Objectives

• To increase participants’ understanding of procedures and best

practices for administration of the WJ-4

• To increase participants’ knowledge of interpretation of the WJ-4 and

make instructional modifications and identify effective strategies
Interpretation

The primary purpose for testing

should be to find out more about
the problem, not to just get a score.
Organization

3 forms of
the 1 form
Standard of the
Battery Extended
Battery
Achievement

• 3 forms of the Standard Battery (Forms A, B, C)

- Tests 1–11

• 1 Extended Battery (use with all 3 forms)

- Tests 12–20

• Core set of tests (1–6)

- Measures reading, writing, and mathematics
achievement areas
- Creates the intra-achievement variation procedure
- Provides Brief Achievement cluster (Tests 1–3)
Achievement

• 20 tests
- 11 in Standard Battery (3 forms)
- 9 in Extended Battery (1 form)

• 22 clusters
- 15 in Standard Battery
- 7 additional when using Extended Battery
Achievement: What’s New?

• 7 new or extended tests

- Oral Reading, Reading Recall, Word Reading Fluency
- Number Matrices
- Science, Social Studies, Humanities
• 8 new clusters
- Reading, Reading Comprehension–Extended, Reading
Fluency, Reading Rate
- Written Language
- Mathematics
- Brief Achievement, Broad Achievement
Achievement: What’s New?

• Co-normed with WJ IV Tests of Cognitive Abilities and

WJ IV Tests of Oral Language
• Qualitative Observation checklists for Tests 1–11
- Located in Test Record
- Help document important information about how
examinee performed on the task
- Include data on percentage of age mates at each
rating
Achievement Standard Battery
(Tests 1–11) (Forms A, B, C)

Test 1: Letter-Word Identification Core Tests (1–6)

Test 2: Applied Problems Required for
intra-ACH variation
Test 3: Spelling
Creates:
Test 4: Passage Comprehension Brief ACH
Test 5: Calculation Reading
Test 6: Writing Samples Mathematics
Written Language
Test 7: Word Attack
Test 8: Oral Reading NEW!
Test 9: Sentence Reading Fluency
Test 10: Math Facts Fluency
Test 11: Sentence Writing Fluency
Tests in ACH Standard Battery

WJ IV ACH WJ III ACH

1: Letter-Word Identification 1: Letter-Word Identification
2: Applied Problems 2: Reading Fluency Renamed
3: Spelling 3: Story Recall In COG
4: Passage Comprehension 4: Understanding Directions In OL
5: Calculation
5: Calculation
6: Writing Samples
6: Math Fluency Renamed
7: Word Attack 7: Spelling
8: Oral Reading 8: Writing Fluency Renamed
9: Sentence Reading Fluency 9: Passage Comprehension
10: Math Facts Fluency 10: Applied Problems
11: Sentence Writing Fluency 11: Writing Samples
12: Story Recall–Delayed Dropped
Achievement Extended Battery
(Tests 12–20) (1 form)

Test 12: Reading Recall NEW!

Test 13: Number Matrices Moved from COG DS

Test 14: Editing

Test 15: Word Reading Fluency NEW!

Test 16: Spelling of Sounds

Test 17: Reading Vocabulary
Test 18: Science
Test 19: Social Studies Extended to full-length texts
Test 20: Humanities
Tests in ACH Extended Battery

WJ IV ACH WJ III ACH

12: Reading Recall 13: Word Attack In STD
13: Number Matrices 14: Picture Vocabulary In OL

14: Editing 15: Oral Comprehension In OL

15: Word Reading Fluency 16: Editing

17: Reading Vocabulary
16: Spelling of Sounds
18: Quantitative Concepts Dropped
17: Reading Vocabulary
19: Academic Knowledge Expanded
18: Science
20: Spelling of Sounds
19: Social Studies 21: Sound Awareness In OL
20: Humanities 22: Punctuation & Capitalization
Dropped
Selective Testing Table
Reading

• Includes 8 tests measuring various aspects of

reading
- Test 1: Letter-Word Identification
- Test 4: Passage Comprehension
- Test 7: Word Attack
- Test 8: Oral Reading NEW!
- Test 9: Sentence Reading Fluency
- Test 12: Reading Recall NEW!
- Test 15: Word Reading Fluency NEW!
- Test 17: Reading Vocabulary
Reading

• Provides 7 clusters for a comprehensive evaluation of

reading performance
- Reading
- Broad Reading
- Basic Reading Skills
- Reading Comprehension (and Extended) NEW!

- Reading Fluency NEW!

