Handout For WISC V WJ IV Workshop 5.26.15

Fairleigh Dickinson University School Psychology
Program in Cooperation with New Jersey Region V

Everything Old is New Again: Review and Overview of New Tests:
Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and Woodcock-Johnson, Fourth Edition, Tests of
Cognitive Abilities, Oral Language, and Academic Achievement (WJ IV COG, ACH, and OL)
The session will examine a number of recently released revisions of popular cognitive and academic
assessment measures. Given the substantial changes to the instruments, a considerable amount of time will
be spent in reviewing these modifications. The theoretical foundation of the tests, as well as pertinent issues
relevant to the cognitive and academic assessment of children will be explored. Participants can expect to
leave the session with a thorough exposure to the tests’ items, their scoring, and interpretation. In addition,
relevant information regarding clinical validity and the use of the test with youngsters suspected of
manifesting various disabilities will be discussed.
Ron Dumont, Ed.D., NCSP is a Professor of Psychology and the Director of the School of Psychology at Fairleigh
Dickinson University. Dr. Dumont's areas of research interest include problems with the diagnosis of Learning
Problems, assessment of Serious Emotional Disturbance, and differences found between assessment tools. He is
the author or co-author of over 20 book chapters as well as over 100 journal articles and test reviews. He is co-
author, with John Willis and Colin Elliott of Essentials of DAS-II Assessment; with John Willis and Guy McBride,
the Essentials of IDEA for Assessment Professionals; and with John Willis, the Guide to Identification of Learning
Disabilities Third Edition (2002). With Dr. Jerome Sattler, he co-authored the Assessment of Children WISC-IV
and WPPSI-III Supplement (2004). dumont@fdu.edu
John O. Willis, Ed.D., SAIF, has been, since 1980, part-time Senior Lecturer in Assessment and advisor and
instructor for the Specialist in Assessment of Intellectual Functioning (SAIF) certification program, Rivier
University, Nashua, New Hampshire, where he also teaches Cognitive Assessment II in the Psy.D. Program, and,
since 1974, Assessment Specialist (former Director of Psychoeducational Services), Regional Services and
Education Center, Amherst, NH. He has worked in special education as a volunteer, tutor, teacher, evaluator,
administrator, author, presenter, and consultant for 51 years. Evaluator is the one job he may have gotten right.
He is the co-author, with Ron Dumont, Ed.D, NCSP, of the Guide to Identification of Learning Disabilities (3rd ed.)
and is author or co-author of several books and many several chapters and articles. Dr. Willis has taught
courses for the University System of New Hampshire and Antioch/New England Graduate School and presented
numerous workshops for teachers and psychologists in the United States and Canada since
1976. jwillis@rivier.edu
Dr. Dumont and Dr. Willis have recently contributed chapters to Intelligent Testing with the WISC-V and
Essentials of WJ IV Tests of Achievement and are working on a chapter with Dr. Robert Walrath for Essentials of
WJ IV Cognitive Abilities Assessment
http://www.myschoolpsychology.com
Dumont/Willis 2015 WJ IV © 2014 by The Riverside Publishing Company WISC-IV © 2014 by Pearson Page 1
Contents of This Very Handout with Approximate Page Numbers
Learning Another New Test............................................................................................. 4
Illustrative References ..................................................................................................... 9
WJ IV Cognitive, Oral Language, and Achievement Gf-Gc and Scholastic
Aptitude Configuration .................................................................................................... 11
WJ IV Tests of Cognitive, Achievement, And Oral Language
Abilities by Tests, Global Measures, and Clusters .......................................................... 12
WJ IV Useful Additional Material That Is Available To Download ............................... 15
WJ IV Quibbles................................................................................................................ 15
Differences Between WJ IV Gf-Gc Cluster Tests by Narrow Abilities,
and Input, and Output Demand ........................................................................................ 17
Differences Between WJ IV Composite Tests Required for Statistical
Significance, by Age Group............................................................................................. 20
Approximate Percentage of Population Expected To Obtain Discrepancies
Between Various WJ IV Tests ......................................................................................... 22
WI IV Cognitive Fine Points of Administration .............................................................. 27
WJ IV Cognitive Tests Decision Points........................................................................... 30
Gf-Gc Classification and WISC-V Subtests .................................................................... 31
Broad and Narrow Abilities for Subtest of the Wechsler, WJ IV, and DAS-II .............. 32
WISC-V Structure ............................................................................................................ 34
WISC-V Subtests and Scores........................................................................................... 35
Specific Process Observations Base Rate ........................................................................ 36
WISC-V Types Of Scores ................................................................................................ 37
WISC-V Comparisons – See WISC-V Manuals for Further Elaboration ....................... 38
WISC-V Information Item Content ................................................................................. 43
WISC-V Picture Concepts Rationale? ............................................................................. 44
Critical Values for Statistically Significant Differences Between the WISC-V
Verbal Comprehension and Nonverbal Indexes .............................................................. 45
Approximate Percentage of Population Expected to Obtain Discrepancies
Between the WISC-V Verbal Comprehension and Nonverbal Indexes .......................... 45
WISC-V Broad Verbal Index (BVI) Equivalents of Sums of Scaled Scores .................. 47
WISC-V Verbal Knowledge Index (VKI) Equivalents of Sums of Scaled Scores ......... 48
Differences Required for Significance When Each WISC–V Subtest Scaled Score
is Compared to the Mean Subtest Scaled Score for Any Individual Child ..................... 49
Report Form Shell for WISC-V Suitable for an Evaluation Report Appendix ............... 50
(Use Replace All to replace Namexx with examinee's first name, Lastxx with the last
name, and hxx with "his" or "her" [pick one]. Replace each remaining xx with anything
that seems reasonable. Delete all paragraphs and lines in tables that are not relevant.)
Explanation of test scores used in report ............................................................... 50
Table shell of Namexx's WISC-V scores .............................................................. 51
Description of the WISC-V ................................................................................... 53
Report Form Shell for WJ IV Suitable for an Evaluation Report Appendix ................... 55
(Use Replace All to replace Namexx with examinee's first name, Lastxx with the last
name, and hxx with "his" or "her" [pick one]. Replace each remaining xx with anything
that seems reasonable. Delete all paragraphs and lines in tables that are not relevant.)
Explanation of test scores used in report ............................................................... 55
Table shell of Namexx's WJ IV scores .................................................................. 56
Description of the WJ IV ....................................................................................... 62
Does Ralph Have a Specific Learning Disability? (a cautionary tale) ............................ 69
OAT-CEREAL (on the mindlessness of grade-equivalent scores).................................. 73
LEARNING ANOTHER NEW TEST
(NEW TRICKS FOR MATURE DOGS)
These suggestions assume that you are already an experienced evaluator

and that you have successfully completed at least one advanced assessment course
and have administered, scored, interpreted, reported, and fully mastered at least
one controlled test in the same domain (e.g., academic achievement, cognitive
abilities) as the new one you are approaching.
These suggestions also assume that you have knowledge and experience in the skills and abilities
the new test is intended to assess (such as reading skills, math skills, general intellectual ability, or
memory) and that you are familiar with persons similar to those you would be testing with the new
instrument (such as persons with specific learning disabilities, preschool children, or adolescents who
are blind).
Recruit a qualified examiner who is skilled and experienced with the test and who is willing to
help you learn the test. Arrange to reward your colleague handsomely. Share this article with your
colleague.
Take the Test Yourself
Before you become any more familiar with the test than you already are, persuade a colleague to
administer the test to you. The process of taking the test is the best way to become intimately familiar
with it. You will also gain some insight into the thought processes involved in responding to the test
items and the experience of the examinee. Enjoy if you can, seeing what it is like to demonstrate your
abilities to a stranger – if being tested by a colleague, this may actually be more anxiety provoking than
being assessed by a total stranger. As you are assessed, think about what you are actually doing to solve
the problems or answer the questions. These thoughts will help you understand what a real examinee is
going through. The “metacognition” skills you use to be successful – or unsuccessful – can be very
useful in understanding the success or failures of an actual person you assess.
If the test you choose to take is not appropriate for you (such as a preschool test), you will still
become familiar with the items and instructions, but you may not gain much understanding of the typical
examinee's experience. To the extent that your background knowledge and skills and your style of
thinking differ from an examinee's, your insights may be of limited value, but they may still be helpful.
Make notes on any insights, revelations, and useful thoughts that came to mind while you were being
tested.
Read the Manual (RTFM1)
If you will be using the new test frequently and do not yourself own the test, strongly consider
purchasing at least the test manual. Having your own copy allows you to highlight, make marginal
notations, insert index tabs, and tape in photocopies of additional information essential for
administration, scoring, or interpretation. Possession of your own copy of the manual also allows you to
score, recheck scoring, recheck scoring again, and interpret the test at home. If you cannot purchase a
manual (they make great holiday gift suggestion to a relative or friend), make a notebook for the test in
which you can keep copies of useful information.
___________________________
1
"RTFM" stands for "Read the Fact-filled Manual." Really - Read it! Reread it. Buy your own
copy of the manual if you share the test. Annotate it (or make pages of useful information in your
companion notebook for the test manual). Just because a manual includes the word “Technical”,
do not discard or ignore it. Understanding those “technical” things often are what makes the
difference between a good evaluator and a great one. If reading the manuals makes you say
something like, “I don’t get it,” then this is an indication that you need to explore more and ask
colleagues for help.
Administration
Even though you may have given a version of the new test 100 times in the past, do not assume
that the new test is the same. Even when there are major similarities between the old test and the new, it
is the minor things that can get overlooked and trip us up. It is easy to see that the discontinuation
changed from, for example, 5 consecutive failures to 3 consecutive failures. It is a bit more difficult to
see that a response, that for years you have correctly scored as 2-points, is now a 1-point response (or
even a 0-point response). Also remember that even though you have given the test 100 times in the past,
you may have actually given it 100 times incorrectly! Relearn the test, focusing on all the minute details
so that when administering the new version you are absolutely, positively sure you are doing it correctly.
It is the subtleties that get us.
Study the general administration rules and the specific administration rules for each subtest.
Compare what you read to your experience taking the test. Annotate the manual or your notebook. Ask
your colleagues or email the publisher for clarification of anything that is unclear. Be sure you can
administer the test precisely the way it is supposed to be administered and the way it was administered
when it was normed. Otherwise, your scores will, of course, be meaningless.
Pay particular attention to starting points and stopping rules for the different subtests. Whenever
there is any doubt, administer extra items. It is better to have extra items and not need them than to need
additional items and not have them. You don't want to be telephoning examinees at night and asking,
"Do you remember when I was asking you the meanings of a lot of words? I have a few more I want to
ask you." Items with pictures or paper-and-pencil work are difficult even with Skype or Facetime. It's
better to be cautious while administering the test. [Don't make this a permanent habit. As you become
skilled with the test, you will be able to administer the correct items and only the correct items on the
first try.]
Scoring
After you have taken the test, grab the manual– or in some cases, the online scoring - and score
the test. Have your colleagues check your scoring. You don't want to misdiagnose yourself. You might
as well keep a file of the tests you take over the years.
When using score tables in the manual, be sure to use straightedges to keep columns and rows
straight. If you have any difficulty, photocopy the relevant pages and draw circles and lines as needed.
Some examiners need to use this accommodation every time, which is a lot better than making an error.
Read aloud the page, column, and row headings every time you look up a score. Sometimes
your ear will catch an error that your eye missed.
Study the items that were not administered to you. Make sure you understand the scoring.
Sometimes a thoughtful comparison of examples given for passing and failing (or for full, partial, or no
credit) items will help you understand the authors' rationale for scoring the items.
Unless you must use a computer or online scoring program, DON’T – at least when learning the
test. Learn to score the test as much as you can and then use the computer scoring to show how brilliant
you are. Are your scores that same as the software. If so – Great. You have got it down! – but if not –
double check everything. Assume, at first, that the computer program is correct. (We are not
automatically assuming it is since computer programs are only as good as the programmers who create
them – and they often have no idea of the tests themselves.) Go back and see where you may have made
a mistake. This process, although a bit humbling, can be a wonderful learning experience. If you
discover mistakes that you made, remember them and you will probably not make them again.
Practice Administration
First Practice Administration
Find a Teddy bear, Barbie doll, action figure, or very lethargic pet. Assign this victim an age
within the age range of the test, and administer the test. You will have to play both parts. [If not, you
may have more important issues to deal with than learning a new test.] Learn to write the start time for
each subtest next to the subtest title or number on the record form. Record the start and end times for
any breaks. Occasionally, the precise time of day each subtest was administered becomes important.
Write down responses for the "examinee" and again practice scoring.
Practice reading the wording of instructions and items on the easel or in the manual verbatim
(also word-for-word).*Do not try to memorize these sentences.* Even experienced evaluators should use
the provided words precisely, although in a relaxed, natural, friendly tone. Think of yourself as an actor
trying to read a slightly awkward script as if you were speaking spontaneously. In some cases, it may
help to tell the examinee that you are obliged to read the text rather than re-word it in order to ensure
that all examinees have the same experience (standardization). Examiners who rely on memory
introduce and perpetuate errors over time ("examiner drift"). Many experienced evaluators mis-
administer tests that have been revised, because they use the wording that they recall from an older
version of the test that now has slight but meaningful changes to instructions. [Pity those of us who are
learning the WISC-V after using the WISC, WISC-R, WISC-III, and WISC-IV!]
Practice following the instructions for the test seating and environment. Use a quiet room with
comfortable furniture for your Teddy bear or Barbie doll. The examinee gets the best seat even if it
means that you have to scrunch into the side of a large desk in order that the examinee may have the
main seat. Note that some test manuals have required seating arrangements (e.g., face-to-face, cater-
corner, or examiner behind the examinee), but others merely recommend certain configurations.
Second Practice Administration
Now try out the test with a patient and cooperative human being, even an adult willing to pretend
to be a child within the test's age range. This particular type of administration – an adult taking a child-
level test, is often exceedingly helpful, especially if you allow and instruct the adult to act like a child.
If an adult takes a child’s test and acts like an adult, you will not experience any of the “quirks” of a test.
You will, for example, most likely always reach an easy basel or ceiling and be provided with responses
that will generally match the manual’s pretty well, etc. Refine your administration and scoring.
Use a stopwatch, not a sweep second hand or counting of chimpanzees or polysyllabic state
names. Most cell phones now have pretty sophisticated and useful stop watches built in as apps. Record
times for all timed test items. Sketch or describe puzzle assemblies and other nonverbal test responses.
Writing (or abbreviating) every word in every response is essential. Make a pencil dot for each second
you wait around for a response to begin or wait time during a response (e.g., “. . . . . Ah . . . . it means . .
. . . . it’s a . . . . What was that word?”). That method leaves a useful record of response latencies. Learn
to write down verbatim every response and as much as possible of anything else the examinee says. Do
not get into the bad habit of simply scoring a response as 0, 1, or 2, without recording the exact response
for the scoring. Even when an answer is correct, it can provide very useful interpretative information.
There may be a huge difference between the abilities of a child who responds to a particular question
with the response, “It’s a thumb” as opposed to the response, “It’s a … ah…..a fumb” or “Everyone
knows it is called a proximal digit!” In contrast, when an item is incorrect, it can be very useful to
understand why the item was incorrect. For example, if asked to repeat the number sequence 7 3 5, a
person responding 7 3 5 versus 7 5 3 versus 2 1 9 may be demonstrating very different abilities.
Record additional observations if you can, such as level of anxiety, maturity, conversational
skills, and behavior (such as hyperactivity or eye contact). One goal is to create a script that would
allow you to recreate years later the test session precisely as it took place. Another goal is to become so
proficient at correctly administering the test and precisely recording responses that you can also record
observations and make necessary decisions while you are working.
Practice scoring again.
Third Practice Administration
OK, now you are ready to try out your new skills on a victim for whom the test would be
appropriate (except, of course, for choosing an examinee who has not been and presumably never would
be referred for evaluation). You'll need to explain to the examinee and parents that you will not be able
to report any scores for the test because you are still learning it. Try to do everything as realistically as
possible.
Afterwards, review your administration to correct any errors or uncertainties you may have
discovered. Score the test. Have your colleagues check your scoring.
Fourth Practice Administration
This should be the same as the third, only better. Get permission to video-record the session so
you and your colleague can review it and correct any errors.
Subsequent Practice Administrations
Repeat until you and your colleague agree you can fly solo.
Administration errors
Here is a common assumption: Errors on tests don’t happen very much – and if they do – they
are made by those who are inexperienced testers. How accurate is this? One recent and relevant source
for answering this question is: “Wechsler Administration and Scoring Errors Made by Graduate
Students and School Psychologists” by Erika Rodger. Dr. Rodger had the opportunity, working as a
teaching assistant in graduate assessment courses over several years, to review a whole raft of WISCs
and WAISs (along with DAS-IIs and WJ IIIs) inflicted on unsuspecting victims by master’s and doctoral
candidates, and she managed to collect a bunch of Wechsler scales administered in real life by practicing
psychologists. Her detailed, carefully analyzed, and thoughtfully and clearly discussed findings are not
cause for optimism.
In her Introduction to her work, Dr. Rodger writes,
Cognitive assessments are prevalent in U.S. history and policy, and are still very
widely used for a variety of purposes. Individuals are trained on the administration and
interpretation of these assessments, and upon completion of a program it should be
assumed that they are able to complete an assessment without making administrative,
scoring, or recording errors. However, an examination of assessment protocols
completed by students as well as practicing school psychologists reveals that errors are
the norm, not the exception. (bold italic added)
Interpretation
Read the manual for information on interpretation. Go to the publisher's Web site and download
all the information you can find on the test. Seek out books on interpretation of the test, such as Sattler
(2008), Sattler (2014), Wiley's Essentials series, edited by Alan and Nadeen Kaufman and Academic
Press's books on clinical interpretation of various tests. Discuss interpretation with your colleagues,
with other experts, and – for each examinee – with people who know the examinee well.
Keep rechecking yourself (and soliciting peer supervision) on the test until you switch to the next
edition. Help stamp out examiner drift! Errors do creep in.
Illustrative References (WISC-V and WJ IV materials in bold)

