WJ-III Cognitive Battery
Implications for Instruction
Test
Task
Verbal Comprehension
Names picture objects,
synonyms & antonyms
Visual Auditory Learning
Measures sound-symbol
acquisition
Spatial Relations
Identifying shapes to complete
a whole
Sound Blending
Synthesize orally presented
sounds and syllables
Concept Formation
Locate the one that is different
Accommodation
Review names of pictures
before assignments
Pre-teach Vocabulary
Pre-teach skills
Review previous concepts
Use mnemonic devices
Accept approximations in
drawings or early letter
formations
Avoid copying from
chalkboard
Segment assignments
Highlight pertinent items
Provide picture cues
Reinforce new vocabulary in
phonemic awareness activities
Use literature with alliteration
& rhyming patterns
Computer practice
Point out similarities and
differences during instruction
Woodcock-Johnson-III Cognitive Abilities Assessment
Developed by Lynch, S.A. & Simpson, C.g. Hou-Met Conference, November 4, 2005
Instruction
Experiential vocabulary
instruction
Use verbal mediation
Teach concepts experientially
Extended practice
Reduce visual clutter on desk
and on worksheets
Provide Worksheets with
structure
Teach the student to analyze
assignments before starting
Teach blending using minimal
pairs (changes meaning if
error)
Teach 1-2 skills to mastery
Provide letters when teaching
phonemic tasks
Teach verbal mediation skills
Teach oddity learning using 3
objects that are the same and
one very different; gradually
increase conceptual challenges
1
Test
Task
Accommodation
Visual Matching
Match two numbers within a
series
Extended time
Exmphasize accuracy above
speed
Shortened assignments
Numbers Reversed
Repeat numbers in reverse
order
Incomplete Words
Identify orally presented word
with a missing phoneme
Auditory Working Memory
Reorder orally presented
information
Visual Auditory Learning
Delayed
Measures sound-symbol
acquisition after a time lapse
General Information
Identifying where objects are
found and their function
Enhance meaningfulness
Encourage student to take notes
and make lists
Use picture cues
Minimize interference &
complexity
Use multiple choice format
Provide picture cues
Study guides for listening
activities
Provide visual materials
Shorten instructions
Provide written and pictured
instructions
Pre-teach skills
Review previous concepts
Use mnemonic devices
Pre-teach concepts and
vocabulary
Simplify vocabulary when
presenting instructions
Woodcock-Johnson-III Cognitive Abilities Assessment
Developed by Lynch, S.A. & Simpson, C.g. Hou-Met Conference, November 4, 2005
Instruction
Teach speed with simple
automatic tasks such as reading
high frequency words and
graphing progress
Have student set goals for
speed
Use hands-on activities and
experiential learning
Teach students to think through
information
Frequent practice and review
Provide phonological
awareness activities
Provide training in sound
discrimination
Provide overlearning, review
and repetition
Teach memory strategies
Use verbal mediation
Teach concepts experientially
Extended practice
Experiential vocabulary
instruction
Relate new information to prior
knowledge
Instruction in prefixes and
suffixes
2
Test
Task
Retrieval Fluency
Rapid automatic naming tasks
Picture Recognition
Identify a set of previously
presented pictures
Auditory Attention
Discriminate words with
background noise
Analysis-Synthesis
Analyze components of an
incomplete logic puzzle with
visual stimulus & oral response
Decision Speed
Scan groups of objects and
select the two that are related
Memory for Words
Repeat a list of unrelated words
Rapid Picture Naming
Name common pictures as
quickly as possible
Accommodation
Instruction
Review vocabulary before
instruction
Use pictures and visual
organizers
Provide supports for tasks
involving visual details
Verbally describe graphics and
visual concepts
Ensure student attention before
giving instructions
Provide visual materials
Provide study guides
Use of manipulatives
List of steps
Use concept diagrams
Play games involving
categorization
Teach memory aids such as
verbal mediation
Play concentration and memory
games
Teach the student to use verbal
mediation
Specific training in sound
discrimination, phonological
awareness
Teach note taking
Teach problem solving
strategies
Provide for overlearning,
repetition, and review
Provide practice on timed items
with easy steps
Activities to improve fluency
Teach note taking
Teach mnemonic strategies
Teach student to paraphrase
instructions
Provide overlearning,
repetition, review
Activities to increase verbal
fluency and vocabulary
Overlearning to improve
fluency
Additional time
Shortened assignments
Structure copying activities
Short, simple directions
Provide written instruction
Provide advanced organizers
Additional time
Woodcock-Johnson-III Cognitive Abilities Assessment
Developed by Lynch, S.A. & Simpson, C.g. Hou-Met Conference, November 4, 2005
3
Test
Task
Accommodation
Instruction
Planning
Trace pattern without retracing
or lifting pencil
Provide manipulatives
Provide visual organizers
Limit visual distractors on page
Pair Cancellation
Scan pictures and circle target
pair
Additional time
Shortened assignments
Reduce distractors
Provide tracing & drawing
activities
Teach chart and map reading
explicitly
Provide practice on timed items
with easy tasks
Activities to improve fluency
Woodcock-Johnson-III Cognitive Abilities Assessment
Developed by Lynch, S.A. & Simpson, C.g. Hou-Met Conference, November 4, 2005
4