- Reading Rate NEW!
Test 1: Letter-Word Identification

• A measure of basic reading skills that contributes to 6

clusters: Reading, Basic Reading Skills, Broad Reading,
Academic Skills, Brief Achievement, Broad Achievement
• Select starting point based on examinee’s estimated
achievement level.
• Basal/Ceiling rules: (test by complete pages)
– Basal: 6 lowest correct or Item 1
– Ceiling: 6 highest incorrect or last item
• Words must be read fluently to receive credit (pronounced
as a whole word on last attempt).
Test 1: Letter-Word Identification

Early items are letter

recognition and require
a pointing response.
Test 1: Letter-Word Identification

Naming letters requires

an oral response.
Test 1: Letter-Word Identification

Word recognition
requires a
pointing response.
Test 1: Letter-Word Identification

Final task is
reading words
aloud.
Words increase
in difficulty.
Test 1: Letter-Word Identification
NEW!
Qualitative Observations
Test 1: Letter-Word Identification
NEW!
Qualitative Observations
• Data collected in standardization to determine
percentage of age mates assigned each rating
Example at age 9:
4% identified words rapidly and accurately (rating 1)
7% had nonautomatic word reading skills (rating 4)
1% did not apply phoneme-grapheme skills (rating 5)
75% were rated as typical (rating 2)
• Use to determine how typical or atypical examinee’s
performance is on task
Test 4: Passage Comprehension

• A measure of reading comprehension that

contributes to 5 clusters: Reading, Broad Reading,
Reading Comprehension, Academic Applications,
Broad Achievement
• Select starting point based on examinee’s estimated
achievement level.
• Basal/Ceiling rules: (test by complete pages)
– Basal: 6 lowest correct or Item 1
– Ceiling: 6 highest incorrect or last item
Test 4: Passage Comprehension

Early items require

a pointing response
to match a rebus
with a drawing.
Test 4: Passage Comprehension

Task requires pointing to the

picture the words tell about.
Test 4: Passage Comprehension

Task requires reading the passage silently and

providing the missing word.
Easier items have
pictures and
shorter passages.

Difficulty increases as pictures are eliminated and

passages are longer.
Test 7: Word Attack

• A measure of basic reading skill that contributes to 2

clusters: Basic Reading Skills and Phoneme-
Grapheme Knowledge

• Select starting point based on examinee’s estimated

achievement level.
• Basal/Ceiling rules: (test by complete pages)
– Basal: 6 lowest correct or Item 1
– Ceiling: 6 highest incorrect or last item

• Words must be read fluently to receive credit

(pronounced as a whole word on last attempt).
Test 7: Word Attack

Early items require pointing

to the picture that starts
with a specific sound.

Point to the letter that

makes a specific sound.
Test 7: Word Attack

Read each of these to me.

Don’t go too fast.
NEW! Test 8: Oral Reading

• A measure of oral reading skill that contributes to the

Reading Fluency cluster

• Select starting point based on examinee’s estimated

achievement level.
• Ceiling: Determined by cutoffs
• Scoring 2, 1, or 0
– 2 if sentence is read with no errors
– 1 if sentence is read with one error
– 0 if sentence is read with two or more errors
Test 8: Oral Reading

Types of reading errors that may occur:

Self-corrections within 3 seconds do not count as errors.

Test 8: Oral Reading

Mark each error on the

Test Record with a slash (/)
at the point in the
sentence the error occurs.
Test 8: Oral Reading

1 a boat 1
2
1 There 1
0 honey 1 1
1 1
5 2 1 1 1
Test 8: Oral Reading

Follow Continuation Instructions to determine when to

give additional items or when to discontinue testing.
Test 9: Sentence Reading Fluency

• A measure of reading skill that contributes to 5

clusters: Broad Reading, Reading Fluency,
Reading Rate, Academic Fluency, Broad
Achievement
• Administer sample items and practice exercise
to all examinees.
• Timed test: 3 minutes
• Scoring 1 or 0 (use scoring guide overlay)
– Total number correct and number incorrect

• Was Reading Fluency in WJ III

Test 9: Sentence Reading Fluency

Administer sample items to all examinees.

Test 9: Sentence Reading Fluency

Administer practice exercise to all examinees.

Test 9: Sentence Reading Fluency

Follow Error and No Response directions carefully to

ensure examinee understands task.

Say: Read the sentence aloud and Say: Read the sentence aloud and
tell me if the answer if “yes” or “no.” If tell me if the answer if “yes” or “no.” If
subject still gives incorrect answer, subject cannot read sentence, point
explain sentence and correct answer. to next sentence and say: Try the
next one.

If examinee has 2 or fewer correct on Practice Exercise

after error correction procedure,
record score of 0 for the test.
Test 9: Sentence Reading Fluency

• Record exact finishing time in minutes and seconds.

– Early finishers who do well receive a higher score than
others who work for the full 3 minutes.

• Count number correct and number incorrect.

• Do not count skipped items.

• Remind examinee to read silently, to cross out instead

of erasing, and to do all 3 pages.
NEW! Test 12: Reading Recall

• A measure of reading skill that contributes to the

Reading Comprehension cluster

• Select starting point based on examinee’s estimated

achievement level.
• Ceiling: Determined by cutoffs
• Scoring 1 or 0 for each element
– 1 if element is recalled correctly
– 0 if element is not recalled or is recalled incorrectly
Test 12: Reading Recall
Test 12: Reading Recall

Turn the page after examinee has

read the story one time.
Test 12: Reading Recall

Place a check mark over each

element the examinee recalls
correctly. Order does not matter.