Dumont, R., Willis, J. O., & Elliott, C. D. (2008). Essentials of DAS-II assessment. Hoboken, NJ: Wiley.
Flanagan, D. P., & Alfonso, V. C. (Eds.) (in press). WJ IV clinical use and interpretation. Burlington, MA: Academic
Press (Elsevier).
Flanagan, D. P., & Kaufman, A. S. (2009). Essentials of WISC-IV assessment (2nd ed.). Hoboken, NJ: Wiley.
Glazer, A. (2014). Effective oral communication of evaluation results. Communiqué, 42(6), 1, 32–33.
Jaffe, L. E. (2009). Development, interpretation, and application of the W score and the relative proficiency index
(Woodcock-Johnson III Assessment Service Bulletin No. 11). Rolling Meadows, IL: Riverside Publishing. Retrieved
from http://www.riverpub.com/products/wjIIIComplete/pdf/WJ3_ASB_11.pdf. This very clear and helpful paper is also
applicable to the WJ IV.
Kaufman, A. S., Coalson, D. L., & Raiford, S. E. (Eds.) (in press). Intelligent testing with the WISC-V. Hoboken, NJ:
Wiley.
Kaufman, A. S., & Lichtenberger, E. O. (2009). Essentials of WAIS-IV assessment. Hoboken, NJ: Wiley.
Kaufman, A. S., Lichtenberger, E. O., Fletcher-Janzen, & Kaufman, N. L. (2005). Essentials of KABC-III assessment.
Hoboken, NJ: Wiley.
Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (2004). Essentials of assessment report writing.
Hoboken, NJ: Wiley.
Lichtenberger, E. O., & Breaux, K.C. (2010). Essentials of WIAT-III and KTEA-II assessment. Hoboken, NJ: Wiley. (A
new volume on the KTEA-3 and WIAT-III is in preparation)
Lichtenstein, R. (2013a). Writing psychoeducational reports that matter: A consumer-responsive approach. Communiqué,
42(3), 1, 28–30.
Lichtenstein, R. (2013b). Writing psychoeducational reports that matter: A consumer-responsive approach, Part 2.
Communiqué, 42(4), 1, 10–13.
Lichtenstein, R. (2014). Writing psychoeducational reports that matter: A consumer-responsive approach, Part 3.
Communiqué, 42(6), 1, 30–32.
Mather, N., & Jaffe, L. E. (in press). Woodcock-Johnson IV: Reports, recommendations, and strategies (with CD).
Hoboken, NJ: Wiley. (very helpful with any test)
Mather, N., & Wendling, B. J. (2015). Essentials of WJ IV tests of achievement. Hoboken, NJ: Wiley.
Mather, N., & Jaffe, L. E. (Eds.) (2010). Comprehensive evaluations: Case reports for psychologists, diagnosticians, and
special educators. Hoboken, NJ: Wiley.
Mather, N., Wendling, B. J., & Woodcock, R. W. (2014). Essentials of WJ IV Tests of Achievement testing. Hoboken, NJ:
Wiley.
McBride, G. M., Dumont, R., & Willis, J. O. (2011). Essentials of IDEA for assessment professionals. Hoboken, NJ:
Wiley. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0470873922.html
McBride, G. M., Willis, J. O., & Dumont, R. (2014). Best practices in applying legal standards for students with disabilities.
In A. Thomas & P. L. Harrison (Eds.), Best practices in school psychology: Foundations (pp. 421-436). Bethesda, MD:
National Association of School Psychologists.
McCallum, S., Bracken, B., & Wasserman, J. (2001). Essentials of nonverbal assessment. Hoboken, NJ: Wiley.
Prifitera, A., Saklofske, D. H., & Weiss, L. G. (Eds.). (2008). WISC-IV: Clinical assessment and intervention 2e.
Burlington, MA: Academic Press (Elsevier).
Roid, G. H., & Barram, R. A. (2004). Essentials of Stanford-Binet Intelligence Scales (SB5) assessment. Hoboken, NJ:
Wiley.
Salvia, J., Ysseldyke, J. E., & Bolt, S. (2013). Assessment: In special and inclusive education (12th ed.). Belmont, CA:
Wadsworth (Cengage Learning).
Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th ed.) San Diego, CA: Jerome M. Sattler, Publisher.
(Sixth Edition is in preparation.)
Sattler, J. M. (2014). Foundations of behavioral, social and clinical assessment of children (6th ed.) San Diego, CA: Jerome
M. Sattler, Publisher.
Sattler, J. M., & Dumont, R. P. (2004). Assessment of children: WISC-IV and WPPSI-III supplement. San Diego, CA:
Jerome M. Sattler, Publisher.
Schrank, F. A., & Flanagan, D. P. (2003). WJ III clinical use and interpretation: Scientist-practitioner perspectives. New
York, NY: Academic Press.
Schrank, F. A., Flanagan, D. P., Woodcock, R. W., & Mascolo, J. T. (2001). Essentials of WJ III cognitive abilities
assessment. Hoboken, NJ: Wiley.
Schrank, F. A., Decker, S. L., & Garruto, J. M. (in preparation). Essentials of WJ IV cognitive abilities assessment.
Hoboken, NJ: Wiley.
Walrath, R., Willis, J. O., & Dumont, R. (2014). Best practices in writing assessment reports. In A. Thomas & P. L. Harrison
(Eds.), Best practices in school psychology: Data-based and collaborative decision making (pp. 433-445). Bethesda,
MD: National Association of School Psychologists.
Wechsler, D. (1943). Nonintellective factors in general intelligence. Journal of Abnormal and Social Psychology, 38, 101-
103.
Wechsler, D. (1950). Cognitive, conative, and non-intellective intelligence. American Psychologist, 5, 78-83.
Weiss, L. G., Saklofske, D. H., Prifitera, A., & Holdnack, J. A. (Eds.) (2006). WISC-IV: Advanced clinical
interpretation. Burlington, MA: Academic Press (Elsevier).
WJ IV Cognitive, Oral Language, and Achievement Gf-Gc and Scholastic Aptitude Configuration
Scholastic Aptitude
Gf-GC Reading Wrt Lang. Math
Oral Vocabulary Gc A B A B A B
Number Series Gf A
Verbal Attention Gwm B B
Letter - Pattern Matching Gs
Phonological Processing Ga Glr A B A B
Story Recall Gc Glr A
Visualization Gv A B
General Information Gc
Cognitive
Concept Formation Gf A
Numbers Reversed Gwm B
Number-Pattern Matching Gs A B A B
Nonword Repetition Gwm Ga
Visual-Auditory Learning Glr
Picture Recognition Gv
Analysis-Synthesis Gf B
Object – Number Sequencing Gwm
Pair Cancellation Gwm Gs Gv A
Memory for Words Gwm
Picture Vocabulary Gc
Oral Comprehension Gc
Oral Language
Segmentation Ga
Rapid Picture Naming Glr
Sentence Repetition Gc Gwm
Understanding Directions Gc Gwm
Sound Blending Ga
Retrieval Fluency Glr
Sound Awareness Ga
Letter – Word Identification Grw
Applied Problems Gf Gq
Spelling Grw
Passage Comprehension Grw
Calculation Gq
Writing Samples Grw
Word Attack Ga Grw
Oral Reading Grw
Achievement
Sentence Reading Fluency Gs Grw

Math Facts Fluency Gs Gq
Sentence Writing Fluency Gs Grw
Reading Recall Glr Grw
Number Matrices Gf
Editing Grw
Word Reading Fluency Gs Grw
Spelling of Sounds Ga Grw
Reading Vocabulary Gc Grw
Science Gc
Social Studies Gc
Humanities Gc
WJ IV Tests of Cognitive, Achievement, and Oral Language Abilities by Tests, Global Measures, and Clusters
WJ IV TESTS OF COGNITIVE ABILITIES

Tests Global Measure CLUSTER/Test
Oral Vocabulary GEN INTELLECTUAL ABIL COMP-KNOWLEDGE (Gc) AUDITORY PROCESS (Ga) QUANTITATIVE REASONING
Number Series Oral Vocabulary Oral Vocabulary Phonological Processing Number Series
Verbal Attention Number Series General Information Nonword Repetition Analysis-Synthesis
Letter-Pattern Matching Verbal Attention
Phonological Processing Letter-Pattern Matching FLUID REASONING (Gf) - (3) L-TERM RETRIEVAL (Glr) NUMBER FACILITY
Story Recall Phonological Processing Number Series Story Recall Numbers Reversed
Visualization Story Recall Concept Formation Visual-Auditory Learning Number-Pattern Matching
General Information Visualization Analysis-Synthesis (3)
Concept Formation
Numbers Reversed Gf-Gc COMPOSITE S-TERM WORK MEM (Gwm) - (3) VISUAL PROCESSING (Gv) PERCEPTUAL SPEED
Number-Pattern Matching* Oral Vocabulary Verbal Attention Visualization Letter-Pattern Matching
Nonword Repetition Number Series Numbers Reversed Picture Recognition Number-Pattern Matching
Visual-Auditory Learning General Information Object-Number Sequencing (3)
Picture Recognition Concept Formation COG EFFICIENCY - (Ext)
Analysis-Synthesis COG PROCESS SPEED (Gs) Verbal Attention
Object-Number Sequencing Letter-Pattern Matching Letter-Pattern Matching
Pair Cancellation Pair Cancellation Numbers Reversed
Memory for Words* Number-Pattern Matching (EXT)
Table (continued)
WJ IV TESTS OF ACHIEVEMENT
Tests Global Measure CLUSTER/Test
Letter-Word Identification BRIEF ACHIEVEMENT READING MATHEMATICS ACADEMIC SKILLS

Applied Problems Letter-Word Identification Letter-Word Identification Applied Problems Letter-Word Identification
Spelling Applied Problems Passage Comprehension Calculation Spelling
Passage Comprehension Spelling Calculation
Calculation BROAD READING BROAD MATHEMATICS
Writing Samples BROAD ACHIEVEMENT Letter-Word Identification Applied Problems ACADEMIC FLUENCY
Word Attack Letter-Word Identification Passage Comprehension Calculation Sentence Reading Fluency
Oral Reading Applied Problems Sentence Reading Fluency Math Facts Fluency Math Facts Fluency
Sentence Reading Fluency Spelling Sentence Writing Fluency
Math Facts Fluency Passage Comprehension BASIC READING SKILLS MATH CALCULATION SKILLS
Sentence Writing Fluency Calculation Letter-Word Identification Calculation ACADEMIC APPLICATIONS
Reading Recall Writing Samples Word Attack Math Facts Fluency Applied Problems
Number Matrices Sentence Reading Fluency Passage Comprehension
Editing Math Facts Fluency READING COMPREHENSION MATH PROBLEM SOLVING Writing Samples
Word Reading Fluency Sentence Writing Fluency Passage Comprehension Applied Problems
Spelling of Sounds Reading Recall Number Matrices ACADEMIC KNOWLEDGE
Reading Vocabulary Science
Science READING COMP (Ext) WRITTEN LANGUAGE Social Studies
Social Studies Passage Comprehension Spelling Humanities
Humanities Reading Recall Writing Samples
Reading Vocabulary PHONEME-GRAPHEME KNOW
BROAD WRITTEN LANGUAGE Word Attack
READING FLUENCY Spelling Spelling of Sounds
Oral Reading Writing Samples
Sentence Reading Fluency Sentence Writing Fluency
READING RATE BASIC WRITING SKILLS

Sentence Reading Fluency Spelling
Word Reading Fluency Editing
WRITTEN EXPRESSION
Writing Samples
Sentence Writing Fluency
Table (continued)
WJ IV TESTS OF ORAL LANGUAGE

Tests CLUSTER/Test
Picture Vocabulary ORAL LANGUAGE PHONETIC CODING

Oral Comprehension Picture Vocabulary Segmentation
Segmentation Oral Comprehension Sound Blending
Rapid Picture Naming
Sentence Repetition BROAD ORAL LANGUAGE SPEED of LEXICAL ACCESS
Understanding Directions Picture Vocabulary Rapid Picture Naming
Sound Blending Oral Comprehension Retrieval Fluency
Retrieval Fluency Understanding Directions
Sound Awareness
ORAL EXPRESSION VOCABULARY
Picture Vocabulary Picture Vocabulary
Sentence Repetition Oral Vocabulary
LISTENING COMP AUDITORY MEMORY SPAN

Oral Comprehension Sentence Repetition
Understanding Directions Memory for Words
Useful additional material that is available to download:
http://www.riversidepublishing.com/products/wj-iv/research.html Author newsletters and Assessment Service Bulletins.

Check back for updates.
ASB #1: WJ IV Tests of Achievement Alternate-Forms Equivalence http://www.riversidepublishing.com/products/wj-

iv/pdf/Woodcock-Johnson_IV_Assessment_Service_Bulletin_1.pdf This bulletin is an executive summary and discussion of all
extant alternate-forms equivalence data gathered for the WJ IV Tests of Achievement.
ASB #2: WJ IV Technical Abstract http://www.riversidepublishing.com/products/wj-iv/pdf/Woodcock-

Johnson_IV_Assessment_Service_Bulletin_2.pdf This bulletin provides a summary of the procedures followed in developing
and validating the WJ IV.
ASB #3: The WJ IV Gf-Gc Composite and Its Use in the Identification of Specific Learning
Disabilities http://www.riversidepublishing.com/products/wj-iv/pdf/WJIV_ASB_3.pdf This bulletin discusses the WJ IV Tests of
Cognitive Abilities' Gf-Gc Composite and contrasts its composition with that of the WJ IV COG General Intellectual Ability (GIA)
score
®
ASB #4: Woodcock-Johnson IV Tests of Early Cognitive and Academic Development: Overview and Technical
Abstract http://www.riversidepublishing.com/products/wj-iv/pdf/WJIV_ASB_4.pdf This bulletin provides an overview of
the Woodcock-Johnson IV Tests of Early Cognitive and Academic Development (ECAD™; Schrank, McGrew, & Mather, 2015)
http://www.riverpub.com/products/wjIIIComplete/pdf/WJ3_ASB_11.pdf Development, Interpretation, and Application of the

