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The WJ IV: Introduction and Overview
Dr. Kevin McGrew
Institute for Applied Psychometrics (IAP)
© Institute for Applied Ps...
• The WJ IV is a theoretical, structural, and
interpretive revision of the Woodcock-Johnson
III (WJ III)
• The WJ IV has b...
Four Primary WJ IV Design
& Revision Goals
1. Use the most contemporary measurement model of
an evolving CHC theory of hum...
3. Provide new, useful, and efficient options for
comparing abilities within and across batteries
4. Retain and advance th...
New and useful options for comparing
abilities within and across batteries
•Options for exploring individual strengths and...
Gf-Gc
Composite
(predictor)
Possible
strength
and
weakness
target
domains
Conceptual summary of new WJ IV Gf-Gc strength a...
•Recognize the importance of oral language or linguistic
abilities as essential correlates of cognitive and academic
funct...
One of the WJ IV guiding design objectives was for the WJ IV
to retain a focus on psychometric quality that has been
assoc...
Evolution of CHC Theory in the WJ IV
WJ (1977): Scientific-Empirical (pragmatic)
WJ-R (1989): Extended Cattell-Horn Gf-Gc ...
Schneider, W. J., & McGrew, K. (2012) The Cattell-Horn-Carroll model of
intelligence, in D. Flanagan & P. Harrison (Eds.),...
GlrGsmGf
Gs Gt
General SpeedMemory
Domain-Independent General Capacities
Acquired Knowledge
Gkn
GqGrw
Gc Gp
Gh
Sensory
Sen...
Beyond CHC Theory (v2.3)
Beyond CHC Theory (v2.3)
CHC Theory Described and Refined (v2.5)
Appendix A
The CHC taxonomy of cognitive
abilities codebook (v2.5)
Gf
Gc Gwm
Glr
Gv
Ga
Gs
Gq
Grw
g
Download at: http://www.iapsych.co...
Contemporary CHC broad and narrow ability content
coverage by WJ-IV Cognitive, Oral Language, and
Achievement batteries
Ge...
Gsm has been renamed Gwm at the
round table of cognitive CHC abilities
© Institute for Applied Psychometrics; Kevin McGrew...
Gsm has been renamed Gwm at the
round table of cognitive CHC abilities
During the past two decades, and the last decade in...
Auditory Processing (Ga) abilities
should no longer be considered the
Rodney Dangerfield of CHC abilities
© Institute for ...
There has been an explosion of research on
auditory abilities since Carroll’s (1993) seminal
work (Schneider & McGrew, 201...
The WJ IV Auditory Processing (Ga) cluster is
not your father's Ga measure
WJ IV still has the Oldsmobile Ga (Phonetic
Cod...
Auditory Processing (Ga) abilities, when properly
measured, should have a prominent chair at the
round table of cognitive ...
Attentional Control (AC). The ability to focus on task-relevant stimuli and
ignore task-irrelevant stimuli. The ability to...
Gc Gwm Gs Ga Glr GvGf
Clusters available from
Standard Cognitive easel
(10 tests)
(#) = # tests
Cognitive
Efficiency (2)
O...
Gc Gwm Gs Ga Glr GvGf
WJ IV Scholastic Aptitude Cluster Organization
Visualization
(Vz)
Numbers
Reversed
(WM)
Oral
Vocabul...
Clusters available
from Oral Language
easel(12 tests)
(#) = # tests
Gc Gwm Gs Ga Glr GvGf
Oral
Lang. (2) *
Broad Oral
Lang...
Gc Gwm Gs Ga Glr GvGf
Vocab.
(2)
(These two clusters require one test each from
Cognitive and Oral Language easels)
Aud. M...
Comparative Language Index
English Cluster Spanish Cluster
Oral Language
Test 1: Picture Vocabulary
Test 2: Oral Comprehen...
Spanish oral
language proficiency
RPI = 66/90
English oral
language proficiency
RPI = 15/90
S/E CLI = 66 / 15
Comparative ...
Predictor Clusters from WJ IV ACH
Broad Oral Language
Test 1: Picture Vocabulary
Test 2: Oral Comprehension
Test 6: Unders...
