Wjiv Ach em Sec 040220

Woodcock-Johnson® IV
Tests of Achievement
Nancy Mather • Barbara J. Wendling
Examiner’s Manual
Standard & Extended Batteries
Woodcock-Johnson® IV Tests of Achievement
Examiner’s Manual
Nancy Mather ◆ Barbara J. Wendling
Reference Citations
■■ To cite the entire WJ IV battery, use:
Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock-Johnson IV. Rolling
Meadows, IL: Riverside Publishing.
■■ To cite the WJ IV Tests of Achievement, use:
Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of
Achievement. Rolling Meadows, IL: Riverside Publishing.
■■ To cite this manual, use:
Mather, N., & Wendling, B. J. (2014). Examiner’s Manual. Woodcock-Johnson IV Tests of
■■ To cite the online scoring and reporting program, use:
Schrank, F. A., & Dailey, D. (2014). Woodcock-Johnson Online Scoring and Reporting
[Online format]. Rolling Meadows, IL: Riverside Publishing.
Copyright © 2014 by Riverside Assessments, LLC. No part of this work may be reproduced
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prior written permission of Riverside Assessments, LLC, unless such copying is expressly
permitted by federal copyright law. Requests for permission to make copies of any part of
the work should be addressed to Riverside Insights, Attention: Permissions, One Pierce
Place, Suite 900W, Itasca, Illinois 60143.
Batería III Woodcock-Muñoz, WJ III, WJ-R, Woodcock-Johnson, the Woodcock-Johnson
IV logo, and Woodcock-Muñoz Language Survey are registered trademarks of Riverside
Assessments, LLC.
WIIIP, WJ IV Interpretation and Instructional Interventions Program, Woodcock
Interpretation and Instructional Interventions Program, and WJ IV are trademarks of
Riverside Assessments, LLC.
The MindHub is a registered trademark of the Institute for Applied Psychometrics (IAP)
and Interactive Metronome.
All other trademarks are the property of their respective owners.
The WJ IV tests are not to be used in any program operating under statutes or regulations
that require disclosure of specific item content and/or correct responses to the public,
including subjects or their parents. Any unauthorized distribution of the specific item
content and/or correct responses is prohibited by copyright law.
For technical information, please visit www.riversideinsights.com or call Riverside Insights
Customer Service at 800.323.9540.
About the Authors of
the WJ IV
Fredrick A. Schrank
Fredrick A. (Fred) Schrank guided the development of the Woodcock-Johnson® IV (WJ IV™)
as the author team leader. He managed the test development company Measurement Learning
Consultants (MLC) and provided stewardship to the Woodcock-Muñoz Foundation.
Dr. Schrank is a licensed psychologist (Washington) and a board certified specialist in
school psychology from the American Board of Professional Psychology (ABPP). He worked
in the Dodgeville, North Fond du Lac, and De Forest (Wisconsin) school districts before
earning a PhD from the University of Wisconsin–Madison. Dr. Schrank then taught at
Truman State University (Missouri) and the University of Puget Sound (Washington) prior
to a 25-year career devoted almost exclusively to the development and publication of the
Woodcock-Johnson family of tests. In service to professional psychology, he has been an oral
examiner for the American Board of School Psychology (ABSP) and president of the American
Academy of School Psychology (AASP). Fred was instrumental in the development of the
organizational and interpretive plan for the WJ IV, including the Woodcock-Johnson online
scoring and reporting program.
Nancy Mather
Nancy Mather is a Professor at the University of Arizona in the Department of Disability
and Psychoeducational Studies. She holds an MA in Behavior Disorders and a PhD from
the University of Arizona in Special Education and Learning Disabilities. She completed
a postdoctoral fellowship under the mentorship of Dr. Samuel Kirk at the University of
Arizona.
Dr. Mather assisted Dr. Richard Woodcock with several aspects of test development for the
Woodcock-Johnson Psycho-Educational Battery–Revised (WJ-R®), including coauthoring the
Examiner’s Manuals for the WJ-R Tests of Cognitive Ability and Achievement. She has been
a coauthor of both the Woodcock-Johnson III (WJ III®) and the WJ IV and has coauthored
two books on the interpretation and application of the WJ III—Essentials of WJ III Tests of
Achievement Assessment and Woodcock-Johnson III: Reports, Recommendations, and Strategies.
