Lichtenberger, E. O., Mather, N., Kaufman, N. L ...



Fairleigh Dickinson University School Psychology Program in Cooperation with New Jersey Region VEverything 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.eduJohn 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.eduDr. 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, D. P., & Alfonso, V. C. (Eds.) (in press). WJ IV clinical use and interpretation. Burlington, MA: Academic Press.Kaufman, A. S., Coalson, D. L., & Raiford, S. E. (Eds.) (in press). Intelligent testing with the WISC-V. 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., & Jaffe, L. (in press).?Woodcock-Johnson IV: Reports, recommendations, and strategies.?Hoboken, NJ: Wiley.Mather, N., & Wendling, B. J. (2015). Essentials of WJ IV tests of achievement. Hoboken, NJ: Wiley.McBride, G. M., Dumont, R., & Willis, J. O. (2011). Essentials of IDEA for assessment professionals. Hoboken, NJ: Wiley.Schrank, F. A., Decker, S. L., & Garruto, J. M. (in preparation). Essentials of WJ IV cognitive abilities assessment. Hoboken, NJ: Wiley.Contents of This Very Handout with Approximate Page NumbersLearning Another New Test 4Illustrative References 9WJ IV Cognitive, Oral Language, and Achievement Gf-Gc and Scholastic Aptitude Configuration 11Table 1 WJ IV Tests of Cognitive, Achievement, And Oral Language Abilities by Tests, Global Measures, and Clusters 12WJ IV Useful Additional Material That Is Available To Download 15WJ IV Quibbles 15Differences Between WJ IV Gf-Gc Cluster Tests by Narrow Abilities, and Input, and Output Demand 17Differences Between WJ IV Composite Tests Required for Statistical Significance, by Age Group 20Approximate Percentage of Population Expected To Obtain Discrepancies Between Various WJ IV Tests 22WI IV Cognitive Fine Points of Administration 27WJ IV Cognitive Tests Decision Points 30Gf-Gc Classification and WISC-V Subtests 31Broad and Narrow Abilities for Subtest of the Wechsler, WJ IV, and DAS-II 32WISC-V Subtests and Scores 34Specific Process Observations Base Rate 35WISC-V Structure 36WISC-V Types Of Scores 37WISC-V Comparisons – See WISC-V Manuals for Further Elaboration 38WISC-V Information Item Content 43WISC-V Picture Concepts Rationale? 44Critical Values for Statistically Significant Differences Between the WISC-V Verbal Comprehension and Nonverbal Indexes 45Approximate Percentage of Population Expected to Obtain Discrepancies Between the WISC-V Verbal Comprehension and Nonverbal Indexes 45WISC-V Broad Verbal Index (BVI) Equivalents of Sums of Scaled Scores 47WISC-V Verbal Knowledge Index (VKI) Equivalents of Sums of Scaled Scores 48Differences Required for Significance When Each WISC–V Subtest Scaled Score is Compared to the Mean Subtest Scaled Score for Any Individual Child 49Report 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) 69OAT-CEREAL (on the mindlessness of grade-equivalent scores) 735171440275590LEARNING 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 YourselfBefore 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. AdministrationEven 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.]ScoringAfter 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 AdministrationFirst Practice AdministrationFind 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 AdministrationNow 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 AdministrationOK, 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 AdministrationThis 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 AdministrationsRepeat until you and your colleague agree you can fly solo.Administration errorsHere 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) InterpretationRead 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 . 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. 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 ConfigurationScholastic AptitudeGf-GCReadingWrt Lang.MathCognitiveOral VocabularyGc?ABABABNumber Series?Gf???????????A?Verbal AttentionGwm?BB?Letter - Pattern Matching???Gs???????????Phonological ProcessingGaGlrABAB?Story RecallGc????Glr?????A???VisualizationGv?ABGeneral InformationGc??????????????Concept FormationGfA?Numbers Reversed??Gwm???????????BNumber-Pattern MatchingGsABAB?Nonword Repetition??Gwm?Ga??????????Visual-Auditory LearningGlr??Picture Recognition??????Gv????????Analysis-SynthesisGf??BObject – Number Sequencing??Gwm????????????Pair CancellationGwmGsGv????A?Memory for Words??Gwm????????????Oral LanguagePicture VocabularyGc?Oral ComprehensionGc????????SegmentationGa?Rapid Picture Naming?????Glr???Sentence RepetitionGcGwm?Understanding DirectionsGc?Gwm??????Sound BlendingGa?Retrieval Fluency?????Glr???Sound Awareness????Ga????AchievementLetter – Word Identification???????Grw?Applied ProblemsGfGqSpelling???????Grw?Passage ComprehensionGrw?Calculation????????GqWriting SamplesGrw?Word Attack????Ga??Grw?Oral ReadingGrw?Sentence Reading Fluency???Gs???Grw?Math Facts FluencyGsGqSentence Writing Fluency???Gs???Grw?Reading RecallGlrGrw?Number Matrices?Gf???????EditingGrw?Word Reading Fluency???Gs???Grw?Spelling of SoundsGaGrw?Reading VocabularyGc??????Grw?ScienceGc?Social StudiesGc????????HumanitiesGc????????Table 1WJ IV Tests of Cognitive, Achievement, and Oral Language Abilities by Tests, Global Measures, and ClustersWJ IV TESTS OF COGNITIVE ABILITIESTestsGlobal MeasureCLUSTER/TestOral VocabularyGEN INTELLECTUAL ABILCOMP-KNOWLEDGE (Gc)AUDITORY PROCESS (Ga)QUANTITATIVE REASONINGNumber SeriesOral VocabularyOral VocabularyPhonological ProcessingNumber SeriesVerbal AttentionNumber SeriesGeneral InformationNonword RepetitionAnalysis-SynthesisLetter-Pattern MatchingVerbal AttentionPhonological ProcessingLetter-Pattern MatchingFLUID REASONING (Gf) - (3)L-TERM RETRIEVAL (Glr)NUMBER FACILITYStory RecallPhonological ProcessingNumber SeriesStory RecallNumbers ReversedVisualizationStory RecallConcept FormationVisual-Auditory LearningNumber-Pattern MatchingGeneral InformationVisualizationAnalysis-Synthesis (3)Concept FormationNumbers ReversedGf-Gc COMPOSITES-TERM WORK MEM (Gwm) - (3)VISUAL PROCESSING (Gv)PERCEPTUAL SPEEDNumber-Pattern Matching*Oral VocabularyVerbal AttentionVisualizationLetter-Pattern MatchingNonword RepetitionNumber SeriesNumbers ReversedPicture RecognitionNumber-Pattern MatchingVisual-Auditory LearningGeneral InformationObject-Number Sequencing (3)Picture RecognitionConcept FormationCOG EFFICIENCY - (Ext)Analysis-SynthesisCOG PROCESS SPEED (Gs)Verbal AttentionObject-Number SequencingLetter-Pattern MatchingLetter-Pattern MatchingPair CancellationPair CancellationNumbers ReversedMemory for Words*Number-Pattern Matching (EXT)Table 1 (continued)WJ IV TESTS OF ACHIEVEMENTTestsGlobal MeasureCLUSTER/TestLetter-Word IdentificationBRIEF ACHIEVEMENTREADINGMATHEMATICSACADEMIC SKILLSApplied ProblemsLetter-Word IdentificationLetter-Word IdentificationApplied ProblemsLetter-Word IdentificationSpellingApplied ProblemsPassage ComprehensionCalculationSpellingPassage ComprehensionSpellingCalculationCalculationBROAD READINGBROAD MATHEMATICSWriting SamplesBROAD ACHIEVEMENTLetter-Word IdentificationApplied ProblemsACADEMIC FLUENCYWord AttackLetter-Word IdentificationPassage ComprehensionCalculationSentence Reading FluencyOral ReadingApplied ProblemsSentence Reading FluencyMath Facts FluencyMath Facts FluencySentence Reading FluencySpellingSentence Writing FluencyMath Facts FluencyPassage ComprehensionBASIC READING SKILLSMATH CALCULATION SKILLSSentence Writing FluencyCalculationLetter-Word IdentificationCalculationACADEMIC APPLICATIONSReading RecallWriting SamplesWord AttackMath Facts FluencyApplied ProblemsNumber MatricesSentence Reading FluencyPassage ComprehensionEditingMath Facts FluencyREADING COMPREHENSIONMATH PROBLEM SOLVINGWriting SamplesWord Reading FluencySentence Writing FluencyPassage ComprehensionApplied ProblemsSpelling of SoundsReading RecallNumber MatricesACADEMIC KNOWLEDGEReading VocabularyScienceScienceREADING COMP (Ext)WRITTEN LANGUAGESocial StudiesSocial StudiesPassage ComprehensionSpellingHumanitiesHumanitiesReading