W Score and the Relative Proficiency Index by Lynne E. Jaffe, PhD. The WJ IV Technical Manual states that this excellent, clear,
helpful article on the WJ III is still applicable to the WJ IV.
WJ IV QUIBBLES
There is limited information about when and how to use the Gf-Gc composite instead of the GIA. Although assessment Bulletin
#3 is extremely useful to understand the differences between the Gf-Gc composite and the GIA, no guidelines are provided to
assist the examiner in determining when to use the different composites.
The score reports do not have an option for printing out the descriptive labels associated with the Standard Scores.
The discrepancy procedures are very useful – but examiners should not use them as a data-mining tool – searching repeatedly,
using different discrepancy procedures, to somehow find a result that fits. Examine the discrepancy results carefully and be
sure you understand them before using the results. As Kevin McGrew (a WJ IV test author) likes to caution – “Tests don’t
diagnose, people do!”
Test Items
COGNITIVE
NUMBER SERIES 41. Possible correct answer not listed (74 2/3 and 79 1/3 – add 4 2/3 each time)
ORAL LANGUAGE
PICTURE VOCABULARY 30. Correct but not listed: dirigible
ORAL COMPREHENSION 22: "sample"?
ACHIEVEMENT
LETTER WORD IDENTIFICATION: possible alternative pronunciations: #62, 65, 69, 70, 71, 74, 76. Found in Miriam Webster
CALCULATION 36: incorrect 7/14...also 2/4. Why no "simplify your answer as on #33
ORAL READING: Some possible confusion: If self-correction is made within 3 seconds it is not scored as an error, however,
a repetition of a word or words is scored as an error. This is a subtle difference that needs to be stressed
Line 19: Note that ANTARCTICA has 2 possible pronunciations
FLUENCY: Note carefully the caution in the manual (page 27) regarding administration of ach fluency tests. Despite the
fact that the fluency measures are listed as tests #9, 10, 11... examiners are not to administer the tests one after the
other. No clear explanation of when, or in what order they should be administered is given
READING RECALL: Scoring: Care must be taken – one scoring rules states that “The subject must recall any number
exactly.” The very next scoring rules states that one should “score the response as correct if it differs from the correct
response listed only in . . . number (singular/plural)” Examiners should not confuse the first instruction for error in
number with the second instruction about singular/plural despite the use of the word “NUMBER”
NUMBER MATRICES: Note that the arrow on the examiners side of the easel for item 12 does not point to the correct spot
EDITING: heavy reliance on spelling (Tested by test 3). At least 13 (maybe more) of the 36 items require not only knowing
that the word is spelled wrong, but knowing how to spell it.
READING VOCAB: appears that there are several unlisted correct answers to some items, both synonyms and antonyms.
For some examples:
Module: (NOTE: section is listed twice as correct?) Element- not listed
Stratagem: Wile Plot Subterfuge
Cogitate: Muse, deliberate
SCIENCE
Item #3: Other unlisted animals that bark are: Any canine (coyotes, jackals, dingo, fox), prairie dogs, chimpanzees,
gorillas, ostriches, ververts monkeys
Item #14: Larva?
Item #19: In the British Isles this pattern is known as the Plough, although in Ireland the figure is sometimes called the
Starry Plough and has been used as a political symbol. It is also occasionally referred to as the Butcher's Cleaver in
northern England. In Hindu astronomy, it is referred to as (Vrihat) Sapta Rishi meaning "The Seven (Great)
Sages". Throughout eastern Asia, these stars compose the Northern Dipper. They are colloquially named "The
Seven Stars of the Northern Dipper" (Chinese: pinyin: běidǒu qīxīng; Japanese Hiragana; Korean: Hangul:, Romaja:
Bukduchilseong; Vietnamese : chòm sao Bắc Đẩu). The seven stars are very important in Taoist astrology. In
Malaysia, it is known as Buruj Biduk (The Ladle). An Arabian story has the four stars of the dipper's bowl as a
coffin, with the three stars in the handle as mourners, following it. The constellation of Ursa Major (the Great Bear)
contains probably the most famous group of stars ever: The Plough, sometimes known as The Big Dipper. This is
technically an Asterism (a group of stars that form some noticeable shape).
THE TAKE-HOME LESSON ON ALL TESTS IS TO CHECK OUT UNEXPECTED RESPONSES. AFTER ASKING FOR
ANOTHER ANSWER (WITHOUT IMPLYING THE FIRST RESPONSE WAS WRONG), ASK THE EXAMINEE TO TELL YOU
MORE. USE GOOGLE. USE A LIBRARY. ASK A TRIVIA BUFF. IF THE TEST MANUAL ALLOWS YOU TO ACCEPT
CORRECT ANSWERS THAT ARE NOT LISTED, DO SO. IF THE TEST MANUAL EXPLICITLY FORBIDS CREDIT FOR
ANSWERS NOT LISTED, AND THE ITEM MAKES A DIFFERENCE IN THE SCORE, DISCUSS IT IN YOUR REPORT.
SOCIAL STUDIES
Item 7: Question: “Tell me what you know about weather near the North Pole.” Answer: “I know nothing!” 1 point
for honesty?
Item 11. How can you tell that the woman in the lab coat is not a nurse?
Item 15. Zone Improvement Plan code?
Item 21: Correct “Canada, Mexico.” Incorrect “Mexico, Canada”
Item 24. Sadly, "urban" is becoming a code word for African-American.
Item 26. War Between the States? War of Northern Aggression?
Item 35. (John) (John Broadus) Watson? Is Skinner correct because of the stress on modern day?
HUMANITIES: Check for color blindness – several items require correct color identification
Differences Between WJ IV Gf-Gc Cluster Tests by Narrow Abilities, and Input, and Output Demand
Comprehension/Knowledge (Gc)
Oral Vocabulary vs General Information
Test Narrow Abilities Input Output
Lexical knowledge (VL)

1: Oral Vocabulary Auditory (words) Oral (words)
Language development (LD)
Oral (phrases,
8: General Information General (verbal) information (KO) Auditory (questions)
sentences)
Fluid Reasoning (Gf)

Number Series vs Concept Formation
Quantitative reasoning (RQ)

2: Number Series Visual (numeric) Oral (numbers)
Induction (I)
9: Concept Formation Induction (I) Visual (drawings) Oral (words)
Short-term Working Memory (Gwm)

Verbal Attention vs Numbers Reversed
Working memory capacity (WM)

3: Verbal Attention Auditory (words, numbers) Oral (words)
Attentional control (AC)

10: Numbers Reversed Auditory (numbers) Oral (numbers)
Cognitive Processing Speed (Gs)

Letter-Pattern Matching vs Pair Cancellation
4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling)
Perceptual speed (P)

17: Pair Cancellation Spatial scanning ( Gv-SS) Visual (drawings) Motoric (circling)
Attentional control (Gwm-AC)
Auditory Processing (Ga)

Phonological Processing vs Nonword Repetition
Phonetic coding (PC)

5: Phonological Processing Word fluency (Glr-FW) Auditory (words) Oral (words)
Speed of lexical access (Glr-LA)
Phonetic coding (PC)

12: Nonword Repetition Memory for sound patterns (UM Auditory (nonsense words) Oral (words)
Memory span (Gwm-MS)
Long-term Retrieval (Glr)
Story Recall vs Visual-Auditory Learning
Meaningful memory (MM)

6: Story Recall Auditory (text) Oral (passages)
Listening ability (Gc-LS)
Visual (rebuses)
13: Visual-Auditory Learning Associative memory (MA) Oral (sentences)
Auditory (words)
Visual Processing (Gv)

Visualization vs Picture Recognition
Oral (letters) or
7: Visualization Visualization (Vz) Visual (shapes, designs)
Motoric (pointing)
Oral (words) or
14: Picture Recognition Visual memory (MV) Visual (pictures)
Motoric (pointing)
Quantitative Reasoning
Number Series vs Analysis-Synthesis
Quantitative reasoning (RQ)

2: Number Series Visual (numeric) Oral (numbers)
Induction (I)
15: Analysis Synthesis General sequential reasoning (RG) Visual (drawings) Oral (words)
Auditory Memory Span

Memory for Words vs Sentence Repetition
18: Memory for Words Memory span (MS) Auditory (words) 0ral (words)
Sentence Repetition
Number Facility
Numbers Reversed vs Number-Pattern Matching

11: Number-Pattern Matching Perceptual speed (P) Visual(numbers) Motoric (circling)
Perceptual Speed
Letter-Pattern Matching vs Number-Pattern Matching
11: Number-Pattern Matching Perceptual speed (P) Visual (numbers) Motoric (circling)
Vocabulary
Picture Vocabulary vs Oral Vocabulary
Picture Vocabulary Lexical knowledge (VL) Visual (pictures) Oral (words)
Lexical knowledge (VL)

1: Oral Vocabulary Auditory (words) Oral (words)
Language development (LD)
Cognitive Efficiency
Letter-Pattern Matching vs Numbers Reversed

Differences Between WJ IV Composite Tests Required for Statistical Significance, by Age Group
Gf-Gc Composite Gc Gf Gwm Gs Ga Glr Gv
Tests OV / GI NS / CF VA / NR LPM / PC PP / NWR SR / VAL Vz / PR

Confidence 90 95 90 95 90 95 90 95 90 95 90 95 90 95
Age
3 14 17 13 16 5 6 13 15
4 11 13 14 17 13 16 5 6 13 15
5 13 15 10 11 13 15 11 14 6 7 14 17
6 13 15 10 11 13 15 11 14 6 7 14 17
7 13 15 9 11 13 15 11 12 12 14 6 7 16 19
8 13 15 9 11 13 15 11 12 12 14 6 7 16 19
9 14 16 10 12 15 18 11 12 13 16 8 10 18 21
10 14 16 10 12 15 18 11 12 13 16 8 10 18 21
11 15 18 11 13 14 16 11 12 14 17 10 12 17 20
12 15 18 11 13 14 16 14 17 10 12 17 20
13 13 15 12 14 13 15 13 16 8 10 18 22
14 13 15 12 14 13 15 12 14 13 16 8 10 18 22
15 12 15 10 12 13 16 12 14 13 15 9 11 18 22
16 12 15 10 12 13 16 12 14 13 15 9 11 18 22
17 12 14 10 12 11 13 12 14 12 14 8 9 15 18
18 12 14 10 12 11 13 12 14 8 9 15 17
19 12 14 10 12 11 13 12 14 8 9 15 18
20 12 14 12 14 13 15 11 12 11 13 8 10 16 19
30 11 12 10 12 11 13 11 12 11 13 8 9 17 20
40 10 12 10 12 11 13 11 12 10 12 8 10 16 19
50 10 12 10 11 13 15 11 12 11 13 8 9 16 19
60 10 12 10 11 13 15 11 12 11 13 8 9 16 19
70 9 11 8 10 13 15 11 12 12 14 9 11 14 16
80 9 11 8 10 13 15 12 14 9 11 14 16
AVERAGE 12 14 10 12 13 15 11 13 12 15 8 9 16 19
Note: Gf-Gc abilities: Gc = Comprehension/Knowledge, Gf = Fluid Reasoning, Gwm = Short-term Working Memory, Gs = Cognitive
Processing Speed, Ga = Auditory Processing, Glr = Long-term Retrieval, Gv = Visual Processing. Tests: OV = Oral Vocabulary, GI =
General Information, NS = Number Series, CF = Concept Formation, VA = Verbal Attention, NR = Numbers Reversed, LPM = Letter-
Pattern Matching, PC = Pair Cancellation, PP = Phonological Processing, NWR = Nonword Repetition, SR = Story Recall, VAL = Visual-
Auditory Learning, Vz = Visualization, PR = Picture Recognition
Differences Between WJ IV Composite Tests Required for Statistical Significance, by Age Group
Composite Quant Reason Aud Mem Span Number Facility Percep. Speed Vocabulary Cog Efficiency
Tests NS / AS MfW / SRep NR / NPM LPM / NPM PV / OV LPM / NR
Confidence 90 95 90 95 90 95 90 95 90 95 90 95
Age
2 9 11
3 9 11
4 9 11 10 12
5 9 11 13 15 14 17
6 9 11 13 15 14 17
7 9 10 13 16 12 15 11 12 14 17 12 15
8 9 10 13 16 12 15 11 12 14 17 12 15
9 11 13 15 18 13 15 11 12 15 18 13 15
10 11 13 15 18 13 15 11 12 15 18 13 15
11 12 14 17 20 12 15 11 12 15 18 12 15
12 12 14 17 20 15 18
13 13 15 15 17 12 14
14 13 15 15 17 12 14 12 14 12 14 12 14
15 11 13 13 16 12 15 12 14 13 15 12 15
16 11 13 13 16 12 15 12 14 13 15 12 15
17 9 11 15 17 11 14 12 14 12 14 11 14
18 9 11 15 17 12 14
19 9 11 15 17 12 14
20 13 16 14 17 11 13 11 12 12 14 11 13
30 11 13 13 16 10 12 11 12 11 13 10 12
40 10 12 12 15 10 11 11 12 11 13 10 11
50 11 13 13 16 11 13 11 12 11 13 11 13
60 11 13 13 16 11 13 11 12 11 13 11 13
70 9 11 16 19 10 12 11 12 11 13 10 12
80 9 11 16 19 11 13
AVERAGE 10 12 14 16 12 14 11 13 12 15 12 14
Note: Composites: Quant Reason = Quantitative Reasoning, Aud Mem Span = Auditory Memory Span, Percep. Speed = Perceptual Speed,
Cog Efficiency = Cognitive Efficiency. Tests: NS = Number Series, AS = Analysis-Synthesis. MfW = Memory for Words, SRep = Sentence
Repetition, NR = Numbers Reversed, NPM = Number–Pattern Matching, LPM = Letter-Pattern Matching, PV = Picture Vocabulary
Differences required for statistical significance are based on the standard errors of measurement of each test for each age group and calculated
with the following formula:
Critical Value of Difference Score =Z√𝑆𝑆𝑆𝑆2 + 𝑆𝑆𝑆𝑆2
Where Z is the normal curve value associated with the desired two-tailed significance level and SEM a and SEM b are the standard errors of
measurement for the two test scores. Reliabilities for LPM and PC are test-retest and are reported only for three age ranges.
Approximate Percentage of Population Expected to Obtain Discrepancies Between Various WJ IV Tests
Comprehension/Knowledge (Gc)
Oral Vocabulary vs General Information
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .54 .65 .71 .74 .77 .78
Percentage Percentage in a
either direction specific direction
50 10 9 8 7 7 7 25
25 17 14 13 12 12 11 12.5
20 18 16 15 14 13 13 10
10 24 21 19 18 17 16 5
5 28 25 22 21 20 20 2.5
2 34 29 27 25 24 23 1
1 37 32 29 28 26 26 .5
.1 47 41 38 36 34 33 .05

Number Series vs Concept Formation
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .46 .42 .50 .48 .51
50 11 11 10 11 10 25
25 18 19 17 18 17 12.5
20 20 21 19 20 19 10
10 26 27 25 25 25 5
5 31 32 29 30 29 2.5
2 36 38 35 36 35 1
1 40 42 39 39 38 .5
.1 51 53 50 50 49 .05
Short-term Working Memory (Gwm)

Verbal Attention vs Numbers Revered
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .48 .46 .43 .49 .52 .56
50 11 11 11 10 10 10 25
25 18 18 18 17 17 16 12.5
20 20 20 20 19 19 18 10
10 25 26 26 25 24 23 5
5 30 31 31 30 29 28 2.5
2 36 36 37 35 34 33 1
1 39 40 41 39 38 36 .5
.1 50 51 53 50 48 46 .05

Letter-Pattern Matching vs Pair Cancellation
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .58 .59 .58 .56 .60
50 9 9 9 10 9 25
25 16 16 16 16 15 12.5
20 18 17 18 18 17 10
10 23 22 23 23 22 5
5 27 27 27 28 26 2.5
2 32 32 32 33 31 1
1 35 35 35 36 35 .5
.1 45 45 45 46 44 .05

Phonological Processing vs Nonword Repetition
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .34 .43 .34 .36 .37 .43
50 12 11 12 12 12 11 25
25 20 18 20 20 19 18 12.5
20 22 20 22 22 22 20 10
10 28 26 28 28 28 26 5
5 34 31 34 33 33 31 2.5
2 40 37 40 40 39 37 1
1 44 41 44 44 43 41 .5
.1 57 53 57 56 56 53 .05
Long-term Retrieval (Glr)

Story Recall vs Visual-Auditory Learning
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .35 .36 .32 .34 .42 .42
50 12 12 12 12 11 11 25
25 20 20 20 20 19 19 12.5
20 22 22 22 22 21 21 10
10 28 28 29 28 27 27 5
5 34 33 34 34 32 32 2.5
2 40 40 41 40 38 38 1
1 44 44 45 44 42 42 .5
.1 56 56 58 57 53 53 .05
Visualization vs Picture Recognition
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .46 .50 .43 .39 .42 .46
50 11 10 11 11 11 11 25
25 18 17 18 19 19 18 12.5
20 20 19 20 21 21 20 10
10 26 25 26 27 27 26 5
5 31 29 31 32 32 31 2.5
2 36 35 37 39 38 36 1
1 40 39 41 43 42 40 .5
.1 51 50 53 55 53 51 .05
Quantitative Reasoning
Number Series vs Analysis-Synthesis
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .43 .43 .46 .46 .50
50 11 11 11 11 10 25
25 18 18 18 18 17 12.5
20 20 20 20 20 19 10
10 26 26 26 26 25 5
5 31 31 31 31 29 2.5
2 37 37 36 36 35 1
1 41 41 40 40 39 .5
.1 53 53 51 51 50 .05
Auditory Memory Span