/ Ann / lost her cat. / She looked under the car. / Then she saw it / in a tree. /

This story has 5 elements.

The bold words are the keys to
receiving credit for the elements.
Test 12: Reading Recall

Example response:
Her cat was lost and she found it in a tree.

/ Ann / lost her cat. / She looked under the car. / Then she saw it / in a tree. /

Examinee earns 2 points for this response.

NEW!
Test 15: Word Reading Fluency

• A measure of reading skill that contributes to the

Reading Rate cluster

• Administer sample items and practice exercise to

all examinees.
• Timed test: 3 minutes
• Scoring 1 or 0 (use scoring guide overlay)
• Do not tell the examinee any words on the test.
Test 15: Word Reading Fluency
Sample Items
Test 15: Word Reading Fluency
Sample Items
Test 15: Word Reading Fluency
Practice Exercise
Test 15: Word Reading Fluency
Practice Exercise

Follow Error and No Response directions carefully

to ensure examinee understands task.

If examinee has 1 or 0 correct on Practice Exercise,

discontinue testing and record a score of
0 for the test.
Test 15: Word Reading Fluency
Scoring
• Record exact finishing time in minutes and seconds.
- Early finishers who do well will receive a higher
score than individuals who work for the full 3
minutes.
• Count number correct.
• Do not count skipped items.
• Remind examinee to read silently, cross out instead of
erasing, and to do all 3 pages.
Test 17: Reading Vocabulary

• A measure of reading that contributes to the Reading

Comprehension–Extended cluster
• Administer both subtests: 17A Synonyms and 17B
Antonyms.
• Administer sample items to all examinees and then
choose appropriate starting point.
• Basal/Ceiling rules: (test by complete pages; apply to each
subtest)
– 5 lowest correct or Item 1
– 5 highest incorrect or last item
• Modified from WJ III: no analogies
Test 17: Reading Vocabulary

• Do not read any words to examinee during test.

• Only one-word responses are acceptable; if a two-
word response is given, ask for one word.
• Accept correct responses that differ in number or
tense.
• Do not accept responses that are a different part of
speech.
Test 17A: Reading Vocabulary–
Synonyms
Test 17B: Reading Vocabulary–
Antonyms
Reading (Grw)

2-test cluster of reading achievement, including

decoding, comprehension, and reading-writing (Grw)
abilities
Test 1: Letter-Word Identification
Test 4: Passage Comprehension

Median reliability: .94 (5–19) .96 (adult)

Broad Reading (Grw)
Basic Reading Skills (Grw)

2-test cluster of basic reading skills, including

decoding, sight vocabulary, phonics, structural analysis,
and reading-writing (Grw) abilities
Test 1: Letter-Word Identification
Test 7: Word Attack

Median reliability: .95 (5–19) .96 (adult)

Reading Comprehension
(Reading Comprehension–Extended)
2-test cluster of reading comprehension, reasoning,
(Grw abilities), and to a lesser extent, long-term
retrieval (Glr) ability
Test 4: Passage Comprehension
Test 12: Reading Recall
Median reliability: .93 (5–19) .93 (adult)

Reading Comprehension–Extended adds a third test,

Test 17: Reading Vocabulary.
Median reliability: .96 (5–19) .94 (adult)
Reading Fluency (Grw, Gs)

2-test cluster measuring aspects of fluency, including

prosody, automaticity, accuracy, reading-writing (Grw),
and cognitive processing speed (Gs) abilities
Test 8: Oral Reading
Test 9: Sentence Reading Fluency

Median reliability: .96 (5–19) .96 (adult)

Reading Rate (Grw, Gs)

2-test cluster measuring automaticity with reading at

the single word and sentence levels, reading-writing
(Grw), and cognitive processing speed (Gs) abilities
Test 9: Sentence Reading Fluency
Test 15: Word Reading Fluency

Median reliability: .96 (5–19) .96 (adult)

Summary: Reading

• Includes 8 tests for evaluating different aspects of

reading
– Letter-Word Identification, Passage
Comprehension, Word Attack, Sentence 3 New
Reading Fluency, Reading Vocabulary Tests

– Oral Reading, Reading Recall, Word Reading Fluency

• Provides 7 clusters for a comprehensive evaluation of

reading performance
- Reading, Broad Reading, Basic Reading
Skills, Reading Comprehension 3 New
Clusters
- Reading Fluency, Reading Rate,
- Reading Comprehension–Extended
So What Do I Do? Intra-Cluster
Considerations for Basic Reading Skills

INSTRUCTIONAL MODIFICATIONS
• Match materials to reading level
• Provide reading materials that match interests
• Use other media (tapes, computer, films)
• Decrease oral reading demands
• Shorten assignments

