary diagnosis
What is cognitive complexity?
CHC factor breadth

Cognitive Factorial complexity
complexity
Degree of g-loading
(Does not
necessarily
equal) Complicated
This is a heuristic
McGrew (2010) – First formal introduction of cognitive framework and is not
intended to represent a
complexity in “Beyond CHC” test development /evaluation theoretical model of
framework(Neuropsych. Conference in Fremantle, Australia) intelligence
Content/stimulus dimension
Cognitve complexity (Extension of BIS and Brunswick Symmetry Model)
dimension
High
Medium
Low
Abilty domain dimension
Cognitive knowledge
Processing
domains/systems
Type II
Cognitive operations
Cognitive control
Cognitive efficiency
Processing
Type I
Sensory functions
Motor functions
Note: CHC taxonomy is embedded in the ability domain dimension

Cognitively complex design characteristics
(Lohman & Lakin, 2011)
• Larger number of cognitive component processes
(factorial complexity)
• Accumulation of speed component differences
Parameters • Increased demands of attentional control (AC) &

of cognitive
efficiency working memory
in info.
proc.
models •More demands on adaptive functions (assembly,
control, and monitoring – executive functions)
• More important component processes (e.g.,

inference; eduction of relations)
One design objective in the WJ IV was to increase the
cognitive complexity requirements for selected tests
and clusters to provide greater ecological validity and
interpretive relevance of the measures.
Approach 1. Increasing the cognitive complexity of a test is often
accomplished by making the test a mixed measure of more than one narrow
CHC ability (factorially complex mixed CHC measures)
Approach 2. A second approach is to increase the complexity of information

processing demands of the tests within a specific narrow CHC domain
(Lohman & Larkin, 2011; McGrew, 2012). This second form of cognitive
complexity, not to be confused with factorial complexity, places greater
demands on cognitive information processing (cognitive load), requires
greater allocation of key cognitive resources (working memory or attentional
control), and invokes the involvement of more cognitive control or executive
functions (Arend, Colom, Botella, Contreras, Rubio, & Santacreu, 2003;
Jensen, 2011; Lohman & Larkin, 2011; Marshalek, Lohman, & Snow; 1983).
This second approach to increasing test cognitive complexity was a primary
design principle for the WJ IV.
Analogy: Think of general intelligence (g) as a system of
relatively independent cognitive abilities (relatively construct
“pure” pulleys) working together to deal with a specific
cognitive task load
Gf Gwm Ga Gv
Gc Gs Glr Gs
Most contemporary CHC designed individual tests have focused on

developing relatively pure measures of each cognitive ability
(mental pulley)
Approach 1 to developing cognitively complex tests:
Construct factorially complex measures (a system of
pulleys from 2 or more domain functions working in
Gf + Gv combination).
Gf + Gv Gwm Gs Ga Glr Gv Gs
In this approach a test is designed to be a mixed measure of

two (or more) cognitive abilities (mental pulleys; Gf + Gv)
Approach 1 example
Gf + Gv
Gf + Gwm + Gc + Gq Ga Glr Gv Gs
Wechsler Arithmetic test

Approach 2 is to increase the complexity of information
processing demands of the tests within a specific CHC
cognitive functional domain. Tasks are still as relatively pure a
measure of the CHC domain as possible but there is a
deliberate increase in the number of “mini-pulleys” (cognitive
information component complexity) that work together within
the CHC domain. This was the primary approach used for
certain WJ IV tests.
Ga Gv Gwm Gs Gf Glr Gv Gs
Conceptual explanation of parameters of cognitive efficiency
Long-Term Memory
Sensation Perception
Storage Retrieval
Central
Executive
(Executive
???? functions or
Focus of control?
Attention
• Inhibit
•Shift
•Update
Working Memory
Recently activated concepts

Decisions
(Blue-new; Red-old) Output
PHNPRO-Ga
SNDAWR-Ga
Correlation = .93; but correspondence
2.10
diverges as test become higher in g and VRBATN-Gwm

ORLVOC-Gc
cognitive complexity
ORLCMP-Gc
1.55
MDS relative CC (rCC)
NUMSER-Gf UNDDIR-Gwm
NUMREV-Gwm CONFRM-Gf
OBJNUM-Gwm
SEGMNT-Ga PICVOC-Gc
SENREP-Gwm
VISUAL-Gf
1.00 STYREC-Glr ANLSYN-GF
MEMWRD-Gwm
RETFLU-Glr SNDBLN-Ga
LETPAT-Gs
NUMPAT-Gs NWDREP-Ga
0.45 PAIRCN-Gs
RPCNAM-Glr
PICREC-Gv
-0.10
0.4 0.5 0.6 0.7 0.8
g-loading
Relationship between g-loadings and MDS-based relative
cognitive complexity (rCC) for WJ IV COG and OL tests
New COG OL Tests
• COG: Verbal Attention