She has served as a learning disabilities teacher, a diagnostician, a university professor, and
an educational consultant. Dr. Mather conducts research in the areas of reading and writing
development. She has published numerous articles, conducts workshops on assessment and
instruction both nationally and internationally, and has coauthored several books linking
assessment and intervention, including Learning Disabilities and Challenging Behaviors: A
Guide to Intervention and Classroom Management, Evidence-Based Interventions for Students
iii
with Learning and Behavioral Challenges, Essentials of Assessment Report Writing, Essentials
of Evidence-Based Academic Interventions, Writing Assessment and Instruction for Students with
Learning Disabilities, and most recently, Essentials of Dyslexia: Assessment and Intervention.
Kevin S. McGrew
Kevin S. McGrew is Director of the Institute for Applied Psychometrics (IAP), LLC, a private
research and consulting organization he established in 1998. He was an Associate Director
of Measurement Learning Consultants and Research Director of the Woodcock-Muñoz
Foundation. He also is a Visiting Lecturer in Educational Psychology (School Psychology
Program) at the University of Minnesota and Director of Research for Interactive Metronome,
a neurotechnology and rehabilitation company. He holds a PhD in Educational Psychology
(Special Education) from the University of Minnesota and an MS in School Psychology and a
BA in Psychology from Minnesota State University–Moorhead.
Dr. McGrew was a practicing school psychologist for 12 years in Iowa and Minnesota.
From 1989 to 2000, he was a Professor in the Department of Applied Psychology at St. Cloud
State University, St. Cloud, Minnesota. He has served as a measurement consultant to a
number of psychological test publishers, national research studies, and organizations.
He has authored numerous publications and made state, national, and international
presentations in his primary areas of research interest in human intelligence, intellectual
assessment, human competence, applied psychometrics, and the Cattell-Horn-Carroll (CHC)
theory of cognitive abilities. He is an active distributor of theoretical and research information
via three professional blogs and The MindHub® web portal.
Dr. McGrew was the primary measurement consultant for the WJ-R and served in the
same capacity as coauthor of the Mini-Battery of Achievement (MBA), Sharpe-McNear-McGrew
Braille Assessment Inventory (BAI), WJ III, Woodcock-Johnson Diagnostic Supplement to the
Tests of Cognitive Abilities, Batería III Woodcock-Muñoz® (Batería III), Woodcock-Johnson
III Normative Update, Woodcock-Johnson III–Australian Adaptation, and WJ IV. He was the
psychometric and statistical consultant for the development of the Children’s Psychological
Processes Scale.
Contributing Author
Barbara J. Wendling coauthored the WJ IV Examiner’s Manuals with Nancy Mather.
Barbara is an educational consultant with expertise in assessment, test interpretation, and
academic interventions. She holds an MA in Learning Disabilities, and she has over 17 years
of experience as an educator and diagnostician in Illinois public schools and 11 years of
experience in educational and assessment publishing. Currently she is the Education Director
of the Woodcock-Muñoz Foundation.
Barbara has coauthored several books on assessment and intervention, including Essentials
of Evidence-Based Academic Interventions, Writing Assessment and Instruction for Students with
Learning Disabilities, and Essentials of Dyslexia: Assessment and Intervention. In addition, she
has coauthored the following books on the use and interpretation of the Woodcock-Johnson:
Essentials of the WJ III Tests of Achievement Assessment; Essentials of the WJ III Tests of
Cognitive Abilities Assessment, Second Edition; and Essentials of the WJ IV Tests of Achievement
Assessment. She is also coauthor of the WJ III and WJ IV versions of the Woodcock
Interpretation and Instructional Interventions Program™, WJ IV Interpretation and Instructional
Interventions Program™ (WIIIP™).
iv
Acknowledgments
The Woodcock-Johnson IV was developed from the contributions of thousands of individuals,
spanning time and distance, each motivated by a desire or a call to make a valuable
contribution to the future of contemporary assessment practice. Although it is impossible
to acknowledge everyone individually, a few key people have made such significant