RecallWriting SamplesReading VocabularyPHONEME-GRAPHEME KNOWBROAD WRITTEN LANGUAGEWord AttackREADING FLUENCYSpellingSpelling of SoundsOral ReadingWriting SamplesSentence Reading FluencySentence Writing FluencyREADING RATEBASIC WRITING SKILLSSentence Reading FluencySpellingWord Reading FluencyEditingWRITTEN EXPRESSIONWriting SamplesSentence Writing FluencyTable 1 (continued)WJ IV TESTS OF ORAL LANGUAGETestsCLUSTER/TestPicture VocabularyORAL LANGUAGEPHONETIC CODINGOral ComprehensionPicture VocabularySegmentationSegmentationOral ComprehensionSound BlendingRapid Picture NamingSentence RepetitionBROAD ORAL LANGUAGESPEED of LEXICAL ACCESSUnderstanding DirectionsPicture VocabularyRapid Picture NamingSound BlendingOral ComprehensionRetrieval FluencyRetrieval FluencyUnderstanding DirectionsSound AwarenessORAL EXPRESSIONVOCABULARYPicture VocabularyPicture VocabularySentence RepetitionOral VocabularyLISTENING COMPAUDITORY MEMORY SPANOral ComprehensionSentence RepetitionUnderstanding DirectionsMemory for WordsUseful additional material that is available to download: Author newsletters and Assessment Service Bulletins. Check back for updates.ASB #1:?WJ?IV Tests of Achievement Alternate-Forms Equivalence 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 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 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) scoreASB #4:?Woodcock-Johnson??IV?Tests of Early Cognitive and Academic Development: Overview and Technical Abstract This bulletin provides an overview of the?Woodcock-Johnson?IV?Tests of Early Cognitive and Academic Development?(ECAD?;?Schrank,?McGrew, &?Mather, 2015)? 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 QUIBBLESThere 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 ItemsCOGNITIVENUMBER 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: dirigibleORAL 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 #33ORAL 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 stressedLine 19: Note that ANTARCTICA has 2 possible pronunciationsFLUENCY: 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 givenREADING 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 spotEDITING: 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 listedStratagem: Wile Plot SubterfugeCogitate: Muse, deliberateSCIENCEItem #3: Other unlisted animals that bark are: Any canine (coyotes, jackals, dingo, fox), prairie dogs, chimpanzees, gorillas, ostriches, ververts monkeysItem #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 B?c ??u). 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 identificationDifferences Between WJ IV Gf-Gc Cluster Tests by Narrow Abilities, and Input, and Output DemandComprehension/Knowledge (Gc)Oral Vocabulary vs General InformationTestNarrow AbilitiesInputOutput1: Oral VocabularyLexical knowledge (VL) Language development (LD)Auditory (words)Oral (words)8: General InformationGeneral (verbal) information (KO)Auditory (questions)Oral (phrases, sentences)Fluid Reasoning (Gf)Number Series vs Concept FormationTestNarrow AbilitiesInputOutput2: Number SeriesQuantitative reasoning (RQ) Induction (I)Visual (numeric)Oral (numbers)9: Concept FormationInduction (I)Visual (drawings)Oral (words)Short-term Working Memory (Gwm)Verbal Attention vs Numbers ReversedTestNarrow AbilitiesInputOutput3: Verbal Attention Working memory capacity (WM) Attentional control (AC)Auditory (words, numbers) Oral (words)10: Numbers ReversedWorking memory capacity (WM)Attentional control (AC)Auditory (numbers)Oral (numbers)Cognitive Processing Speed (Gs)Letter-Pattern Matching vs Pair CancellationTestNarrow AbilitiesInputOutput4: Letter-Pattern MatchingPerceptual speed (P)Visual (letters)Motoric (circling)17: Pair CancellationPerceptual speed (P)Spatial scanning ( Gv-SS) Attentional control (Gwm-AC)Visual (drawings)Motoric (circling)Auditory Processing (Ga)Phonological Processing vs Nonword RepetitionTestNarrow AbilitiesInputOutput5: Phonological Processing Phonetic coding (PC)Word fluency (Glr-FW)Speed of lexical access (Glr-LA)Auditory (words)Oral (words)12: Nonword RepetitionPhonetic coding (PC)Memory for sound patterns (UMMemory span (Gwm-MS)Auditory (nonsense words)Oral (words)Long-term Retrieval (Glr)Story Recall vs Visual-Auditory LearningTestNarrow AbilitiesInputOutput6: Story RecallMeaningful memory (MM) Listening ability (Gc-LS)Auditory (text)Oral (passages)13: Visual-Auditory LearningAssociative memory (MA)Visual (rebuses)Auditory (words)Oral (sentences)Visual Processing (Gv)Visualization vs Picture RecognitionTestNarrow AbilitiesInputOutput7: VisualizationVisualization (Vz)Visual (shapes, designs)Oral (letters) orMotoric (pointing)14: Picture RecognitionVisual memory (MV)Visual (pictures)Oral (words) or Motoric (pointing)Quantitative ReasoningNumber Series vs Analysis-SynthesisTestNarrow AbilitiesInputOutput2: Number SeriesQuantitative reasoning (RQ) Induction (I)Visual (numeric)Oral (numbers)15: Analysis SynthesisGeneral sequential reasoning (RG) Visual (drawings) Oral (words)Auditory Memory SpanMemory for Words vs Sentence RepetitionTestNarrow AbilitiesInputOutput18: Memory for WordsMemory span (MS)Auditory (words)0ral (words) Sentence RepetitionNumber FacilityNumbers Reversed vs Number-Pattern MatchingTestNarrow AbilitiesInputOutput10: Numbers ReversedWorking memory capacity (WM)Attentional control (AC)Auditory (numbers)Oral (numbers)11: Number-Pattern MatchingPerceptual speed (P)Visual(numbers)Motoric (circling)Perceptual SpeedLetter-Pattern Matching vs Number-Pattern MatchingTestNarrow AbilitiesInputOutput4: Letter-Pattern MatchingPerceptual speed (P)Visual (letters)Motoric (circling)11: Number-Pattern MatchingPerceptual speed (P)Visual (numbers)Motoric (circling)VocabularyPicture Vocabulary vs Oral VocabularyTestNarrow AbilitiesInputOutputPicture Vocabulary Lexical knowledge (VL)Visual (pictures)Oral (words)1: Oral VocabularyLexical knowledge (VL)Language development (LD)Auditory (words)Oral (words)Cognitive EfficiencyLetter-Pattern Matching vs Numbers ReversedTestNarrow AbilitiesInputOutput4: Letter-Pattern MatchingPerceptual speed (P)Visual (letters)Motoric (circling)10: Numbers ReversedWorking memory capacity (WM)Attentional control (AC)Auditory (numbers)Oral (numbers)Differences Between WJ IV Composite Tests Required for Statistical Significance, by Age GroupGf-Gc CompositeGcGfGwmGsGaGlrGvTestsOV / GINS / CFVA / NRLPM / PCPP / NWRSR / VALVz / PRConfidence9095909590959095909590959095Age23141713165613154111314171316561315513151011131511146714176131510111315111467141771315911131511121214671619813159111315111212146716199141610121518111213168101821101416101215181112131681018211115181113141611121417101217201215181113141614171012172013131512141315131681018221413151214131512141316810182215121510121316121413159111822161215101213161214131591118221712141012111312141214891518181214101211131214891517191214101211131214891518201214121413151112111381016193011121012111311121113891720401012101211131112101281016195010121011131511121113891619601012101113151112111389161970911810131511121214911141680911810131512149111416AVERAGE12141012131511131215891619Note: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 RecognitionDifferences Between WJ IV Composite Tests Required for Statistical Significance, by Age GroupCompositeQuant ReasonAud Mem SpanNumber FacilityPercep. SpeedVocabularyCog EfficiencyTestsNS / ASMfW / SRepNR / NPMLPM / NPMPV / OVLPM / NRConfidence909590959095909590959095Age2911391149111012591113151417691113151417791013161215111214171215891013161215111214171215911131518131511121518131510111315181315111215181315111214172012151112151812151212141720151813131515171214141315151712141214121412141511131316121512141315121516111313161215121413151215179111517111412141214111418911151712141991115171214201316141711131112121411133011131316101211121113101240101212151011111211131011501113131611131112111311136011131316111311121113111370911161910121112111310128091116191113AVERAGE101214161214111312151214Note: 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 