• COG Number Series
• COG Letter-Pattern Matching
• COG Visualization
• COG Phonological Processing
• COG Nonword Repetition
• OL Segmentation
COG Test 2: Number Series
• Was in WJ III Diagnostic Supplement

• Gf-RQ (Quantitative Reasoning)
• Not a “controlled learning” test as are Concept
Formation (Gf-I) and Analysis-Synthesis (Gf-RG)
• More Gf “in the wild” – without examiner
provided scaffolding
• Extensive history as a premier Gf test in the
psychometric measurement of intelligence
• High in cognitive complexity and g. Best single test
predictor of achievement. Best indicator of Gf factor.
• In GIA, BIA, Gf-Gc Composite, Gf, Gf-Ext, Quantitative
Reasoning (RQ), and one Math Aptitude clusters.
COG Test 7: Visualization
• Measure of Gv-Visualization (Vz)
•Visualization consists of two subtests that each

measure Gv-Vz (visualization) via tasks that vary on
task complexity and degree of “minds eye” (mental
rotation) manipulations
• Within Gv, highest on cognitive complexity, g, Gv

factor, and prediction of achievement
• In GIA, Gv and both Math Aptitude clusters

COG Test 3: Verbal Attention
• Measure of Gwm (working memory-WM; attentional
control-AC)
• More ecological “real world” valid measure of
working memory
• High in cognitive complexity and g. Within Gwm, the
most cognitively complex, one of best
indicators of Gwm factor, and best predictor
of achievement
• In GIA, BIA, Gwm, Gwm3, Cognitive Efficiency, and one
Reading and 1 Written Language Aptitude clusters.
COG Test 4: Letter-Pattern
Matching
• Measure of Gs (perceptual speed) and orthographic
processing
• This speeded test (all WJ IV speeded tests) is based on a new

rate-based method of scaling the scores that eliminates the
need for bonus points
• Within Gs, it matches Number Pattern Matching in

g, Gs factor loading, and prediction of achievement. Is
more cognitively complex than Number Pattern Matching
• In GIA, Gs, Perceptual Speed (P), Cog. Eff. and Cog. clusters
COG Test 5: Phonological
Processing
• Ga (PC) / Glr (LA/FW)
•3 subtests (Word Access; Word Fluency; Substitution
• Measures three aspects of speech sound processing
that requires the efficiency construction of sound-
based lexical representations
• High in cognitive complexity and g. Best single Ga
test predictor of achievement. High loading on Ga
and secondary low loading on Gc (accessing the
lexicon). Also loaded on narrow LA factor in
broard+narrow bottom-up CFA models.
• In GIA, Ga, and all reading and writing scholastic
aptitude clusters
Nonword repetition tasks
Examinee listens to a nonsense word and then must

repeat the word exactly.
Requires temporary storage of phonological

segments in immediate awareness.
Significant body of research has found such tasks to

be significantly related to (and be possible “markers”
of) reading disabilities, dyslexia and SLI (specific
language impairment)
OL Test 3: Segmentation
• Ga (PC)
• Examinee listens to words and identifies word parts
• In OL Phonetic Coding (PC) cluster
• Highest loading test on Ga factor across all ages
• A moderate measure of g and predictor of ach. across
all ages; much more so (and more cognitively complex)
than Sound Blending.
• Such tasks have been reported to be strong predictors
of early reading (Bouwmeester et al, 2011; Geuden &
Sandra, 2003)
Contemporary CHC broad and narrow ability content
coverage by WJ IV Cognitive (as per WJ IV authors)
General
Intelligence (g)
Domain- Quantitative Comp - Short-Term Auditory Processing

Specific Knw. Knowledge Knowledge Wk Mem. Processing
Writing (Grw) Reasoning (Gf) Retrieval (Glr) Processing (Gv) Speed (Gs)
(Gkn) (Gq) (Gc) (Gsm) (Ga)

General science Reading Memory span Associative Phonetic coding Perceptual speed
info. (K1) decoding (RD) (MS) memory (MA) (Vz) (PC) (P)
(A3) (LD)



(SG) (FW)
English usage
(EU)
Writing ability
Shading designates abilities
measured by WJ IV COG battery
(WA)
Writing speed
(WS)

This image cannot currently be displayed.
The WJ IV COG is not your fathers intelligence test!
The WJ IV COG GIA is a much more cognitively complex

(and high g) measure of intelligence
How did we do this?
What evidence do we have to support this conclusion?