contributions that even special mention seems inadequate as an expression of their impact.
When author team meetings were scheduled, Barbara Wendling was deemed to be so
invaluable that she was always invited to participate. Her experience as an educator and
diagnostician, her work in educational and test publishing, and the insights she has gleaned
from developing and delivering trainings on learning disabilities and assessment over many
years are reflected in the examiner’s manuals and all of the WJ IV materials.
From the Measurement Learning Consultants project center offices on the beautiful
Oregon coast, Mary Ruef fostered and supervised a staff of highly qualified employees who
prepared standardization materials and scored the test results from the standardization and
validity studies. In addition, she helped prepare the final data for analysis, including the
preparation of preliminary data reports from which publication items were selected.
Extensive expertise in test publishing dedicated to the Woodcock-Johnson family of tests
made Melanie Bartels Graw an indispensable asset to the quality of the published materials.
Her painstaking attention to detail is evidenced throughout the battery, from the item keys
to the user-friendliness of the examiner instructions. She single-handedly managed the
monumental coordination effort of submitting and reviewing multiple iterations of all of the
tests, test records, response booklets, and manuals to Riverside.
The critical task of converting standardization data to norms was accomplished through
the superior craftsmanship of David Dailey, who not only trained and managed a staff of
norms construction technicians, but also was instrumental in managing all of the nuances of
the WJ IV blueprint so that each successive iteration of the battery plan could be reviewed
and improved by the authors. A professional statistician, he played a key consulting role for a
variety of statistical analyses reported in the Woodcock-Johnson IV Technical Manual.
Based on his years of experience creating the software programs for the Woodcock-
Johnson family of tests, both in the United States and internationally, Todd Simmons expertly
programmed the Woodcock-Johnson online scoring and reporting program, offering the
perspective of ease-of-use in software design. He was ably assisted in his efforts by Melanie
Pammer Maerz who assured that the software program worked as intended.
Joining the team in the latter years of the project, Erica LaForte brought a wealth of Rasch
measurement expertise to the development effort. She completed a number of statistical
analyses and helped write the Woodcock-Johnson IV Technical Manual. Throughout the half-
decade-long developmental effort, the technical quality of the data analyses has been ensured
by the contributions of Dr. Jack McArdle and Dr. Mark Davison.
v
Under the thoughtful guidance of Dr. Ana Muñoz-Sandoval, three Spanish oral language
tests were adapted from parallel English oral language tests for use with Spanish-speaking
bilingual individuals. Dr. Lynne Jaffe and Dr. Criselda Alvarado assisted with sections of
the examiner’s manuals, providing expertise for accommodations for students with specific
disabilities, Spanish oral language assessment, and English language learners. Dr. Kathleen
Donalson provided expertise in item content analysis for several of the reading and
spelling tests.
Finally, sincere appreciation is expressed to the more than 8,000 standardization and
validity study participants who contributed their time and invaluable test-taking efforts to
this project.
FAS
NM
KSM
vi
Table of Contents
About the Authors of the WJ IV iii
Acknowledgments v
Chapter 1: Overview 1
Comparison to the WJ III Tests of Achievement 2
Organization of the WJ IV Tests of Achievement 3
Components of the WJ IV Tests of Achievement 3
Test Books 5
Examiner’s Manual 5
Technical Manual 5
Woodcock-Johnson Online Scoring and Reporting 6
Test Record 6
Response Booklet 6
Audio Recording 6
Relationship of the WJ IV to the CHC Theory of Cognitive Abilities 6
Uses of the WJ IV Tests of Achievement 7
Use With the WJ IV COG 7
Use With the WJ IV OL 7
Diagnosis 7
Determination of Variations and Comparisons 8
Educational Programming 8
Planning Individual Programs 8
Guidance 9
Assessing Growth 9
Program Evaluation 9
Research 9
Psychometric Training 10
Examiner Qualifications 10
Confidentiality of Test Materials and Content 11
Chapter 2: Descriptions of the WJ IV ACH Tests and Clusters 13

