FIGURES

1. Figure 1.1. Comparison of Leo's Relative Proficiency Indexes, Standard Scores, and Standard Deviations on Two Tests
2. Figure 1.2. Normal Curve with Score Equivalents
3. Figure 2.1. Dustin's Writing Grip
4. Figure 2.2. Dustin's Handwriting
5. Figure 2.3. Simon's Writing Sample
6. Figure 2.4. Simon's Drawing
7. Figure 2.5 T Scores on the BASC-2 Self Report
8. Figure 2.6 T Scores for BASC-2 Parent Rating
9. Figure 2.7. Skylar's Spelling
10. Figure 2.8. Skylar's Story
11. Figure 2.9. Jennifer's Writing Sample, Grade 3.9
12. Figure 2.10. Jennifer's Writing Sample, Grade 6.9
13. Figure 2.11. Jennifer's Writing Sample, Grade 7, “Harmony”
14. Figure 3.1. Root-Affix Map
15. Figure 3.2. Examples of Word Shapes
16. Figure 3.3. Comparison and Contrast
17. Figure 3.4. Cause-Effect
18. Figure 3.5. Root-Affix Map
19. Figure 3.6. Main Idea and Details
20. Figure 3.7. Cause and Effect
21. Figure 3.8. Chronology
22. Figure 3.9. Format for Composition
23. Figure 3.10. Sequence of Strokes for b and d
24. Figure 3.11. Bat and Ball Reminder for Orientation of b
25. Figure 3.12. Make Your Bed Reminder for b–d Orientation
26. Figure 3.13. Examples of Word Shapes
27. Figure 3.14. Comparison and Contrast
28. Figure 3.15. K-W-L with Concept Mapping
29. Figure 3.16. Multiplication Template
30. Figure 3.17. Clock Face Reminder for Number Orientation
31. Figure 3.18. Math Decision Map
32. Figure 3.19. Long Division Cue Card
33. Figure 3.20. Examples of Word Shapes
34. Figure 3.21. Braille Cell Showing Numbered Dots
35. Figure 4.1. Dolch Story
36. Figure 4.2. Dolch Teacher's Story
37. Figure 4.3. Picture of a Sun for the Elkonin Procedure
38. Figure 4.4. Example of Writing Letters into Boxes for the Elkonin Procedure
39. Figure 4.5. Example of Boxing a Vowel Digraph for the Elkonin Procedure
40. Figure 4.6. Example of Boxing a Silent Letter Not within a Digraph for the Elkonin Procedure
41. Figure 4.7. Pegwords: Sequence of Events Before an Earthquake
42. Figure 4.8. Student Cue Card for SRSD: POW+TREE Strategy
43. Figure 4.9. Word Map for the Word Mapping Strategy

TABLES

1. Table 1.1. Hierarchy of WJ IV Score Levels and Interpretive Utility
2. Table 1.2. Comparison of Test Scores for Molly and Duke
3. Table 1.3. Leo's Scores on the Letter-Word Identification and Calculation Tests (Jaffe, 2009)
4. Table 1.4. W Difference Values Associated with RPIs and Instructional Implications
5. Table 1.5. CALP Levels, Implications, and Comparisons with RPI Levels
6. Table 1.6. Classification of Standard Score and Percentile Rank Ranges
7. Table 1.7. Cognitive Variations
8. Table 1.8. Oral Language Variations
9. Table 1.9. Academic Achievement Variations
10. Table 1.10. Academic Skills/Fluency/Applications Variations
11. Table 1.11. Gf-Gc as the Predictor Composite
12. Table 1.12. GIA as the Predictor Composite
13. Table 1.13. Oral Language as the Predictor
14. Table 1.14. Academic Knowledge as the Predictor
15. Table 1.15. Scholastic Aptitude as the Predictor for Academic Achievements
16. Table 1.16. Description of Tests and Task Demands for the WJ IV Tests of Cognitive Abilities
17. Table 1.17. Description of Tests and Task Demands for the WJ IV Tests of Oral Language
18. Table 1.18. Overview of the WJ IV Tests of Achievement
19. Table 1.19. WJ IV Cognitive Standard Battery—Example Items
20. Table 1.20. Example Items for the WJ IV Tests of Cognitive Abilities: Extended Battery
21. Table 1.21. Example Items for the WJ IV Tests of Oral Language
22. Table 1.22. Example Items for the WJ IV Tests of Achievement: Standard Battery
23. Table 1.23. Example Items for the WJ IV Tests of Achievement: Extended Battery
24. Table 1.24. Various Types of Scores with Their Means and Standard Deviations
25. Table 1.25. Score Equivalents and Classification Labels
26. Table 1.26. Average Grade Placement for Age
27. Table 2.1. Test Acronyms
28. Table 2.2. Table of Reports by Age of Examinee
29. Table 4.1. Dolch List Revised

“Tests do not think for themselves, nor do they directly communicate with patients. Like a stethoscope, a blood pressure gauge, or an MRI scan, a psychological test is a dumb tool, and the worth of the tool cannot be separated from the sophistication of the clinician who draws inferences from it and then communicates with patients and professionals.”