© Institute for Applied Psychometrics;
Kevin McGrew 01-23-14
Select concurrent validity evidence: Correlations of
WJ IV primary COG g-scores with external measures
WJ III GIA other IQ WISC-IV WAIS-IV WPPSI-III KABC-II SB-5 DAS-II

score correlations FS IQ FS IQ FS IQ FCI FS IQ GCA
were from .67 to .76
(n=174) (n=177) (n=99) (n=50) (n = 50) (n = 49)
WJ IV g-measures
General Intellectual Ability 0.86 0.84 0.72 0.77 0.80 0.83
(GIA)
Brief Intellectual Ability (BIA) 0.83 0.74 0.76 0.79
Gf-Gc Composite 0.83 0.78 0.71 0.82
Note. Correlations in italic represent correlations with a pseudo-WJ IV GIA score computed from 7
WJ IV tests (WJ IV COG does not provide an GIA-Edv cluster)
Conclusion: The WJ IV GIA, BIA and Gf-Gc composite clusters

demonstrate strong validity evidence as measures of general
intelligence when the criterion are the global composite/total
scores from other major IQ batteries in the field
Comparison of composition of primary
WJ III and WJ IV COG CHC and GIA clusters General
Intelligence (g)
Comp - Short-Term Auditory
Fluid Long-Term Visual Processing
Knowledge Wrk Mem Processing
Reasoning (Gf) Retrieval (Glr) Processing (Gv) Speed (Gs)
(Gc) (Gwm) (Ga)
Primary WJ III and WJ IV COG tests and Clusters
Oral Verbal Phonological Letter-Pat.

Number Series Story Recall Visualization GIA
Vocabulary Attention Processing Match.
General Concept Numbers Visual-Aud Picture Nonword Pair

Information Formation Reversed Learning Recognition Repetition Cancellation
Analysis- Memory for Retrieval Spatial Sound Visual GIA -

Verbal Comp.
Synthesis Words Fluency Relations Blending Matching * Standard
(WJ IV Oral Vocab. (WJ III Spatial
was part Relations is half Auditory Decision
of WJ III Verbal of WJ IV Attention Speed
Comp.) Visualization)
Tests in WJ IV * Visual Matching is renamed Number-Pattern Matching in WJ IV

COG clusters WJ IV GIA
Tests in WJ III
COG Clusters WJ III GIA-Standard
© Institute for Applied Psychometrics; Kevin
McGrew 01-23-14
Four primary design principles have resulted in the
WJ IV COG GIA being significantly different in
composition than the WJ III COG GIA-Std.
The WJ IV COG GIA cluster tests should:
1. Be the best factor indicators of each CHC broad domain
2. Be the best predictors of achievement from each CHC broad domain
3. Be the most cognitively complex indicators from each CHC broad domain
4. Be the best measures of g (general intelligence) from each CHC broad

domain
5. Collectively should have a relatively equal balance of type of stimulus

characteristics (verbal, numeric, figural)
(Note: Trade-offs between the four design objectives were sometimes necessary)
The Cognitive tests were evaluated on the basis of four (of
five total) quantifiable COG design criteria
Data augmented by Siskel and Ebert informal rating system
 Average CHC factor loadings
 Average achievement correlation across domains
 Average degree of g-loadings

 Average degree of relative cognitive complexity
© Institute for Applied Psychometrics;

(Average across ages 6-90+) Kevin McGrew 02-05-14
Author/expert
CHC narrow
factor
Comprehension – Knowledge classifications
(Gc)
Language Lexical Knowledge General Information

Development (LD) (VL) (K0)
PICVOC (Voc. Cluster- ORLVOC* (Gc cluster) GENINF

LD/VL)   
* Test in GIA
Author/expert
CHC narrow
factor
Fluid Reasoning classifications
(Gf)
Quantitative Induction General Sequential

Reasoning (RQ) (I) Reasoning (RG)
NUMSER* (Gf3 ANLSYN

(Gf cluster) CONFRM
cluster) 
  
(Quantitative Reasoning Cluster-RQ)
* Test in GIA
Author/expert
CHC narrow
factor
Short-Term Working classifications
Memory (Gwm)
Attentional Control Working Memory Memory Span

(AC) (WM) (MS)
VRBATN* NUMREV OBJNUM MEMWRD

(Auditory Memory
     Span Cluster-MS)
(Gwm cluster)
(Gwm3 cluster) SENREP
* Test in GIA
McGrew 2-04-14
Cognitive Processing Speed Short-Term Working
(Gs) Memory (Gwm)
Author/expert
CHC narrow Perceptual Attentional
factor Speed (P) Control
classifications
LETPAT* NUMPAT PAIRCN

    
(Gs cluster)
(Perceptual Speed
cluster-P) * Test in GIA
Author/expert
CHC narrow
factor
Long-Term Retrieval classifications
(Glr)
Meaningful Associative Speed of Lexical

Memory (MM) Memory (MA) Access (LA)
STREC* (Glr cluster) VAL RPCNAM (Speed RETFLU

  of Lexical
  Access
cluster-LA)
* Test in GIA
Auditory Short-Term Working
Processing (Gs) Memory (Gwm)
Author/expert
CHC narrow
factor
classifications Phonetic Memory for
Coding (PC) Sound Patterns (UM)
PHNPRO* SEGMNT SNDBLN NWDREP