INSTRUCTIONAL STRATEGIES
• Match approach to student
• Focus on reading for meaning
• Whole-word recognition methods if this is the
student’s strength
• Phonics methods if this is the student’s strength
So What Do I Do? Intra-Cluster
Considerations for Reading Comp

INSTRUCTIONAL MODIFICATIONS
• Adjust instructional level
• Identify interests
• Alter assignments
• Identify important information
• Use other media

INSTRUCTIONAL STRATEGIES
• Semantic feature analysis, semantic maps
• Cloze procedure
• Story maps, frames, story grammar
• Direct strategy instruction
• Directed reading
• Self-questioning
• Reciprocal teaching
So What Do I Do? Intra-Cluster
Considerations for Reading Fluency

INSTRUCTIONAL MODIFICATIONS
• Books on tape or CD
• Extra time
• Option to work in a quiet place

INSTRUCTIONAL STRATEGIES
• Repeated readings
• Speed drills
• Choral reading
• Increased time spent reading
Mathematics

• Includes 4 tests measuring various aspects of

math achievement
- Test 2: Applied Problems
- Test 5: Calculation
- Test 10: Math Facts Fluency
- Test 13: Number Matrices
Mathematics

• Provides 4 clusters to evaluate performance in

mathematics
- Mathematics
- Broad Mathematics
- Math Calculation Skills
- Math Problem Solving
Test 2: Applied Problems

• A measure of math reasoning that contributes

to 6 clusters: Mathematics, Broad
Mathematics, Math Problem Solving, Academic
Applications, Brief Achievement, Broad
Achievement
• Select starting point based on examinee’s
estimated achievement level.
• Basal/Ceiling rules: (test by complete pages)
– 5 lowest correct or Item 1
– 5 highest incorrect or last item
Test 2: Applied Problems

• Read all items to all examinees.

• Repeat any items upon request.
• Provide the worksheet in the Response Booklet and a
pencil at Item 25 or earlier if the examinee requests
or appears to need paper and pencil.
• Complete all queries.
Test 2: Applied Problems

Unit labels are not required unless specified in key.

No Label Required

Label Required

If a unit label is specified, both the label and numeric

answer must be correct to receive credit.
Test 2: Applied Problems

Any time an incorrect unit label is given, whether

required or not, score the answer as incorrect,
even if the numeric portion was correct.

Example responses:
• 5 cents (score as 0)
• 5 (score as 1)
• 5 dollars (score as 1)
Test 2: Applied Problems

Score these example responses:

2 1
2 balloons 0
2 children 1
Test 2: Applied Problems

Qualitative
Observation

Use data to compare

examinee’s performance
to age mates.
Test 5: Calculation

• A measure of basic math skill that contributes to

5 clusters: Mathematics, Broad Mathematics, Math
Calculation Skills, Academic Skills, Broad Achievement
• Select starting point based on examinee’s estimated
achievement level.
• Basal/Ceiling rules:
– 6 lowest correct or Item 1
– 6 highest incorrect or last item
• Accept poorly formed or reversed numerals as correct
but transposed numbers as incorrect (e.g., 21 for 12).
Test 5: Calculation

Do not read items

or assist examinee
in any way.

Complete all
queries.
Test 10: Math Facts Fluency

• A measure of basic math skill that contributes

to 4 clusters: Broad Mathematics, Math
Calculation Skills, Academic Fluency, Broad
Achievement
• Starting point: Item 1 for all examinees
• Timed test: 3 minutes
• Do not point out signs during test.
• Remind examinee to cross out instead of
erasing, skip problems he or she cannot solve,
and do both pages.
Test 10: Math Facts Fluency

Use scoring guide overlay to

score the test.

Each row has

10 items.
Test 13: Number Matrices

• A measure of math reasoning that contributes

to the Math Problem Solving cluster
• Select appropriate starting point.
• Basal/Ceiling rules: (test by complete pages)
- 6 lowest correct or Item 1
- 6 highest incorrect or last item
• Provide worksheet in Response Booklet and
pencil when directed.
• Number Matrices was in WJ III DS.
Test 13: Number Matrices

Sample A: Start here for K to Grade 6

To be correct,
number must
solve the puzzle
vertically and Sample B: Start here for Grade 7 to Adult
horizontally.
Test 13: Number Matrices

Monitor response time

• Items 1–11 have a 30
second guideline.
• Items 12 and higher
have a 1-minute
guideline.
Test 13: Number Matrices
Test 13: Number Matrices

• If examinee provides a response that is not a whole

number, ask him or her to solve the problems using
whole numbers only.