VocabularyDifferences 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 =ZSEMa2+SEMb2Where Z is the normal curve value associated with the desired two-tailed significance level and SEMa and SEMb 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 TestsComprehension/Knowledge (Gc)Oral Vocabulary vs General InformationAge 3-5 6-8 9-1314-1920-3940-90+Correlation.54.65.71.74.77.78Percentage either directionPercentage in a specific direction501098777252517141312121112.5201816151413131010242119181716552825222120202.5234292725242311373229282626.5.1474138363433.05Fluid Reasoning (Gf)Number Series vs Concept FormationAge 3-5 6-8 9-1314-1920-3940-90+Correlation.46.42.50.48.51Percentage either directionPercentage in a specific direction5011111011102525181917181712.5202021192019101026272525255531322930292.523638353635114042393938.5.15153505049.05Short-term Working Memory (Gwm) Verbal Attention vs Numbers ReveredAge 3-5 6-8 9-1314-1920-3940-90+Correlation.48.46.43.49.52.56Percentage either directionPercentage in a specific direction50111111101010252518181817171612.5202020201919181010252626252423553031313029282.5236363735343311394041393836.5.1505153504846.05Approximate Percentage of Population Expected to Obtain Discrepancies Between Various WJ IV TestsCognitive Processing Speed (Gs)Letter-Pattern Matching vs Pair CancellationAge 3-5 6-8 9-1314-1920-3940-90+Correlation.58.59.58.56.60Percentage either directionPercentage in a specific direction509991092525161616161512.5201817181817101023222323225527272728262.523232323331113535353635.5.14545454644.05Auditory Processing (Ga)Phonological Processing vs Nonword RepetitionAge 3-5 6-8 9-1314-1920-3940-90+Correlation.34.43.34.36.37.43Percentage either directionPercentage in a specific direction50121112121211252520182020191812.5202220222222201010282628282826553431343333312.5240374040393711444144444341.5.1575357565653.05Long-term Retrieval (Glr)Story Recall vs Visual-Auditory LearningAge 3-5 6-8 9-1314-1920-3940-90+Correlation.35.36.32.34.42.42Percentage either directionPercentage in a specific direction50121212121111252520202020191912.5202222222221211010282829282727553433343432322.5240404140383811444445444242.5.1565658575353.05Approximate Percentage of Population Expected to Obtain Discrepancies Between Various WJ IV TestsVisual Processing (Gv)Visualization vs Picture RecognitionAge 3-5 6-8 9-1314-1920-3940-90+Correlation.46.50.43.39.42.46Percentage either directionPercentage in a specific direction50111011111111252518171819191812.5202019202121201010262526272726553129313232312.5236353739383611403941434240.5.1515053555351.05Quantitative ReasoningNumber Series vs Analysis-SynthesisAge 3-5 6-8 9-1314-1920-3940-90+Correlation.43.43.46.46.50Percentage either directionPercentage in a specific direction5011111111102525181818181712.5202020202019101026262626255531313131292.523737363635114141404039.5.15353515150.05Auditory Memory SpanMemory for Words vs Sentence RepetitionAge 3-5 6-8 9-1314-1920-3940-90+Correlation.45.46.48.49.48.54Percentage either directionPercentage in a specific direction50111111101110252518181817181712.5202020201920181010262625252524553131303030282.5237363635363411414039393937.5.1525150505047.05Approximate Percentage of Population Expected to Obtain Discrepancies Between Various WJ IV TestsNumber FacilityNumbers Reversed vs Number-Pattern MatchingAge 3-5 6-8 9-1314-1920-3940-90+Correlation.42.38.31.36.35.42Percentage either directionPercentage in a specific direction50111212121211252519192020201912.5202121232222211010272829282827553233353334322.5238394140403811424345444442.5.1535558565653.05Perceptual SpeedLetter-Pattern Matching vs Number-Pattern MatchingAge 3-5 6-8 9-1314-1920-3940-90+Correlation.64.60.57.59.63Percentage either directionPercentage in a specific direction509910992525151516161512.5201617181717101021222322215525262727252.523031323230113335363533.5.14244464543.05VocabularyPicture Vocabulary vs Oral VocabularyAge 3-5 6-8 9-1314-1920-3940-90+Correlation.53.65.70.72.74.72Percentage either directionPercentage in a specific direction501098878252517141313121312.5201916151414141010242119191819552925232221222.5234292726252611383230292829.5.1484138373637.05Approximate Percentage of Population Expected to Obtain Discrepancies Between Various WJ IV TestsCognitive EfficacyLetter-Pattern Matching vs Numbers ReversedAge 3-5 6-8 9-1314-1920-3940-90+Correlation.47.41.45.44.51Percentage either directionPercentage in a specific direction5011111111102525181918181712.5202021202019101025272626255530323131292.523638373735114042414138.5.15154525249.05To 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 is15 (1.96) square root(2-2(.65)) = 24.6024.60 is then rounded to 25 to obtain the whole number differenceWJ IV Cognitive Fine Points of AdministrationOral 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 Test by complete group (note marking on record form)Use paper or hand to show items one at a time if neededProvide paper and pencil at item ii or if needed1 minute time limit UNLESS subject is actively working toward solutionThere are 2 possible starting items depending on grade. Verbal Attention:Uses audio recordingTypically ONLY Samples A is provided orally – all other samples and items use audio recordingIf necessary, you may present the items orally – see easel for directionsDo not repeat any itemYou may pause or stop the audio recording if neededDo not penalize for mispronunciation.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 exercise3-minute time limitUse a stopwatch Everyone starts with Samples A and B and the Practice exercisePhonological Processing:Test 5A: Word AccessUses audio recordingResponses must be in EnglishAccept only one-word responses as correct.You may repeat any item if neededSamples and items 1 through 3 are presented orally. All others use the audio recording.You may pause or stop the audio recording if neededDo not penalize for mispronunciation.There are 3 possible starting items depending on grade.Test 5B: Word FluencyResponses must be in EnglishYou may repeat any item if neededEach item has a 1-minute time limitAdminister both items to all subjectsDo not count repeated words or words used as examples.All start with item 1Test 5C: SubstitutionUses audio recordingResponses must be in EnglishYou may repeat any item if neededSamples and items 1 and 2 are presented orally. All others use the audio recording.If necessary, you may present the items orally – see easel for directionsYou may pause or stop the audio recording if neededDo not penalize for mispronunciation.Start point is determined by raw score earned on 5A.Story Recall: Uses audio recordingPause or stop the audio recording after each storyIf necessary, you may present the items orally – see easel for directionsScoring is based on key words in elementsThere are 4 possible starting items depending on grade.Visualization:7A: Spatial RelationsUse paper or hand to show items one at a time if neededTest by complete group (note marking on record form)All start with Introduction7B: Block Rotation:Use paper or hand to show items one at a time if neededTest by complete group (note marking on record form)Use a stopwatch Provide corrective as directedThere are 2 possible starting items depending on grade.General Information:Know exact pronunciation of wordsResponses must be in EnglishDo not penalize for mispronunciationIf 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 allowedThere are 2 possible starting items depending on grade. Numbers Reversed:Uses audio recordingSamples A, B, and C and Items 1 through 10 are given orallyIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryIf presented orally, items are presented at a rate of one digit per secondThere are 3 possible starting items depending on grade.Number-Pattern Matching:Provide error correction only for Samples A and B and the Practice exercise3-minute time limitUse a stopwatch Everyone starts with Samples A and B and the Practice exerciseNonword Repetition:Uses audio recordingSamples A and B and Items 1 through 7 are given orallyIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryWords must be pronounced smoothly to receive credit There are 2 possible starting items depending on grade.