 (Phonetic Coding cluster-PC)
(Ga cluster)
* Test in GIA
McGrew 2-04-14
The WJ IV Auditory Processing (Ga) cluster is not

your fathers Ga measure.
WJ IV still has the Oldsmobile Ga (Phonetic

Coding) in OL: COG now has more cognitively
complex Ga measures
The WJ IV has taken a broader contemporary view

of the domain of Ga
Auditory Processing (Ga) abilities, when
properly measured, should have a
prominent chair at the round table of
cognitive CHC abilities

Author/expert
CHC narrow
factor
classifications
Visual Processing
(Gv)
Visualization Visual Memory

(Vz) (MV)
VISUAL* (Gv cluster) PICREC


* Test in GIA
COG/OL Mdn.
Clusters r r2
General Intellectual Ability 0.76 0.58
Brief Intellectual Ability 0.73 0.53
Gf-Gc Composite 0.68 0.46
Comprehension-Knowledge (Gc) 0.58 0.34

WJ IV COG and Comprehension-Knowledge-Ext (Gc3)
Fluid Reasoning (Gf)
0.58
0.64
0.34
0.41
OL cluster Fluid Reasoning-Ext (Gf3)
Short-Term Working Memory (Gwm)
0.59
0.53
0.35
0.28
correlations Short-Term Working Memory-Ext (Gwm3)

Cognitive Processing Speed (Gs)
0.52
0.49
0.27
0.24
with WJ IV ACH Auditory Processing (Ga)

Long-Term Retrieval (Glr)
0.51
0.43
0.26
0.18
clusters: Visual Processing (Gv)

Quantitative Reasoning (Gf-RQ)
0.38
0.59
0.14
0.35
0.47 0.22
Correlations
Auditory Memory Span (Gsm-MS)
Number Facility (Gs-N) 0.62 0.38
0.58 0.34
across 15 ACH
Perceptual Speed (Gs-P)
Cognitive Efficiency (Gsm+Gs) 0.55 0.30
Cognitive Efficiency-Ext (Gsm+Gs) 0.66 0.44
clusters (ages
Oral Language 0.55 0.30
6-90+) Broad Oral Language
Oral Expression
0.57
0.54
0.32
0.29
Listening Comprehension 0.55 0.30
Phonetic Coding (Ga-PC) 0.44 0.19
Speed of Lexical Access (Glr-LA) 0.37 0.14
Vocabulary (Gc-LD/VL) 0.60 0.36
Select concurrent validity evidence: Correlations of
WJ IV primary COG g-scores with external measures
WJ III GIA other IQ WISC-IV WAIS-IV WPPSI-III KABC-II SB-5 DAS-II

score correlations FS IQ FS IQ FS IQ FCI FS IQ GCA
were from .67 to .76
(n=174) (n=177) (n=99) (n=50) (n = 50) (n = 49)
WJ IV g-measures
General Intellectual Ability 0.86 0.84 0.72 0.77 0.80 0.83
(GIA)
Brief Intellectual Ability (BIA) 0.83 0.74 0.76 0.79
Gf-Gc Composite 0.83 0.78 0.71 0.82
Note. Correlations in italic represent correlations with a pseudo-WJ IV GIA score computed from 7
WJ IV tests (WJ IV COG does not provide an GIA-Edv cluster)
Conclusion: The WJ IV GIA, BIA and Gf-Gc composite clusters

demonstrate strong validity evidence as measures of general
intelligence when the criterion are the global composite/total scores
from other major IQ batteries in the field
WJ IV COG /WISC-IV CHC composite select score
correlations ( n = 174)
WISC-IV WISC-IV WISC-IV WISC-IV
VCI PRI WMI PSI
WJ IV Measures (Gc) (Gf/Gv) (Gwm) (Gs)
CHC Factor Clusters Block Design-Gv-Vz
Comprehension-Knowledge (Gc) 0.79 Pic Cocnepts – Gf-I
Matrix Reasoning – Gf-I
Fluid Reasoning (Gf) 0.70
Short-Term Working Memory (Gwm) 0.72
Processing Speed (Gs) Digit Span – Gwm-MS/MW 0.55
Auditory Processing (Ga) Letter-Num Seq – Gwm-MW
Visual Processing (Gv) 0.55
Narrow Ability & Clinical Clusters
Quantitative Reasoning (RQ) 0.65
Auditory Memory Span (MS) 0.52
Number Facility (N) 0.57
Perceptual Speed (P) 0.56
Note: Bold font values represent correlations between best comparable CHC broad composites.
Red bold font are interesting correlations given the Wechsler composites composition.
WISC-IV/WAIS-IV PRI and WMI composites are not comparable--different mixtures of CHC abilities.
(see next slide)
WJ IV COG / WAIS-IV CHC composite select
score correlations ( n = 177)
WAIS-IV WAIS-IV WAIS-IV WAIS-IV
VCI PRI WMI PSI
WJ IV Measures (Gc) (Gv/Gf) (Gwm/Gq) (Gs)
CHC Factor Clusters Block Design-Gv-Vz
Comprehension-Knowledge (Gc) 0.74 Visual Puzzles – Gv-Vz
Fluid Reasoning (Gf) 0.57 Matrix Reasoning – Gf-I
Short-Term Working Memory (Gwm) 0.67
Processing Speed (Gs) Digit Span – Gwm-MS/MW
0.44
Auditory Processing (Ga) Arithmetic – Gwm-WM/Gf-RQ (Gq?)
Narrow Ability & Clinical Clusters
Quantitative Reasoning (RQ) 0.54 0.53
Auditory Memory Span (MS)
Number Facility (N) 0.65 0.52
Perceptual Speed (P) 0.61
Red bold font are interesting correlations given the Wechsler composites composition.
WISC-IV/WAIS-IV PRI and WMI composites are not comparable--different mixtures of CHC abilities. Noted
Wechsler correlations with tests classifications based on Flanagan et al., 2013.
WJ IV COG / KABC-II composite select score
correlations (n = 50)
KABC-II KABC-II KABC-II KABC-II KABC-II

