Introducing the fourth generation
of the Woodcock-Johnson
Structural Changes
NEW! Oral Language Battery
(All Oral Language tests moved here and more.)
8 New Tests
WJ-III Tests  WJ-IV Tests:
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removed,
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relocated,
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To the battery in which it is most appropriate/relevant
renamed,
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Due to feedback and/or more powerful tests replaced these
To more accurately reflect the task
and/or revised
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Items added to lower basal/increase ceiling
Content updated
Most Significant Changes to the
WJ IV Interpretive Model
• Most contemporary reflection of CHC theory
• Support for changes from neurocognitive,
neuropsychological, and developmental research.
Primary Interpretive Changes
Short-term Working Memory
Auditory Processing
Speed of Lexical Access
GIA Cluster
Changes to Interpretive Model:
General Intellectual Ability Cluster
Gc
Oral Vocabulary
Criticism over analogies in Verbal Comprehension
Gf
Number Series
Most powerful predictor of ACH of all tests; Feedback
about structure learning tasks from Concept
Formation/Analysis Synthesis
Gwm
Verbal Attention
Gs
Letter-Pattern
Matching
(Pair Cancellation just as strong of a predictor, but they
wanted a balance of types of stimuli); Perceptual Speed
Ga
Phonological
Processing
Cognitive complexity; highest Ga loading on OL’s new
Segmentation test; as good of a measure of ‘g’ as Gf
(0.804).
Glr
Story Recall
WJIII Visual Auditory Learning w rebus was too juvenile
for older children.
Gv
Visualization
Different measure of Gv than WJIII.
Ecological; Authentic Measure; Different measure.
General Comparison
WJ III
WJ IV
2 Batteries
Tests of Cognitive Abilities
Tests of Achievement
3 Batteries
Tests of Cognitive Abilities
Tests of Oral Language
Tests of Achievement
WJ III Tests of Cognitive Abilities
Standard and Extended
20 tests
Diagnostic Supplement (Tests 21-31)
WJ IV Tests of Cognitive Abilities
Standard and Extended
18 tests
(no Diagnostic Supplement)
(no oral language battery)
(some OL tests were in the ACH)
WJ IV Tests of Oral Language
1 test book
12 tests (9 English, 3 Spanish)
WJ III Tests of Achievement
Standard and Extended
Form A and B (Std/Ext)
Form C – brief form
Test Record included all tests (Std/Ext)
WJ IV Tests of Achievement
Standard and Extended
3 Forms of Standard (A, B, C)
1 Form of Extended (for use w/all 3 forms)
Test Record include Std forms and Ext
Qualitative checklists for Tests 1-11
Norms
8000+
Ages 2 to 90+
Compuscore
Included with test kits
Summary narrative
Can only print profiles (AE/GE, PR/SS)
Scores
4 levels of interpretive information
Informal, AE/GE, RPI/zones, SS/PR, variation and
discrepancy PRs
Test Session Observation Checklist
Variations
Intra-cognitive
Intra-achievement
Intra-Individual
Discrepancy Procedures
GIA-Std/Achievement
GIA-Ext/Achievement
Predicted Achievement/Achievement
Oral Language-Ext/Achievement
Authors
Woodcock, McGrew, Mather
Norms
7400+
Ages 2 to 90+
Web based Scoring and reporting
Electronic test records
No summary narrative
Can save profiles as PDFs
Scores
4 levels of interpretive information
Informal, AE/GE, RPI/zones, SS/PR, variation,
discrepancy/comparison PRs
Test Session Observation Checklist
Variations
Intra-cognitive
Intra-oral language
Intra-achievement
Academic Skills/Fluency/Applications
Discrepancy/Comparison Procedures
GIA/Achievement
Scholastic Aptitude/Achievement
Gf-Gc/other abilities
Broad Oral Language/Achievement
Academic Knowledge/Achievement
Authors
Schrank, McGrew, Mather, Woodcock
Tests in ACH Standard Battery
WJ IV ACH
1: Letter-Word Identification
2: Applied Problems
3: Spelling
4: Passage Comprehension
5: Calculation
6: Writing Samples
7: Word Attack
8: Oral Reading
9: Sentence Reading Fluency
10: Math Facts Fluency
11: Sentence Writing Fluency
WJ III ACH
1: Letter-Word Identification
Renamed
2: Reading Fluency
3: Story Recall In COG
In OL
4: Understanding Directions
5: Calculation
6: Math Fluency Renamed
7: Spelling
8: Writing Fluency Renamed
9: Passage Comprehension
10: Applied Problems
11: Writing Samples
12: Story Recall–Delayed Dropped
Tests in ACH Extended Battery
WJ IV ACH
12: Reading Recall
13: Number Matrices
14: Editing
15: Word Reading Fluency
16: Spelling of Sounds
17: Reading Vocabulary
18: Science
19: Social Studies
20: Humanities
WJ III ACH
In STD
13: Word Attack
In OL
14: Picture Vocabulary
15: Oral Comprehension
In OL
16: Editing
17: Reading Vocabulary
Dropped
18: Quantitative Concepts
19: Academic Knowledge
Expanded
20: Spelling of Sounds
In OL
21: Sound Awareness
22: Punctuation & Capitalization
Dropped
Selective Testing Table
Selective Testing Table
COG-18
Core Tests of Oral Language