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 responsesCutoff scores are based on the running total of errors.All start with Introduction 1Picture Recognition:Exactly 5 second exposureOne point if the subject correctly identifies the correct picture(s)For items with multiple pictures, the subject must name all the picturesOrder of response is not importantBoth pointing to the picture(s) or naming the letter(s) associated with the picture(s) are acceptableThere are 2 possible starting items depending on grade.Analysis-Synthesis:Acknowledge correct responses on Items A through 28Correct errors on Items A through 28On all but the last 7 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 28 have no time limits. Items 29 through 35 have a 1-minute time limit.All subjects start with the color pretestObject-Number Sequencing:Uses audio recordingSample A is given orally, all others should use the audio recordingIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryIf presented orally, items are presented at a rate of one digit per secondResponses that rhymes with or sounds like to the test word is scored as correctTo score as correct, the words must be repeated in correct order followed by the numbers in correct orderDo not penalize for mispronounciationAll subjects start with Sample A after which there are 2 possible starting items depending on gradePair Cancellation:Three minute time limitRecord exact timeDo not cover linesUse pencil with eraserTo 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 exerciseMemory for Words:Uses audio recordingYou may pause audiotape if necessarySample A is given orally, all others should use the audio recordingIf necessary, you may present the other items orally – see easel for directionsDo not repeat any itemYou may pause audiotape if necessaryIf presented orally, items are presented at a rate of one word per secondWords must be repeated in correct orderScore as correct words that rhyme with or sound like the test wordDo not penalize for mispronunciationAll subjects start with Sample A after which there are 2 possible starting items depending on gradeWJ IV Cognitive Tests Decision PointsTestDecision PointOral 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 incorrectLetter-Pattern Matching ( P )TimePhonological Processing ( PC, LA )5A and 5C: 6 lowest correct & 6 highest incorrect, 5B: 1 minute each itemStory Recall ( MM, LS )Cut-offVisualization (VZ, SR)5 lowest correct & 5 highest incorrectGeneral Information (K0)4 lowest correct & 4 highest incorrectConcept Formation (I)Cut-off – Controlled learningNumbers Reversed (MW)5 lowest correct & 5 highest incorrectNumber-Pattern Matching (P)TimeNonword Repetition (UM)6 lowest correct & 6 highest incorrectVisual-Auditory Learning (MA)Cut-offPicture Recognition (MV)Cutoff for items 1-5,or 6 lowest correct & 6 highest incorrectAnalysis-Synthesis (RG)Cut-off – Controlled learningObject-Number Sequencing (MW)5 lowest correct & 5 highest incorrectPair Cancellation (P, AC)TimeMemory for Words (MS)4 lowest correct & 4 highest incorrectGf-Gc Classification and WISC-V SubtestsGc - Comprehension/KnowledgeSimilarities (Language Development)Comprehension (Language Development)Information (General (Verbal) Information)Vocabulary (Lexical Knowledge)Gv - Visual SpatialBlock Design (Spatial Relations)Visual Puzzles (Spatial Relations, Visualization)Gsm - Short term MemoryDigit 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 SpeedSymbol 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 StorageImmediate Symbol Translation (Associative Memory)*Delayed Symbol Translation (Associative Memory)*Recognition Symbol translation (Associative Memory)*Gf - Fluid ReasoningMatrix Reasoning (Inductive Reasoning)Figure Weights (Quantitative Reasoning)Picture Concepts (Inductive Reasoning, General (Verbal) Information)Gq - QuantitativeArithmetic (Math Achievement, Working Memory, Fluid Reasoning)* The WISC-V does not consider these subtests as measures of intelligenceNote: Ga – Auditory Processing is not measure specifically by any WISC-V subtestBroad and Narrow Abilities for Subtest of the Wechsler, WJ IV, and DAS-II ??GcWechslerSimilarities (Language Development)WechslerComprehension (Language Development)DAS-IIVerbal Similarities (Language Development)WechslerInformation (General (Verbal) Information)WJ IVGeneral Information (General (Verbal) Information)WechslerVocabulary (Lexical Knowledge)DAS-IINaming Vocabulary (Lexical Knowledge)DAS-IIVerbal Comprehension (Listening Ability)DAS-IIWord Definitions (Language Development / Lexical Knowledge)WechslerWord Reasoning (Lexical Knowledge, General (Verbal) Information)WJ IVOral Vocabulary (Lexical Knowledge, Language Development)??GvWechslerBlock Design (Spatial Relations)DAS-IIPattern Construction (Spatial Relations)WJ IVPicture Recognition (Visual Memory)DAS-IIRecall of Designs (Visual Memory)DAS-IIRecognition of Pictures (Visual Memory)DAS-IICopying (Visualization)WJ IVVisualization (Visualization)DAS-IIMatching Letter-Like Forms (Visualization)WechslerVisual Puzzles (Spatial Relations, Visualization)WechslerPicture Completion (Flexibility of Closure, General (Verbal) Information)??GsmWechslerDigit Span (Memory Span)WechslerDigit Span Forward (Memory Span)WJ IVMemory for Words (Memory Span)DAS-IIRecall of Digits Forward (Memory Span)WechslerDigit Span Backward (Working Memory)WechslerLetter-Number Sequencing (Working Memory)DAS-IIRecall of Digits Backward (Working Memory)DAS-IIRecall of Sequential Order (Working Memory)WJ IVNumbers Reversed (Working Memory/Attentional Control)WJ IVObject-Number Sequencing (Working Memory/Attentional Control)WJ IVVerbal Attention (Working Memory/Attentional Control)??GaWJ IVPhonological Processing (Phonemic Coding/Word Fluency/Speed of Lexical Access)WJ IVNonword Repetition (Phonetic Coding/Memory Span/Memory for Sound Patterns)DAS-IIPhonological Processing (Phonemic Coding)??GsWJ IVLetter-Pattern Matching (Perceptual Speed)WechslerSymbol Search (Perceptual Speed)WechslerCancellation (Perceptual Speed)WJ IVPair Cancellation (Perceptual Speed/Spatial Scanning/Attentional Control)WechslerCoding (Rate-of-Test-Taking)DAS-IISpeed of Information Processing (Scanning)DAS-IIRapid Naming (Complex)WechslerNaming Speed Literacy (Speed of Lexical Access)WechslerNaming Speed Quantity (Speed of Lexical Access)??GlrWJ IVVisual-Auditory Learning (Associative Memory)WJ IVStory Recall (Meaningful Memory/Listening Ability)DAS-IIRecall of Objects - Immediate (Free-recall Memory)DAS-IIRecall of Objects - Delayed (Free-recall Memory)??GfWJ IVConcept Formation (Inductive Reasoning)WechslerMatrix Reasoning (Inductive Reasoning)DAS-IIPicture Similarities (Induction)DAS-IIMatrices (Induction)WechslerFigure Weights (Quantitative Reasoning)WJ IVAnalysis-Synthesis (Quantitative Reasoning)WechslerPicture Concepts (Inductive Reasoning, General (Verbal) Information)DAS-IISequential and Quantitative Reasoning (Induction /Quantitative Reasoning)WJ IVNumber Series (Induction /Quantitative Reasoning)DAS-IIEarly Number Concepts (Lexical Knowledge / General verbal knowledge / Piagetian reasoning)??GqWechslerArithmetic (Math Achievement)WISC-V SUBTESTS AND SCORESThe 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 ColumnSubtests (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 plementary composites (e.g.,?NAMING SPEED) are listed in all uppercase print and are underscored.Second ColumnFSIQ?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.PIndicates 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.)SIndicates?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.)Cindicates?