Grw-WGrw-R Gq Gc/Gkn
Clusters
available from
Standard Ach
easel (11 tests)
(#) = # tests
See Table 1-3 for
COG test-cluste...
The WJ IV: New Tests
Dr. Kevin McGrew
Institute for Applied Psychometrics (IAP)
© Institute for Applied Psychometrics; Kev...
WJ IV COG and OL tests by CHC factor domains
Oral
Vocabulary
(VL)
Number
Series
(RQ)
General
Information
(K0)
Object-Num.
...
• COG: Verbal Attention
• COG Number Series
• COG Letter-Pattern Matching
• COG Visualization
• COG Phonological Processin...
COG Test 2: Number Series
• Was in WJ III Diagnostic Supplement
• Gf-RQ (Quantitative Reasoning)
• Not a “controlled learn...
COG Test 7:
Visualization
• Measure of Gv-Visualization (Vz)
• Visualization consists of two subtests that each measure Gv...
COG Test 3: Verbal Attention
• Measure of Gwm (working memory-WM; attentional
control-AC)
• More ecological “real world” v...
COG Test 4: Letter-Pattern
Matching
• Measure of Gs (perceptual speed) and orthographic
processing
• This speeded test (al...
COG Test 12 Nonword
Repetition test
•Ga-PC/Gwm-UM
•Examinee listens to a nonsense word and then must
•repeat the word exac...
OL Test 3: Segmentation
• Ga (PC)
• Examinee listens to words and identifies word parts
• In OL Phonetic Coding (PC) clust...
WJ IV ACH tests by CHC factor domains
Grw
-Reading
CHC Factors
New or sign.
change
Grw
-Writing
Gq Gc/Gkm
© Institute for ...
• ACH Oral Reading
• ACH Reading Recall
• ACH Word Reading Fluency
• ACH Number Matrices
New ACH Tests
• 7 new tests
• Oral Reading, Reading Recall,
• Word Reading Fluency
• Number Matrices
• Science, Social Studies, Humaniti...
Includes 8 tests measuring various aspects of
reading
• Test 1: Letter-Word Identification
• Test 4: Passage Comprehension...
• Includes 8 tests for evaluating different aspects of
reading
– Letter-Word Identification, Passage Comprehension, Word
A...
• Includes 4 tests measuring various aspects of
math achievement:
– Applied Problems, Calculation, Math Facts
Fluency, and...
• Includes 4 tests measuring various aspects of
math achievement
• Test 2: Applied Problems
• Test 5: Calculation
• Test 1...
• Includes 5 tests measuring various aspects of written
language:
– Spelling, Writing Samples, Sentence Writing Fluency,
E...
• Includes 5 tests measuring various aspects of
Written Language
• Test 3: Spelling
• Test 6: Writing Samples
• Test 11: S...
Organizational overview of the
WJ IV variations and
comparisons
Comparison Options
• GIA/Achievement
• Scholastic Aptitude/Achievement
• Gf-Gc/Achievement/other abilities
• Broad Oral La...
Variation Options
• Intra-cognitive based on COG Tests 1—7
• Intra-achievement
– Based on ACH Tests 1—6
– Based on Academi...
WJ IV Battery Introduction and Overview
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WJ IV Battery Introduction and Overview

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A brief introduction to the WJ IV Battery revision. This does include some slides posted previously in the three WJ IV NASP presentation slides I posted.