Memory for Words vs Sentence Repetition
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .45 .46 .48 .49 .48 .54
50 11 11 11 10 11 10 25
25 18 18 18 17 18 17 12.5
20 20 20 20 19 20 18 10
10 26 26 25 25 25 24 5
5 31 31 30 30 30 28 2.5
2 37 36 36 35 36 34 1
1 41 40 39 39 39 37 .5
.1 52 51 50 50 50 47 .05
Number Facility
Numbers Reversed vs Number-Pattern Matching
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .42 .38 .31 .36 .35 .42
50 11 12 12 12 12 11 25
25 19 19 20 20 20 19 12.5
20 21 21 23 22 22 21 10
10 27 28 29 28 28 27 5
5 32 33 35 33 34 32 2.5
2 38 39 41 40 40 38 1
1 42 43 45 44 44 42 .5
.1 53 55 58 56 56 53 .05
Perceptual Speed
Letter-Pattern Matching vs Number-Pattern Matching
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .64 .60 .57 .59 .63
50 9 9 10 9 9 25
25 15 15 16 16 15 12.5
20 16 17 18 17 17 10
10 21 22 23 22 21 5
5 25 26 27 27 25 2.5
2 30 31 32 32 30 1
1 33 35 36 35 33 .5
.1 42 44 46 45 43 .05
Vocabulary
Picture Vocabulary vs Oral Vocabulary
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .53 .65 .70 .72 .74 .72
50 10 9 8 8 7 8 25
25 17 14 13 13 12 13 12.5
20 19 16 15 14 14 14 10
10 24 21 19 19 18 19 5
5 29 25 23 22 21 22 2.5
2 34 29 27 26 25 26 1
1 38 32 30 29 28 29 .5
.1 48 41 38 37 36 37 .05
Cognitive Efficacy
Letter-Pattern Matching vs Numbers Reversed
Age 3-5 6-8 9-13 14-19 20-39 40-90+
Correlation .47 .41 .45 .44 .51
Percentage either Percentage in a

direction specific direction
50 11 11 11 11 10 25
25 18 19 18 18 17 12.5
20 20 21 20 20 19 10
10 25 27 26 26 25 5
5 30 32 31 31 29 2.5
2 36 38 37 37 35 1
1 40 42 41 41 38 .5
.1 51 54 52 52 49 .05
To use this table, find the column appropriate to the examinee's age. Locate the discrepancy that is just less than the one
obtained by the examinee. The first column in that same row gives the percentage of the population obtaining discrepancies as
large as or larger than the located discrepancy.
For example, for 7-year-old examinees, an Oral Vocabulary - General Information discrepancy of 25 points would be found in
approximately 5% of the population.
The method used to compute the discrepancy between scales that reflect the percentage of the population obtaining the
discrepancy is as follow:
Discrepancy = Sd z square root(2-2rxy)
The first term is the standard deviation of the test (15), the second is the selected z value, and the last is the correlation between
the two scales.
For example, for a 7-year-old child the discrepancy between the WJ IV Oral Vocabulary and General Information tests that
represents 5% of the population is
15 (1.96) square root(2-2(.65)) = 24.60
24.60 is then rounded to 25 to obtain the whole number difference
WJ IV Cognitive Fine Points of Administration
Oral Vocabulary:
• Test by complete group (note marking on record form)
• Write down what the person says if different from the record form or if incorrect.
• Do not penalize for mispronunciation.
• Synonyms: There are 3 possible starting items depending on grade. Accept only one-word responses as correct.
• Antonyms: There are 4 possible starting items depending on grade. Accept only one-word responses as correct.
• There are 4 possible starting items depending on grade.
Number Series:
• Provide corrective feedback ONLY for Samples A and B
• Use paper or hand to show items one at a time if needed
• Provide paper and pencil at item ii or if needed
• 1 minute time limit UNLESS subject is actively working toward solution
Verbal Attention:
• Uses audio recording
• Typically ONLY Samples A is provided orally – all other samples and items use audio recording
• If necessary, you may present the items orally – see easel for directions
• Do not repeat any item
• You may pause or stop the audio recording if needed
• There are 2 possible starting items depending on grade. Accept only one-word responses as correct.
Letter-Pattern Matching:
• Provide error correction only for Samples A and B and the Practice exercise
• 3-minute time limit
• Use a stopwatch
• Everyone starts with Samples A and B and the Practice exercise
Phonological Processing:
Test 5A: Word Access
• Responses must be in English
• Accept only one-word responses as correct.
• You may repeat any item if needed
• Samples and items 1 through 3 are presented orally. All others use the audio recording.
Test 5B: Word Fluency

• Each item has a 1-minute time limit
• Administer both items to all subjects
• Do not count repeated words or words used as examples.
• All start with item 1
Test 5C: Substitution
• Samples and items 1 and 2 are presented orally. All others use the audio recording.
• Start point is determined by raw score earned on 5A.
Story Recall:
• Pause or stop the audio recording after each story
• Scoring is based on key words in elements
Visualization:
7A: Spatial Relations
• All start with Introduction
7B: Block Rotation:

• Use a stopwatch
• Provide corrective as directed
General Information:
• Know exact pronunciation of words
• Do not penalize for mispronunciation
• If a subject responds to a What question with a Where response, give reminder (this is allowed only once)
• For both the Where and What questions, there are 3 possible starting items depending on grade.
Concept Formation:
• You may cover up lines of items if it appears that the multiple lines confuse the person.
• Acknowledge correct responses for all items through item 35.
• On all but the last 5 items, if the subject makes an error, they are told the correct answer.
• Cutoff scores are based on the running total of errors.
• Items 1 through 26 have no time limits.
• Items 27 through 40 have a 1-minute time limit.
• Answers that are synonyms are allowed
Numbers Reversed:
• Samples A, B, and C and Items 1 through 10 are given orally
• If necessary, you may present the other items orally – see easel for directions
• You may pause audiotape if necessary
• If presented orally, items are presented at a rate of one digit per second
Number-Pattern Matching:
• Provide error correction only for Samples A and B and the Practice exercise
• 3-minute time limit
• Use a stopwatch
• Everyone starts with Samples A and B and the Practice exercise
Nonword Repetition:
• Samples A and B and Items 1 through 7 are given orally
• Words must be pronounced smoothly to receive credit
Visual-Auditory Learning:
• This is a controlled learning task. On all errors or no response, point to the symbol and say the correct word.
• There is a 5 second response time for each symbol.
• You may cover up lines of symbols if it appears that the multiple lines confuse the person.
• Do not accept synonyms as correct responses
• All start with Introduction 1
Picture Recognition:
• Exactly 5 second exposure
• One point if the subject correctly identifies the correct picture(s)
• For items with multiple pictures, the subject must name all the pictures
• Order of response is not important
• Both pointing to the picture(s) or naming the letter(s) associated with the picture(s) are acceptable
Analysis-Synthesis:
• Acknowledge correct responses on Items A through 28
• Correct errors on Items A through 28
• On all but the last 7 items, if the subject makes an error, they are told the correct answer.
• Items 1 through 28 have no time limits.
• Items 29 through 35 have a 1-minute time limit.
• All subjects start with the color pretest
Object-Number Sequencing:
• Sample A is given orally, all others should use the audio recording
• If presented orally, items are presented at a rate of one digit per second
• Responses that rhymes with or sounds like to the test word is scored as correct
• To score as correct, the words must be repeated in correct order followed by the numbers in correct order
• Do not penalize for mispronounciation
• All subjects start with Sample A after which there are 2 possible starting items depending on grade
Pair Cancellation:
• Three minute time limit
• Record exact time
• Do not cover lines
• Use pencil with eraser
• To be correct, the pair must be a ball followed by a dog in the same row.
• All subjects start with Sample A and the practice exercise
Memory for Words:

• Sample A is given orally, all others should use the audio recording
• If presented orally, items are presented at a rate of one word per second
• Words must be repeated in correct order
• Score as correct words that rhyme with or sound like the test word
• Do not penalize for mispronunciation
• All subjects start with Sample A after which there are 2 possible starting items depending on grade
WJ IV Cognitive Tests Decision Points
Test Decision Point

Oral Vocabulary (VL, LD) 6 lowest correct & 6 highest incorrect - Page rule (test by complete page)
Number Series (RQ, I) 5 lowest correct & 5 highest incorrect - Page rule (test by complete page)
Verbal Attention ( WM, AL ) Cutoff for items 1-8,or 6 lowest correct & 6 highest incorrect
Letter-Pattern Matching ( P ) Time
Phonological Processing ( PC, LA ) 5A and 5C: 6 lowest correct & 6 highest incorrect, 5B: 1 minute each item
Story Recall ( MM, LS ) Cut-off
Visualization (VZ, SR) 5 lowest correct & 5 highest incorrect
General Information (K0) 4 lowest correct & 4 highest incorrect
Concept Formation (I) Cut-off – Controlled learning
Numbers Reversed (MW) 5 lowest correct & 5 highest incorrect
Number-Pattern Matching (P) Time
Nonword Repetition (UM) 6 lowest correct & 6 highest incorrect
Visual-Auditory Learning (MA) Cut-off
Picture Recognition (MV) Cutoff for items 1-5,or 6 lowest correct & 6 highest incorrect
Analysis-Synthesis (RG) Cut-off – Controlled learning
Object-Number Sequencing (MW) 5 lowest correct & 5 highest incorrect
Pair Cancellation (P, AC) Time
Memory for Words (MS) 4 lowest correct & 4 highest incorrect
Gf-Gc Classification and WISC-V Subtests
Gc - Comprehension/Knowledge
Similarities (Language Development)
Comprehension (Language Development)
Information (General (Verbal) Information)
Vocabulary (Lexical Knowledge)
Gv - Visual Spatial
Block Design (Spatial Relations)
Visual Puzzles (Spatial Relations, Visualization)
Gsm - Short term Memory
Digit Span (Memory Span)
Digit Span Forward (Memory Span)
Digit Span Backward (Working Memory)
Digit Span Sequencing(Working Memory)
Letter-Number Sequencing (Working Memory)
Picture Span (Working Memory)
Gs - Processing Speed
Symbol Search (Perceptual Speed)
Cancellation (Perceptual Speed)
Coding (Rate-of-Test-Taking)
Naming Speed Literacy (Speed of Lexical Access)*
Naming Speed Quantity (Speed of Lexical Access)*
Glr - Long term Storage
Immediate Symbol Translation (Associative Memory)*
Delayed Symbol Translation (Associative Memory)*
Recognition Symbol translation (Associative Memory)*
Naming Speed Literacy (Speed of Lexical Access)* (Some theorists classify naming speed or
Naming Speed Quantity (Speed of Lexical Access)* Rapid Automatized Naming [RAN] as Glr NA)
Gf - Fluid Reasoning
Matrix Reasoning (Inductive Reasoning)
Figure Weights (Quantitative Reasoning)
Picture Concepts (Inductive Reasoning, General (Verbal) Information)
Gq – Quantitative
Arithmetic (Math Achievement, Working Memory, Fluid Reasoning)
* The WISC-V does not consider these subtests as measures of intelligence
Note: Ga – Auditory Processing is not measured specifically by any WISC-V subtest
Broad and Narrow Abilities for Subtest of the Wechsler, WJ IV, and DAS-II
Wechsler Similarities (Language Development)
Wechsler Comprehension (Language Development)

Gc - Comprehension/Knowledge
DAS-II Verbal Similarities (Language Development)
Wechsler Information (General (Verbal) Information)
WJ IV General Information (General (Verbal) Information)
Wechsler Vocabulary (Lexical Knowledge)
DAS-II Naming Vocabulary (Lexical Knowledge)
DAS-II Verbal Comprehension (Listening Ability)
DAS-II Word Definitions (Language Development / Lexical Knowledge)
Wechsler Word Reasoning (Lexical Knowledge, General (Verbal) Information)
WJ IV Oral Vocabulary (Lexical Knowledge, Language Development)
Wechsler Block Design (Spatial Relations)
DAS-II Pattern Construction (Spatial Relations)
WJ IV Picture Recognition (Visual Memory)

Gv - Visual Spatial
DAS-II Recall of Designs (Visual Memory)
DAS-II Recognition of Pictures (Visual Memory)
DAS-II Copying (Visualization)
WJ IV Visualization (Visualization)
DAS-II Matching Letter-Like Forms (Visualization)
Wechsler Visual Puzzles (Spatial Relations, Visualization)
Wechsler Picture Completion (Flexibility of Closure, General (Verbal) Information)
Wechsler Digit Span (Memory Span)
Wechsler Digit Span Forward (Memory Span)
WJ IV Memory for Words (Memory Span)
DAS-II Recall of Digits Forward (Memory Span)

Gsm - Short term Memory
Wechsler Digit Span Backward (Working Memory)
Wechsler Digit Span Sequencing(Working Memory)
Wechsler Letter-Number Sequencing (Working Memory)
DAS-II Recall of Digits Backward (Working Memory)
DAS-II Recall of Sequential Order (Working Memory)
WJ IV Numbers Reversed (Working Memory/Attentional Control)
WJ IV Object-Number Sequencing (Working Memory/Attentional Control)
WJ IV Verbal Attention (Working Memory/Attentional Control)
Ga - Auditory
WJ IV Phonological Processing (Phon Cdg/Wrd Fl/Speed of Lexical Access)
WJ IV Nonword Repetition (Phon Cdg/Mem Sp/Mem for Snd Patts)
DAS-II Phonological Processing (Phonemic Coding)
WJ IV Letter-Pattern Matching (Perceptual Speed)
Wechsler Symbol Search (Perceptual Speed)

Gs - Processing Speed
Wechsler Cancellation (Perceptual Speed)
WJ IV Pair Cancellation (Percl Spd/Sp Scan/Att Control)
Wechsler Coding (Rate-of-Test-Taking)
DAS-II Speed of Information Processing (Scanning)
Wechsler Naming Speed Literacy (Speed of Lexical Access) [also Glr?]
Wechsler Naming Speed Quantity (Speed of Lexical Access) [also Glr?]
DAS-II Rapid Naming (Complex) [also Glr?]
WJ IV Visual-Auditory Learning (Associative Memory)

Glr - Longt term Storage
WJ IV Story Recall (Meaningful Memory/Listening Ability)
Wechsler Immediate Symbol Translation (Associative Memory)
Wechsler Delayed Symbol Translation (Associative Memory)
Wechsler Recognition Symbol translation (Associative Memory)
DAS-II Recall of Objects - Immediate (Free-recall Memory)
DAS-II Recall of Objects - Delayed (Free-recall Memory)
WJ IV Concept Formation (Inductive Reasoning)
Wechsler Matrix Reasoning (Inductive Reasoning)
DAS-II Picture Similarities (Induction)

Gf - Fluid Reasoning
DAS-II Matrices (Induction)
Wechsler Figure Weights (Quantitative Reasoning)
WJ IV Analysis-Synthesis (Quantitative Reasoning)
Wechsler Picture Concepts (Inductive Reasoning, General (Verbal) Information)
DAS-II Sequential and Quantitative Reasoning (Induction /Quantitative Reasoning)
WJ IV Number Series (Induction /Quantitative Reasoning)
DAS-II Early Number Concepts (Lex Know / Gen verb knowl / Piagetian rsg)
Gq Wechsler Arithmetic (Math Achievement)
WISC-V Structure
V V F W P F Q A N G C N S S
C V S R M S S R W V B A P S T R
I K I I I I I I M I V I I I I I
I Q I I
1 Block Design
2 Similarities
3 Matrix Reasoning
4 Digit Span
5 Coding
6 Vocabulary
7 Figure Weights
8 Visual Puzzles 1
9 Picture Span 2
10 Symbol Search 3
11 Information 4
12 Picture Concepts 5,6
13 Letter-Number Seq. 2
14 Cancellation 3
15 Comprehension 4
16 Arithmetic 6
17 Naming Speed Literacy
18 Naming Speed Quantity
19 Immediate Symbol Translation
20 Delayed Symbol Translation
21 Recognition Symbol Translation
VCI = Verbal Comprehension VSI = Visual Spatial FRI = Fluid Reasoning

WMI = Working Memory PSI = Processing Speed FSIQ = Full Scale IQ
QRI = Quantitative Reasoning AWMI = Auditory Working Memory NVI = Nonverbal
GAI = General Ability CPI = Cognitive Proficiency NSI = Naming Speed
STI = Symbol Translation SRI = Storage and Retrieval
VKI = Verbal Knowledge BVI = Broad Verbal Index
(VKI and BVI computed with Tellegen & Briggs [1967] formula)
1. May be substituted for Block Design (only one substitution allowed [if unavoidable] and only in FSIQ).
2. May be substituted for Digit Span (same rules).
3. May be substituted for Coding (same rules).
4. May be substituted for Similarities or for Vocabulary (same rules).
5. May be substituted for Matrix Reasoning (same rules).
6. May be substituted for Figure Weights (same rules).
Tellegen, A., & Briggs, P. F. (1967). Old wine in new skins: Grouping Wechsler subtests into new scales. Journal of
Consulting Psychology, 31, 499-506.
WISC-V SUBTESTS AND SCORES
The WISC-V (Wechsler, 2014a) offers several new subtests, a new arrangement of index scores, and myriad score options. These
changes and the associated terminology are new to those of us who have used the WISC-IV (more so for those of us who used the
1949 WISC [Wechsler, 1949]). The following tables outline the WISC-V subtests, composites, and scores. Any errors here were made
by us, not by the PsychCorp or Pearson Education or its affiliates, who hold the copyrights and trademarks for “WISC,” “WISC-IV,”
“WISC-V,” the Psi and PsychCorp designs, and, of course, the entire contents of the WISC-V. The information in these tables is
adapted from Wechsler (2014a, 2014b, 2014c) and Wechsler, Raiford, and Holdnack (2014).
The summary table we have created summarizes the various types of scores (scaled, standard, base rate) available for each subtest
and process subtest.
First Column
Subtests (e.g., Similarities) are listed in bold uppercase and lowercase print.
Additional “process” subtests (e.g., Block Design No Time Bonus) are indented in shaded rows, and are printed in uppercase and
lowercase. None of these subtests can be used in any composite score.
Complementary composites (e.g., NAMING SPEED) are listed in all uppercase print and are underscored.
Second Column
FSIQ indicates the seven subtests that are included in the Full Scale IQ. (A single substitution is permitted in the Full Scale IQ and
it must be a subtest in the same composite, subject to some additional substitution rules.) The FSIQ subtests allow
computation of the FSIQ and Verbal Comprehension and Fluid Reasoning composites.
P Indicates the three additional Primary subtests in the Visual Spatial, Working Memory, and Processing Speed composites
that are used with the FSIQ subtests to derive all five Primary Index scores. (No substitutions are permitted for composite
Index scores.)
S Indicates Secondary subtests that can be used for additional information and one of which can be substituted in the Full
Scale IQ for a Primary subtest in the same composite, subject to some additional substitution rules. (Only one substitution is
permitted in the FSIQ and none in the composites.)
C indicates Complementary subtests and composites that can be used to provide additional information. These subtests
are never included in the FSIQ or primary composites.
Type of Score
Scaled A check in the Scaled score column indicates that the WISC-V provides a scaled score with a mean of 10 and
standard deviation of 3 for the subtest.
Standard A check in the Standard score column indicates that the WISC-V provides a standard score with a mean of 100 and
standard deviation of 15 for the subtest. You will see that the Complementary subtests are reported in standard
scores, not scaled scores.
Base Rate A check in the Base Rate column indicates that the WISC-V provides a base rate for scores or other measures (e.g.,
Longest Digit Span Forward correctly repeated by the examinee) on the subtest. Base rates reflect the frequency of
scores or differences between scores in the WISC-V norming sample (or in selected segments of the total sample,
such as different ability levels as measured by the FSIQ). Base rates answer the question, “How unusual or how
uncommon is such a high score or such a large difference? For example, according to Table C.17, p. 118, in the
WISC-V Administration and Scoring Manual Supplement (Wechsler, 2014c), 91.5% of ten-year-olds correctly
repeated 5 digits in the same order they had been dictated, but only 18.5% repeated 5 digits in correct reversed
order. However, according to Table C.19, p. 123, that zero difference between 5 digits forward and 5 digits
backward was very common: 98.5% of the ten-year-olds in the norming sample.
Specific Process Observations Base Rate
Many of the subtests provide additional “Process” observations to enhance the clinical value of the WISC-V assessment. These
observations are quantified as base rates in the WISC-V Technical and Interpretive Manual (Wechsler, 2014c, Appendix D).
DK Examinee responds that he or she does not know the answer or solution (marked each time on the Record Form as
RR).
NR Examinee gives no response (marked each time on the Record Form as NR).
Rep Examiner repeats the item (marked each time on the Record Form as IR).
Req Rep Examinee requests repetition of an item, but item is not repeated because of subtest rules (marked each time on
the Record Form as IR).
Sub Voc Examinee can be heard to subvocalize (whispers to herself or himself about the item while working) (marked each
time on the Record Form as SV).
SC Examinee spontaneously corrects his or her own error (marked each time on the Record Form as SC).
Bibliography
Wechsler, D. (1949). Wechsler intelligence scale for children. New York, NY: The Psychological Corporation. (WISC)
Wechsler, D. (1974). Wechsler intelligence scale for children--Revised. New York, NY: The Psychological Corporation. (WISC-R)
Wechsler, D. (1991). Wechsler intelligence scale for children (3rd ed.).San Antonio, TX: The Psychological Corporation. (WISC-III)
Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). San Antonio, TX: Pearson. (WISC-IV)
Wechsler, D. (2014a). Wechsler intelligence scale for children (5th ed.): Administration and scoring manual. Bloomington, MN:
Pearson. (WISC-V)
Wechsler, D. (2014b). Wechsler intelligence scale for children (5th ed.): Administration and scoring manual
supplement. Bloomington, MN: Pearson. (WISC-V)
Wechsler, D. (2014c). Wechsler intelligence scale for children (5th ed.): Technical and interpretive manual. Bloomington, MN:
Pearson. (WISC-V)
Wechsler, D., Raiford, S. E., & Holdnack, J. A. (2014). Wechsler intelligence scale for children (5th ed.): Technical and interpretive
manual supplement: Special group validity studies with other measures and additional tables. Bloomington, MN: Pearson.
Retrieved fromhttp://downloads.pearsonclinical.com/images/Assets/WISC-V/WISC-V-Tech-Manual-Supplement.pdf
Publisher's Information on the WISC-V. Keep checking for updates!