WJ IV ACH Tests 13
Test 1: Letter-Word Identification 14
Test 2: Applied Problems 14
Test 3: Spelling 15
Test 4: Passage Comprehension 15
Test 5: Calculation 15
Test 6: Writing Samples 15
Test 7: Word Attack 15
vii
Test 8: Oral Reading 16
Test 9: Sentence Reading Fluency 16
Test 10: Math Facts Fluency 16
Test 11: Sentence Writing Fluency 16
Test 12: Reading Recall 16
Test 13: Number Matrices 16
Test 14: Editing 16
Test 15: Word Reading Fluency 17
Test 16: Spelling of Sounds 17
Test 17: Reading Vocabulary 17
Test 18: Science 17
Test 19: Social Studies 17
Test 20: Humanities 17
WJ IV ACH Clusters 18
Reading Clusters 18
Math Clusters 19
Written Language Clusters 20
Cross-Domain Clusters 20
Chapter 3: General Administration and Scoring Procedures 23

Practice Administration 23
Exact Administration 23
Brisk Administration 24
Preparation for Testing 24
Arranging the Test Setting 24
Setting Up the Testing Materials 25
Establishing Rapport 25
Completing the “Identifying Information” Section of the Test Record 25
Administration and Scoring 26
Test Selection 26
Order of Administration 26
Time Requirements 27
Suggested Starting Points 27
Basals and Ceilings 27
Meeting Basal and Ceiling Criteria 28
Tests Requiring the Response Booklet 32
Timed Tests 32
Audio-Recorded Tests 32
Examinee Requests for Information 33
Examiner Queries 33
Evaluating Test Behavior 33
Test Session Observations Checklist 33
“Qualitative Observation” Checklists 34
Scoring 35
Item Scoring 35
Use of Judgment in Scoring Responses 36
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Additional Notations for Recording Responses 36
Scoring Multiple Responses 36
Computing Raw Scores 37
Obtaining Age- and Grade-Equivalent Scores 37
Using the Woodcock-Johnson Online Scoring and Reporting Program 37
Accommodations 38
Recommended Accommodations 38
Young Children 39
English Language Learners 41
Individuals With Learning and/or Reading Difficulties 42
Individuals With Attentional and Behavioral Difficulties 42
Individuals With Hearing Impairments 44
Individuals With Visual Impairments 48
Individuals With Physical Impairments 51
Interpretive Cautions 52
Use of Derived Scores 52
Chapter 4: Administering and Scoring the WJ IV ACH Tests 53

Standard Battery Tests 53
Test 3: Spelling 55
Test 7: Word Attack 61
Test 8: Oral Reading 62
Extended Battery Tests 66
Test 12: Reading Recall 66
Test 13: Number Matrices 67
Test 14: Editing 68
Test 15: Word Reading Fluency 69
Test 16: Spelling of Sounds 69
Test 17: Reading Vocabulary 71
Test 18: Science 72
Test 19: Social Studies 72
Test 20: Humanities 73
Chapter 5: Scores and Interpretation 75

Levels of Interpretive Information 75
Age- and Grade-Based Norms 77
Types of Scores 78
Raw Score 78
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W Score 79
Grade Equivalent 79
Age Equivalent 80
W Difference Score 80
Relative Proficiency Index 80
Instructional Zone 81
CALP Levels 81
Percentile Rank 83
Standard Score 83
Standard Error of Measurement 84
Interpreting Tests 84
Interpreting the Reading Tests 85
Interpreting the Math Tests 91
Interpreting the Written Language Tests 94
Interpreting the Academic Knowledge Tests 99
Interpreting Variations and Comparisons 99
Intra-Ability Variations 100
Intra-Achievement Variations 100
Academic Skills/Academic Fluency/Academic Applications Variations 102
Intra-Cognitive Variations 103
Intra-Oral Language Variations 104
Ability/Achievement Comparisons 104
Academic Knowledge/Achievement Comparisons 104
Three Cognitive Ability/Achievement Comparisons 106
Oral Language/Achievement Comparisons 107
Discrepancy Scores 107
Implications Derived From Test Results 107
References 109
Appendix A: Norming Site States and Cities 113
Appendix B: Test 6: Writing Samples Scoring Guide 129

Form A Scoring Guide 129
Form B Scoring Guide 150
Form C Scoring Guide 171
Appendix C: WJ IV Tests of Achievement Examiner Training