• If examinee is confused by more than one matrix per

page, you may uncover one at a time (use hand or
paper to block).
• A few matrices have more than one possible answer
listed in the correct key. Only one correct answer is
required to receive credit.
Mathematics (Gq)

2-test cluster of math achievement (quantitative

knowledge [Gq] ability), including problem solving and
computational skills
Test 2: Applied Problems
Test 5: Calculation

Median reliability: .96 (5–19) .96 (adult)

Broad Mathematics (Gq, Gs)

3-test cluster of math achievement, including problem

solving, computational skills, number facility,
automaticity, and cognitive processing speed (Gs)
ability
Test 2: Applied Problems
Test 5: Calculation
Test 10: Math Facts Fluency
Median reliability: .97 (5–19) .97 (adult)
Math Calculation Skills (Gq, Gs)

2-test cluster of math achievement, including

computational skills, automaticity with basic math facts,
and cognitive processing speed (Gs) ability
Test 5: Calculation
Test 10: Math Facts Fluency
Median reliability: .96 (5–19) .97 (adult)
Math Problem Solving (Gq,Gf)

2-test cluster of math achievement and reasoning,

including problem solving, analysis, and fluid reasoning
(Gf) ability
Test 2: Applied Problems
Test 13: Number Matrices
Median reliability: .95 (5–19) .96 (adult)
Mathematics: Summary

• Includes 4 tests measuring various aspects of

math achievement:
– Applied Problems, Calculation, Math Facts
Fluency, and Number Matrices

• Provides 4 clusters for a comprehensive

evaluation of math performance:
– Mathematics, Broad Mathematics, Math
Calculation Skills, Math Problem Solving
So What Do I Do? Intra-Cluster
Considerations for Math Skills

INSTRUCTIONAL MODIFICATIONS
• Adapt worksheets (number of problems, size)
• Use color coding, directional arrows, graph paper
• Eliminate copying
• Use fact charts, calculators, manipulatives
•
INSTRUCTIONAL STRATEGIES
• Match instruction to individual’s level
• Teach prerequisite skills
• Use multi-sensory approaches
• Provide practice, timed drills, computer drills
So What Do I Do? Intra-Cluster
Considerations for Math
Reasoning
INSTRUCTIONAL MODIFICATIONS
• Modify level of difficulty
• Reduce number of problems
• Rewrite word problems
• Alter instructional sequence
• Use color-coding and calculators

INSTRUCTIONAL STRATEGIES
• Require conceptual understanding first
• Go from concrete to abstract
• Provide story problem activities
• Focus on life-skill mathematics when necessary
Written Language

• Includes 5 tests measuring various aspects of

written language
- Test 3: Spelling
- Test 6: Writing Samples
- Test 11: Sentence Writing Fluency
- Test 14: Editing
- Test 16: Spelling of Sounds
Written Language

• Provides 4 clusters to evaluate performance in

written language
- Written Language
- Broad Written Language
- Basic Writing Skills
- Written Expression
Test 3: Spelling

• A measure of spelling skill that contributes to 6

clusters: Written Language, Broad Written
Language, Basic Writing Skills, Academic Skills,
Brief Achievement, Broad Achievement
• Select appropriate starting point.
• Basal/Ceiling rules:
- 6 lowest correct or Item 1
- 6 highest incorrect or last item
• Know correct pronunciation for all items.
Test 3: Spelling

• Accept upper- or lowercase unless case is specified.

• Accept reversed letters as correct unless they form
different letters.
– Reversed b becomes a d so this is incorrect.
– Reversed c does not become a different letter so it is
acceptable.

• Printing is requested but cursive is acceptable.

Test 3: Spelling

Other items administered as a

dictated spelling test.

Prespelling items
Test 3: Spelling

Qualitative
Observation

Use data to compare

examinee’s performance
to age mates.
Test 6: Writing Samples

• A measure of written expression skills that

contributes to 5 clusters: Written Language,
Broad Written Language, Written Expression,
Academic Applications, Broad Achievement
• Select an appropriate block of items to
administer based on examinee’s estimated
achievement level.
• Consult Adjusted Item Block chart in Test Record
if score falls in a shaded area to determine which
additional items should be administered.
Test 6: Writing Samples

• Items 1–6 are scored 1 or 0.

• Items 7 and higher are scored 2, 1, or 0.
– Items may also be scored .5 or 1.5.

• Use the scoring guide in the Examiner’s Manual to

score this test (Appendix B).

• Do not spell any words for the examinee.

• You may read any printed word in an item to the
examinee upon request.
Test 6: Writing Samples

Items 1–6
Score standard responses 1 (meets task requirements).
Score inadequate or illegible responses 0.
Test 6: Writing Samples

1 point: Must have at least one initial letter

(first or last name) and one more correct letter.
Reversals OK, upper- or lowercase OK.

kr
1 point: Must begin with the /k/ sound (e.g., c or k) and
include the letter r. Reversals OK.
Test 6: Writing Samples

Items 7 and higher

Score superior responses 2 (exceeds task requirements).
Score standard responses 1 (meets task requirements).
Score inadequate or illegible responses 0.
Test 6: Writing Samples
Practice Scoring
7. Write a good sentence that describes what is
happening in the picture.

The mother bird is feeding her 2

babies a worm.