Know./ Plan./ Sim./ Seq./ Lrng./
WJ IV Measures Gc Gf Gv Gsm Glr
Index Index Index Index Index
CHC Factor Clusters Pattern Reasoning - Gf-I/Gv-Vz
Comprehension-Knowledge (Gc) 0.82 Story Completion – Gf-RG
Fluid Reasoning (Gf) 0.46

Short-Term Working Memory 0.42
(Gwm) Number Recall – Gsm-MS
Processing Speed (Gs) Word Recall – Gsm-MS/WM?
Auditory Processing (Ga) Rover – Gv-SS

Long-Term Retrieval (Glr) Triangles – Gv-Vz 0.64
Low to moderate corresponding Gf, Gv and Gwm correlations most likely reflect narrow ability
content differences in composites (classifications based on Reynolds et al., 2007 and Flanagan et al.,
2013).
WJ IV COG / SB-5 CHC composite select
score correlations (n = 50)
SB-5 SB-5 SB-5 SB-5 SB-5
Fluid Quant. Vis.-Spatial Working
Know. Reas. Reas. Proc. Memory
WJ IV Measures (Gc) (Gf) (Gf-RQ) (Gv) (Gwm)
CHC Factor Clusters
Comprehension-Knowledge (Gc) 0.68 0.75 0.72 0.72
Fluid Reasoning (Gf) 0.67 0.56 0.66 0.66
Short-Term Working Memory (Gwm) 0.62 0.69
Cognitive Processing Speed (Gs)
Auditory Processing (Ga) 0.68 0.73 0.72
Red bold font are interesting correlations given the SB-5 composites composition.
The convergent/divergent validity of the SB-5 CHC composite scores has been seriously questioned
(Canivez, 2008; DiStefano & Dombrowski, 2006; Keith & Reynolds, 2010) as well as very high composite
score intercorrelations in the SB-5 technical manual (.65 to .75)
Achievement: What’s New?
• 7 new tests
• Oral Reading, Reading Recall,
• Word Reading Fluency
• Number Matrices
• Science, Social Studies, Humanities
• 8 new clusters
• Reading, Reading Comprehension-Extended,
Reading Fluency, Reading Rate
• Written Language
• Mathematics
• Brief Achievement, Broad Achievement
Achievement: What’s New?
• Conormed with WJ IV Tests of Cognitive Abilities

and WJ IV Tests of Oral Language
• Qualitative Observation Checklists for Tests 1-11

– Located in Test Record
– Helps document important information about how
examinee performed on the task
– Includes data on percentage of age mates at each rating
Test 1: Letter-Word Identification
Test 2: Applied Problems
Test 3: Spelling
Test 4: Passage Comprehension
Test 5: Calculation
Test 6: Writing Samples
Tests of
Test 7: Word Attack Achievement
Standard
Test 8: Oral Reading--NEW Battery
Test 9: Sentence Reading Fluency (Renamed)

