Woodcock–Johnson IV: Reports, Recommendations, and Strategies

A GUIDE FOR CREATING EFFECTIVE AND ACCURATE REPORTS BASED ON THE RESULTS OF THE WOODCOCK–JOHNSON® IV BATTERY

Woodcock–Johnson® IV: Reports, Recommendations, and Strategies 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.

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.

This essential guide

Facilitates the use and interpretation of the WJ IV® Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence–based strategies

List of Figures and Tables

Acknowledgments

Introduction

Section I: WJ IV

Introduction

Part 1: Descriptive and Interpretive Information

Introduction

Explanation of Major Broad Cognitive Abilities

Hierarchy and Explanation of Four Score Levels and Associated Types

Score Terminology and Explanation of Variations and Comparisons (and Cluster Scores)

Sample Statements for Reporting Scores

Overview of Tests and Task Demands (WJ IV COG, WJ IV OL, WJ IV ACH)

Example Items (WJ IV COG, WJ IV OL, WJ IV ACH)

Scores Fitted to Bell Curve with Means and Standard Deviations

Score Equivalents and Classification Labels

Tips for Interpretation

Part 2: Score Forms

Tests and Clusters Score Forms (WJ IV COG, WJ IV OL, WJ IVACH)

Cluster Descriptions and Scores (WJ IV COG, WJ IV OL, WJ IV ACH)

Strengths and Weaknesses Profile RPI and SS

RPI Profile of Cluster and Test Scores (WJ IV COG, WJ IV OL, WJ IVACH)

Dyslexia Profile

Section II: Reports

Introduction

Outline for Reports

Assessment Rubric

Diagnostic Reports

Section III: Recommendations

Introduction

Cognitive and Linguistic Factors

Fluid Reasoning

Memory

Processing Speed

Visual Processing and Visual Perception/Visual Detail

Phonological Awareness

Oral Language

Achievement

Basic Reading Skills

Reading Fluency

Reading Comprehension

Handwriting

Basic Writing Skills

Written Expression

Mathematics: Basic Skills with Deborah Schneider, Ph.D.

Mathematics: Problem–Solving with Deborah Schneider, Ph.D.

Knowledge/Content Areas/Study Strategies General

Behavior Management and Intervention

Homework

Response to Intervention with Andrea Ogonosky, Ph.D.

Technology by Elaine A. Cheesman, Ph.D., David C. Winters, Ph.D., and Patrick McGuire, Ph.D.

Testing/Test–Taking

Transitions

Social/Advocacy

Self–Esteem

Self–Advocacy with Alex Chambers, M.Ed. and Nicole S. Ofiesh, Ph.D.

Social Skills with Rebecca Hartzell, M.A.

Special Populations

Attention–Deficit/Hyperactivity Disorder and Attentional Challenges

Autism Spectrum Disorder by Janna Kautz, Ph.D.

English Language Learners by Criselda G. Alvarado, Ph.D.

Gifted and Twice Exceptional by Aimee Yermish, Psy.D.

Hearing Impairment with Julie Reichman, Ph.D.

Vision Impairment with Penny Rosenblum, Ph.D.

Section IV: Strategies

Introduction

Addition/Multiplication Facts: Instructional Sequence

Addition Facts: Organizational Structure for Memorization

Alternate Pronunciation for Spelling

Anticipation Guide

Behavior Rating Chart

Behavioral Contracts

Behavioral Interventions for the Whole Class

Classroom Rules: Guidelines

Cohesive Devices: Types

Collaborative Strategic Reading

Content Area Instruction: Components of Effective Lessons

Context Clues

Directed Reading–Thinking Activity

Directed Vocabulary Thinking Activity

Elkonin Procedure (Adapted)

Error Monitoring Strategy

Flow List for Reading and Spelling Words

Glass–Analysis for Decoding Only

Instant Words

Instructional Accommodations Survey

Kerrigan s Integrated Method of Teaching Composition

K–W–L–S Strategy

Letter Patterns: Games to Reinforce Recognition

Letter Pattern Recognition Instruction

Look–Sign–Fingerspell–Write

Look–Spell–See–Write

Math Computation Form: Bold

Math Computation Form: Large

Math Computation Form: Small

Math Problem–Solving Strategy

Memory Strategy Instruction

Mnemonic Strategies

Multisensory Structured Language Approaches to Teaching Reading

Multisensory Study Method for Irregular Words

Organization of Materials and Assignments

Phonics Check–off Chart

Precision Teaching

Principles of Spelling Instruction for Struggling Spellers

Question–Answer Relationship

Reading Rate: Words Correct Per Minute Norms

Reading Rate: Words Correct Per Minute Norms 50th Percentiles

Repeated Reading

Self–Management Strategy for Improving Adolescent Behavior

Self–Regulated Strategy Development

Semantic Feature Analysis

Sentence Types

Speed Drills for Reading Fluency and Basic Skills

SQ3R

STORE the Story

Strategy Instruction

Syllable Types

Talk–to–Yourself Chart

Telling Time Strategy

Test Taking Strategy: PIRATES

TouchMath®

Token Economy Systems

Token Economy with Response Cost

Word Bank Activities

Word Mapping Strategy

Word Problems: Visualization Strategy

Writing Process with Concept Mapping

References

About The Online Resources

NANCY MATHER, PHD, 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.

LYNNE E. JAFFE, PHD, is in private practice specializing in psychoeducational evaluations, educational therapy, and consulting regarding interventions for students with learning problems.