Checklist 193
Appendix D: WJ IV General Test Observations Checklist 203
x
List of Tables
Table 1-1 Organization of the WJ IV ACH Tests 4
Table 1-2 Organization of the WJ IV ACH Clusters 4
Table 1-3 Examiner Qualification Standards From the Standards for Educational and
Psychological Testing 10
Table 1-4 Test Security Standards From the Standards for Educational and
Psychological Testing 11
Table 2-1 WJ IV ACH Selective Testing Table 14
Table 3-1 Standards Regarding Examinee Accommodations From the Standards for
Educational and Psychological Testing 39
Table 3-2 WJ IV ACH Tests Useful for Individuals With Hearing Impairments 46
Table 3-3 WJ IV ACH Tests Useful for Individuals With Visual Impairments 51
Table 5-1 Hierarchy of WJ IV ACH Test Information 76
Table 5-2 ACH Clusters That Yield a CALP Level 81
Table 5-3 CALP Levels and Corresponding Implications 82
Table 5-4 Classification of Standard Score and Percentile Rank Ranges 84
Table 5-5 Percentage by Age of Occurrence of Qualitative Observations for
Test 3: Spelling 96
Table 5-14 WJ IV Intra-Ability Variation and Ability/Achievement
Comparison Procedures 99
Table 5-15 WJ IV Intra-Achievement Variations 102
Table 5-16 WJ IV Academic Skills/Academic Fluency/Academic Applications
Variations 103
Table 5-17 WJ IV Academic Knowledge/Achievement Comparisons 106
Table 5-18 Responsible Test Interpretation Standards From the Standards for
Educational and Psychological Testing 108
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List of Figures
Figure 1-1 Components of the WJ IV ACH. 5
Figure 3-1 Recommended arrangement for administering the test. 25
Figure 3-2 Suggested Starting Points table for Test 2: Applied Problems from the
WJ IV ACH Form A Test Book. 27
Figure 3-3 Example of Item 1 used as the basal on Test 1: Letter-Word Identification. 29
Figure 3-4 Determination of basal and ceiling with two apparent basals and two
apparent ceilings. 31
Figure 3-5 The “Test Session Observations Checklist” from the Test Record. 33
Figure 3-6 “Qualitative Observation” checklist for Test 1: Letter-Word Identification. 35
Figure 4-1 Reading error types in Test 8: Oral Reading. 63
Figure 4-2 Example of completed Test Record and “Qualitative Observation Tally” for
Test 8: Oral Reading. 63
Figure 5-1 Comparison of the traditional and extended percentile rank scales with the
standard score scale (M = 100, SD = 15). 83
Figure 5-2 Various skills measured by the WJ IV ACH reading tests. 85
Figure 5-3 Various skills measured by the WJ IV ACH math tests. 91
Figure 5-4 Various skills measured by the WJ IV ACH writing tests. 95
Figure 5-5 Four types of intra-ability variation models in the WJ IV. 101
Figure 5-6 Five types of ability/achievement comparison models in the WJ IV. 105
xii
Chapter 1
Overview
The Woodcock-Johnson® IV (WJ IV™) (Schrank, McGrew, & Mather, 2014a) is composed of
three assessment instruments: the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV
COG) (Schrank, McGrew, & Mather, 2014b), the Woodcock-Johnson IV Tests of Oral Language
(WJ IV OL) (Schrank, Mather, & McGrew, 2014b), and the Woodcock-Johnson IV Tests of
Achievement (WJ IV ACH) (Schrank, Mather, & McGrew, 2014a). Together these instruments
provide a comprehensive set of individually administered, norm-referenced tests for
measuring intellectual abilities, academic achievement, and oral language abilities.
This revision represents a significant advance in the measurement of cognitive, linguistic,
and achievement abilities. The WJ IV revision blueprint was guided by multiple goals. First,
this comprehensive assessment system is designed to be on the cutting edge of practice.
It facilitates exploring individual strengths and weaknesses across cognitive, linguistic,
and academic abilities; complements response to intervention (RTI) models; and reframes
variations and ability/achievement comparisons. Second, the blueprint pushes the tests
beyond CHC theory as it was conceived in the Woodcock-Johnson III (WJ III®) (Woodcock,
McGrew, & Mather, 2001). Whereas the WJ III focused primarily on broad CHC abilities,
the WJ IV focuses on the most important broad and narrow CHC abilities for contemporary
assessment needs—describing cognitive performance and understanding the nature of
learning problems (McGrew, 2012; McGrew & Wendling, 2010; Schneider & McGrew,
2012). Some WJ IV tests and clusters emphasize narrow CHC abilities, and others were
designed to reflect the importance of cognitive complexity through the influence of two or
more narrow abilities on task requirements. Additional goals address ease and flexibility of
use. New features allow novice examiners to use the tests with confidence while providing
experienced examiners with a rich array of interpretive options to customize and enhance
their evaluations. The structure of the WJ IV system also facilitates examiner use by creating
comprehensive cognitive, achievement, and oral language batteries that can be used in
conjunction with one another or as standalone batteries.
WJ IV normative data are based on a single sample that was administered the cognitive,
oral language, and achievement tests. The national standardization included over 7,000
individuals ranging in age from 2 to over 90 years, including college and university
undergraduate and graduate students. The demographic and community characteristics
closely match those of the general U.S. population. Further information about the norming
sample is provided in the Woodcock-Johnson IV Technical Manual (McGrew, LaForte, &
Schrank, 2014).
The WJ IV interpretation plan includes a full array of derived scores for reporting results.
The accompanying Woodcock-Johnson online scoring and reporting program (Schrank &
Dailey, 2014) quickly calculates and reports all derived scores.
This manual describes the WJ IV ACH, which can be used independently or in
conjunction with the WJ IV OL or WJ IV COG batteries.
Overview 1
Comparison to the WJ III Tests of Achievement
The WJ IV ACH is a revised and expanded version of the Woodcock-Johnson III Tests of
Achievement (WJ III ACH) (Woodcock, McGrew, & Mather, 2001). Extensive renorming
and the addition of several new tests, clusters, and interpretive procedures, improve and
increase the diagnostic power of this instrument while retaining many of the features of the
WJ III ACH.
Following is a summary of the major differences between the WJ III ACH and the
WJ IV ACH.
■■ The WJ IV has three parallel forms of the Standard Battery (Forms A, B, and C) and
one form of the Extended Battery, which is designed to be used with any form of the
Standard Battery.
■■ The WJ IV ACH includes a core set of tests (Tests 1 through 6) that are used for
calculating the Reading, Mathematics, Written Language, Academic Skills, Academic