Test 10: Math Facts Fluency (Renamed)
Test 11: Sentence Writing Fluency (Renamed)
WJ IV Tests of Achievement---Extended Battery
Test 12: Reading Recall--NEW
Test 13: Number Matrices--EXPANDED Provides clusters for:
Test 14: Editing •Reading
Comprehension
Test 15: Word Reading Fluency--NEW •Reading
Test 16: Spelling of Sounds Comprehension
-Extended
Test 17: Reading Vocabulary--REVISED •Reading Rate
•Math Problem
Test 18: Science--EXPANDED Solving
Test 19: Social Studies--EXPANDED •Basic Writing Skills
•Academic Knowledge
Test 20: Humanities--EXPANDED
Summary: Reading
• Includes 8 tests for evaluating different aspects of

reading
– Letter-Word Identification, Passage Comprehension, Word
Attack, Sentence Reading Fluency, Reading Vocabulary
– Oral Reading, Reading Recall, Word Reading Fluency
3 new tests
• Provides 7 clusters for a comprehensive evaluation of
reading performance
• Reading, Broad Reading, Basic Reading Skills, Reading
Comprehension
• Reading Fluency, Reading Rate, Reading Comprehension-
Extended 3 new clusters
Mathematics: Summary
• Includes 4 tests measuring various aspects of

math achievement:
– Applied Problems, Calculation, Math Facts
Fluency, and Number Matrices
• Provides 4 clusters for a comprehensive

evaluation of math performance:
– Mathematics, Broad Mathematics, Basic Math
Skills, Math Problem Solving
Written Language: Summary

written language:
– Spelling, Writing Samples, Sentence Writing
Fluency, Editing, and Spelling of Sounds
• Provides 4 clusters for a comprehensive
evaluation of writing performance:
– Written Language, Broad Written Language, Basic
Writing Skills, Written Expression
• Contributes to Phoneme-Grapheme Cluster
(Spelling of Sounds + Word Attack)
Academic Knowledge

academic knowledge (comprehension-knowledge
[Gc])
• Test 18: Science
• Test 19: Social Studies
• Test 20: Humanities
• Provides 1 cluster: Academic Knowledge

– Serves as the ability score in an
ability/achievement comparison procedure
Cross-Domain Clusters
• A cluster that includes tests from different

academic domains (reading, writing, math)
• 7 cross-domain clusters are available

– Brief Achievement and Broad Achievement
– Academic Knowledge
– Academic Skills
– Academic Fluency
– Academic Applications
– Phoneme-Grapheme Knowledge
Intra-Achievement Variation Procedures
Two options
Intra-Achievement using Tests 1-6

• Test 1. Letter Word Identification
• Test 2. Applied Problems
• Test 3. Spelling
• Test 4. Passage Comprehension
• Test 5. Calculation
• Test 6. Writing Samples
Intra-Achievement using 3 clusters:
• Academic Skills
• Academic Fluency
• Academic Applications
Intra-Achievement Variation Procedures
• Additional tests can be added to procedures

• Compares performance on one test or cluster to
average performance on other tests or clusters
• Provides information about examinee’s
strengths and weaknesses within academic
areas
• Helps pinpoint a pattern of strengths and
weaknesses
Academic Skills/Academic Fluency/
When ACH Tests 1 through 6 and 9 through 11 are

administered, a cross-domain comparison is made.
• Academic Skills cluster is compared to a predictor score

from the Academic Applications and Academic Fluency
clusters;
• Academic Applications cluster is compared to Academic
Skills and Academic Fluency clusters;
• Academic Fluency cluster is compared to a predictor
score from the Academic Skills and Academic
Applications clusters.
Reading 0.95
Broad Reading 0.97
Reading Comprehension-Extended 0.96
Reading Rate 0.96
Mathematics 0.96
Median Broad Mathematics
Math Calculation Skills
0.97
0.97
reliabilities Math Problem Solving 0.95
Written Language 0.94
(across Broad Written Language 0.95
all technical Basic Writing Skills
Written Expression
0.95
0.92
age groups) Academic Skills 0.97
for WJ IV Academic Applications
Academic Fluency
0.96
0.97
ACH clusters Academic Knowledge 0.95
Phoneme-Grapheme Knowledge 0.94
WJ IV ACH OL / KTEA-II composite select score correlations
Ages 8-12 (n = 49)
KTEA-II KTEA-II KTEA-II KTEA-II KTEA-II
WJ IV Measures Oral. Lang. Rdg. Math Wr. Lang Comp. Ach.
Oral Language Clusters
Oral Language 0.64
Oral Comprehension 0.74
Oral Expression 0.64
Listening Comprehension 0.74
Reading Achievement Clusters
Reading 0.94
Broad Reading 0.92
Reading Speed 0.78
Math Achievement Clusters
Mathematics 0.94
Broad Mathematics 0.91
Math Calculation 0.83
Math Problem Solving 0.82
Written Language ACH Clusters
Broad Writing 0.84
Basic Writing Skills 0.91
Written Expression 0.65
Cross Domain ACH Clusters
WJ IV ACH OL / KTEA-II composite select score correlations
Ages 13-18 (n = 50)
KTEA-II KTEA-II KTEA-II KTEA-II KTEA-II
Oral Wr. Comp.
WJ IV Measures Lang. Rdg. Math Lang Ach.
Oral Language 0.74
Reading 0.83
Broad Reading 0.78
Reading Speed 0.65
Math 0.87
Broad Math 0.86
Math Calculation 0.82
Math Problem Solving 0.69
Broad Writing 0.85
WJ IV ACH OL /WIAT-III composite select score
correlations– Grades 1-8 (n=51)
WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III
Oral Total Basic Rdg. Cmp. Math Wr. Total
WJ IV Measures Lang. Rdg. Rdg. & Flu. Math. Flu. Expr. Ach.
Oral Language 0.82
Reading 0.93 0.92 0.82
Broad Reading 0.89 0.87 0.82
Basic Reading Skills 0.93 0.94 0.78
Reading Comprehension 0.88 0.85 0.81
Reading Fluency 0.87 0.84 0.80
Reading Speed 0.67 0.62 0.64
Math 0.92 0.57
Broad Math 0.90 0.79
Math Calculation 0.82 0.85
Math Problem Solving 0.83 0.53
Broad Writing 0.77
Bold font designates correlations >= .70
WJ IV ACH OL /WIAT-III composite select score correlations—
Grades 9-12 (n=49)
WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III
Oral Total Basic Rdg. Cmp. Math Wr. Total
WJ IV Measures Lang. Rdg. Rdg. & Flu. Math. Flu. Expr. Ach.
Oral Language 0.79
Reading 0.78 0.75 0.74
Broad Reading 0.79 0.72 0.80
Basic Reading Skills 0.86 0.86 0.74
Reading Comprehension 0.54 0.50 0.60
Reading Fluency 0.78 0.72 0.77
Reading Speed 0.66 0.61 0.72
Math 0.84 0.42
Broad Math 0.76 0.68
Math Calculation 0.58 0.72
Math Problem Solving 0.79 0.45
Broad Writing 0.76
Note. font designates correlations >= .70
Contemporary CHC (Schneider & McGrew, 2012) broad and
narrow ability content coverage by WJ-IV Oral Language
General
Intelligence (g)
Domain- Quantitative Comp - ST Working Auditory Processing