The bird has a worm. 1

This is a bird. 0
Test 6: Writing Samples
Practice Scoring
8. Write a good sentence that tells what the girl is doing.

The girl is swing. 1

The girl is playing on a swing at 2

the park.
The girl is nice. 0
Test 6: Writing Samples

If, after giving Items

7–18, the examinee
earns 4 points,
see Note 3.
Give Items 1–6 and
base final score on
Items 1–12.
Test 6: Writing Samples

• Scoring occurs after the initial block of items is

administered.

• If the examinee’s score falls in a shaded area,

additional items need to be administered
– A score falling in the shaded area at the top of a range
means the block was too hard.
– A score falling in the shaded area at the bottom of a
range means the block was too easy.

• Final score may not include all items administered.

Follow the directions in the Adjusted Item Block.
Writing Samples

Practice Exercises, page 1

Score items
Test 11: Sentence Writing Fluency

• A measure of written expression skills that

contributes to 4 clusters: Broad Written Language,
Written Expression, Academic Fluency, Broad
Achievement

• Administer sample items to all examinees.

• Timed test: 5 minutes

• Score reasonable sentences that use 3 stimulus

words (unchanged) as correct (1).

• Test name was Writing Fluency in WJ III.

Test 11: Sentence Writing Fluency

Administer Sample Items A–D to all examinees.

Test 11: Sentence Writing Fluency

Provide corrective feedback and practice as directed in

Error or No Response boxes.
Test 11: Sentence Writing Fluency

If 0 correct on Sample Items B–D after error

correction, discontinue testing and record a score
of 0 for Test 11.
If 1 or more correct, continue testing.

On test items, if 3 or fewer correct after 2 minutes,

discontinue testing and record score and 2 minutes for time.
Test 14: Editing

• A measure of writing skill that contributes to the Basic

Writing Skills cluster

• Administer Sample Items A–D to all examinees, then

select appropriate starting point.
• Basal/Ceiling rules: (test by complete pages)
– 6 lowest correct or Item 1
– 6 highest incorrect or last item

• Do not read any words for the examinee after sample

items have been administered.
Test 14: Editing

• To receive credit, examinee must identify and

correct the error.
• If examinee locates error but does not correct it,
say: How would you correct that mistake?
Test 16: Spelling of Sounds

• A measure of spelling skill that contributes to

the Phoneme-Grapheme Knowledge cluster

• Select appropriate starting point.

• Basal/Ceiling rules:
– 6 lowest correct or Item 1
– 6 highest incorrect or last item

• Use audio recording for Item 6 and higher.

• Items may be repeated upon request.

Test 16: Spelling of Sounds

Starting point for Preschool to Grade 3

Say the sound, not the letter name, when a letter

appears between slash marks /s/.
Test 16: Spelling of Sounds

Examinees are asked to first say the sound or nonword

and then write it; score is based only on written response.
Test 16: Spelling of Sounds

Starting point for Grade 3 to Adult

Only acceptable correct responses are listed in the Test Book.

Test 16: Spelling of Sounds

• All items are scored 1 or 0.

• Do not penalize examinee for saying the nonword first
or mispronouncing it.
– Saying word first is designed to help with spelling
– Use for qualitative information only

• Do not penalize for poor handwriting.

• Accept reversed letters unless they become a new

letter (e.g., a reversed b becomes a d).
Written Language (Grw)

2-test cluster of written language achievement,

including spelling of single words, quality of
expression, and reading-writing (Grw) abilities

Test 3: Spelling
Test 6: Writing Samples

Median reliability: .94 (5–19) .95 (adult)

Broad Written Language (Grw, Gs)

3-test cluster of written language achievement,

including spelling of single words; fluency of
production; and quality of expression, reading-
writing (Grw), and cognitive processing speed (Gs)
abilities
Test 3: Spelling
Test 6: Writing Samples
Test 11: Sentence Writing Fluency

Median reliability: .95 (5–19) .96 (adult)

Basic Writing Skills (Grw)

2-test cluster of basic writing skills in isolated and

contextually based formats, including spelling of
single words; identifying and correcting errors in
punctuation, capitalization, spelling, and word
usage; and reading-writing (Grw) abilities
Test 3: Spelling
Test 14: Editing

Median reliability: .95 (5–19) .96 (adult)

Written Expression (Grw, Gs)

2-test cluster measuring meaningful written

expression and fluency (reading-writing [Grw]
abilities) and cognitive processing speed (Gs)
ability
Test 6: Writing Samples
Test 11: Sentence Writing Fluency

Median reliability: .91 (5–19) .92 (adult)

Written Language: Summary

• Includes 5 tests measuring various aspects of

written language:
– Spelling, Writing Samples, Sentence Writing Fluency,
Editing, and Spelling of Sounds

• Provides 4 clusters for a comprehensive evaluation

of writing performance:
– Written Language, Broad Written Language, Basic Writing
Skills, Written Expression