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 ScoreScaledA 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 RateA 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 RateMany 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).DKExaminee 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 RepExaminee 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).SCExaminee spontaneously corrects his or her own error (marked each time on the Record Form as SC).BibliographyWechsler, D. (1949).?Wechsler intelligence scale for children.?New York, NY: The Psychological Corporation. (WISC)Wechsler, D. (1974).?Wechsler intelligence scale for childrenRevised. New York, NY: The Psychological Corporation.?(WISCR)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 from's Information on the WISC-V. Keep checking for updates! 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 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 WISC-V Integrated VCIVKIVSIFRIWMIPSIFSIQQRIAWMINVIBVIGAICPINSISTISRI 1Block Design 2Similarities 3Matrix Reasoning 4Digit Span 5Coding 6Vocabulary 7Figure Weights 8Visual Puzzles1 9Picture Span210Symbol Search311Information412Picture Concepts5,613Letter-Number Seq.214Cancellation315Comprehension416Arithmetic617Naming Speed Literacy18Naming Speed Quantity19Immediate Symbol Translation20Delayed Symbol Translation21Recognition Symbol TranslationVCI = Verbal ComprehensionVSI = Visual SpatialFRI = Fluid ReasoningWMI = Working MemoryPSI = Processing SpeedFSIQ = Full Scale IQQRI = Quantitative ReasoningAWMI = Auditory Working MemoryNVI = NonverbalGAI = General AbilityCPI = Cognitive ProficiencyNSI = Naming SpeedSTI = Symbol TranslationSRI = Storage and RetrievalVKI = 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.Type of ScoreSpecific Process Observations Base RateFSIQ, P, S, CScaled Standard Base RateDKNRRepReq RepSubvocSCSimilarities 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 PuzzlesP√√√√√Matrix Reasoning FSIQ√√√√√Figure WeightsFSIQ√√√√√Picture Concepts S√√√√√ArithmeticS√√√√√√Digit SpanFSIQ√√Digit Span Forward√Longest Digit Span Forward√Digit Span Backward√Longest Digit Span Backward√Digit Span Sequencing√Longest Digit Span Sequencing√Picture SpanP√√√√√Longest Picture Span Stimulus√Longest Picture Span Response√Letter-Number Sequencing√√√Longest Letter-Number Sequencing√CodingFSIQ√Coding Rotation Error√Symbol SearchP√Symbol Search Set Error√Symbol Search Rotation Error√CancellationS√Cancellation Random√Cancellation Structured√NAMING SPEEDC√Naming Speed LiteracyC√√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 QuantityC√√Naming Speed Quantity Error√SYMBOL TRANSLATIONC√IMMEDIATE SYMBOL TRANSLATIONC√Delayed Symbol TranslationC√Recognition Symbol TranslationC√√√STORAGE AND RETRIEVALC√WISC-V COMPARISONS – See WISC-V Manuals for further elaborationComposite ComparisonsVCI > 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 suggests 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 comparisonsSI > 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 either 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 be 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 ContentNumberItemContent1FootBody Part2EarBody Part4ThinkBody Part3EatFood5LegsNumber13HoursNumber/Time30ParisNumber/Geography7ThursdayDate/Time9JuneDate/Time17DaysDate/Time11StringsHumanities22Mona LisaHumanities20GizaGeography21ContinentGeography29CountriesGeography31LowestGeography24NewtonFamous Person26ConfuciusFamous Person6BirdScience8TreeScience10SpaceScience12MessageScience14DirectionScience15SocksScience16HeartScience18OxygenScience19EarthquakesScience23LeavesScience25AirScience27Light yearScience28FissionSciencePicture Concepts Rationale?Item NumberReasonSATreesSBAnimals1Fruits or Berries*2Tools or Things that cut3Sports4Live in ocean5Lights6Transportation7Play things8 Contain water9Used to transport things10Outdoor? Nature11Use wind12Used/found at the beach13Make marks with14Forms of water15Float16Melt17Old or geological18Grow or young19Spin20Float21Secure something22Twist or screw or threads23Healthy24Information25Open or close26Can give age of something27Signals* 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 IndexesAge678910111213141516AllSignificance Level.0114.514.015.013.413.415.012.213.413.413.412.813.7.0511.010.611.410.210.211.49.310.210.210.29.810.4.109.38.99.68.68.69.67.88.68.68.68.28.8.158.17.88.47.57.58.46.87.57.57.57.27.7Approximate Percentage of Population Expected to Obtain Discrepancies Between the WISC-V Verbal Comprehension and Nonverbal IndexesVerbal Comprehension vs Nonverbal IndexesAge678910111213141516AllCorrelation.59.55.67.62.66.62.75.64.68.70.72.65Percentage in either directionPercentage in a specific direction509108999798889252516161415141512151413131412.5201718161716171416151514161010222320222022182120191921552728242624262125242322252.5232332830293025302827262911353731343234273331302932.5.1454740434143354240383741.05To 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 is15 (1.96) square root(2-2(.65)) = 26.6226.62 is then rounded to 27 to obtain the whole number differenceBroad Verbal IndexBVI Equivalents of Sums of Scaled ScoresSum of Scaled ScoresConfidence IntervalSum of Scaled ScoresConfidence IntervalBVIPercentile Rank90%95%BVIPercentile Rank90%95%447144 - 5544 - 56411015396 - 10795 - 108549146 - 5645 - 57421035898 - 10897 - 109650147 - 5846 - 59431046199 - 10998 - 110752149 - 5948 - 604410666100 - 11199 - 112853150 - 6149 - 614510768102 - 112101 - 113954151 - 6250 - 634610973103 - 114102 - 1151056153 - 6352 - 644711075105 - 115104 - 1161157154 - 6553 - 664811279106 - 116105 - 1171259156 - 6655 - 674911381107 - 118106 - 1191360157 - 6856 - 685011584109 - 119108 - 1201462158 - 6957 - 705111686110 - 121109 - 1221563160 - 7059 - 715211888112 - 122111 - 1231665161 - 7260 - 735311990113 - 123112 - 1241766163 - 7362 - 745412192114 - 125113 - 1261868264 - 7463 - 755512293116 - 126115 - 1271969265 - 7664 - 775612495117 - 128116 - 1292071367 - 7766 - 785712595119 - 129118 - 1302172368 - 7967 - 805812696120 - 130119 - 1312274470 - 8069 - 815912896121 - 132120 - 1332375571 - 8170 - 826012997123 - 133122 - 1342476572 - 8371 - 846113198124 - 135123 - 1362578774 - 8473 - 856213298126 - 136125 - 1372679875 - 8674 - 876313499127 - 137126 - 13827811077 - 8776 - 886413599128 - 139127 - 14028821278 - 8877 - 896513799130 - 140129 - 14129841479 - 9078 - 916613899131 - 142130 - 14330851681 - 9180 - 926714099132 - 143132 - 14431871982 - 9381 - 946814199134 - 144133 - 14532882184 - 9483 - 956914399135 - 146134 - 14733902585 - 9584 - 967014499137 - 147136 - 14834912786 - 9785 - 987114699138 - 149137 - 15035933288 - 9887 - 997214799139 - 150139 - 15136943489 - 10088 - 1017314899141 - 151140 - 15237963991 - 10190 - 1027415099142 - 153141 - 15438974292 - 10291 - 1037515199144 - 154143 - 15539994793 - 10492 - 1057615399145 - 156144 - 156401005095 - 10594 - 106BVI = Similarities, Vocabulary, Comprehension, and InformationVerbal Knowledge IndexVKI Equivalents of Sums of Scaled ScoresSum of Scaled ScoresConfidence IntervalSum of Scaled ScoresConfidence IntervalVKIPercentile Rank90%95%VKIPercentile Rank90%95%251148 - 6147 - 62211035896 - 10995 - 110354151 - 6450 - 65221056399 - 11197 - 113456153 - 6652 - 672310870101 - 114100 - 115559156 - 6955 - 702411177104 - 116103 - 118662158 - 7157 - 722511482106 - 119105 - 120765161 - 7460 - 752611686109 - 121108 - 123867163 - 7662 - 772711990111 - 124110 - 125970266 - 7965 - 802812293114 - 126113 - 1281073468 - 8167 - 822912595116 - 129115 - 1301175571 - 8470 - 853012796119 - 132118 - 1331278774 - 8672 - 873113097121 - 134120 - 13513811076 - 8975 - 903213399124 - 137123 - 13814841479 - 9177 - 923313599126 - 139125 - 14015861881 - 9480 - 953413899129 - 142128 - 14316892384 - 9682 - 973514199131 - 144130 - 14517923086 - 9985 - 1003614499134 - 147133 - 14818953489 - 10187 - 1033714699136 - 149135 - 15019974291 - 10490 - 1053814999139 - 152138 - 153201005094 - 10692 - 108Critical Values for Statistically Significant Differences between the Verbal Comprehension and Verbal Knowledge Indexes.01.05.10.1515.3411.669.818.56VKI = 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 ChildAll Ages?VCI, VSI, FRI, WMI, PSI (2, 3, and 4 subtests)QRI / AWMINVIGAI / CPIFSIQ (7)FSIQ (10)Subtest.05.01.05.01.05.01.05.01.05.01.05.01.05.01.05.01.05.01Similarities1.331.661.952.392.012.472.332.82??2.452.942.763.283.053.58Vocabulary 1.331.661.912.351.982.432.282.75??2.382.862.683.182.953.47Information?2.042.50?2.482.99?????Comprehension??2.292.822.783.35?????Block Design1.341.68????3.063.642.813.373.213.803.574.19Visual Puzzles1.341.68????2.222.64??2.492.93Matrix Reasoning0.991.241.872.301.682.072.202.66?2.703.212.482.982.813.333.103.64Figure Weights0.991.241.313.871.131.391.331.600.790.991.471.741.401.681.461.731.531.80Picture Concepts ?2.166.34?2.653.20?????Arithmetic??1.411.731.772.130.790.99????Digit Span1.211.521.531.88??1.151.44?1.792.161.932.282.072.44Picture Span1.211.522.022.49???2.983.542.563.09?3.464.06Letter-Number Sequencing?1.932.38??1.151.44????Coding1.922.402.653.26???3.414.062.873.463.594.254.014.71Symbol Search1.922.402.783.42????3.063.70?4.365.13Cancellation?2.653.26???????