http://www.pearsonclinical.com/psychology/products/100000771/wechsler-intelligence-scale-for-childrensupsupfifth-edition--wisc-
v.html
Q-interactive Technical Report 8 Mark H. Daniel, PhD Dustin Wahlstrom, PhD Ou Zhang, PhD September 2014 Equivalence of Q-
interactive™ and Paper Administrations of Cognitive Tasks: WISC®–V http://downloads.pearsonclinical.com/images/Assets/WISC-
V/Q-interactive-WISC-V.pdf
Q-interactive® Special Group Studies: The WISC® –V and Children with Intellectual Giftedness and Intellectual Disability Q-interactive
Technical Report 9 Susan Engi Raiford, PhD James Holdnack, PhD Lisa Drozdick, PhD Ou Zhang, PhD November,
2014 http://images.pearsonclinical.com/images/assets/wisc-v/Q-i-TR9-WISC-V.pdf
WISC-V Integrated http://www.pearsonclinical.com/psychology/products/100001322/wechsler-intelligence-scale-for-
childrensupsupfifth-edition-integrated-wisc-v-integrated.html#tab-resources
Specific Process Observations
Type of Score
Base Rate
FSIQ, Base Req Sub
Scaled Standard DK NR Rep SC
P, S, C Rate Rep voc
Similarities FSIQ √ √ √ √
Vocabulary FSIQ √ √ √ √
Information S √ √ √ √
Comprehension S √ √ √ √
Block Design FSIQ √
Block Design No Time Bonus √
Block Design Partial Score √
Block Design Dimension Error √
Block Design Rotation Error √
Visual Puzzles P √ √ √ √ √
Matrix Reasoning FSIQ √ √ √ √ √
Figure Weights FSIQ √ √ √ √ √
Picture Concepts S √ √ √ √ √
Arithmetic S √ √ √ √ √ √
Digit Span FSIQ √ √
Digit Span Forward √
Longest Digit Span Forward √
Digit Span Backward √
Longest Digit Span Backward √
Digit Span Sequencing √
Longest Digit Span Sequencing √
Picture Span P √ √ √ √ √
Longest Picture Span Stimulus √
Longest Picture Span Response √
Letter-Number Sequencing √ √ √
Longest Letter-Number Sequencing √
Coding FSIQ √
Coding Rotation Error √
Symbol Search P √
Symbol Search Set Error √
Symbol Search Rotation Error √
Cancellation S √
Cancellation Random √
Cancellation Structured √
NAMING SPEED C √
Naming Speed Literacy C √ √
Naming Speed Literacy Error √
Naming Speed Color-Object (6 yo) √
Naming Speed Color-Object Error √
Naming Speed Size-Color-Object (6-8 yo) √
Naming Speed Size-Color-Object Error √
Naming Speed Letter-Number (9-16 yo) C √
Naming Speed Letter-Number Error √
Naming Speed Quantity C √ √
Naming Speed Quantity Error √
SYMBOL TRANSLATION C √
IMMEDIATE SYMBOL TRANSLATION C √
Delayed Symbol Translation C √
Recognition Symbol Translation C √ √ √
STORAGE AND RETRIEVAL C √
WISC-V COMPARISONS – See WISC-V Manuals for further elaboration
Composite Comparisons
VCI > VSI indicates a relative strength in using verbal stimuli in problem solving compared to visual-spatial
problem solving.
VSI > VCI implies a strength in the ability to understand and apply visual-perceptual/visual-spatial
information in comparison to verbal reasoning skills.
VCI > FRI implies a strength in crystallized abilities relative to fluid reasoning abilities,
FRI > VCI implies a strength in fluid abilities relative to crystallized abilities.
VSI > FRI implies stronger concrete visual-perceptual processing skills relative to fluid reasoning.
FRI > VSI suggests better ability to understand the relationship of visual information to abstract concepts
relative to the use visual and spatial information for design construction.
VCI > VSI and FRI, and VSI = FRI suggests a strength in verbal reasoning compared to the ability to use visual
information for problem solving.
VCI < VSI and FRI, and VSI = FRI su ggests a general weakness in language functioning and verbal problem
solving and reasoning.
VSI > VCI and FRI, and VCI = FRI suggests a strength in visual-perceptual/visual-spatial processing relative to
conceptual and abstract thinking.
VSI < VCI and FRI, and VCI = FRI suggests a relative weakness in visual perceptual and spatial reasoning skills
compared to abstract conceptual reasoning abilities.
FRI > VCI and VSI, and VCI = VSI suggests a strength in the ability to link visual information to semantic and
quantitative constructs compared to visual spatial and verbal conceptual reasoning.
FRI < VCI and VSI, and VCI = VSI suggests a relative weakness in the ability to link visual information to
semantic and quantitative constructs compared to visual spatial and verbal conceptual reasoning.
WMI > PSI implies the ability to identify and register information in short-term memory is a strength relative
compared to speed of decision making using this information.
PSI > WMI suggests that the child may be more proficient at rapid decision making with information
registered in short-term memory than in manipulating that information.
WMI > VCI, VSI, or FRI implies the ability to mentally manipulate information is superior to the ability to
solve complex problems.
WMI < VCI, VSI, or FRI implies the relatively lower working memory ability may not be interfering with
complex problem solving.
High QRI scores suggest a well-developed capacity to perform mental math operations and to understand
quantitative relationships.
Low QRI scores may occur for a number of reasons, including difficulties with mental math operations or
understanding and applying quantitative relationships, low working memory ability, or general
difficulties with abstract conceptual reasoning.
High CPI scores indicate a high degree of cognitive efficiency for manipulating and rapidly processing
information.
Low CPI scores may occur for many reasons, including visual or auditory processing deficits, inattention,
distractibility, visual motor difficulties, limited working memory storage or mental manipulation
capacity, or generally low cognitive ability.
High NSI scores indicate a high degree of naming automaticity and rapid, efficient verbal retrieval abilities.
Low NSI scores may occur for many reasons, including visual-processing deficits, information retrieval
difficulties, weak language skills, low naming skills, or generally slow cognitive functioning.
High STI scores indicate well-developed encoding and retrieval of newly learned visual verbal associations
after short and long delays.
Low STI scores may occur on this index for many reasons, including visual or verbal processing deficits,
inattention, distractibility, poor information encoding, difficulties accessing information from
memory, rapid forgetting, or general memory impairment.
High SRI scores indicate a well-developed capacity for new learning and rapid access to existing verbal
knowledge stores.
Low SRI scores can occur for many reasons including difficulty encoding and/or retrieving information from
long-term memory, difficulty acquiring new information, slow processing speed, visual and/or
language processing deficits, and/or inattentiveness.
GAI > FSIQ suggests that the estimate of overall intellectual ability is lowered by the inclusion of working
memory and processing speed subtests and that these may represent areas of specific weakness.
FSlQ > GAI suggests that working memory and processing speed are strengths that bolster the child's overall
intellectual ability.
CPI > GAI suggests that abilities that cognitive processing efficiency may be a strength in comparison to
higher-order cognitive abilities. Thus, lowered reasoning skills are not due to limitations in cognitive
efficiency.
WMI > AWMI suggests that presenting information visually may improve working memory functioning
compared to verbal presentation of information.
AWMI > WMI suggests verbal presentation of information may improve working memory functioning relative
to visual presentation. Additional interpretive considerations for a significant discrepancy related to
working memory are available in the DS-LN and the DSs-LN discrepancy comparisons.
NSI > STI discrepancy suggests rapid access to previously acquired information is a strength relative to
capacity for new associative learning and memory.
STI > NSI discrepancy suggests learning and memory for recently acquired visual-verbal associations is a
strength relative to rapid access of previously acquired visual-verbal associations. It suggests storage
and retrieval accuracy is a strength relative to automaticity and fluency.
Subtest comparisons
SI > VC implies a relative strength in abstract reasoning and cognitive flexibility compared with lexical
knowledge.
VC > SI suggests more developed lexical knowledge relative to abstract reasoning and cognitive flexibility.
BD > VP may indicate that procedural learning, trial-and-error problem solving, concrete visual feedback,
and/or visual-motor integration facilitate performance on tasks involving visual perceptual and
spatial reasoning.
VP > BD may indicate that visual motor skills may be a weakness relative to verbal visual-perceptual and
spatial reasoning ability.
MR > FW implies a relative strength in inductive reasoning relative to quantitative reasoning.
FW > MR suggests that quantitative reasoning is a strength relative to inductive reasoning.
DS > PS suggests better working memory when information is presented in an auditory versus visual format
or a free recall versus recognition format.
PS > DS suggests better working memory when e i t h e r a visual, rather than a verbal, format is used or a
recognition rather than a free recall format is used.
CD > SS suggests relative strengths in paired associate learning and/or fine motor speed relative to visual
scanning and discrimination.
SS > CD suggests accurate visual scanning is a strength relative to associative memory and/or graphomotor
speed.
FW > AR may indicate that quantitative reasoning ability is best express when a visual rather than a verbal
stimulus and response is used.
AR > FW may indicate quantitative reasoning ability is best express when a verbal rather than a visual
stimulus and response is used.
DS > LN may indicate that the child has difficulty with immediate registration of letters or has not yet learned
alphabet skills. Alternately, the child may have difficulty dual tasking information in working
memory.
LN > DS may indicate difficulty with sequencing longer strings, greater engagement in dual-tasking, or more
difficulty with specific task demands (e.g., reverse sequencing, repeated numbers).
NSL > NSQ suggests that the child's naming abilities are stronger in tasks that utilize stimuli associated with
literacy skills than those associated with mathematics skills.
NSQ > NSL suggests that the child's naming abilities are stronger in tasks that are associated with
mathematics skills than tasks that utilize stimuli associated with literacy skills.
IST > DST suggests that immediate recall is superior to delayed recall. In this case, the child is forgetting more
information than expected, based on initial learning.
DST > IST indicates that delayed recall is superior to immediate recall. The child recalls more information
than is expected given his or her immediate encoding, suggesting that information access improves
over time.
IST > RST suggests that immediate recall is better than delayed recognition.
RST > IST indicates either that delayed recognition is superior to immediate recall or that recognition memory
is better than cued free recall.
DST > RST suggests that delayed recall is superior to delayed recognition. This is an unusual finding and
suggests that the child may get distracted or confused when additional information is presented.
RST > DST indicates that delayed recognition is superior to delayed recall; the child has difficulty freely
accessing information that is encoded in delayed memory.
BDn > BD suggests that difficulties with rapid processing of visual-perceptual information or motor execution
may have influenced performance on Block Design.
BD > BDn implies that abilities in this domain are not due to problems with processing speed and execution.
BDp > BD suggests that difficulties with rapid processing of visual-perceptual information, motor execution or
attention to detail have influenced performance on Block Design.
BD > BDp implies that abilities in this domain are not due to problems with speed and attention to detail.
DSf > DSb or DSf > DSs suggests that the child has sufficient capacity but has not learned the skill of mental
reversal or sequencing of numbers, may have been confused by the additional requirements
(reversing or sequencing), or has difficulties with mental manipulation in the Backward or
Sequencing tasks.
DSb > DSf or DSs > DSf may be related to the reaction to more challenging tasks (e.g., Backward or
Sequencing) than relatively more simple tasks (e.g., Forward). It may also indicate a lapse in
attention or motivation during the Forward task.
DSb > DSs may indicate that the skill of sequencing numbers not yet learned or may have been confused by
the requirement to repeat numbers on some trials of DSs.
DSs > DSb suggests that the skill of reversing numbers may not have adequately learned.
DSs > LN may indicate difficulty with immediate registration of letters, as yet unlearned alphabet skills, or
difficulty with dual-tasking information in working memory.
LN > DSs may indicate confusion by the requirement to repeat numbers on some trials of Sequencing or
difficulty with reordering longer spans of numbers.
CAs > CAr suggests that there may b e benefit from the structured presentation format.
CAr > CAs may indicate the application of a more effective strategy to the CAr task than to the CAs task or a
benefit from the structured presentation format
NSco > NSsco may indicate a lack of acquired automaticity of size labels commensurate with colors and
objects
NSsco > NSco may suggest a lapse in attention or motivation during NSco or the application of more successful
strategies while progressing across tasks.
NSsco > NSln may indicate either un-acquired automaticity of letters and numbers commensurate with
sizes, colors and objects or that the additional stimuli per page on NSln relative to NSsco produced
problems.
NSln > NSsco may suggest a lapse in attention or motivation during NSsco.
Information Item Content
Number Item Content
1 Foot Body Part
2 Ear Body Part
4 Think Body Part
3 Eat Food
5 Legs Number
13 Hours Number/Time
30 Paris Number/Geography
7 Thursday Date/Time
9 June Date/Time
17 Days Date/Time
11 Strings Humanities
22 Mona Lisa Humanities
20 Giza Geography
21 Continent Geography
29 Countries Geography
31 Lowest Geography
24 Newton Famous Person