Applications, and Brief Achievement clusters and that provide the basis for the intra-
achievement variations procedure. Additional tests may be added to the core variations
procedure on a selective testing basis, and any derived clusters are also evaluated in a
pattern of strengths and weaknesses (PSW) analysis.
■■ There are 20 tests, 11 in the Standard Battery and 9 in the Extended Battery.
■■ There are 7 new tests in the WJ IV ACH: Test 8: Oral Reading, Test 12: Reading Recall,
and Test 15: Word Reading Fluency are new tests; Test 13: Number Matrices is new
to the WJ IV ACH battery; and Test 18: Science, Test 19: Social Studies, and Test 20:
Humanities are now full-length tests rather than subtests. As a result of this increased
coverage, more interpretive options are available.
■■ There are 22 clusters, including 8 new clusters: Reading Comprehension–Extended,
Reading Fluency, and Reading Rate are new clusters; Reading, Written Language,
Mathematics, Brief Achievement, and Broad Achievement were only available in WJ III
ACH Form C (Woodcock, Schrank, Mather, & McGrew, 2007) and are now included
in all forms of the WJ IV ACH battery.
■■ Fifteen clusters are available from the Standard Battery tests; 7 additional clusters are
available when using the Extended Battery.

■■ The oral language tests (Picture Vocabulary, Oral Comprehension, Understanding
Directions, and Sound Awareness) are now in the WJ IV OL. Story Recall is now in the
WJ IV COG.
■■ Three test names were changed to more accurately reflect the task: Writing Fluency
is now Test 11: Sentence Writing Fluency; Math Fluency is now Test 10: Math Facts
Fluency; and Reading Fluency is now Test 9: Sentence Reading Fluency.
■■ The procedures for evaluating ability/achievement comparisons and intra-ability
variations have been simplified and offer increased flexibility for the examiner.
∘∘ Four types of intra-ability variations are available: intra-cognitive, intra-
achievement, intra-oral language, and academic skills/academic fluency/academic
applications.
∘∘ Five types of ability/achievement comparisons are available: general intellectual
ability (GIA), Gf-Gc composite, scholastic aptitude, oral language ability, and
academic knowledge.
■■ The WJ III predicted achievement/achievement discrepancy procedure has been
replaced with the scholastic aptitude/achievement comparison procedure. There are

six specific aptitude clusters: two for reading, two for math, and two for writing. Each
of these six aptitude clusters contains four cognitive tests that best predict the specific
achievement area.
2 Overview
Organization of the WJ IV Tests of Achievement
The WJ IV ACH is available in three forms (Forms A, B, and C) that are parallel in content.
An examiner can alternate use of these three forms to reduce an examinee’s familiarity with
specific item content. Some school districts may designate one or more of the forms for
a specific purpose or for use by specific professionals. Each form contains 11 tests in the
Standard Battery (Tests 1 through 11). There is one form of the Extended Battery (Tests 12
through 20) that can be used with any of the Standard Battery forms (Forms A, B, or C).
Depending on the purpose and extent of the assessment, an examiner can use the Standard
Battery alone or in conjunction with the Extended Battery. Using the Standard Battery
provides a broad set of scores, while the Extended Battery allows more in-depth diagnostic
assessment of specific academic strengths and/or weaknesses. This feature allows examiners
to be more focused and selective in testing by only administering the specific tests relevant to
the referral question(s).
One goal of the revision was to increase ease of use and flexibility of the WJ IV ACH,
and the organization of the tests within the Standard and Extended Batteries reflects this
goal. For example, Tests 1 through 6 represent a core set of tests that yields clusters in
Reading, Written Language, Mathematics, Academic Skills, Academic Applications, and Brief
Achievement and serve as the basis for the intra-achievement variations procedure. Additional
tests can be selected to address the individual’s specific referral questions.
An examiner seldom needs to administer all of the tests or complete all of the interpretive
options for a single person. The importance of selective testing becomes apparent as the
examiner gains familiarity with the WJ IV ACH. An analogy to craftsmanship is appropriate:
The WJ IV ACH provides an extensive tool chest that can be used selectively by a variety of
skilled assessment professionals. Different assessments require different combinations of tools.
Table 1-1 lists the tests included in the WJ IV ACH. Icons following several tests indicate
tests that are administered using an audio recording ( ), tests that are administered using
the Response Booklet ( ), and tests that are timed ( ). The table groups the tests by
content area rather than by order of appearance in the Test Book.
Table 1-2 illustrates the 22 clusters, or groupings of tests, that are available from the WJ
IV ACH. These clusters are the primary source of interpretive information to help identify
performance levels, determine educational progress, and identify an individual’s strengths and
weaknesses.
Components of the WJ IV Tests of Achievement