Specific Knw. Knowledge Knowledge Processing
Writing (Grw) Reasoning (Gf) Mem (Gwm) Retrieval (Glr) Processing (Gv) Speed (Gs)
(Gkn) (Gq) (Gc) (Ga)

General science Reading Memory span Associative Phonetic coding Perceptual
info. (K1) decoding (RD) (MS) memory (MA) (Vz) (PC) speed (P)
(A3) (LD)



(SG) (FW)
English usage
(EU)
Writing ability
Shading designates abilities
measured by WJ IV OL battery
(WA)
Writing speed
(WS)

Median reliabilities (across
all technical age groups) for
WJ IV OL clusters
Oral Language 0.90

Broad Oral Language 0.92
Phonetic Coding 0.95
Speed of Lexical Access 0.89
Vocabulary 0.93
WJ IV OL / CELF-4 and PPVT-4
composite select score
correlations—Ages 5-8 (n = 50)
CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 PPVT-4

WJ IV Measures Core Rec. Expr. Lang. Lang. Work.
Lang. Lang Lang. Con. Struc. Mem.
Oral Language 0.63 0.59 0.64 0.67 0.67 0.50 0.74
Oral Expression 0.74 0.64 0.72 0.67 0.73 0.58 0.70
Listening Comprehension 0.64 0.62 0.63 0.63 0.68 0.59 0.69
Speed of Lexical Access 0.31 0.37 0.32 0.35 0.38 0.57 0.43
Bold font correlations > = .60
WJ IV OL / CELF-4 and PPVT-4 composite
select score correlations—Ages 10-18 (n = 56)
CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 PPVT-4

WJ IV Measures Core Rec. Expr. Lang. Lang. Work.
Lang. Lang Lang. Con. Struc. Mem.
Oral Language 0.75 0.46 0.69 0.49 0.65 0.17 0.76
Oral Expression 0.83 0.56 0.79 0.49 0.74 0.33 0.62
Listening Comprehension 0.76 0.50 0.68 0.42 0.69 0.30 0.55
Speed of Lexical Access 0.42 0.19 0.36 0.18 0.39 0.23 0.14
. Bold font correlations > = .60
WJ IV OL / CASL & OWLS composite
score correlations in ages 3-6 sample
CASL OWLS
Core Basic Sent. Syntax Parag. Prag. Oral List. Oral