26 Confucius Famous Person
6 Bird Science
8 Tree Science
10 Space Science
12 Message Science
14 Direction Science
15 Socks Science
16 Heart Science
18 Oxygen Science
19 Earthquakes Science
23 Leaves Science
25 Air Science
27 Light year Science
28 Fission Science
Picture Concepts Rationale?
Item Number Reason
SA Trees
SB Animals
1 Fruits or Berries*
2 Tools or Things that cut
3 Sports
4 Live in ocean
5 Lights
6 Transportation
7 Play things
8 Contain water
9 Used to transport things
10 Outdoor? Nature
11 Use wind
12 Used/found at the beach
13 Make marks with
14 Forms of water
15 Float
16 Melt
17 Old or geological
18 Grow or young
19 Spin
20 Float
21 Secure something
22 Twist or screw or threads
23 Healthy
24 Information
25 Open or close
26 Can give age of something
27 Signals
* Technically, a strawberry is an "accessory

fruit" because the seeds are on the outside.
Critical Values for Statistically Significant Differences between the Verbal Comprehension and Nonverbal Indexes
Age
6 7 8 9 10 11 12 13 14 15 16 All
Significance
Level
.01 14.5 14.0 15.0 13.4 13.4 15.0 12.2 13.4 13.4 13.4 12.8 13.7
.05 11.0 10.6 11.4 10.2 10.2 11.4 9.3 10.2 10.2 10.2 9.8 10.4
.10 9.3 8.9 9.6 8.6 8.6 9.6 7.8 8.6 8.6 8.6 8.2 8.8
.15 8.1 7.8 8.4 7.5 7.5 8.4 6.8 7.5 7.5 7.5 7.2 7.7
Approximate Percentage of Population Expected to Obtain Discrepancies Between the WISC-V Verbal Comprehension and Nonverbal
Indexes
Verbal Comprehension vs Nonverbal Indexes
Age 6 7 8 9 10 11 12 13 14 15 16 All
Correlation .59 .55 .67 .62 .66 .62 .75 .64 .68 .70 .72 .65
Percentage in either Percentage in a
direction specific direction
50 9 10 8 9 9 9 7 9 8 8 8 9 25
25 16 16 14 15 14 15 12 15 14 13 13 14 12.5
20 17 18 16 17 16 17 14 16 15 15 14 16 10
10 22 23 20 22 20 22 18 21 20 19 19 21 5
5 27 28 24 26 24 26 21 25 24 23 22 25 2.5
2 32 33 28 30 29 30 25 30 28 27 26 29 1
1 35 37 31 34 32 34 27 33 31 30 29 32 .5
.1 45 47 40 43 41 43 35 42 40 38 37 41 .05
To use this table, find the column appropriate to the examinee's age. Locate the discrepancy that is just less than the one obtained by the
examinee. The first column in that same row gives the percentage of the population obtaining discrepancies as large as or larger than the
located discrepancy.
For example, for 7-year-old examinees, a Verbal Comprehension - Nonverbal Index discrepancy of 25 points would be found in
approximately 5% to 10% of the population.
The method used to compute the discrepancy between scales that reflect the percentage of the population obtaining the discrepancy is as
follow:
Discrepancy = Sd z square root(2-2rxy)
The first term is the standard deviation of the test (15), the second is the selected z value, and the last is the correlation between the two
scales.
For example, for a 7-year-old child the discrepancy between the WISC-V Verbal Comprehension and Nonverbal Indexes that represents 5%
of the population is
15 (1.96) square root(2-2(.65)) = 26.62
26.62 is then rounded to 27 to obtain the whole number difference
Broad Verbal Index
BVI Equivalents of Sums of Scaled Scores
Confidence Interval Confidence Interval

Sum of Sum of
Percentile Percentile
Scaled BVI 90% 95% Scaled BVI 90% 95%
Rank Rank
Scores Scores
4 47 1 44 - 55 44 - 56 41 101 53 96 - 107 95 - 108
5 49 1 46 - 56 45 - 57 42 103 58 98 - 108 97 - 109
6 50 1 47 - 58 46 - 59 43 104 61 99 - 109 98 - 110
7 52 1 49 - 59 48 - 60 44 106 66 100 - 111 99 - 112
8 53 1 50 - 61 49 - 61 45 107 68 102 - 112 101 - 113
9 54 1 51 - 62 50 - 63 46 109 73 103 - 114 102 - 115
10 56 1 53 - 63 52 - 64 47 110 75 105 - 115 104 - 116
11 57 1 54 - 65 53 - 66 48 112 79 106 - 116 105 - 117
12 59 1 56 - 66 55 - 67 49 113 81 107 - 118 106 - 119
13 60 1 57 - 68 56 - 68 50 115 84 109 - 119 108 - 120
14 62 1 58 - 69 57 - 70 51 116 86 110 - 121 109 - 122
15 63 1 60 - 70 59 - 71 52 118 88 112 - 122 111 - 123
16 65 1 61 - 72 60 - 73 53 119 90 113 - 123 112 - 124
17 66 1 63 - 73 62 - 74 54 121 92 114 - 125 113 - 126
18 68 2 64 - 74 63 - 75 55 122 93 116 - 126 115 - 127
19 69 2 65 - 76 64 - 77 56 124 95 117 - 128 116 - 129
20 71 3 67 - 77 66 - 78 57 125 95 119 - 129 118 - 130
21 72 3 68 - 79 67 - 80 58 126 96 120 - 130 119 - 131
22 74 4 70 - 80 69 - 81 59 128 96 121 - 132 120 - 133
23 75 5 71 - 81 70 - 82 60 129 97 123 - 133 122 - 134
24 76 5 72 - 83 71 - 84 61 131 98 124 - 135 123 - 136
25 78 7 74 - 84 73 - 85 62 132 98 126 - 136 125 - 137
26 79 8 75 - 86 74 - 87 63 134 99 127 - 137 126 - 138
27 81 10 77 - 87 76 - 88 64 135 99 128 - 139 127 - 140
28 82 12 78 - 88 77 - 89 65 137 99 130 - 140 129 - 141
29 84 14 79 - 90 78 - 91 66 138 99 131 - 142 130 - 143
30 85 16 81 - 91 80 - 92 67 140 99 132 - 143 132 - 144
31 87 19 82 - 93 81 - 94 68 141 99 134 - 144 133 - 145
32 88 21 84 - 94 83 - 95 69 143 99 135 - 146 134 - 147
33 90 25 85 - 95 84 - 96 70 144 99 137 - 147 136 - 148
34 91 27 86 - 97 85 - 98 71 146 99 138 - 149 137 - 150
35 93 32 88 - 98 87 - 99 72 147 99 139 - 150 139 - 151
36 94 34 89 - 100 88 - 101 73 148 99 141 - 151 140 - 152
37 96 39 91 - 101 90 - 102 74 150 99 142 - 153 141 - 154
38 97 42 92 - 102 91 - 103 75 151 99 144 - 154 143 - 155
39 99 47 93 - 104 92 - 105 76 153 99 145 - 156 144 - 156
40 100 50 95 - 105 94 - 106
BVI = Similarities, Vocabulary, Comprehension, and Information
Verbal Knowledge Index
VKI Equivalents of Sums of Scaled Scores

Confidence Interval Confidence Interval
Sum of Sum of
Scaled Percentile Scaled Percentile
VKI 90% 95% VKI 90% 95%
Scores Rank Scores Rank
2 51 1 48 - 61 47 - 62 21 103 58 96 - 109 95 - 110
3 54 1 51 - 64 50 - 65 22 105 63 99 - 111 97 - 113
4 56 1 53 - 66 52 - 67 23 108 70 101 - 114 100 - 115
5 59 1 56 - 69 55 - 70 24 111 77 104 - 116 103 - 118
6 62 1 58 - 71 57 - 72 25 114 82 106 - 119 105 - 120
7 65 1 61 - 74 60 - 75 26 116 86 109 - 121 108 - 123
8 67 1 63 - 76 62 - 77 27 119 90 111 - 124 110 - 125
9 70 2 66 - 79 65 - 80 28 122 93 114 - 126 113 - 128
10 73 4 68 - 81 67 - 82 29 125 95 116 - 129 115 - 130
11 75 5 71 - 84 70 - 85 30 127 96 119 - 132 118 - 133
12 78 7 74 - 86 72 - 87 31 130 97 121 - 134 120 - 135
13 81 10 76 - 89 75 - 90 32 133 99 124 - 137 123 - 138
14 84 14 79 - 91 77 - 92 33 135 99 126 - 139 125 - 140
15 86 18 81 - 94 80 - 95 34 138 99 129 - 142 128 - 143
16 89 23 84 - 96 82 - 97 35 141 99 131 - 144 130 - 145
17 92 30 86 - 99 85 - 100 36 144 99 134 - 147 133 - 148
18 95 34 89 - 101 87 - 103 37 146 99 136 - 149 135 - 150
19 97 42 91 - 104 90 - 105 38 149 99 139 - 152 138 - 153
20 100 50 94 - 106 92 - 108
Critical Values for Statistically Significant Differences between the Verbal Comprehension and Verbal Knowledge Indexes
.01 .05 .10 .15

15.34 11.66 9.81 8.56
VKI = Comprehension and Information
Differences Required for Significance When Each WISC–V Subtest Scaled Score Is Compared to the Mean Subtest Scaled Score for Any Individual Child
All Ages
VCI, VSI, FRI, WMI, PSI (2, 3, and 4 subtests) QRI / AWMI NVI GAI / CPI FSIQ (7) FSIQ (10)
Subtest .05 .01 .05 .01 .05 .01 .05 .01 .05 .01 .05 .01 .05 .01 .05 .01 .05 .01
Similarities 1.33 1.66 1.95 2.39 2.01 2.47 2.33 2.82 2.45 2.94 2.76 3.28 3.05 3.58
Vocabulary 1.33 1.66 1.91 2.35 1.98 2.43 2.28 2.75 2.38 2.86 2.68 3.18 2.95 3.47
Information 2.04 2.50 2.48 2.99
Comprehension 2.29 2.82 2.78 3.35
Block Design 1.34 1.68 3.06 3.64 2.81 3.37 3.21 3.80 3.57 4.19
Visual Puzzles 1.34 1.68 2.22 2.64 2.49 2.93
Matrix Reasoning 0.99 1.24 1.87 2.30 1.68 2.07 2.20 2.66 2.70 3.21 2.48 2.98 2.81 3.33 3.10 3.64
Figure Weights 0.99 1.24 1.31 3.87 1.13 1.39 1.33 1.60 0.79 0.99 1.47 1.74 1.40 1.68 1.46 1.73 1.53 1.80
Picture Concepts 2.16 6.34 2.65 3.20
Arithmetic 1.41 1.73 1.77 2.13 0.79 0.99
Digit Span 1.21 1.52 1.53 1.88 1.15 1.44 1.79 2.16 1.93 2.28 2.07 2.44
Picture Span 1.21 1.52 2.02 2.49 2.98 3.54 2.56 3.09 3.46 4.06
Letter-Number Sequencing 1.93 2.38 1.15 1.44
Coding 1.92 2.40 2.65 3.26 3.41 4.06 2.87 3.46 3.59 4.25 4.01 4.71
Symbol Search 1.92 2.40 2.78 3.42 3.06 3.70 4.36 5.13
Cancellation 2.65 3.26
Note: QRI = Figure Weights and Arithmetic, AWMI= Digit Span and Letter-Number Sequencing, GAI = Similarities, Vocabulary, Block Design, Matrix Reasoning, And Figure
Weights, CPI = Digit Span, Picture Span, Coding, and Symbol Search.
SCORES USED WITH THE TESTS IN THIS REPORT
When a new test is developed, it is normed on a sample of hundreds or thousands of people. The sample should be like that
for a good opinion poll: female and male, urban and rural, different parts of the country, different income levels, etc. The
scores from that norming sample are used as a yardstick for measuring the performance of people who then take the test.
This human yardstick allows for the difficulty levels of different tests. The student is being compared to other students on
both difficult and easy tasks. You can see from the illustration below that there are more scores in the middle than at the
very high and low ends. Many different scoring systems are used, just as you can measure the same distance as 1 yard, 3,
feet, 36 inches, 91.4 centimeters, 0.91 meter, or 1/1760 mile.
PERCENTILE RANKS (PR) simply state the percent of persons in the norming sample who scored the same as or lower
than the student. A percentile rank of 50 would be Average – as high as or higher than 50% and lower than the other 50%
of the norming sample. The middle half of scores falls between percentile ranks of 25 and 75.
STANDARD SCORES ("quotients" on some tests) have an average (mean) of 100 and a standard deviation of 15. A
standard score of 100 would also be at the 50th percentile rank. The middle half of these standard scores falls between 90
and 110.
SCALED SCORES ("standard scores on some tests) are standard scores with an average (mean) of 10 and a standard
deviation of 3. A scaled score of 10 would also be at the 50th percentile rank. The middle half of these standard scores falls
between 8 and 12.
&& &&
There are 200 &s. &&&&&& &&&&&&
Each && = 1%. &&&&&& &&&&&&
&& &&&&&& &&&&&& &&
&&&&&& &&&&&& &&&&&& &&&&&&
&&&&&& &&&&&& &&&&&& &&&&&&
& &&&&&& &&&&&& &&&&&& &&&&&& &
&&&&&& &&&&&& &&&&&& &&&&&& &&&&&& &&&&&&
& & & & &&&&&& &&&&&& &&&&&& &&&&&& &&&&&& &&&&&& & & & &
Percent in each 2.2% 6.7% 16.1% 50% 16.1% 6.7% 2.2%

Standard Scores – 69 70 – 79 80 – 89 90 – 109 110 – 119 120 – 129 130 –
Scaled Scores 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Percentile Ranks – 02 03 – 08 09 – 24 25 – 74 75 – 90 91 – 97 98 –
WISC-V Extremely Very Low High Very Extremely
Average
Classification Low Low Average Average High High
Other Wechsler Extremely Low High Very
Borderline Average Superior
Classification Low Average Average Superior
KTEA-3 10-pt. Very Low High Very
Low Average Superior
Classification Low Average Average Superior
Very High Very
KTEA-3 15-pt. Low Low Below Average Average Above Average High
131-
Classification <55 55-69 70 – 84 85 – 115 116 – 130 145 >145
Very Low Super Very
WIAT-III Below Average Average Above Average -ior Super
Low 55 – 131- -ior
Classification 70 – 84 85 – 115 116 – 130
<55 69 145 146 –
Below Low High Above
Very Low Low Average High Very High
Stanines – 73 74 – 81
Average Average
97 – 103
Average Average 119 – 126 127 –
82 - 88 89 – 96 104 - 111 112 – 118
Adapted from Willis, J. O. & Dumont, R. P., Guide to identification of learning disabilities (1998 New York State ed.) (Acton, MA: Copley Custom
Publishing, 1998, p. 27). Also available at http://alpha.fdu.edu/psychology/test_score_descriptions.htm.
Namexx's Scores for hxx Age on the Wechsler Intelligence Scale for Children, 5th ed. (WISC-V)
Test scores in Italics are not included in the factor and full scale scores.
Test 95% Qualitative
Subtests Score 1 Confidence 2 PR 3 Descriptor 4
Verbal Comprehension Subtests
explaining how two different things could be similar (SI)
defining vocabulary words (VC)
answering questions of social and practical comprehension (CO)
answering questions of general information (IN)
Verbal Comprehension Index (SI VC)
Visual-Spatial Subtests
copying geometric designs with patterned cubes (BD)**
same subtest by norms without bonus points for speed (BDN)
visually selecting puzzle pieces to match a whole puzzle (VP)*
Visual-Spatial Index (BD VP)
Fluid Reasoning Subtests
completing multiple-choice, logical matrix puzzles (MR)
solving mental equations using pictures of weights (FW)*
choosing one picture from each group to illustrate a concept (PCn)
oral math applications problems without paper and pencil (AR) *
Fluid Reasoning Index (MR FW)
General Ability Index (GAI) (SI VC BD MR FW)
Working Memory Subtests
repeating series of dictated digits forward and backward (DS)
score for accuracy in repeating dictated digits forward
score for accuracy in repeating digits in reverse order
score for accuracy in repeating digits in numerical sequence
recalling previously seen pictures in the same sequence (PS)
repeating digits and letters digits first, then letters (LN)
Working Memory Index (DS PS)
Processing Speed Subtests
speed of transcribing a digit-symbol code on paper (CD) **
speed of finding matching symbols in rows of symbols.(SS)**
speed of marking animal pictures among many others (CA)
score for pictures scattered randomly on the page
score for pictures arranged in rows on the page
Processing Speed Index (CD SS)
Cognitive Proficiency Index (CPI) (DS PS CD SS)
Full Scale total (SI VC BD MR FW DS CD)
1
These are scaled scores for subtests and standard scores for totals and factors. Please see the explanation of test scores on p. i of the
Appendix.
2
Test scores can never be perfectly reliable, even on the very best tests. Lucky and unlucky guesses, barely beating or missing time
limits, and other random influences inevitably alter scores. This score interval shows how much scores are likely to vary 95% of the
time just by pure chance.
3
PR = Percentile Ranks that tell the percentage of students of the same age or grade whose scores Namexx tied or exceeded. For
example, a percentile rank of 36 would mean that Namexx scored as high as or higher than 36 percent of peers and lower than the
other 64 percent.
4
Qualitative descriptors are arbitrary, are not evidence-based, and can make a difference of a single point appear meaningful. The
descriptors used here are taken from xx.
*
Time limits.
**
Time limits and bonus points for speed.
Namexx's Ancillary and Complementary Scores for hxx Age
on the Wechsler Intelligence Scale for Children, 5th ed. (WISC-V)
Subtests Score 5 Confidence 6 PR 7 Descriptor 8
Full Scale IQ (FSIQ) (SI VC BD MR FW DS CD)
Ancillary Composites
oral math applications problems without paper and pencil (AR) *
Quantitative Reasoning Index (QRI)
repeating digits and letters digits first, then letters (LN)
Auditory Working Memory Index (AWMI)
visually selecting puzzle pieces to match a whole puzzle (VP)*
Nonverbal Index (NVI)
explaining how two different things could be similar (SI)
defining vocabulary words (VC)
General Ability Index (GAI)
speed of finding matching symbols in rows of symbols.(SS)**
Cognitive Proficiency Index (CPI)
Complementary Composites
Naming Speed Literacy (speed of naming pictures and letters)
Naming Speed Quantity (speed of counting small shapes)
Naming Speed Composite (NSI)
Immediate Symbol Translation (learning rebus symbols for words)
Delayed Symbol Translation
Recognition Symbol Translation
Symbol Translation Composite (STI)
Storage & Retrieval Composite (SRI = NSI + STI)
5
These are scaled scores for subtests and standard scores for composites and complimentary subtests (Naming Speed and Symbol
Translation). Please see the explanation of test scores on p. i of the Appendix.
6
7
example, a percentile rank of 36 would mean that Namexx scored as high as or higher than 36 percent of peers and lower than the
other 64 percent.
88
*
Time limits.
**
Time limits and bonus points for speed.
Wechsler Intelligence Scale for Children, 5th ed., Integrated (WISC-V). David Wechsler, The
Psychological Corporation (Pearson), 2014.
The WISC-V is an individual test that does not require reading or writing. Verbal Comprehension (VCI)
subtests are oral questions requiring oral answers. Fluid Reasoning (FRI) subtests are nonverbally presented,
unfamiliar problems that require logical reasoning. Visual-Spatial (VSI) subtests are visual puzzles. Working
Memory (WMI) subtests require remembering data (e.g., repeating dictated digits) or remembering and mentally
manipulating data (e.g., repeating dictated digits in reversed order). Processing Speed (PSI) subtests measure
speed on fairly simple paper-and-pencil tasks. Each composite includes two subtests. Seven of these subtests are
included in the Full Scale IQ (FSIQ). One additional subtest of the same ability can be substituted for one
primary subtest in the FSIQ if absolutely necessary. Subtest scores and composite scores are based on the scores
of the 2,200 children originally tested in a very carefully designed, nationwide sample, but still must be
interpreted very cautiously for any individual, especially one who may have somewhat unusual patterns of
strengths and weaknesses. As with any test, influences such as anxiety, motivation, fatigue, rapport, and
experience may invalidate test scores.
Verbal Comprehension Composite