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WJ IV Battery Introduction and Overview

  1. 1. The WJ IV: Introduction and Overview Dr. Kevin McGrew Institute for Applied Psychometrics (IAP) © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  2. 2. • The WJ IV is a theoretical, structural, and interpretive revision of the Woodcock-Johnson III (WJ III) • The WJ IV has been designed to provide more administration and interpretive options for meeting contemporary assessment needs © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  3. 3. Four Primary WJ IV Design & Revision Goals 1. Use the most contemporary measurement model of an evolving CHC theory of human cognitive abilities • “Beyond CHC” – CHC and contemporary neurocognitive research • Principle of cognitive complexity 2. Organize the battery into three independent, co- normed batteries that can be used independently or in any combination to provide greater flexibility for examiners © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  4. 4. 3. Provide new, useful, and efficient options for comparing abilities within and across batteries 4. Retain and advance the psychometric quality that has been associated with the previous editions of the WJ batteries Four Primary WJ IV Design & Revision Goals © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  5. 5. New and useful options for comparing abilities within and across batteries •Options for exploring individual strengths and weaknesses across cognitive, linguistic, and academic abilities •A new fluid-crystallized (Gf-Gc) composite for comparison to measures of cognitive processing, linguistic competency, and academic achievement for determination of relative strengths and weaknesses across all domains. •Each battery organized for ease of use, leading with a core set of tests in each battery for use as the predictor pool for calculations that identify relative strengths and weaknesses among administered tests and clusters © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  6. 6. Gf-Gc Composite (predictor) Possible strength and weakness target domains Conceptual summary of new WJ IV Gf-Gc strength and weakness comparison procedure and options © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  7. 7. •Recognize the importance of oral language or linguistic abilities as essential correlates of cognitive and academic functioning •Provide an overall index of oral language ability in Spanish as well as in English with a practical option for administering the Spanish tests • English and Spanish Oral Language/Ach discrepancy comparisons •Provide three parallel forms of the standard battery of the WJ IV ACH to avoid over-exposure to items on any given form Three independent (complementary) batteries that can be used for greater assessment flexibility © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  8. 8. One of the WJ IV guiding design objectives was for the WJ IV to retain a focus on psychometric quality that has been associated with the previous editions of Woodcock-Johnson batteries: •By providing a new, large, and nationally-representative standardization sample of the US population; •By updating items and simplifying test administration and interpretation procedures; •By augmenting the underlying scaling of speeded tests; and •By utilizing state-of-the art data collection, test development, and data analytic methods as models to facilitate progress in the field of applied test development. © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  9. 9. Evolution of CHC Theory in the WJ IV WJ (1977): Scientific-Empirical (pragmatic) WJ-R (1989): Extended Cattell-Horn Gf-Gc Theory WJ III (2001): CHC Theory WJ IV (2014): Beyond CHC Theory © Institute for Applied Psychometrics; Kevin McGrew 06-19-14
  10. 10. Schneider, W. J., & McGrew, K. (2012) The Cattell-Horn-Carroll model of intelligence, in D. Flanagan & P. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (3rd ed.). New York: Guilford . CHC Theory Described and Refined (v2.0) © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  11. 11. GlrGsmGf Gs Gt General SpeedMemory Domain-Independent General Capacities Acquired Knowledge Gkn GqGrw Gc Gp Gh Sensory Sensory-Motor Domain-Specific Abilities Motor Parameters of Cognitive Efficiency Ga Go Gv Gk Gps Conceptual Grouping Functional Grouping Proposed changes in functional and conceptual organization of broad CHC ability domains (Schneider & McGrew, 2012)