• Contributes to Phoneme-Grapheme Knowledge

cluster (Spelling of Sounds + Word Attack)
So What Do I Do? Intra-Cluster
Considerations for Editing

INSTRUCTIONAL STRATEGIES
• Teach within the context of the individual’s writing
• Avoid the “red pencil” treatment
• Provide targeted guidelines for proofreading
• Oral proofreading
• Guided proofreading
• Teach revision skills
• Use standard proofreading symbols
So What Do I Do? Intra-Cluster
Considerations for Written Expression

Analyze Writing Fluency to determine:

• Sustained concentration
• Response style
• Level of automaticity
• Types of errors
• Reading and spelling skills

Analyze Writing Samples to determine:

• Attitude toward writing
• Basic writing skills
• Oral language performance
• Vocabulary
• Organizational ability
So What Do I Do? Intra-Cluster
Considerations for Written Expression

INSTRUCTIONAL MODIFICATIONS
• Identify interests
• Ensure the student has plenty to write about
(activate background knowledge
• Do not penalize for spelling or punctuation errors;
focus on content
• Use media to dictate (Dragon Speak or similar)

INSTRUCTIONAL STRATEGIES
• Emphasize the writing process
• Teach how to organize stories, reports, themes
• Use graphic organizers, story grammar, story maps,
frames
• Have the student dictate and then work with a
more-knowledgeable other to revise and edit
• Focus on improving one or two things at a time (e.g.
replacing ‘nice’)
So What Do I Do? Intra-Cluster
Considerations for Writing Fluency

INSTRUCTIONAL MODIFICATIONS
• Increase time to complete written assignments
• Decrease amount of written work
• Allow oral reports
• Simplify type of writing assignment
• Determine if copying is a problem

INSTRUCTIONAL STRATEGIES
• Provide opportunities to write
• Teach skills in simple to complex sequence
• Conduct daily timed writing activity
• Use sentence combining exercises
• Use sentence guides
Cross-Domain Clusters

• Cluster includes tests from different academic

domains (reading, writing, math).

• 7 cross-domain clusters are available.

– Brief Achievement and Broad Achievement
– Academic Knowledge
– Academic Skills
– Academic Fluency
– Academic Applications
– Phoneme-Grapheme Knowledge
Brief Achievement

• Includes 3 tests, each measuring a different

achievement area
- Test 1: Letter-Word Identification (reading)
- Test 2: Applied Problems (math)
- Test 3: Spelling (written language)

• Provides a brief screening of achievement

• Median reliability: .96 (5–19) .97 (adult)

Broad Achievement

• Includes 9 tests (Tests 1–6, 9–11)

- Test 1: Letter-Word Identification
- Test 4: Passage Comprehension Broad
Reading
- Test 9: Sentence Reading Fluency

- Test 2: Applied Problems

- Test 5: Calculation Broad
- Test 10: Math Facts Fluency Mathematics

- Test 3: Spelling Broad

- Test 6: Writing Samples Written
- Test 11: Sentence Writing Fluency Language

• Median reliability: .99 (5–19) .99 (adult)

Academic Knowledge

• Includes 3 tests measuring various aspects of

academic knowledge (comprehension-knowledge [Gc])
- Test 18: Science
- Test 19: Social Studies
- Test 20: Humanities
• Provides 1 cluster: Academic Knowledge
- Serves as the ability score in an ability/achievement
comparison procedure

• Examinee is not required to read: All items are

presented orally by examiner.
• Median reliability: .92 (5–19) .96 (adult)
Test 18: Science

• A measure of domain-specific knowledge that

contributes to the Academic Knowledge cluster

• Select appropriate starting point.

• Basal/Ceiling rules: (test by complete pages)

– 6 lowest correct or Item 1
– 6 highest incorrect or last item
• Know correct pronunciation of words in test.
• Present all items orally.
Test 18: Science

Measures aspects of anatomy, biology, chemistry,

geology, medicine, and physics

Some items have pictures.

Some items are only presented orally.

Some items are shown in text.

Test 19: Social Studies

• A measure of domain-specific knowledge that

contributes to the Academic Knowledge cluster
• Select appropriate starting point.

• Basal/Ceiling rules: (test by complete pages)

– 6 lowest correct or Item 1
– 6 highest incorrect or last item
• Know correct pronunciation of words in test.
• Present all items orally.
Test 19: Social Studies

Measures aspects of history, economics, geography,

government, and psychology

Complete all queries as

indicated in Test Book.
Test 20: Humanities

• A measure of domain-specific knowledge that

contributes to the Academic Knowledge cluster

• Select appropriate starting point.

• Basal/Ceiling rules: (test by complete pages)

– 6 lowest correct or Item 1
– 6 highest incorrect or last item

• Know correct pronunciation of words in test.