WJ IV Measures Comp. Conc. Comp Constr Comp Judge Comp Comp Exp
Oral Language
Clusters
Oral Language 0.60 0.56 0.57 0.47 0.41 0.49 0.60 0.42 0.61
Oral Expression 0.48 0.43 0.51 0.42 0.41 0.31 0.46 0.31 0.49
Listening 0.58 0.60 0.53 0.49 0.44 0.46 0.57 0.44 0.55
Comprehension
Speed of Lexical 0.48 0.41 0.36 0.43 0.36 0.40 0.24 0.07 0.33
Access
Note. n = 50 for all measures except WJ IV Phonological Processing (n = 48). All correlations
with WJ IV Phonological Processing have n = 48 sample size.
WJ IV OL / CASL & OWLS score correlations in ages 7-17 sample (n = 50)
WJ IV Oral Language Clusters
Oral Oral Oral Listening Speed of
CASL/OWLS Measures Language Comp. Expression Comp. Lex. Acc.
CASL Measures
Core Composite 0.85 0.82 0.72 0.76 0.57
Antonyms 0.82 0.78 0.64 0.75 0.39
Synonyms 0.71 0.73 0.55 0.70 0.32
Sentence Completion 0.76 0.73 0.66 0.68 0.51
Idiomatic Language 0.82 0.80 0.75 0.72 0.42
Syntax Construction 0.71 0.68 0.57 0.64 0.47
Paragraph Comprehension 0.66 0.70 0.54 0.75 0.56
Grammitcal Morphemes 0.63 0.60 0.53 0.56 0.47
Sentence Comprehension 0.59 0.60 0.58 0.57 0.47
Grammaticality Judgement 0.67 0.65 0.70 0.58 0.57
Nonliteral Language 0.67 0.63 0.64 0.54 0.40
Meaning from Context 0.77 0.74 0.63 0.67 0.56
Inference 0.70 0.70 0.62 0.67 0.42
Amibgious Sentences 0.72 0.73 0.58 0.70 0.45
Pragmatic Judgement 0.52 0.47 0.34 0.42 0.48
OWLS Measures
Oral Composite 0.68 0.68 0.62 0.64 0.41
Listening Comprehension 0.53 0.57 0.50 0.56 0.25
Oral Expression 0.67 0.64 0.60 0.59 0.45
Bold font are correlations >= .70

WJ IV Battery Introduction

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WJ IV Battery Introduction

Uploaded by

Copyright:

Available Formats

The New WJ IV Battery:

Introduction and Overview

Introduction and Overview

Oral Language Battery Tech info.

Achievement Battery Tech info.

Variations and Comparisons

Design principle: Cognitive complexity

Domain- Quantitative Comp - Short-Term Auditory Processing

Mathematical Language Visualization

Reading General Memory for

Reading speed Listening ability Speed of Lexical

Spelling ability Word Fluency

Shading designates proposed changes in CHC model

Working memory refers to a dynamic, temporary storage system that

Working memory refers to individual differences in both the capacity

Short-term memory refers to tasks that involve significant storage

Attentional Control (Gwm-AC). The ability to focus on task-relevant stimuli and

LD VL K0 LS CM MY The CHC Periodic

Broad and Narrow Abilities Measured by the WJ IV COG, OL and ACH

General Intellectual Ability – g (7)

Fld. Reas. Cmp. Know. ST Wk. Mem. (#) = # tests

Cognitive Efficiency (2)

Broad Oral Lang (3)* Phon. Cod. Spd. Lx. Acc.

Organization of WJ IV Cognitive (COG) and Oral Language (OL) batteries

Oral Number Verbal Phonological Letter-Pat.

General Concept Numbers Visual-Aud. Picture Nonword Pair

Picture Analysis- Memory for Rapid Picture Number-Pat.

Object-Num. Retrieval Sound

Grw - Grw - Gq Gc/Gkm

Letter-Word Reading Applied

Passage Word Rdg. Writing Social

Reading Sentence Wr. Math Facts

Brd. Rdg. Brd. Wr. Lg. Brd. Math.

Rdg. Wr. Lg. Math.

Academic Applications (3) See Table 1-3 for

of WJ IV Brief Achievement (3)

Broad Achievement (9)

Other clusters available by

Dr. Kevin McGrew

Five ability/achievement difference score

Ability (GIA) scores in WJ IV

General Intellectual Ability (GIA) cluster (Predictor score)

Brd. Wr. Lg.

Predicted Actual Target Difference Bas. Wr. Sk.

Gf Gc Gwm Gs Ga Glr Gv Grw Gq

Broad Oral Reading Math.

Regression-based Rdg. Cmp. Math Pr.

© Institute for Applied Psychometrics; Kevin McGrew 01-23-14

Gf Gc Gwm Gs Ga Glr Gv Grw Gq

Num. Fac. Rdg. Cmp. Math Pr. Slv.

Brd. Wr. Lg.

Predicted Actual Target Difference Bas. Wr. Sk.

(Compare to distribution of Phn.-Grp.Kn.

Gf Gc Gwm Gs Ga Glr Gv Grw Gq

Aud Mem Sp Perc Spd Phon Cod Sp Lex Acc

Cognitive Efficiency Possible S/W predicted Rdg Cmp Math Pr Solv

Regression-based predictions that Rdg Rate

WJ IV Gf+Gc strength and weakness Brief Achievement

comparison procedure and options Academic Skills

Gf Gc Gwm Gs Ga Glr Gv Grw Gq

Academic Regression-based prediction Reading Math.

(Compare to distribution of Wr. Exp.

SD and PR for specified Academic Skills