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 REPORTWhen 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 each2.2%6.7%16.1%50%16.1%6.7%2.2%Standard Scores– 6970 – 7980 – 8990 – 109110 – 119120 – 129130 – Scaled Scores1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19Percentile Ranks– 0203 – 0809 – 2425 – 7475 – 9091 – 9798 – WISC-VClassificationExtremely LowVeryLowLowAverageAverageHighAverageVeryHighExtremely HighOther Wechsler Classification Extremely LowBorderlineLowAverageAverageHighAverageSuperiorVerySuperiorKTEA-3 10-pt. Classification VeryLowLowLowAverageAverageHighAverageSuperiorVerySuperiorKTEA-3 15-pt. ClassificationVery Low<55Low 55-69Below Average 70 – 84Average85 – 115Above Average116 – 130High 131-145Very High>145WIAT-III ClassificationVery Low<55Low55 – 69 Below Average 70 – 84Average85 – 115Above Average116 – 130Super-ior131-145Very Super-ior 146 – StaninesVery Low – 73 Low 74 – 81 Below Average 82 - 88Low Average89 – 96 Average97 – 103 High Average104 - 111Above Average 112 – 118High119 – 126 Very High127 – 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 '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.SubtestsTestScore95% ConfidencePRQualitativeDescriptorVerbal Comprehension Subtestsexplaining 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 Subtestscopying 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 Subtestscompleting 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 Subtestsrepeating series of dictated digits forward and backward (DS)score for accuracy in repeating dictated digits forwardscore for accuracy in repeating digits in reverse orderscore for accuracy in repeating digits in numerical sequencerecalling previously seen pictures in the same sequence (PS)repeating digits and letters digits first, then letters (LN)Working Memory Index (DS PS)Processing Speed Subtestsspeed 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 pagescore for pictures arranged in rows on the pageProcessing Speed Index (CD SS)Cognitive Proficiency Index (CPI) (DS PS CD SS)Full Scale total (SI VC BD MR FW DS CD)Namexx's Ancillary and Complementary Scores for hxx Age on the Wechsler Intelligence Scale for Children, 5th ed. (WISC-V) SubtestsTestScore95% ConfidencePRQualitativeDescriptorFull Scale IQ (FSIQ) (SI VC BD MR FW DS CD)Ancillary Compositessolving mental equations using pictures of weights (FW)*oral math applications problems without paper and pencil (AR)*Quantitative Reasoning Index (QRI)repeating series of dictated digits forward and backward (DS)repeating digits and letters digits first, then letters (LN)Auditory Working Memory Index (AWMI)copying geometric designs with patterned cubes (BD)**completing multiple-choice, logical matrix puzzles (MR)speed of transcribing a digit-symbol code on paper (CD)**solving mental equations using pictures of weights (FW)*visually selecting puzzle pieces to match a whole puzzle (VP)* recalling previously seen pictures in the same sequence (PS)Nonverbal Index (NVI)explaining how two different things could be similar (SI)defining vocabulary words (VC)copying geometric designs with patterned cubes (BD)**completing multiple-choice, logical matrix puzzles (MR)solving mental equations using pictures of weights (FW)*General Ability Index (GAI)repeating series of dictated digits forward and backward (DS)recalling previously seen pictures in the same sequence (PS)speed of transcribing a digit-symbol code on paper (CD)**speed of finding matching symbols in rows of symbols.(SS)**Cognitive Proficiency Index (CPI)Complementary CompositesNaming 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 TranslationRecognition Symbol TranslationSymbol Translation Composite (STI)Storage & Retrieval Composite (SRI = NSI + STI)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 CompositeSimilarities: 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 SubtestsComprehension: oral questions of social and practical understanding. Scoring is 2-1-0, based on rmation: oral, “trivia”-style, general information questions. Scoring is pass/fail.55295805045075Visual-Spatial CompositeBlock 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 SubtestBlock Design subtest by norms without bonuses for speed; pass/fail scoring only. Time limits still apply.Fluid Reasoning CompositeMatrix 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 SubtestsPicture 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 CompositeDigit 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 SubtestLetter-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).49155351741805Processing 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) right2862580Symbol Search**: deciding if target symbols appear in a row of symbols and marking YES or NO accordingly. Additional Processing Speed SubtestCancellation: 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 plementary SubtestsNaming 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 REPORTWhen 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 each2.2%6.7%16.1%50%16.1%6.7%2.2%Standard Scores– 6970 – 7980 – 8990 – 109110 – 119120 – 129130 – Scaled Scores1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19Percentile Ranks– 0203 – 0809 – 2425 – 7475 – 9091 – 9798 – Woodcock-Johnson Classif.VeryLowLowLowAverageAverage(90 – 110)High Average (111 – 120)Superior(121 – 130)Very Superior(131 – )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 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:100/90Very AdvancedExtremely Easy98/90 to 100/90AdvancedVery Easy95/90 to 98/90Average to AdvancedEasy82/90 to 95/90AverageManageable67/90 to 82/90Limited to AverageDifficult24/90 to 67/90LimitedVery Difficult3/90 to 24/90Very LimitedExtremely Difficult0/90 to 3/90Extremely LimitedNearly ImpossibleAdapted 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. . Namexx's WJ IV Test Scores in Standard Scores and Percentile Ranks for hxx AgeCognitive (COG), Oral Language (OL), and Achievement (ACH) BatteriesWJ IV COG Test ScoresTestScore95%ConfidencePRQualitativeDescriptorOral Vocabulary: synonyms and antonymsNumber Series: completing logical series of numbersVerbal Attention: repeating dictated information in altered orderLetter-Pattern Matching: speed of matching letters in rowsPhonological Processing: sounds in spoken wordsStory Recall: retelling stories after hearing themVisualization: matching two- and three-dimensional shapesGeneral Intellectual Ability (GIA) ClusterOral Vocabulary: synonyms and antonymsNumber Series: completing logical series of numbersVerbal Attention: repeating dictated information in altered orderBrief Intellectual Ability (BIA) ClusterOral Vocabulary: synonyms and antonymsNumber Series: completing logical series of numbersGeneral Information: "where" and "what" factual questionsConcept Formation: determining rules that divide shapes into 2 setsGf-Gc ClusterOral Vocabulary: synonyms and antonymsGeneral Information: "where" and "what" factual questionsPicture Vocabulary (from OL): naming picturesComprehension-Knowledge (Gc) ClusterNumber Series: completing logical series of numbersConcept Formation: determining rules that divide shapes into 2 setsAnalysis-Synthesis: solving quasi-mathematical equations of colorsFluid Reasoning (Gf) ClusterVerbal Attention: repeating dictated information in altered orderNumbers Reversed: repeating dictated numbers backwardsObject-Number Sequencing: altering order of words and numbersShort-Term Working Memory (Gwm) ClusterLetter-Pattern Matching: speed of matching letters in rowsPair Cancelation: speed of finding specified pairs of pictures in rowsCognitive Processing Speed (Gs) ClusterPhonological Processing: sounds in spoken wordsNonword Repetition: accuracy of repeating spoken nonsense wordsAuditory Processing (Ga) ClusterWJ IV COG Test ScoresTestScore95%ConfidencePRQualitativeDescriptorStory Recall: retelling stories after hearing themVisual-Auditory Learning: learning and reading symbols for wordsLong-Term Retrieval (Glr) ClusterVisualization: matching two- and three-dimensional shapesPicture Recognition: multiple-choice matching from memoryVisual Processing (Gv) ClusterNumber Series: completing logical series of numbersAnalysis-Synthesis: solving quasi-mathematical equations of colorsQuantitative Reasoning (Gf RQ) ClusterMemory for Words: repeating increasing series of dictated wordsMemory for Sentences (from OL): repeating dictated sentences Auditory Memory Span (Gwm MS)Numbers Reversed: repeating dictated numbers backwardsNumber-Pattern Matching: speed of matching numbers in rowsNumber Facility (Gs N) ClusterLetter-Pattern Matching: speed of matching letters in rowsNumber-Pattern Matching: speed of matching numbers in rowsPerceptual Speed (Gs P) ClusterOral Vocabulary: synonyms and antonymsPicture Vocabulary (from OL): naming picturesVocabulary (Gc VL/LD) ClusterVerbal Attention: repeating dictated information in altered orderLetter-Pattern Matching: speed of matching letters in rowsNumbers Reversed: repeating dictated numbers backwardsNumber-Pattern Matching: speed of matching numbers in rowsCognitive Efficiency ClusterWJ IV OL Test ScoresTestScore95%ConfidencePRQualitativeDescriptorPicture Vocabulary: naming picturesOral Comprehension: saying missing words in dictated sentencesOral Language ClusterPicture Vocabulary: naming picturesOral Comprehension: saying missing words in dictated sentencesUnderstanding Directions: following complex oral instructionsBroad Oral Language ClusterPicture Vocabulary: naming picturesSentence Repetition: repeating dictated sentences verbatimOral Expression ClusterOral Comprehension: saying missing words in dictated sentencesUnderstanding Directions: following complex oral instructionsListening Comprehension ClusterSegmentation: saying words as separate sounds (cat = /k/ ? /t/)Sound Blending: recognizing words spoken as separate soundsPhonetic Coding ClusterRapid Picture Naming: speed of naming pictures in rowsRetrieval Fluency: speed of saying words in specified categoriesSpeed of Lexical Access ClusterVocabulario sobre dibujos: naming pictures in SpanishComprensíon oral: saying missing words in Spanish sentencesLenguaje oral ClusterVocabulario sobre dibujos: naming pictures in SpanishComprensíon oral: saying missing words in Spanish sentencesComprensíon de indicaciones: following Spanish oral instructionsAmplio lenguaje oral ClusterComprensíon oral: saying missing words in Spanish sentencesComprensíon de indicaciones: following Spanish oral instructionsComprensíon auditiva ClusterPicture Vocabulary: naming picturesOral Vocabulary (from COG): synonyms and antonymsVocabulary Clusterrepeating random, dictated words in the same sequenceSentence Repetition: repeating dictated sentences verbatimMemory for Words (from COG): repeating dictated series of wordsAuditory Memory Span Cluster WJ IV ACH Test ScoresTestScore95%ConfidencePRQualitativeDescriptorLetter-Word Identification: reading words aloud from a listPassage Comprehension: supplying missing words in sentencesReading ClusterLetter-Word Identification: reading words aloud from a listPassage Comprehension: supplying missing words in sentencesSentence Reading Fluency: speed of silent reading, marking yes/no Broad Reading ClusterLetter-Word Identification: reading words aloud from a listWord Attack: accuracy in reading nonsense words aloud from a listBasic Reading Skills Cluster Passage Comprehension: supplying missing words in sentencesReading Recall: retelling stories after reading them one timeReading Vocabulary: synonyms and antonymsReading Comprehension ClusterOral Reading: accuracy of reading stories aloudSentence Reading Fluency: speed of silent reading, marking yes/no Reading Fluency ClusterSentence Reading Fluency: speed of silent reading, marking yes/no Word Reading Fluency: speed or reading words from a listReading Rate ClusterApplied Problems: "story" or "word" problems with scratch paperCalculation with paper and pencilMathematics ClusterApplied Problems: "story" or "word" problems with scratch paperCalculation with paper and pencilMath Facts Fluency: speed of performing simple calculations Broad Mathematics ClusterCalculation with paper and pencilMath Facts Fluency: speed of performing simple calculations Math Calculation Skills ClusterApplied Problems: "story" or "word" problems with scratch paperNumber Matrices: supplying missing numbers in logical gridsMath Problem Solving Cluster WJ IV ACH Test ScoresTestScore95%ConfidencePRQualitativeDescriptorSpelling: written spelling of dictated wordsWriting Samples: writing sentences according to specific directionsWritten Language ClusterSpelling: written spelling of dictated wordsWriting Samples: writing sentences according to specific directionsSentence Writing Fluency: speed of writing short sentences Broad Written Language ClusterSpelling: written spelling of dictated wordsEditing: editing typed sentences with deliberate errorsBasic Writing Skills ClusterWriting Samples: writing sentences according to specific directionsSentence Writing Fluency: speed of writing short sentences Written Expression ClusterLetter-Word Identification: reading words aloud from a listSpelling: written spelling of dictated wordsCalculation with paper and pencilAcademic Skills ClusterSentence Reading Fluency: speed of silent reading, marking yes/no Math Facts Fluency: speed of performing simple calculations Sentence Writing Fluency: speed of writing short sentences Academic Fluency ClusterApplied Problems: "story" or "word" problems with scratch paperPassage Comprehension: supplying missing words in sentencesWriting Samples: writing sentences according to specific directionsAcademic Applications ClusterScience: oral science questionsSocial Studies: oral social studies questionsHumanities: oral art, music, and literature questionsAcademic Knowledge ClusterWord Attack: accuracy in reading nonsense words aloud from a listSpelling of Sounds: accuracy in spelling dictated nonsense wordsPhoneme-Grapheme Knowledge Cluster WJ IV ACH Test ScoresTestScore95%ConfidencePRQualitativeDescriptorLetter-Word Identification: reading words aloud from a listApplied Problems: "story" or "word" problems with scratch paperSpelling: written spelling of dictated wordsBrief Achievement ClusterLetter-Word Identification: reading words aloud from a listApplied Problems: "story" or "word" problems with scratch paperSpelling: written spelling of dictated wordsPassage Comprehension: supplying missing words in sentencesCalculation with paper and pencilWriting Samples: writing sentences according to specific directionsSentence Reading Fluency: speed of silent reading, marking yes/no Math Facts Fluency: speed of performing simple calculations Sentence Writing Fluency: speed of writing short sentences Broad Achievement ClusterTests Taken by NamexxWoodcock-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 AbilityComprehension-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.)Fluid Reasoning (Gf) . 