Similarities: explaining how two different things (e.g., horse and cow) or concepts (e.g., hope and fear) could be
alike. Scoring is 2-1-0, according to the quality of the responses. (FS)
Vocabulary: giving oral definitions of words. Scoring is 2-1-0, according to the quality of the responses. (FS)
Additional Verbal Comprehension Subtests
Comprehension: oral questions of social and practical understanding. Scoring is 2-1-0, based on quality.
Information: oral, “trivia”-style, general information questions. Scoring is pass/fail.
Visual-Spatial Composite
Block Design**: copying small geometric designs with four or nine larger plastic cubes.
The most difficult items offer bonus points for speed. (FS)
Visual Puzzles*: selecting the three out of six shapes that could fit together to make the
complex shape shown above the choices.
Visual-Spatial Process Subtest
Block Design subtest by norms without bonuses for speed; pass/fail scoring only. Time
limits still apply.
Fluid Reasoning Composite
Matrix Reasoning: completing logical arrangements of designs with missing parts; multiple-choice. (FS)
Figure Weights*: multiple-choice, algebra-like problems using pictures on a balance scale
(e.g.,  =  ;  = ;  = how many ? (FS)
Additional Fluid Reasoning Subtests
Picture Concepts: choosing one picture from each of two or three rows so that the selected pictures all illustrate
the same concept.
Arithmetic*: oral, verbally framed math applications problems without paper. Scoring is pass/fail.
Standard Working Memory Composite
Digit Span: repeating increasingly long dictated series of digits (e.g., 4 1 7 9) forwards, other series backwards,
and other series in numerical order. Series begin with two digits and keep increasing in length, with two trials
at each length. (Separate scores are also provided for Digit Span Forward, Digit Span Backward, and Digit
Span Sequencing.) (FS)
Picture Span: the child sees one or more pictures on a page and then must find the same picture or pictures within
a larger group of pictures on the next page. Scoring is 2 points for the correct pictures in the correct sequence
and 1 for the correct pictures out of sequence. The sequences increase in length.
Additional Working Memory Subtest
Letter-Number Sequencing: repeating dictated series of letters and digits (e.g., 4 3 R 9 B) in numerical, then
alphabetical order (e.g., 3 4 9 B R).
Processing Speed Composite
Coding A**: marking rows of shapes with different lines according to a code
as quickly as possible for 2 minutes (under age 8) (FS)
Coding B**: transcribing a digit-symbol code as quickly as possible for two
minutes (age 8 and older). (FS)
Symbol Search**: deciding if target symbols appear in a row of symbols and
marking YES or NO accordingly.
Additional Processing Speed Subtest

Cancellation: speed of marking all the animals among pictures of many things. (Separate scores are also provided
for the Random and Structured tasks.)
The Full Scale IQ score is derived from the sum of the scaled scores on the seven subtests marked with (FS)
above with one substitution of a subtest in the same category permitted if absolutely necessary. The Full Scale IQ
summarizes overall performance on the abilities measured by the WISC-V, but its usefulness diminishes as
variability increases among the component scores. Also, it obviously does not reflect abilities not measured by
the WISC-V.
The General Ability Index (GAI) is derived from the sum of scaled scores on Block Design, Similarities, Matrix
Reasoning, Vocabulary, and Figure Weights. It measures higher-level verbal and nonverbal thinking abilities
without the Working Memory and Processing Speed subtests.
The Cognitive Proficiency Index (CPI) is derived from the sum of scaled scores on the four Working Memory
and Processing Speed subtests. It measures more automatic, less intellectual "processing" abilities.
The Quantitative Reasoning Index (QRI) is derived from scores on Figure Weights and Arithmetic.
The Auditory Working Memory Index (AWMI) is derived from Digit Span and Letter-Number Sequencing.
The Nonverbal Index (NVI) includes Block Design, Matrix Reasoning, Coding, Figure Weights, Visual
Puzzles, and Picture Span.
Complementary Subtests
Naming Speed Literacy measures the speed of naming colored objects (e.g., "green horse" or "big green horse")
and, for older examinees, reading random letters aloud.
Naming Speed Quantity measures the speed of saying how many little objects are shown in each frame.
The Naming Speed Index (NSI) is derived from these subtests.
Immediate Symbol Translation requires the examinee to learn and "read" rebus symbols for words.
Delayed Symbol Translation is a retest after about a half hour.
Recognition Symbol Translation is a delayed retest of individual rebus symbols.
The Symbol Translation Index (STI) is derived from these subtests.
The Storage and Retrieval Index (SRI) is derived from the NSI and STI scores.
SCORES USED WITH THE TESTS IN THIS REPORT
When a new test is developed, it is normed on a sample of hundreds or thousands of people. The sample should
be like that for a good opinion poll: female and male, urban and rural, different parts of the country, different
income levels, etc. The scores from that norming sample are used as a yardstick for measuring the performance
of people who then take the test. This human yardstick allows for the difficulty levels of different tests. The
student is being compared to other students on both difficult and easy tasks. You can see from the illustration
below that there are more scores in the middle than at the very high and low ends. Many different scoring
systems are used, just as you can measure the same distance as 1 yard, 3, feet, 36 inches, 91.4 centimeters, 0.91
meter, or 1/1760 mile.
PERCENTILE RANKS (PR) simply state the percent of persons in the norming sample who scored the same as
or lower than the student. A percentile rank of 50 would be Average – as high as or higher than 50% and lower
than the other 50% of the norming sample. The middle half of scores falls between percentile ranks of 25 and 75.
STANDARD SCORES ("quotients" on some tests) have an average (mean) of 100 and a standard deviation of
15. A standard score of 100 would also be at the 50th percentile rank. The middle half of these standard scores
falls between 90 and 110.
&& &&
There are 200 &s. &&&&&& &&&&&&
Each && = 1%. &&&&&& &&&&&&
&& &&&&&& &&&&&& &&
&&&&&& &&&&&& &&&&&& &&&&&&
&&&&&& &&&&&& &&&&&& &&&&&&
& &&&&&& &&&&&& &&&&&& &&&&&& &
&&&&&& &&&&&& &&&&&& &&&&&& &&&&&& &&&&&&
& & & & &&&&&& &&&&&& &&&&&& &&&&&& &&&&&& &&&&&& & & & &
Percent in each 2.2% 6.7% 16.1% 50% 16.1% 6.7% 2.2%