Test 1 Picture Vocabulary
Test 2 Oral Comprehension
Test 3 Segmentation
Test 4 Rapid Picture Naming
Key Clusters in
Oral Language Battery
• Phonetic Coding Cluster
– Tests: Segmentation and Sound Blending
– Phonemic awareness
– Basic reading and spelling skills
• Speed of Lexical Access Cluster
– Tests: Rapid Picture Naming and Retrieval
Fluency
– Naming Speed
– Covariance of these 2 tests emerged
– Reading comprehension & written expression
Other Key Clusters in
Oral Language Battery
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Vocabulary
– Tests: Picture Vocabulary and Oral Vocabulary
– Both tasks presented orally
– Good predictor of reading performance
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Comprehension-Knowledge-Extended
– Tests: Picture Vocabulary, Oral Vocabulary, General
Information
– 3 tests measuring acquired language-based knowledge
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Auditory Memory Span
– Tests: Sentence Repetition and Memory for Words
– 2 tests measuring the narrow short-term working memory
ability of auditory memory span
Comparative Language Index (CLI)
Comparative Language Index
English Cluster
Oral Language
Spanish Cluster
Lenguaje oral
Test 1: Picture Vocabulary
Test 2: Oral Comprehension
Test 10: Vocabulario sobre dibujos
Test 11: Comprensión oral
Broad Oral Language
Amplio lenguaje oral
Test 1: Picture Vocabulary
Test 2: Oral Comprehension
Test 6: Understanding Directions
Test 10: Vocabulario sobre dibujos
Test 11: Comprensión oral
Test 12: Comprensión de
indicaciones
Listening Comprehension
Comprensión auditiva
Test 2: Oral Comprehension
Test 6: Understanding Directions
Test 11: Comprensión oral
Test 12: Comprensión de
indicaciones
Comparative Language Index (CLI)
Spanish oral language
proficiency
English oral language
proficiency
RPI = 66/90
RPI = 15/90
S/E CLI = 66/15
Comparative Language Index
Summary: WJ IV OL
• Yields important information about oral
language abilities, phonetic coding, speed of
lexical access
• Explores possible contributing factors in
reading disabilities and dyslexia
• Includes 3 parallel tests in Spanish and allows
comparison of English and Spanish oral
language abilities
• Provides an important diagnostic supplement
to WJ IV COG/WJ IV ACH
WJ-IV Tests of Cognitive Ability:
Changes to CHC Factor Clusters
CHC Factor Clusters
WJ III Tests
WJ IV Tests
Gc
Verbal Comprehension
General Information
Oral Comprehension
General Information
Gf
Concept Formation
Analysis Synthesis
Number Series
Concept Formation
Gwm
Numbers Reversed
Memory for Words
Verbal Attention
Numbers Reversed
Gs
Visual Matching
Decision Speed
Letter-Pattern Matching
Pair Cancellation
Ga
Sound Blending
Auditory Attention
Phonological Processing
Nonword Repetition
Glr
Visual-Auditory Learning
Retrieval Fluency
Story Recall
Visual-Auditory Learning
Gv
Spatial Relations
Picture Recognition
Visualization
Picture Recognition
Standard Battery Comparison
WJ IV COG
1. Oral Vocabulary
1. Verbal Comprehension
Modified
2. Number Series
2. Visual-Auditory Learning
3. Verbal Attention
3. Spatial Relations Modified
4.
Letter-Pattern
Matching
4. Sound Blending In WJ IV OL
5. Phonological Processing
5. Concept Formation
6. Story Recall
6. Visual Matching Renamed
7. Number Reversed
7. Visualization
8. Incomplete Words Dropped 8. General Information
9. Auditory Working Memory
9. Concept Formation
Renamed
10. Numbers Reversed
WJ III COG
10. Visual-Auditory LearningDelayed Dropped
Extended Battery Comparison
WJ III COG
11. General Information
12. Retrieval Fluency In OL
13. Picture Recognition
14. Auditory Attention Dropped
15. Analysis-Synthesis
16. Decision Speed Dropped
17. Memory for Words
18. Rapid Picture Naming In OL
19. Planning Dropped
20. Pair Cancellation
WJ IV COG
11. Number-Pattern Matching
(was Visual Matching)
12. Nonword Repetition
13. Visual-Auditory Learning
14. Picture Recognition
15. Analysis-Synthesis
16. Object-Number Sequencing
(Was Auditory Working Memory)
17. Pair Cancellation
18. Memory for Words
Selective Testing Table
New Clusters
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Gf-Gc composite
Scholastic Aptitudes
Perceptual Speed
Quantitative Reasoning
Number Facility
Cognitive Efficiency
Auditory Memory Span*
Vocabulary*
*Requires a test from the WJ IV OL
Gf-Gc Composite
• Composed of 4 tests (2 Gc and 2 Gf)
1: Oral Vocabulary (Gc)
2: Number Series (Gf)
8: General Information (Gc)
9: Concept Formation (Gf)
• Considered a hybrid model
‒uses traditional ability/achievement methodology
‒interprets discrepancies as a profile of intraindividual strengths and weaknesses
• Useful in gifted, SLD, and intellectual disability
evaluations
Scholastic Aptitudes
Each Scholastic Aptitude cluster is a 4-test cluster
designed to provide the best empirical and researchbased, cognitive predictor of achievement.