  12. 12. Beyond CHC Theory (v2.3)
  13. 13. Beyond CHC Theory (v2.3)
  14. 14. CHC Theory Described and Refined (v2.5) Appendix A
  15. 15. The CHC taxonomy of cognitive abilities codebook (v2.5) Gf Gc Gwm Glr Gv Ga Gs Gq Grw g Download at: http://www.iapsych.com/chccodebook.pdf http://www.iapsych.com/chccodebook2.pdf Or visit: © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  16. 16. Contemporary CHC broad and narrow ability content coverage by WJ-IV Cognitive, Oral Language, and Achievement batteries General Intelligence (g) Mathematical achievement (A3) Reading decoding (RD) Reading comprehension (RC) Reading speed (RS) Spelling ability (SG) English usage (EU) Writing ability (WA) Writing speed (WS) General verbal information (K0) Lexical knowledge (VL) Listening ability (LS) Induction (I) General sequential reasoning (RG) Quantitative reasoning (RQ) Memory span (MS) Associative memory (MA) Meaningful memory (MM) Naming facility (NA) Visualization (Vz) Visual Memory (MV) Spatial Scanning (SS) Phonetic coding (PC) Quantitative Knowledge (Gq) Quantitative Knowledge (Gq) Reading & Writing (Grw) Reading & Writing (Grw) Comp -Knowledge (Gc) Comp -Knowledge (Gc) Fluid Reasoning (Gf) Fluid Reasoning (Gf) Long-Term Retrieval (Glr) Long-Term Retrieval (Glr) Visual Processing (Gv) Visual Processing (Gv) Auditory Processing (Ga) Auditory Processing (Ga) Processing Speed (Gs) Processing Speed (Gs) Perceptual speed (P) Number Facility (N) General science info. (K1) Knowledge of culture (K2) Domain- Specific Knw. (Gkn) Domain- Specific Knw. (Gkn) Geography ach. (A5) Shading designates proposed changes in CHC model based on analysis of WJ IV COG, OL. ACH norm data (see Chapter 1 and Appendix A in WJ IV Technical Manual) Language development (LD) Working memory capacity (WM) Attentional Control (AC) Speed of Lexical access (LA) Word Fluency (FW) Verbal (print) lang. comp. (V) Short-Term Wk Mem. (Gwm) Short-Term Wk Mem. (Gwm) Memory for Sound Patterns (UM) Memory for Sound Patterns (UM) © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  17. 17. Gsm has been renamed Gwm at the round table of cognitive CHC abilities © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  18. 18. Gsm has been renamed Gwm at the round table of cognitive CHC abilities During the past two decades, and the last decade in particular, cognitive neuroscience has indicated that the more narrow Gsm definition was outdated and incorrect (Dehn, 2008). Working memory refers to a dynamic, temporary storage system that allows information to be held immediate awareness and be manipulated. Working memory refers to individual differences in both the capacity (size) of primary memory and to the efficiency of attentional control mechanisms that manipulate information within primary memory. Short-term memory refers to tasks that involve significant storage but only minimal processing or manipulation. © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  19. 19. Auditory Processing (Ga) abilities should no longer be considered the Rodney Dangerfield of CHC abilities © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  20. 20. There has been an explosion of research on auditory abilities since Carroll’s (1993) seminal work (Schneider & McGrew, 2012). A wide- ranging collection of Ga characteristics have been related to disorders of reading, speech, and language. For example, Ga abilities are now recognized as playing a pivotal scaffolding role in the development of language and general cognitive abilities (Conway, Pisoni, & Kronenberger, 2009). © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  21. 21. The WJ IV Auditory Processing (Ga) cluster is not your father's Ga measure WJ IV still has the Oldsmobile Ga (Phonetic Coding) in OL: COG now has more cognitively complex Ga measures The WJ IV has taken a broader contemporary view of the domain of Ga © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  22. 22. Auditory Processing (Ga) abilities, when properly measured, should have a prominent chair at the round table of cognitive CHC abilities © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  23. 