Details

<p>INTRODUCTION 1</p> <p><b>SECTION I: WJ IV 3</b></p> <p>Introduction 3</p> <p><b>Part 1: Descriptive and Interpretive Information 4</b></p> <p>Explanation of Major Broad Cognitive Abilities 4</p> <p>Comprehension-Knowledge (Gc) 4</p> <p>Fluid Reasoning (Gf) 4</p> <p>Short-Term Working Memory (Gwm) 5</p> <p>Long-Term Memory and Learning Efficiency 6</p> <p>Learning Efficiency 6</p> <p>Long-Term Retrieval (Glr) 6</p> <p>Processing Speed (Gs) 6</p> <p>Perceptual Speed 7</p> <p>Orthographic Processing 7</p> <p>Visual Processing (Gv) 7</p> <p>Auditory Processing (Ga) 7</p> <p>Phonetic Coding 7</p> <p>Hierarchy and Explanation of Four Score Levels of Information Available on the WJ IV 8</p> <p>Level 1: Qualitative 8</p> <p>Task Analysis and Comparisons of Selected Tests 8</p> <p>Level 2: Level of Development 8</p> <p>W Scores 8</p> <p>Age and Grade Equivalents 8</p> <p>Some Cautions about Interpreting Grade and Age Equivalents 10</p> <p>Level 3: Degree of Proficiency 10</p> <p>Relative Proficiency Index (RPI) 11</p> <p>Relative Proficiency Index, Standard Score, and the Standard Deviation 11</p> <p>Comparative Language Index 13</p> <p>Cognitive-Academic Language Proficiency (CALP) 13</p> <p>Age/Grade Band Profiles 13</p> <p>Level 4: Comparison with Peers 13</p> <p>Percentile Ranks (PR) 13</p> <p>Standard Scores (SS) 14</p> <p>Z Scores 14</p> <p>Standard Error of Measurement (SEM) 14</p> <p>Score Terminology and Explanation of Cluster Scores, Variations, and Comparisons 14</p> <p>Score Terminology 14</p> <p>Actual Standard Score (SS) 14</p> <p>Predicted SS 14</p> <p>SS Difference (SS Diff) 14</p> <p>Discrepancy Standard Deviation (SD) 14</p> <p>Discrepancy Percentile Rank (PR) 14</p> <p>Interpretation at ±1.50 SD (SEE: Standard Error of Estimate) 14</p> <p>Cluster Scores 15</p> <p>Variations 15</p> <p>Explanation of Variations 15</p> <p>Variation Predicted Score 15</p> <p>Comparisons 16</p> <p>Scholastic Aptitude/Achievement Comparisons 18</p> <p>Sample Statements for Reporting Scores 18</p> <p>Score Levels Reported in Combination 18</p> <p>Cognitive 18</p> <p>Oral Language 19</p> <p>Achievement 19</p> <p>Level of Development 19</p> <p>Grade and Age Equivalents 19</p> <p>Relative Proficiency Scores 19</p> <p>Peer Comparison Scores 20</p> <p>Overview of Tests and Task Demands (WJ IV COG, WJ IV OL, WJ IV ACH) 23</p> <p>Example Items 27</p> <p>Score Equivalents, Classification Labels, and Average Grade Placement for Age 32</p> <p>Tips for Interpretation 36</p> <p>General Tips 36</p> <p>Specific Comparisons 37</p> <p>Memory 37</p> <p>Academic Fluency/Processing Speed 37</p> <p>Oral Language 38</p> <p>Phonological Awareness to Print 38</p> <p>Basic Reading and Writing Skills 39</p> <p>Reading Comprehension 40</p> <p>Written Expression 40</p> <p>Handwriting 41</p> <p>Mathematics 41</p> <p><b>Part 2: Score Forms 43</b></p> <p>Tests and Clusters Score Forms 44</p> <p>Cluster Descriptions and Scores 49</p> <p>Strengths and Weaknesses Profile—RPI and SS 52</p> <p>RPI Profile of Cluster and Test Scores 57</p> <p>WJ IV Dyslexia Profile of Scores 64</p> <p><b>SECTION II: REPORTS 67</b></p> <p>Introduction 67</p> <p>Types of Evaluations 67</p> <p>Depth of Information 68</p> <p>Types of Scores 68</p> <p>Recommendations 68</p> <p>Discrepancy and Variation Interpretation 69</p> <p>Sources and Uses of Information 69</p> <p>Outline for Reports 69</p> <p>Identifying Information 69</p> <p>Reason for Referral 69</p> <p>Background Information 69</p> <p>Classroom Observations 70</p> <p>Assessment Procedures Used 70</p> <p>Behaviors during Testing 70</p> <p>Intellectual / Cognitive Abilities, Oral Language, and / or</p> <p>Achievement: Results and Interpretation 71</p> <p>Summary (optional) 71</p> <p>Recommendations 71</p> <p>General Stylistic Suggestions 71</p> <p>Assessment Report Rubric 72</p> <p>Diagnostic Reports 74</p> <p><b>SECTION III: RECOMMENDATIONS 273</b></p> <p>Introduction 273</p> <p>COGNITIVE AND LINGUISTIC FACTORS 274</p> <p>Fluid Reasoning 274</p> <p>Memory 275</p> <p>Cognitive Processing/Perceptual Speed 278</p> <p>Visual Processing and Visual Perception/VisualDetail 279</p> <p>Phonemic Awareness/Phonological Awareness 282</p> <p>Oral Language 289</p> <p>ACHIEVEMENT 304</p> <p>Basic Reading Skills 304</p> <p>Reading Rate and Fluency 312</p> <p>Reading Comprehension 317</p> <p>Handwriting/Visual-Motor 327</p> <p>Basic Writing Skills 336</p> <p>Written Expression 343</p> <p>Mathematics: Basic Skills 353</p> <p>Mathematics: Problem Solving 368</p> <p>Knowledge / Content Areas / Study Strategies 373</p> <p>GENERAL 378</p> <p>Behavior Management and Intervention 378</p> <p>Homework 