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.)Cognitive Processing Speed (Gs)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).Auditory Processing (Ga) 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.Visual Processing (Gv) 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 space14. 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.Auditory Memory Span (Gwm MS)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)10.Numbers Reversed: repeating increasingly long series of dictated digits in reversed order (e.g., 41 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) 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.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.Vocabulary (Gc VL/LD)Oral Vocabulary: saying synonyms or antonyms for words presented both orally and in print. (Compare to ACH Reading Vocabulary.)OL 1. Picture Vocabulary: saying the names of pictures. This Oral Language test contributes to the Extended Comprehension-Knowledge Cluster.Cognitive Efficiency 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.10. Numbers Reversed: repeating increasingly long series of dictated digits in reversed order (e.g., 41 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.)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. Part of the Extended Cognitive Efficiency cluster.)Tests of Oral LanguageOral 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 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 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 1. Picture Vocabulary: saying the names of pictures. This Oral Language test also contributes to the WJ IV COG Extended Comprehension-Knowledge Cluster.) 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/ ? /k/). 7. Sound Blending: the examinee tries to identify dictated words broken into separate sounds (e.g., /k/ ? /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.) (Compare to ACH Reading Vocabulary.) 1. Picture Vocabulary: saying the names of pictures. Auditory Memory Span (Gwm MS) (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 Oral10.Vocabulario sobre dibujos: saying the names of pictures in Spanish.prensíon oral: the examinee says the word missing at the end of each dictated Spanishsentence or very brief paragraph.Amplio lenguaje oral10.Vocabulario sobre dibujos: saying the names of pictures in Spanish.prensíon oral: the examinee says the word missing at the end of each dictated Spanishsentence or very brief paragraph. prensíon de indicaciones: the examinee follows Spanish oral directions to point to different parts of prensíon prensíon oral: the examinee says the word missing at the end of each dictated Spanishsentence or very brief paragraph. prensíon de indicaciones: the examinee follows Spanish oral directions to point to different parts of pictures.Tests of AchievementReading 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.) 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.) 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 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.)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 9.Sentence Reading Fluency: speed (for three minutes) of silently reading sentences and marking "yes" or "no" for each to indicate its truth. 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 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.10.Math Facts Fluency: speed of performing simple calculations for 3 minutes.Math Calculation Skills 5.Calculation involves arithmetic computation with paper and pencil.10.Math Facts Fluency: speed of performing simple calculations for 3 minutes.Math Problem Solving 2.Applied Problems are oral, math “word problems,” some with illustrations or printed instructions, solved with paper and pencil. 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 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. 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 3.Spelling: writing letters and words from dictation.14.Editing: orally correcting deliberate spelling, punctuation, and grammar errors in typed sentences.Written Expression 6.Writing Samples: writing sentences according to directions; many items include pictures; spelling does not count on most items. Most examinees write 12 sentences. 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.Academic Skills 1.Letter-Word Identification: naming letters and reading words aloud from a list. 3.Spelling: writing letters and words from dictation. 5.Calculation involves arithmetic computation with paper and pencil.Academic Fluency 9.Sentence Reading Fluency: speed (for three minutes) of silently reading sentences and marking "yes" or "no" for each to indicate its truth.10.Math Facts Fluency: speed of performing simple calculations for 3 minutes.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.Academic Applications 2.Applied Problems are oral, math “word problems,” some with illustrations or printed instructions, solved with paper and pencil. 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.) 6.Writing Samples: writing sentences according to directions; many items include pictures; spelling does not count on most items. Most examinees write 12 sentences. 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 1.Letter-Word Identification: naming letters and reading words aloud from a list. 2.Applied Problems are oral, math “word problems,” some with illustrations or printed instructions, solved with paper and pencil. 3.Spelling: writing letters and words from dictation.Broad Achievement 1.Letter-Word Identification: naming letters and reading words aloud from a list. 2.Applied Problems are oral, math “word problems,” some with illustrations or printed instructions, solved with paper and pencil. 3.Spelling: writing letters and words from dictation. 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.) 5.Calculation involves arithmetic computation with paper and pencil. 6.Writing Samples: writing sentences according to directions; many items include pictures; spelling does not count on most items. Most examinees write 12 sentences. 9.Sentence Reading Fluency: speed (for three minutes) of silently reading sentences and marking "yes" or "no" for each to indicate its truth.10.Math Facts Fluency: speed of performing simple calculations for 3 minutes.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.DOES RALPH HAVE A SPECIFIC LEARNING DISABILITY?Ralph's Initial Test Scores – Table 1 TestStandardScore95%ConfidencePRWechsler Intelligence Scale for Children (WISC-V)Verbal Comprehension Index (VCI) 95 88 – 10337Visual-Spatial Index (VSI) 97 90 – 10542Fluid Reasoning Index (FRI) 97 90 – 104 42Working Memory Index (WMI) 91 84 – 99 27Processing Speed Index (PSI) 92 84 – 10230Full Scale IQ (FSIQ) 92 87 – 98 30Woodcock-Johnson IV (WJ IV)Broad Reading Cluster 70 65 – 79 02Broad Mathematics Cluster 90 84 – 98 25Broad Written Language Cluster 71 66 – 80 03Broad Oral Language Cluster 88 82 – 96 21Initial Findings1. 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 TestStandardScore95%ConfidencePRWechsler Intelligence Scale for Children (WISC-V)Full Scale IQ (FSIQ) 92 87 – 98 30Woodcock-Johnson IV (WJ IV)Broad Reading Cluster 70 65 – 79 02Broad Mathematics Cluster 90 84 – 98 25Broad Written Language Cluster 71 66 – 80 03Broad Oral Language Cluster 88 82 – 96 21Phonological Processing (Ga) Cluster 70 65 – 79 02Speed of Lexical Access Cluster 61 54 – 68 0.5Revised Findings1. 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 TestStandardScore95%ConfidencePRWechsler Intelligence Scale for Children (WISC-V)Full Scale IQ (FSIQ) 92 88 – 96 30Woodcock-Johnson IV (WJ IV)Broad Reading Cluster 70 65 – 79 02Broad Mathematics Cluster 90 84 – 98 25Broad Written Language Cluster 71 66 – 80 03Broad Oral Language Cluster 88 82 – 96 21Phonological Processing (Ga) Cluster 70 65 – 79 02Speed of Lexical Access Cluster 61 54 – 68 0.5Reading Rate Cluster 60 53 – 67 0.4Reading Fluency Cluster 69 61 – 77 02Findings Revised Again1. 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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