The WJ IV ACH contains two easel Test Books, this Examiner’s Manual, the Technical Manual
on CD, a scoring program, a package of Test Records and examinee Response Booklets, an
audio recording on CD, scoring guides, and an optional carrying case. Figure 1-1 shows the
components of the WJ IV ACH.
Overview 3
Table 1-1. STANDARD BATTERY
Organization of the ACADEMIC AREA (FORMS A, B, AND C) EXTENDED BATTERY
WJ IV ACH Tests Reading Test 1: Letter-Word Identification Test 12: Reading Recall
Test 4: Passage Comprehension Test 15: Word Reading Fluency
Test 7: Word Attack Test 17: Reading Vocabulary
Test 8: Oral Reading
Test 9: Sentence Reading Fluency
Mathematics Test 2: Applied Problems Test 13: Number Matrices
Test 5: Calculation
Test 10: Math Facts Fluency
Writing Test 3: Spelling Test 14: Editing
Test 6: Writing Samples Test 16: Spelling of Sounds
Test 11: Sentence Writing Fluency
Academic Test 18: Science
Knowledge Test 19: Social Studies
Test 20: Humanities
= test in the Response Booklet
= timed test
= audio-recorded test
Table 1-2. CURRICULAR CLUSTERS REQUIRING TEST FROM

Organization of the WJ IV AREA CLUSTERS IN STANDARD BATTERY EXTENDED BATTERY
ACH Clusters Reading Reading Reading Comprehension
Broad Reading Reading Comprehension–Extended
Basic Reading Skills Reading Rate
Reading Fluency
Mathematics Mathematics Math Problem Solving

Broad Mathematics
Math Calculation Skills
Writing Written Language Basic Writing Skills
Broad Written Language
Written Expression
Cross Domain Academic Skills Academic Knowledge
Clusters Academic Fluency Phoneme-Grapheme Knowledge
Academic Applications
Brief Achievement
Broad Achievement
4 Overview
Figure 1-1.
Components of the
WJ IV ACH.
Test Books
The Standard Battery and the Extended Battery Test Books are in an easel format positioned
so the stimulus pictures or words face the examinee and the directions face the examiner.
The ring-binder format allows the examiner to rearrange the order of the tests to facilitate
selective testing. Specific administration directions are provided page by page for all tests.
Examiner’s Manual
The Examiner’s Manual includes detailed information for using the WJ IV ACH. Chapter 1
is an overview. Chapter 2 provides descriptions of the 20 tests and the 22 clusters. General
administration and scoring procedures and accommodations for special populations are
discussed in Chapter 3. Chapter 4 provides specific administration and scoring instructions
for each test. Chapter 5 provides a discussion of the scores and levels of interpretive
information that are available.
This manual also includes several appendices. Appendix A contains a list of norming sites.
Appendix B contains the Scoring Guide with scoring criteria for Test 6: Writing Samples
(Forms A, B, and C). Appendices C and D contain reproducible checklists to assist examiners
in building competency with the WJ IV ACH. Appendix C is the “WJ IV Tests of Achievement
Examiner Training Checklist,” a test-by-test form that may be used as an observation or self-
study tool. Appendix D is the “WJ IV General Test Observations Checklist,” which covers
general testing procedures and may be used by an experienced examiner when observing a
new examiner.
Technical Manual
The Technical Manual is an e-book on CD and provides a summary of the development,
standardization, and technical characteristics of the WJ IV, including summary statistics.
Overview 5
Woodcock-Johnson Online Scoring and Reporting
The Woodcock-Johnson online scoring and reporting program (Schrank & Dailey, 2014)
eliminates the time-consuming norm table searches required when scoring a test by hand
and reduces the possibility of clerical errors. The automated online scoring quickly and
accurately provides all derived scores for the tests and clusters and computes variations and
comparisons.
Test Record
The Test Record includes guidelines for examiner scoring and is used to record identifying
information, observations of behavior, examinee responses, raw scores, and other information
that may be helpful in interpreting test results. Built-in scoring tables for each test enable the
examiner to immediately obtain estimated age- and grade-equivalent scores.
Response Booklet
The Response Booklet provides space for the examinee to respond to items requiring written
responses or mathematical calculations. Tests 3: Spelling, Test 5: Calculation, Test 6: Writing
Samples, Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence
Writing Fluency, Test 15: Word Reading Fluency, and Test 16: Spelling of Sounds all require
the Response Booklet. In addition, a worksheet is provided in the Response Booklet for
Test 2: Applied Problems and Test 13: Number Matrices.
Audio Recording
The audio recording is provided for standardized administration of Test 16: Spelling of
Sounds.
Relationship of the WJ IV to the CHC Theory of Cognitive Abilities