384</p> <p>Response to Intervention (RtI) 390</p> <p>Technology 392</p> <p>Testing/Test-Taking 409</p> <p>Transitions 413</p> <p>SOCIAL/ADVOCACY 417</p> <p>Self-Esteem 417</p> <p>Self-Advocacy 420</p> <p>Social Skills 423</p> <p>SPECIAL POPULATIONS 426</p> <p>Attention Deficit/Hyperactivity Disorder (ADHD)</p> <p>and Attentional Challenges 426</p> <p>Autism Spectrum Disorder (ASD) 438</p> <p>English Language Learners (ELL) 444</p> <p>Gifted and Twice-Exceptional 455</p> <p>Hearing Impairment 469</p> <p>Visual Impairment 479</p> <p><b>SECTION IV: STRATEGIES 491</b></p> <p>Introduction 491</p> <p>Addition/Multiplication Facts: Instructional Sequence 492</p> <p>Addition Facts: Organizational Structure for Memorization 492</p> <p>Alternate Pronunciation for Spelling 493</p> <p>Anticipation Guide 494</p> <p>Behavior Rating Chart 495</p> <p>Behavioral Contracts 499</p> <p>Behavioral Interventions for the Whole Class 499</p> <p>Classroom Rules: Guidelines 501</p> <p>Cohesive Devices: Types 501</p> <p>Collaborative Strategic Reading 502</p> <p>Content Area Instruction: Components of Effective Lessons 504</p> <p>Context Clues 505</p> <p>Directed Reading-Thinking Activity 506</p> <p>Directed Vocabulary-Thinking Activity 507</p> <p>Dolch Story and Word List 508</p> <p>Elkonin Procedure (Adapted) 513</p> <p>Error Monitoring Strategy (COPS) 514</p> <p>Flow List for Reading and Spelling Words 516</p> <p>Glass-Analysis for Decoding Only 518</p> <p>Instant Words 521</p> <p>Instructional Accommodations Survey 527</p> <p>Kerrigan’s Integrated Method of Teaching Composition 529</p> <p>K-W-L-S Strategy: Know–Want to Know–Learned–Still Need to Learn 529</p> <p>Letter Pattern Recognition: Instruction 530</p> <p>Letter Patterns: Games to Reinforce Recognition 532</p> <p>Look-Sign-Fingerspell-Write (LSFW) 533</p> <p>Look-Spell-See-Write 537</p> <p>Math Computation Form: Large 538</p> <p>Math Computation Form: Small 539</p> <p>Math Problem-Solving Strategy 540</p> <p>Memory Strategy Instruction 540</p> <p>Mnemonic Strategies 541</p> <p>Multisensory Structured Language Approaches to Teaching Reading 544</p> <p>Multisensory Study Method for Irregular Words 545</p> <p>Organization of Materials and Assignments 546</p> <p>Phonics Check-off Chart (1) 548</p> <p>Phonics Check-off Chart (2) 549</p> <p>Precision Teaching 550</p> <p>Principles of Spelling Instruction for Struggling Spellers 552</p> <p>Question-Answer Relationship 553</p> <p>Reading Rate: Words Correct Per Minute 556</p> <p>Repeated Reading 557</p> <p>Self-Management Strategy for Improving Adolescent Behavior 560</p> <p>Self-Regulated Strategy Development 561</p> <p>Semantic Feature Analysis 566</p> <p>Sentence Types 566</p> <p>Speed Drills for Reading Fluency and Basic Skills 567</p> <p>SQ3R 568</p> <p>STORE the Story for Reading 569</p> <p>Strategy Instruction 571</p> <p>Syllable Types 572</p> <p>Talk-to-Yourself Chart 574</p> <p>Telling Time Strategy 574</p> <p>Test-Taking Strategy: PIRATES 575</p> <p>Token Economy Systems 576</p> <p>Token Economy with Response Cost 577</p> <p>Vocabulary Games 578</p> <p>Word Bank Activities 579</p> <p>Word Mapping Strategy 579</p> <p>Word Problems: Visualization Strategy 580</p> <p>Writing Process with Concept Mapping 581</p> <p>TESTS CITED IN THIS BOOK 583</p> <p>REFERENCES 584</p> <p>ABOUT THE ONLINE RESOURCES 590</p>

<p><b>NANCY MATHER, P<small>H</small>D, </b>is a Professor at the University of Arizona in the Department of Disability and Psychoeducational Studies. She is a coauthor of the Woodcock-Johnson^® IV. <p><b>LYNNE E. JAFFE, P<small>H</small>D,</b> is in private practice specializing in psychoeducational evaluations, educational therapy, and consulting regarding interventions for students with learning problems.

<p><b>A GUIDE FOR CREATING EFFECTIVE AND ACCURATE REPORTS BASED ON THE RESULTS OF THE WOODCOCK-JOHNSON<SUP>®</SUP> IV BATTERY</b> <p><i>Woodcock-Johnson^® IV: Reports, Recommendations, and Strategies</i> offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson^® IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. <p>This book offers helpful information for understanding and using the WJ IV^® scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. <p>This essential guide<i> </i> <ul><li>Facilitates the use and interpretation of the WJ IV^® Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement</li> <li>Explains scores and various interpretive features </li> <li>Offers a variety of types of diagnostic reports</li> <li>Provides a wide variety of educational recommendations and evidence-based strategies </li></ul>

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