23. Attentional Control (AC). The ability to focus on task-relevant stimuli and ignore task-irrelevant stimuli. The ability to regulate intentionality and direct cognitive processing. Sometimes referred to as spotlight or focal attention, focus, control of attention, executive controlled attention or executive attention. Memory for Sound Patterns (UM). Ability to retain (on a short-term basis) auditory codes such as tones, tonal patterns, or speech sounds. Speed of Lexical Access (LA). Ability to rapidly and fluently retrieve words from an individual's lexicon; verbal efficiency or automaticity of lexical access. Word Fluency (FW). Ability to rapidly produce words that share a phonological (e.g., fluency of retrieval of words via a phonological cue) or semantic feature (e.g., fluency of retrieval of words via a meaning-based representation). Also includes the ability to rapidly produce words that share non-semantic features (e.g., fluency of retrieval of words starting with the letter “T”. Proposed changes/additions to CHC narrow ability taxonomy
  24. 24. Gc Gwm Gs Ga Glr GvGf Clusters available from Standard Cognitive easel (10 tests) (#) = # tests Cognitive Efficiency (2) Other clusters available by combining Standard Cognitive tests with select tests from Extended Cognitive easel (8 tests) Cognitive Efficiency (4) Aud. Proc. (2) LT Ret. (2) Visual Proc. (2) Cog. Proc. Speed(2) Fld. Reas. (2) Cmp. Knw.(2) ST Work. Mem. (2) General Intellectual Ability – g (7) Brief Intellectual Ability (3) Gf+Gc Composite (4)  Scholastic Aptitude Clusters (each a mix of 4 CHC abilities)  Number Facility (2) Perc. Speed(2) Qnt. Reas. (3)   New ST Work. Mem. (3) Cmp. Knw.(3) Fld. Reas. (3)  
  25. 25. Gc Gwm Gs Ga Glr GvGf WJ IV Scholastic Aptitude Cluster Organization Visualization (Vz) Numbers Reversed (WM) Oral Vocabulary (LD/VL) Analysis- Synthesis (RG/RQ) Pair Cancellation (P/EF) Visualization (Vz) Oral Vocabulary (LD/VL) Number Series (RQ) Num Pattern Matching (P) Phonological Processing (PC) Oral Vocabulary (LV/VL) Verbal Attention (WM) Num Pattern Matching (P) Phonological Processing (PC) Oral Vocabulary (LD/VL) Verbal Attention (WM) Num Pattern Matching (P) Phonological Processing (PC) Oral Vocabulary (LV/VL) Story Recall (MM) Num Pattern Matching (P) Phonological Processing (PC) Oral Vocabulary (LD/VL) Concept Formation (I) Reading Broad Reading Reading Comp Reading Comp-Ext Reading Fluency Reading Rate Basic Rdg Skills Writing Broad Writing Written Expression Basic Writing Skills Math Broad Math Math Calc Skills Math Prob Solving WJ IV Ach Clusters Grw/Gq domain general Grw domain specific Gq domain specific
  26. 26. Clusters available from Oral Language easel(12 tests) (#) = # tests Gc Gwm Gs Ga Glr GvGf Oral Lang. (2) * Broad Oral Language (2) * Oral Expression (2) Listening Comprehension (2) * Organization of WJ IV Oral Language (OL) battery © Institute for Applied Psychometrics; Kevin McGrew 06-18-14  New (* English or Spanish)  Phonetic Coding (2) Spd. Lexical Access (2)
  27. 27. Gc Gwm Gs Ga Glr GvGf Vocab. (2) (These two clusters require one test each from Cognitive and Oral Language easels) Aud. Mm. Sp. (2) Organization of WJ IV Cognitive (COG) and Oral Language (OL) batteries General Intellectual Ability – g (7) Brief Intellectual Ability (3) Gf+Gc Composite (4) Clusters available from Standard Cognitive easel (10 tests) (#) = # tests Clusters available from Oral Language easel(12 tests) (#) = # tests ST Wk. Mem. (2) Cmp. Know. (2) Fld. Reas. (2) Cognitive Efficiency (2) Other clusters available by combining Standard Cognitive tests with select tests from Extended Cognitive easel (8 tests) (#) = # tests Cog. Pr. Spd. (2) LT Retrieval (2) Visual. Proc. (2) Aud. Proc. (2) ST Wk. Mem. (3) Cmp. Know. (3) Fld. Reas. (3) Qnt. Reas. (2) Perc. Spd. (2) Number Facility (2) Cognitive Efficiency (4) Reading, Math and Writing Scholastic Aptitudes (each comprised of a mix of 4 different CHC abilities) Broad Oral Lang (3)* Oral Expression (2) Oral Lang. (2)* Listening Comp. (2)* (* English or Spanish) Phon. Cod. (2) Spd. Lx. Acc. (2)