• Present all items orally.
Test 20: Humanities

Measures aspects of art, music, literature

Academic Skills

• Includes 3 tests, each measuring a basic skill in a

different achievement area (decoding, encoding, and
computation)
– Test 1: Letter-Word Identification (reading)
– Test 3: Spelling (written language)
– Test 5: Calculation (math)
• Provides an overall index of basic achievement skills

• Median reliability: .97 (5–19) .97 (adult)

Academic Fluency

• Includes 3 tests, each measuring fluency in a

different achievement area
– Test 9: Sentence Reading Fluency (reading)
– Test 10: Math Facts Fluency (math)
– Test 11: Sentence Writing Fluency (written language)

• Provides an overall index of academic fluency

(automaticity)

• Median reliability: .97 (5–19) .97 (adult)

Academic Applications

• Includes 3 tests, each measuring applied skill in a

different achievement area
– Test 2: Applied Problems (math)
– Test 4: Passage Comprehension (reading)
– Test 6: Writing Samples (written language)

• Provides a broad measure of applied academic skill

• Median reliability: .95 (5–19) .96 (adult)

Phoneme-Grapheme Knowledge

• Includes 2 tests
– Test 7: Word Attack
– Test 16: Spelling of Sounds
• Yields 1 cluster: Phoneme-Grapheme Knowledge
• Requires both phonology and orthography
• Provides insight into examinee’s knowledge of sounds
and symbols
• Median reliability: .93 (5–19) .94 (adult)
Summary of WJ IV ACH

• Provides 3 forms of the Standard Battery (eliminates

overexposure of items and supports team approaches)
• Offers new reading tests and clusters for a more
comprehensive evaluation of reading
• Collects important qualitative information with checklists
on the Test Record
• Provides academic knowledge/achievement comparison
procedure
• Offers one Extended Battery for use with all 3 forms of the
Standard Battery
• Co-normed with WJ IV COG and WJ IV OL
Interpretation:
Predictions - RPI

The RPI reflects the individual’s proficiency on tasks on

which the AVERAGE age- or grade- mate has 90%
proficiency. It predicts the level of success on similar
tasks.

Yoshi has an RPI of 3/90 on Broad Written Language. This

means he is predicted to perform with 3% success on
those writing tasks that average grade mates would
perform with 90% success.

Bennett has an RPI of 98/90 on Math Reasoning. This

indicates his performance is advanced with him predicted
to perform with 98% success when average grade mates
attain 90% success with math reasoning tasks.
Interpretation:
Predictions - RPI
Interpretation:
Predictions - RPI

Snellen Index:
20/200 means the individual has to be at 20 feet to see
what a person with normal vision can see at 200 feet.
Provides a criterion-referenced index of a
person’s visual
acuity.

Relative Proficiency Index:

20/90 Provides
means thea criterion-referenced index ofof
individual has 20% mastery a
proficiency on the task which
person’s average. age- or grade-
performance
peers have 90% mastery.
RPI Proficiency Functional Development/
Level Delay

100/90 Very Advanced Very Advanced Very Advanced

98/90 to 100/90 Advanced Advanced Advanced

95/90 to 98/90 Average to Within Normal Age-appropriate to

Advanced Limits to Advanced Advanced

Within Normal
82/90 to 95/90 Average Limits Age-appropriate

67/90 to 82/90 Limited to Average Mildly Impaired to Mildly Delayed to

Within Normal Age-appropriate
Limits

24/90 to 67/90 Limited Mildly Impaired Mildly Delayed

3/90 to 24/90 Very Limited Moderately Moderately Delayed

Impaired
0/90 to 3/90 Negligible Severely Impaired Severely Delayed
Interpretation: Predictions -
Developmental/ Instructional Zones

Developmental/Instructional Zones go hand-in-hand with

RPI

They reflect the range from easy or independent level to

the difficult or frustration level.
Easy Instructional
Difficult
96/90 90/90
75/90

To glean this information, we look at the Age/Grade

Profiles
Justin’s grade placement = 5.0
6.6 RPI PR
94/90 70
Oral Lang. 3.8 11.1
3.6
67/90 22
Total 2.8 4.6
ACH 2.8

B. 24/90 8
2.4 3.3
Reading 6.6
B. Math 96/90 84
5.0 8.8
2.7
51/90 8
B. W. Lang.
1.9 3.7
2.2
5/90 4
Basic RS
1.9 2.5
5.7
93/90 68
Math
4.2 7.8
Calc.
K.5 1.5 2.5 3.5 5.0 7.0 9.0 11.0 14.0 18.0
K.0 1.0 2.0 3.0 4.0 6.0 8.0 10.0 12.0 16.0
Interpretation:
Consider the Variables

Step 6: Consider the variables that may facilitate or inhibit

the individual’s
cognitive or academic performance.

• Facilitators/inhibitors

• Observations/reports

• Informal work samples

• Error analysis
THANK YOU!!!!

Contact Information:
Daniel Mayer
Executive Director
Region V BOCES
3850 N Wilderness Dr.
Wilson, WY 83014
307-733-8210
[email protected]