—Meyer et al., 2001, p. 153

To Kevin S. McGrew, Fredrick A. Schrank, and Barbara J. Wendling. Your contributions to both my professional and personal life have been amazing. So much would not have happened without each of you. Thank you for your friendship, support, guidance, and insights all of these years.

—NM

In loving memory of my husband, Brian Kelly, who brightened my life and always supported my work. And to our son, David Kelly, who continues to brighten my life, and my stepson, Zach Kelly, for their love and support through difficult times.

—LEJ

Many people have supported us in the development of this book, for which we are grateful.

Our parents, Bernie and Edith, and Chuck and Mildred, provided their constant love throughout our lives. They taught us years ago that education, respect, tolerance, and nurturing are the central ingredients for a child's success at school and at home.

We would like to thank Marquita Flemming from John Wiley & Sons for her encouragement, as well as her patience and understanding regarding several adjustments to the timeline for this book. We would also like to thank Melinda Noack, Senior Editorial Assistant, for helping with permissions and smoothing out so many glitches.

We wish to thank Justin D. Frahm, Senior Production Editor, for his patience and support in the editing and formatting of this book, and Diane Turso for her keen eye. Julie Porter and Joanne Clapp Fullagar provided additional editorial support.

Several of our colleagues generously shared their prodigious expertise, and assisted with or created recommendations for certain sections: Dr. Criselda Alvarado, Dr. Alex Chambers, Dr. Elaine Cheesman, Rebecca Hartzell, M.A., Dr. Janna Kautz, Dr. Patrick McGuire, Dr. Nicole Ofiesh, Dr. Andrea Ogonosky, Dr. Julie Reichman, Dr. Penny Rosenblum, Dr. Deborah Schneider, Dr. David Winters, and Dr. Aimee Yermish.

Other colleagues graciously provided us with psychoeducational and neuropsychological reports and bore with our adaptations and revisions of them. We are grateful to all of the evaluators for their willingness to share their work. Adaptations of reports provided by the following evaluators are included in Section II: Dr. Milton Dehn, Dr. Ron Dumont, Dr. Michael Gerner, Laura Kerry-Henkel, Ed.S., Dr. Chris Nicholls, Dr. Janice Sammons, Lily Schwartz, M.A., Shirley Yang, M.A., and Dr. Aimee Yermish.

We would like to thank our colleagues for their extensive work on the WJ IV, as well as always being available to respond to our questions: Dr. Fredrick Schrank, Dr. Kevin McGrew, and Barbara Wendling. As well, thanks to Dr. John Willis for his ongoing support and much appreciated humor.

We are indebted to our mentors: Dr. Richard Woodcock for teaching us so much about assessment, and Dr. Samuel Kirk for training us in the importance of clinical judgment and the necessity of linking assessments with appropriate instructional recommendations. Finally, we are grateful to each other. We made it through another edition of this book, still the best of friends.

This reference book is intended to serve as a resource for evaluators using the Woodcock-Johnson IV (WJ IV) (Schrank, McGrew, & Mather, 2014a), Tests of Cognitive Ability (Schrank, McGrew, & Mather, 2014b), Tests of Oral Language (Schrank, Mather, & McGrew, 2014a), or Tests of Achievement (Schrank, Mather, & McGrew, 2014b) in educational or clinical settings. Its central purpose is to assist practitioners in preparing and writing psychological and educational reports using the WJ IV for individuals enrolled in school settings from preschool through the postsecondary level. The book is divided into four sections.

The first section, WJ IV Descriptive and Interpretive Information, presents material related to use and interpretation of the WJ IV. The clusters and tests are described, and sample test items are presented. An overview of the WJ IV scores and interpretive information is provided, and five sample forms are presented that may be used to summarize test data. Additional information on interpreting results of the WJ IV can be found in the examiners' manuals and Essentials of WJ IV Tests of Achievement (Mather & Wendling, 2015).

The second section, Reports, presents diagnostic reports that illustrate applications of the WJ IV in both educational and clinical settings. These diagnostic reports depict a variety of learning and behavioral problems in individuals from preschool to the postsecondary level. Information obtained from other diagnostic instruments is integrated into several of the sample reports to aid practitioners in interpreting the WJ IV when used in combination with other assessment instruments. Many different styles and formats of reports are presented.

The third section, Recommendations, provides a wide variety of educational recommendations for oral language and for the achievement areas of reading, written language, mathematics, and knowledge/content. Additional recommendations are provided for areas such as memory, attention, behavior management, social skills/self-esteem, and for special populations, such as students with sensory impairments, antism, or giftedness. A final section contains recommendations for using technology.

The last section, Strategies, contains summaries, arranged alphabetically, of methods and techniques that were included in the recommendations or the diagnostic reports. These summaries may be attached to a report so that general or special education teachers, educational therapists, or parents may implement or seek more information on the recommended procedures.

To facilitate use of the score forms, recommendations, and strategies in your reports, a website will accompany the book.