  28. 28. Comparative Language Index English Cluster Spanish Cluster Oral Language Test 1: Picture Vocabulary Test 2: Oral Comprehension Lenguaje oral Test 10: Vocabulario sobre dibujos Test 11: Comprensión oral Broad Oral Language Test 1: Picture Vocabulary Test 2: Oral Comprehension Test 6: Understanding Directions Amplio lenguaje oral Test 10: Vocabulario sobre dibujos Test 11: Comprensión oral Test 12: Comprensión de indicaciones Listening Comprehension Test 2: Oral Comprehension Test 6: Understanding Directions Comprensión auditiva Test 11: Comprensión oral Test 12: Comprensión de indicaciones
  29. 29. Spanish oral language proficiency RPI = 66/90 English oral language proficiency RPI = 15/90 S/E CLI = 66 / 15 Comparative Language Index
  30. 30. Predictor Clusters from WJ IV ACH Broad Oral Language Test 1: Picture Vocabulary Test 2: Oral Comprehension Test 6: Understanding Directions OR Amplio lenguaje oral Test 10: Vocabulario sobre dibujos Test 11: Comprensión oral Test 12: Comprensión de indicaciones Broad Basic Skills Reading Comprehension Comprehension- Extended Reading Fluency Reading Rate Mathematics Broad Mathematics Math Calculation Skills Math Problem Solving Written Language Broad Written Language Basic Writing Skills Written Expression Academic Skills Academic Fluency Academic Applications Phoneme-Grapheme Knowledge Academic Knowledge WJ IV OL Oral Language/Ach. Comparison Procedure available in English and Spanish
  31. 31. Grw-WGrw-R Gq Gc/Gkn Clusters available from Standard Ach easel (11 tests) (#) = # tests See Table 1-3 for COG test-cluster interpretive cluster composition Organization of WJ IV Achievement (ACH) battery Three forms of standard achievement tests available Phon.-Graph. Know. (2) Rdg. Cmp. (2) Other clusters available by combining Standard ACH tests with select tests from Extended ACH easel (9 tests) (#) = # tests Rdg. Cmp. (3) Rdg. Rate (2) Bas. Wr. Sk. (2) Math Pr.Slv. (2) Acd. Knw. (3)  New
  32. 32. The WJ IV: New Tests Dr. Kevin McGrew Institute for Applied Psychometrics (IAP) © Institute for Applied Psychometrics; Kevin McGrew 6-20-14 Note. Slides with actual test item content removed for test security reasons
  33. 33. WJ IV COG and OL tests by CHC factor domains Oral Vocabulary (VL) Number Series (RQ) General Information (K0) Object-Num. Sequencing (WM) Pair Cancellation (P/WM-AC) Memory for Words (MS) Analysis- Synthesis (RG) Concept Formation (I) Numbers Reversed (WM) Picture Recognition (MV) Visual-Aud. Learning (MA) Story Recall (MM) Number-Pat. Matching (P) COG OL New or sign. change Verbal Attention (WM/AC) Letter-Pat. Matching (P) Nonword Repetition (PC/UM-MS) Phonological Processing (PC/Glr-LA) Visualization (Vz) Picture Vocabulary (VL/LD) Oral Comp. (LS) Under. Directions (WM/Gc-LS) Sentence Repetition (MS) Retrieval Fluency (FI/LA) Rapid Picture Naming (NA/LA) Sound Awareness (PC) Sound Blending (PC) Segmentation (PC) CHC Factors Comp -Knowledge (Gc) Fluid Reasoning (Gf) Long-Term Retrieval (Glr) Visual Processing (Gv) Auditory Processing (Ga) Processing Speed (Gs) Short-Term Wrk Mem (Gwm) © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  34. 34. • COG: Verbal Attention • COG Number Series • COG Letter-Pattern Matching • COG Visualization • COG Phonological Processing • COG Nonword Repetition • OL Segmentation New COG and OL Tests © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  35. 35. COG Test 2: Number Series • Was in WJ III Diagnostic Supplement • Gf-RQ (Quantitative Reasoning) • Not a “controlled learning” test as are Concept Formation (Gf-I) and Analysis-Synthesis (Gf-RG) • More Gf “in the wild” – without examiner provided scaffolding • Extensive history as a premier Gf test in the psychometric measurement of intelligence •In GIA, BIA, Gf-Gc Composite, Gf, Gf-Ext, Quantitative Reasoning (RQ), and one Math Aptitude clusters. © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  36. 36. COG Test 7: Visualization • Measure of Gv-Visualization (Vz) • Visualization consists of two subtests that each measure Gv-Vz (visualization) via tasks that vary on task complexity and degree of “minds eye” (mental rotation) manipulations • Spatial Relations subtest – was in WJ III COG • Block Rotation subtest – was in WJ III Diagnostic Supplement • Within Gv, highest on cognitive complexity, g, Gv factor, and prediction of achievement • In GIA, Gv and both Math Aptitude clusters © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  37. 