Standard Scores – 69 70 – 79 80 – 89 90 – 109 110 – 119 120 – 129 130 –
Scaled Scores 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Percentile Ranks – 02 03 – 08 09 – 24 25 – 74 75 – 90 91 – 97 98 –
Woodcock- Very Low Average High Average Superior Very Superior
Low (111 – 120) (131 – )
Johnson Classif. Low Average (90 – 110) (121 – 130)
Adapted from Willis, J. O. & Dumont, R. P., Guide to Identification of Learning Disabilities (3rd ed.) Peterborough, NH: Authors, 2002, pp. 39-40).
Also available at http://www.myschoolpsychology.com/testing-information/sample-explanations-of-classification-labels/
RELATIVE PROFICIENCY INDEXES (RPI) show the examinee's level of proficiency (accuracy, speed, or whatever is
measured by the test) at the level at which peers are 90% proficient. An RPI of 90/90 would mean that, at the difficulty level at
which peers were 90% proficient, the examinee was also 90% proficient. An RPI of 95/90 would indicate that the examinee was
95% proficient at the same level at which peers were only 90% proficient. An RPI of 75/90 would mean that the examinee was
only 75% proficient at the same difficulty level at which peers were 90% proficient.
RPI Proficiency with Age- or Grade-Level Tasks Age- or Grade-Level Tasks will be:
100/90 Very Advanced Extremely Easy
98/90 to 100/90 Advanced Very Easy
95/90 to 98/90 Average to Advanced Easy
82/90 to 95/90 Average Manageable
67/90 to 82/90 Limited to Average Difficult
24/90 to 67/90 Limited Very Difficult
3/90 to 24/90 Very Limited Extremely Difficult
0/90 to 3/90 Extremely Limited Nearly Impossible
Adapted from Jaffe, L. E. (2009). Development, interpretation, and application of the W score and the relative proficiency index (Woodcock-Johnson
III Assessment Service Bulletin No. 11). Rolling Meadows, IL: Riverside Publishing.
http://www.riverpub.com/products/wjIIIComplete/pdf/WJ3_ASB_11.pdf.
Namexx's WJ IV Test Scores in Standard Scores and Percentile Ranks for hxx Age
Cognitive (COG), Oral Language (OL), and Achievement (ACH) Batteries
10
WJ IV COG Test Scores Score 9
Confidence PR 11 Descriptor 12
Oral Vocabulary: synonyms and antonyms
Number Series: completing logical series of numbers
Verbal Attention: repeating dictated information in altered order
Letter-Pattern Matching: speed of matching letters in rows
Phonological Processing: sounds in spoken words
Story Recall: retelling stories after hearing them
Visualization: matching two- and three-dimensional shapes
General Intellectual Ability (GIA) Cluster
Brief Intellectual Ability (BIA) Cluster
General Information: "where" and "what" factual questions
Concept Formation: determining rules that divide shapes into 2 sets
Gf-Gc Cluster
General Information: "where" and "what" factual questions
Picture Vocabulary (from OL): naming pictures
Comprehension-Knowledge (Gc) Cluster
Concept Formation: determining rules that divide shapes into 2 sets
Analysis-Synthesis: solving quasi-mathematical equations of colors
Fluid Reasoning (Gf) Cluster
Numbers Reversed: repeating dictated numbers backwards
Object-Number Sequencing: altering order of words and numbers
Short-Term Working Memory (Gwm) Cluster
Pair Cancelation: speed of finding specified pairs of pictures in rows
Cognitive Processing Speed (Gs) Cluster
Phonological Processing: sounds in spoken words
Nonword Repetition: accuracy of repeating spoken nonsense words
Auditory Processing (Ga) Cluster
9
These are the standard scores used by the test publisher (please see the second page of this appendix). The percentile ranks and
stanines in the last columns provide a common measurement that is the same for all of the tests (please see the first page of this
appendix).
10
11
example, a percentile rank of 36 would mean that Namexx scored as high as or higher than 36 percent of peers and lower than the other
64 percent.
12
14
WJ IV COG Test Scores Score 13 Confidence PR 15 Descriptor 16
Story Recall: retelling stories after hearing them
Visual-Auditory Learning: learning and reading symbols for words
Long-Term Retrieval (Glr) Cluster
Visualization: matching two- and three-dimensional shapes
Picture Recognition: multiple-choice matching from memory
Visual Processing (Gv) Cluster
Analysis-Synthesis: solving quasi-mathematical equations of colors
Quantitative Reasoning (Gf RQ) Cluster
Memory for Words: repeating increasing series of dictated words
Memory for Sentences (from OL): repeating dictated sentences
Auditory Memory Span (Gwm MS)
Number-Pattern Matching: speed of matching numbers in rows
Number Facility (Gs N) Cluster
Perceptual Speed (Gs P) Cluster
Picture Vocabulary (from OL): naming pictures
Vocabulary (Gc VL/LD) Cluster
Cognitive Efficiency Cluster
13
appendix).
14
15
64 percent.
16
18
WJ IV OL Test Scores Score 17 Confidence PR 19 Descriptor 20
Picture Vocabulary: naming pictures
Oral Comprehension: saying missing words in dictated sentences
Oral Language Cluster
Understanding Directions: following complex oral instructions
Broad Oral Language Cluster
Sentence Repetition: repeating dictated sentences verbatim
Oral Expression Cluster
Understanding Directions: following complex oral instructions
Listening Comprehension Cluster
Segmentation: saying words as separate sounds (cat = /k/ ă /t/)
Sound Blending: recognizing words spoken as separate sounds
Phonetic Coding Cluster
Rapid Picture Naming: speed of naming pictures in rows
Retrieval Fluency: speed of saying words in specified categories
Speed of Lexical Access Cluster
Vocabulario sobre dibujos: naming pictures in Spanish
Comprensíon oral: saying missing words in Spanish sentences
Lenguaje oral Cluster
Vocabulario sobre dibujos: naming pictures in Spanish
Comprensíon de indicaciones: following Spanish oral instructions
Amplio lenguaje oral Cluster
Comprensíon de indicaciones: following Spanish oral instructions
Comprensíon auditiva Cluster
Oral Vocabulary (from COG): synonyms and antonyms
Vocabulary Cluster
repeating random, dictated words in the same sequence
Sentence Repetition: repeating dictated sentences verbatim
Memory for Words (from COG): repeating dictated series of words
Auditory Memory Span Cluster
17
appendix).
18
19
PR = Percentile ranks that tell the percentage of students of the same age or grade whose scores Namexx tied or exceeded. For
64 percent.
20
22
WJ IV ACH Test Scores Score 21 Confidence PR 23 Descriptor 24
Letter-Word Identification: reading words aloud from a list
Passage Comprehension: supplying missing words in sentences
Reading Cluster
Sentence Reading Fluency: speed of silent reading, marking yes/no
Broad Reading Cluster
Word Attack: accuracy in reading nonsense words aloud from a list
Basic Reading Skills Cluster
Reading Recall: retelling stories after reading them one time
Reading Vocabulary: synonyms and antonyms
Reading Comprehension Cluster
Oral Reading: accuracy of reading stories aloud
Reading Fluency Cluster
Word Reading Fluency: speed or reading words from a list
Reading Rate Cluster
Applied Problems: "story" or "word" problems with scratch paper
Calculation with paper and pencil
Mathematics Cluster
Math Facts Fluency: speed of performing simple calculations
Broad Mathematics Cluster
Math Calculation Skills Cluster
Number Matrices: supplying missing numbers in logical grids
Math Problem Solving Cluster
21
appendix).
22
23
64 percent.
24
WJ IV ACH Test Scores Score 25 Confidence 26 PR 27 Descriptor 28
Spelling: written spelling of dictated words
Writing Samples: writing sentences according to specific
directions
Written Language Cluster
directions
Sentence Writing Fluency: speed of writing short sentences
Broad Written Language Cluster
Editing: editing typed sentences with deliberate errors
Basic Writing Skills Cluster
directions
Written Expression Cluster
Academic Skills Cluster
Sentence Reading Fluency: speed of silent reading, marking
yes/no
Academic Fluency Cluster
Applied Problems: "story" or "word" problems with scratch
paper
Passage Comprehension: supplying missing words in
sentences
directions
Academic Applications Cluster
Science: oral science questions
Social Studies: oral social studies questions
Humanities: oral art, music, and literature questions
Academic Knowledge Cluster
Word Attack: accuracy in reading nonsense words aloud from
a list
Spelling of Sounds: accuracy in spelling dictated nonsense
words
Phoneme-Grapheme Knowledge Cluster
25
appendix).
26
27
64 percent.
28
WJ IV ACH Test Scores Score 29 Confidence 30 PR 31 Descriptor 32
Brief Achievement Cluster
Writing Samples: writing sentences according to specific directions
Broad Achievement Cluster
29
appendix).
30
31
64 percent.
32
Tests Taken by Namexx
Woodcock-Johnson Tests of Cognitive Ability, Academic Achievement, and Oral Language, Fourth
Edition (WJ IV COG, ACH, & OL). Fredrick A. Schrank, Kevin S. McGrew & Nancy Mather, Riverside
Publishing, 2014.
Unlike many individual ability tests, the WJ IV Cognitive Ability tests are explicitly designed to assess a
student’s abilities on many specific McGrew, Flanagan, and Ortiz Integrated Cattell-Horn-Carroll (CHC) broad
cognitive abilities, not just a total score or a few composite factors. Each of first seven tests in the Standard
Battery is designed to measure one broad ability as well as General Intellectual Ability (GIA). The remaining
three Standard Battery and ten Extended Battery tests provide a second test for each broad ability and a third test
for an extended versions of some clusters and allow computation of Narrow Ability and Other Clinical Clusters.
The 20 Tests of Achievement are organized into 6 Reading, 5 Mathematics, 4 writing, and 6 Cross—Domain
Clusters. The Tests of Oral Language include 8 English language tests in 9 clusters, 2 clusters with one COG and
one OL test each, and 3 Spanish language tests forming 3 clusters. Most auditory tests are presented from a CD
through earphones unless this proves impossible. Examiners are permitted to select the tests they need to assess
abilities in which they are interested for a particular student. The WJ IV was normed on an extremely large,
carefully selected sample including 664 preschoolers, 3,891 students in grades K-12, 775 college and graduate
students, and 2,086 other adults drawn from 46 states and the District of Columbia. The same persons also
provided norms for the WJ IV Tests of Cognitive Ability, Achievement and Tests of Oral Language, so the
cognitive, achievement, and oral language tests can be compared directly, and cognitive and oral language tests
can be combined to measure CHC factors. Abbreviations for broad and narrow Cattell-Horn-Carroll (CHC)
factors are shown in parentheses below.
Tests of Cognitive Ability
Comprehension-Knowledge (Gc)
1. Oral Vocabulary: saying synonyms or antonyms for words presented both orally and in print.
(Compare to ACH Reading Vocabulary.)
8. General Information: answering "where would you find" and "what would you do with” factual
questions.
OL 1. Picture Vocabulary: saying the names of pictures. This Oral Language test contributes to the
Extended Comprehension-Knowledge Cluster.)
. 2. Number Series: the examinee tries to determine the missing number(s) in each logical series.
9. Concept Formation: for each item, the examinee tries to figure out the rule that divides a set of
symbols into two groups.
15. Analysis-Synthesis: the examinee tries to solve logical puzzles involving color codes similar to
mathematical and scientific symbolic rules. Part of the Extended Fluid Reasoning cluster.)
Short-Term Working Memory (Gwm)
3. Verbal Attention: the examinee listens to a series of animals and numbers and then answers a
question such as, "Tell me the first animal" or "Tell me the two numbers between 'goat' and 'toad.'"
10. Numbers Reversed: repeating increasingly long series of dictated digits in reversed order (e.g., 41 
14 or 65931  13956).
16. Object-Number Sequencing: the examinee tries to repeat dictated words and numbers (e.g., cow 9 up
run 3 5) with the words first in the order they were dictated and then the numbers in the order they
were dictated. Part of the Extended Short-Term Working Memory cluster.)
4. Letter-Pattern Matching: as quickly as possible for three minutes, the examinee draws lines though
the two identical letters or sets of letters in each row of six letters or sets of letters.
17. Pair Cancellation: the examinee scans rows of pictures and tries, as quickly as possible for 3 minutes
to circle each instance in which a certain picture is followed by a certain other picture (e.g., each cat
followed by a tree).
5. Phonological Processing includes three subtests. In Word Access the examinee selects or names
words that begin with or end with or contain in the middle a specified sound (e.g., "Tell me the word
that has the /f/ sound in the middle of the word. /f/." For Word Fluency the examinee must say in one
minute as many words as possible that begin with a specified sound, such as /k/ as in "cat."
Substitution asks the examinee to change a sound in a word (e.g., "Change the /h/ in 'hope' to /k/."
[cope]).
12. Nonword Repetition: the examinee tries to accurately repeat dictated nonsense words, such as flurp
or pallistrinka.
Long-Term Retrieval (Glr)
6. Story Recall: the examinee listens to several dictated stories and retells each one as accurately as
possible. (Compare to ACH Reading Recall.)
13. Visual-Auditory Learning: the examinee is taught rebus symbols for words and tries to “read”
sentences written with those symbols.
7. Visualization includes two subtests. In Visualization-Spatial Relations, the examinee tries to select
by sight alone, from many choices, the fragments that could be assembled into a given geometric
shape. In Visualization-Block Rotation, the examinee tries to match drawings of three-dimensional
block constructions that have been rotated in space
14. Picture Recognition: the examinee is shown one or more pictures and then tries to identify it or them
on another page that includes several similar pictures.
Quantitative Reasoning (Gf RQ)
2. Number Series: the examinee tries to determine the missing number(s) in each logical series.
15. Analysis-Synthesis: the examinee tries to solve logical puzzles involving color codes similar to
mathematical and scientific symbolic rules.
18. Memory for Words: the examinee tries to repeat dictated random series of words in order.
OL 5. Sentence Repetition: the examinee attempts to repeat increasingly long dictated sentences.
Number Facility (Gs N)
14 or 65931  13956).
11. Number Pattern Matching: as quickly as possible for three minutes, the examinee draws lines though
the two identical one-, two-, or three-digit numbers in each row of six numbers.
Perceptual Speed (Gs P)
the two identical one-, two-, or three-digit numbers in each row of six numbers.
Vocabulary (Gc VL/LD)
1. Oral Vocabulary: saying synonyms or antonyms for words presented both orally and in print.
OL 1. Picture Vocabulary: saying the names of pictures. This Oral Language test contributes to the
Extended Comprehension-Knowledge Cluster.
Cognitive Efficiency
14 or 65931  13956).
3. Verbal Attention: the examinee listens to a series of animals and numbers and then answers a question
such as, "Tell me the first animal" or "Tell me the two numbers between 'goat' and 'toad.'" Part of the
Extended Cognitive Efficiency cluster.)
the two identical one-, two-, or three-digit numbers in each row of six numbers. Part of the Extended
Cognitive Efficiency cluster.)
Tests of Oral Language
Oral Language
1. Picture Vocabulary: saying the names of pictures. This Oral Language test also contributes
to the WJ IV COG Extended Comprehension-Knowledge Cluster.)
2. Oral Comprehension: the examinee says the word missing at the end of each dictated sentence
or very brief paragraph. (Compare to ACH Passage Comprehension.)
Broad Oral Language
2. Oral Comprehension: the student says the word missing at the end of each dictated sentence
or very brief paragraph. (Compare to ACH Passage Comprehension.)
6. Understanding Directions: the examinee follows oral directions to point to different parts of
pictures.
Oral Expression
5. Sentence Repetition: the examinee must accurately repeat increasingly long dictated
sentences.
Listening Comprehension
2. Oral Comprehension: the examinee says the word missing at the end of each dictated
sentence or very brief paragraph. (Compare to ACH Passage Comprehension.)
6. Understanding Directions: the examinee follows oral directions to point to different parts of
pictures.
Phonetic Coding
3. Segmentation: the examinee listens to dictated words and must repeat them as separate
syllables (e.g., catapult  cat – a – pult) or sounds (e.g., crack  /k/ /r/ ă /k/).
7. Sound Blending: the examinee tries to identify dictated words broken into separate sounds
(e.g., /k/ ă /t/  cat).
Speed of Lexical Access
4. Rapid Picture Naming: the examinee tries to name simple pictures as quickly as possible for
two minutes. This test measures Rapid Automatized Naming (RAN).
8. Retrieval Fluency: the student tries to name as many things as possible in one minute in each
of three specified categories, e.g., fruits.
Vocabulary (Gc VL/LD)
(COG 1. Oral Vocabulary: saying synonyms or antonyms for words presented both orally and in print.)
1. Picture Vocabulary: saying the names of pictures.
(COG 18. Memory for Words: the examinee tries to repeat dictated random series of words in order).
5. Sentence Repetition: the examinee attempts to repeat increasingly long dictated sentences.
Tests of Oral Language (Spanish Tests)
Lenguaje Oral
10. Vocabulario sobre dibujos: saying the names of pictures in Spanish.
11. Comprensíon oral: the examinee says the word missing at the end of each dictated Spanish
sentence or very brief paragraph.
Amplio lenguaje oral
10. Vocabulario sobre dibujos: saying the names of pictures in Spanish.
12. Comprensíon de indicaciones: the examinee follows Spanish oral directions to point to different parts
of pictures.
Comprensíon auditiva
12. Comprensíon de indicaciones: the examinee follows Spanish oral directions to point to different parts
of pictures.
Tests of Achievement
Reading
1. Letter-Word Identification: naming letters and reading words aloud from a list. (Compare to ACH
Spelling.)
4. Passage Comprehension: matching printed words to pictures (for beginning readers) and orally
supplying the missing word removed from each sentence or very brief paragraph (e.g., “Woof,” said
the _____, biting the hand that fed it.”). (Compare to OL Oral comprehension.)
Broad Reading
1. Letter-Word Identification: naming letters and reading words aloud from a list. (Compare to ACH
Spelling.)
the _____, biting the hand that fed it.”). (Compare to OL Oral Comprehension.)
9. Sentence Reading Fluency: speed (for three minutes) of silently reading sentences and marking "yes"
or "no" for each to indicate its truth.
Basic Reading Skills
1. Letter-Word Identification: naming letters and reading words aloud from a list.
7. Word Attack: reading sounds (e.g., pl) and nonsense words (e.g., plurp, fronkett) aloud to test
phonetic word attack skills. (Compare to ACH Spelling of Sounds.)
Reading Comprehension
12. Reading Recall: the examinee reads several short stories and retells each story from memory after
reading it. (Compare to COG Story Recall.)
(17. Reading Vocabulary: orally stating synonyms and antonyms for printed words. Part of
Extended Reading Comprehension cluster). (Compare to COG Oral Vocabulary.)
Reading Fluency
8. Oral Reading: accuracy of oral reading of passages.
9. Sentence Reading Fluency: speed (for three minutes) of silently reading sentences and
marking "yes" or "no" for each to indicate its truth.
Reading Rate
15. Word Reading Fluency: number of words read correctly from a printed list in three minutes.
Mathematics
2. Applied Problems are oral, math “word problems,” some with illustrations or printed
instructions, solved with paper and pencil.
5. Calculation involves arithmetic computation with paper and pencil.
Broad Mathematics
10. Math Facts Fluency: speed of performing simple calculations for 3 minutes.
Math Calculation Skills
Math Problem Solving
13. Number Matrices: supplying the missing number in each grid of numbers in which numbers
change according to different rules in the rows and the columns.
Written Language
3. Spelling: writing letters and words from dictation.
6. Writing Samples: writing sentences according to directions; many items include pictures; spelling
does not count on most items. Most examinees write 12 sentences.
Broad Written Language
11. Sentence Writing Fluency: writing simple sentences, using three given words for each item and
describing a picture, as quickly as possible for seven minutes.
Basic Writing Skills
14. Editing: orally correcting deliberate spelling, punctuation, and grammar errors in typed
sentences.
Written Expression
Academic Skills
Academic Fluency
Academic Applications
Academic Knowledge (Compare to COG Comprehension/Knowledge.)
18. Science: oral questions of science information.
19. Social Studies: oral questions of social studies information.
20. Humanities: oral questions of art, music, and literature information.
Phoneme-Grapheme Knowledge
7. Word Attack: reading sounds (e.g., pl) and nonsense words (e.g., plurp, fronkett) aloud to test
phonetic word attack skills. (Compare to ACH Spelling of Sounds.)
16. Spelling of Sounds: written spelling of dictated nonsense words. The examinee repeats the
nonsense word and then writes it.
Brief Achievement
Broad Achievement
DOES RALPH HAVE A SPECIFIC LEARNING DISABILITY?
Ralph's Initial Test Scores – Table 1
Test Standard 95% PR

Score Confidence
Wechsler Intelligence Scale for Children (WISC-V)
Verbal Comprehension Index (VCI) 95 88 – 103 37
Visual-Spatial Index (VSI) 97 90 – 105 42
Fluid Reasoning Index (FRI) 97 90 – 104 42
Working Memory Index (WMI) 91 84 – 99 27
Processing Speed Index (PSI) 92 84 – 102 30
Full Scale IQ (FSIQ) 92 87 – 98 30
Woodcock-Johnson IV (WJ IV)
Broad Reading Cluster 70 65 – 79 02
Broad Mathematics Cluster 90 84 – 98 25
Broad Written Language Cluster 71 66 – 80 03
Broad Oral Language Cluster 88 82 – 96 21
Initial Findings
1. There is no evidence of a disorder in a basic psychological process involved in

understanding or in using language, spoken or written, so Ralph cannot be identified as
having a specific learning disability.
2. The discrepancy between Ralph's "ability" (WISC-V FSIQ = 92, percentile rank 30) and
lowest "achievement" (WJ IV Broad Reading Custer = 70, percentile rank 2) is only 22
points, so Ralph cannot be identified as having a specific learning disability.
3. Ralph does not have a specific learning disability.
___________________________________________________________________________________
Ralph's Additional Test Scores – Table 2

Score Confidence
Phonological Processing (Ga) Cluster 70 65 – 79 02
Speed of Lexical Access Cluster 61 54 – 68 0.5
Revised Findings
1. There is clear evidence of disorders in two basic psychological processes involved in understanding or in
using language, spoken or written: phonological awareness (standard score 70, percentile rank 2) and rapid
automatized naming (RAN) (standard score 61, percentile rank 0.5). These processes have been shown by
research to be related to achievement in reading and writing. Ralph might be eligible for identification as having
a specific learning disability.
2. However, the discrepancy between Ralph's "ability" (WISC-V FSIQ = 92, percentile rank 30) and lowest
"achievement" (WJ IV Broad Reading Custer = 70, percentile rank 2) is only 22 points, so Ralph cannot be
identified as having a specific learning disability.
3. Ralph does not have a specific learning disability.
____________________________________________________________________________________
Ralph's Final Test Scores – Table 3

Score Confidence
Phonological Processing (Ga) Cluster 70 65 – 79 02
Speed of Lexical Access Cluster 61 54 – 68 0.5
Reading Rate Cluster 60 53 – 67 0.4
Reading Fluency Cluster 69 61 – 77 02
Findings Revised Again
1. There is clear evidence of disorders in two basic psychological processes involved in understanding or in
using language, spoken or written: phonological awareness and rapid automatized naming (RAN). These
processes have been shown by research to be related to achievement in reading and writing. Ralph might be
eligible for identification as having a specific learning disability.
2. The discrepancies between Ralph's "ability" (WISC-V FSIQ = 92, percentile rank 30) and reading rate
(standard score 60 [2.67 standard deviations below the mean]) and Reading Fluency (69, percentile rank 2)
"achievement" on the WJ IV are, respectively 32 and 23 points (both greater than 22.5 points), so Ralph might be
eligible for identification as having a specific learning disability.
3. Ralph clearly has a specific learning disability in reading fluency and is clearly eligible for special education
services.

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Fairleigh Dickinson University School Psychology

Program in Cooperation with New Jersey Region V

(NEW TRICKS FOR MATURE DOGS)

These suggestions assume that you are already an experienced evaluator

Take the Test Yourself

Read the Manual (RTFM1)

First Practice Administration

Second Practice Administration

Practice scoring again.

Fourth Practice Administration

Subsequent Practice Administrations

In her Introduction to her work, Dr. Rodger writes,

Illustrative References (WISC-V and WJ IV materials in bold)

Sentence Reading Fluency Gs Grw

WJ IV TESTS OF COGNITIVE ABILITIES

Letter-Word Identification BRIEF ACHIEVEMENT READING MATHEMATICS ACADEMIC SKILLS

READING RATE BASIC WRITING SKILLS

WJ IV TESTS OF ORAL LANGUAGE

Picture Vocabulary ORAL LANGUAGE PHONETIC CODING

LISTENING COMP AUDITORY MEMORY SPAN

http://www.riversidepublishing.com/products/wj-iv/research.html Author newsletters and Assessment Service Bulletins.

ASB #1: WJ IV Tests of Achievement Alternate-Forms Equivalence http://www.riversidepublishing.com/products/wj-

ASB #2: WJ IV Technical Abstract http://www.riversidepublishing.com/products/wj-iv/pdf/Woodcock-

http://www.riverpub.com/products/wjIIIComplete/pdf/WJ3_ASB_11.pdf Development, Interpretation, and Application of the

Test Narrow Abilities Input Output

Lexical knowledge (VL)

Fluid Reasoning (Gf)

Test Narrow Abilities Input Output

Quantitative reasoning (RQ)

9: Concept Formation Induction (I) Visual (drawings) Oral (words)

Short-term Working Memory (Gwm)

Test Narrow Abilities Input Output

Working memory capacity (WM)

Working memory capacity (WM)

Cognitive Processing Speed (Gs)

Test Narrow Abilities Input Output

4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling)

Perceptual speed (P)

Auditory Processing (Ga)

Test Narrow Abilities Input Output

Phonetic coding (PC)

Phonetic coding (PC)

Test Narrow Abilities Input Output

Meaningful memory (MM)

Visual Processing (Gv)

Test Narrow Abilities Input Output

Test Narrow Abilities Input Output

Quantitative reasoning (RQ)

Auditory Memory Span

Test Narrow Abilities Input Output

Test Narrow Abilities Input Output

Working memory capacity (WM)

11: Number-Pattern Matching Perceptual speed (P) Visual(numbers) Motoric (circling)

Test Narrow Abilities Input Output

4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling)

Test Narrow Abilities Input Output

Picture Vocabulary Lexical knowledge (VL) Visual (pictures) Oral (words)

Lexical knowledge (VL)

Test Narrow Abilities Input Output

4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling)

Working memory capacity (WM)

Gf-Gc Composite Gc Gf Gwm Gs Ga Glr Gv

Tests OV / GI NS / CF VA / NR LPM / PC PP / NWR SR / VAL Vz / PR