Compares most relevant cognitive abilities to current
levels of achievement in specific areas to determine if
ability is consistent with achievement (aptitudeachievement consistency).
Six scholastic aptitudes increase precision of
prediction.
Six Scholastic Aptitudes
2 Reading
2 Math
2 Writing
Perceptual Speed (Gs-P)
• The ability to rapidly perform simple tasks that use
symbols, such as letters or numbers
• Composed of Test 4: Letter-Pattern Matching and
Test 11: Number-Pattern Matching
• An important narrow ability with unique clinical
significance
– Related to orthographic processing
– Needed for decoding, encoding, reading fluency
– Involved in math
Quantitative Reasoning (Gf-RQ)
• The ability to reason deductively and inductively
with numbers, mathematical relations, and
operators
• Composed of Test 2: Number Series and Test 15:
Analysis-Synthesis
• The complexity of this cluster makes it a strong
predictor of achievement, especially math
problem solving.
Number Facility (Gs-N)
• The ability to perform basic arithmetic operations
quickly and accurately
• Composed of Test 10: Numbers Reversed and Test
11: Number-Pattern Matching
• Compare task demands
– Numbers Reversed—oral presentation
– Number-Pattern Matching—visual
– Timed task versus untimed (but stimuli is temporary)
Cognitive Efficiency (Gwm+Gs)
• A measure of short-term working memory (Gwm)
and processing speed (Gs)
• Composed of Test 4: Letter-Pattern Matching and
Test 10: Numbers Reversed
• Extended cluster includes two additional tests: Test
3: Verbal Attention and Test 11: Number-Pattern
Matching
• Important diagnostic cluster
– Gwm and Gs are both foundational for complex
cognitive functioning.
– Limits can interfere with performance.
Auditory Memory Span (Gwm-MS)
• Ability to hold auditory information in immediate
awareness
• Composed of Test 18: Memory for Words and
from the WJ IV OL, Test 5: Sentence Repetition
• Consider impact of language
– Memory for Words—unrelated words
– Sentence Repetition—meaningful sentences
Vocabulary (Gc-VL, LD)
• A measure of lexical knowledge and language
development
• Composed of Test 1: Oral Vocabulary and Test 1:
Picture Vocabulary from the WJ IV OL
• Both tasks presented orally
• Good predictor of reading performance
• Compare to WJ IV ACH Test 17: Reading
Vocabulary
General Intellectual Ability Options
• General Intellectual Ability (GIA)
Tests 1–7 (35–40 minutes)
Median reliability: .97
• Brief Intellectual Ability (BIA)
Tests 1–3 (10–15 minutes)
Median reliability: .94
• Gf-Gc Composite (covered previously)
Tests 1, 2, 8, & 9 (15–20 minutes)
Median reliability: .95
7 CHC Processing Clusters
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Comprehension Knowledge
Fluid Reasoning
Short Term Working Memory
Cognitive Processing Speed
Auditory Processing
Long Term Retrieval
Visual Processing
WJ IV COG Summary
• Uses the most contemporary model of CHC theory
• Offers 7 core tests in the Standard Battery to obtain
key information efficiently
• Measures important cognitive abilities helpful for
understanding learning problems
• Provides the new Gf-Gc comparison procedure, a cuttingedge approach for SLD and intellectual disability evaluations
• Co-normed with WJ IV Tests of Achievement and WJ IV Tests
of Oral Language
Levels of Information Available:
-Age or Grade Norms
-Raw Scores
-RPIs or CALP Levels (RPI=0/90 to 100/90) (CALP=1-6, extremely limited to
very advanced
-Standard Scores, Percentile Rank (Mean=100, SD=15) Range= SS 0-200+,
PR=.1 to 99.9
-Discrepancy Scores
Questions?
Lauren DeFrancesco
National Account Executive
Riverside Publishing/HMH
(317) 364-8432
Lauren.DeFrancesco@hmhco.com