37. COG Test 3: Verbal Attention • Measure of Gwm (working memory-WM; attentional control-AC) • More ecological “real world” valid measure of working memory • High in cognitive complexity and g. Within Gwm, the most cognitively complex tests. One of best indicators of Gwm factor, and best predictors of achievement • In GIA, BIA, Gwm, Gwm3, Cognitive Efficiency, and one Reading and 1 Written Language Aptitude clusters. © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  38. 38. COG Test 4: Letter-Pattern Matching • Measure of Gs (perceptual speed) and orthographic processing • This speeded test (all WJ IV speeded tests) is based on a new rate-based method of scaling the scores that eliminates the need for bonus points • Within Gs, it matches Number-Pattern Matching in g, Gs factor loading, and prediction of achievement. Is more cognitively complex than Number-Pattern Matching • In GIA, Gs, Perceptual Speed (P), Cog. Eff. and Cog. clusters © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  39. 39. COG Test 12 Nonword Repetition test •Ga-PC/Gwm-UM •Examinee listens to a nonsense word and then must •repeat the word exactly. •Requires temporary storage of phonological segments in immediate awareness. •Significant body of research has found such tasks to •be significantly related to (and be possible “markers” •of) reading disabilities, dyslexia and SLI (specific language impairment) •In Ga cluster © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  40. 40. OL Test 3: Segmentation • Ga (PC) • Examinee listens to words and identifies word parts • In OL Phonetic Coding (PC) cluster • Highest loading test on Ga factor across all ages • A moderate measure of g and predictor of ach. across all ages; much more so (and more cognitively complex) than Sound Blending. • Such tasks have been reported to be strong predictors of early reading (Bouwmeester et al, 2011; Geuden & Sandra, 2003) © Institute for Applied Psychometrics; Kevin McGrew 6-20-14
  41. 41. WJ IV ACH tests by CHC factor domains Grw -Reading CHC Factors New or sign. change Grw -Writing Gq Gc/Gkm © Institute for Applied Psychometrics; Kevin McGrew 06-18-14
  42. 42. • ACH Oral Reading • ACH Reading Recall • ACH Word Reading Fluency • ACH Number Matrices New ACH Tests
  43. 43. • 7 new 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?
  44. 44. 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 • Test 9: Sentence Reading Fluency • Test 12: Reading Recall • Test 15: Word Reading Fluency • Test 17: Reading Vocabulary Reading New New New
  45. 45. • Includes 8 tests for evaluating different aspects of reading – Letter-Word Identification, Passage Comprehension, Word Attack, Sentence Reading Fluency, Reading Vocabulary – 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 • Reading Fluency, Reading Rate, Reading Comprehension- Extended Summary: Reading 3 new tests 3 new clusters
  46. 46. • 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, Basic Math Skills, Math Problem Solving Mathematics: Summary
  47. 47. • 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
  48. 48. • 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 Cluster (Spelling of Sounds + Word Attack) Written Language: Summary
  49. 49. • 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
  50. 50. Organizational overview of the WJ IV variations and comparisons
  51. 51. Comparison Options • GIA/Achievement • Scholastic Aptitude/Achievement • Gf-Gc/Achievement/other abilities • Broad Oral Language/Achievement • Academic Knowledge/Achievement Five ability/achievement difference score procedures to help compare ability to current levels of achievement [Procedures account for regression-to-the mean (and how it varies by age)]
  52. 52. Variation Options • Intra-cognitive based on COG Tests 1—7 • Intra-achievement – Based on ACH Tests 1—6 – Based on Academic Skills, Academic Fluency, and Academic Applications clusters • Intra-oral language based on OL Tests 1—4 Four variation procedures to help document an individual’s pattern of strengths and weaknesses. Based on “core” tests in each battery

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