The WJ IV ACH, WJ IV COG, and WJ IV OL are three parts of a comprehensive diagnostic
system. Interpretation of the WJ IV tests and clusters is based on the Cattell-Horn-Carroll
(CHC) theory of cognitive abilities. Additional information on CHC theory can be found in
the Woodcock-Johnson IV Tests of Cognitive Abilities Examiner’s Manual (Mather & Wendling,
2014a), as well as in the Technical Manual.
The WJ IV COG has seven CHC factors. Two of the CHC factors, fluid reasoning (Gf ) and
comprehension-knowledge (Gc), can be traced to Cattell (1941, 1943, 1950) and his work on
Gf-Gc, or fluid and crystallized intelligence. Later, Horn (1965) identified short-term memory
(Gsm), long-term retrieval (Glr), processing speed (Gs), and visual-spatial thinking (Gv) as
distinct abilities. Auditory processing (Ga) was identified by Horn and Stankov (1982). The
CHC abilities have been refined and integrated by Woodcock (McArdle & Woodcock, 1998;
Woodcock, 1988, 1990, 1993, 1994, 1998) and McGrew (1997, 2005, 2009) and recently
revised by Schneider and McGrew (2012).
The WJ IV ACH contains tests that tap two other identified cognitive abilities: quantitative
knowledge (Gq) (identified by Horn, 1988, 1989) and reading-writing ability (Grw)
(identified by Carroll and Maxwell, 1979 and Woodcock, 1998). The WJ IV ACH also
includes additional measures of comprehension-knowledge (Gc), long-term retrieval (Glr),
and auditory processing (Ga). Because most achievement tests require the integration of
multiple cognitive abilities, information about processing can be obtained by a skilled
examiner. For example, processing speed (Gs) is involved in all speeded or timed tasks,
including Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence
Writing Fluency, and Test 15: Word Reading Fluency.
6 Overview
Gq is represented by Test 2: Applied Problems, Test 5: Calculation, Test 10: Math Facts
Fluency, and Test 13: Number Matrices.
Grw is represented by Test 1: Letter-Word Identification, Test 3: Spelling, Test 4: Passage
Comprehension, Test 6: Writing Samples, Test 8: Oral Reading, Test 9: Sentence Reading
Fluency, Test 11: Sentence Writing Fluency, Test 12: Reading Recall, Test 14: Editing, Test 15:
Word Reading Fluency, and Test 17: Reading Vocabulary.
Gc is measured by the Academic Knowledge cluster composed of Test 18: Science, Test 19:
Social Studies, and Test 20: Humanities.
Glr, especially the narrow ability of meaningful memory, is required in Test 12: Reading
Recall, Test 18: Science, Test 19: Social Studies, and Test 20: Humanities. Associative memory,
another narrow Glr ability, is required in many of the tests that measure decoding, encoding,
or recall of math facts.
Ga, in particular the narrow ability of phonetic coding, is required in Test 7: Word Attack
and Test 16: Spelling of Sounds.
Uses of the WJ IV Tests of Achievement

The procedures followed in developing and standardizing the WJ IV ACH have produced
an instrument that can be used with confidence in a variety of settings. The wide age
range and breadth of coverage allow the WJ IV ACH tests to be used for educational,
clinical, or research purposes from the preschool to the geriatric level. Because the WJ IV
ACH is co-normed with both the WJ IV COG and the WJ IV OL, accurate predictions and
comparisons can be made among the batteries.
Use With the WJ IV COG

When the WJ IV ACH is used with the WJ IV COG, the relationships between cognitive
abilities and achievement can be explored and strengths and weaknesses can be documented.
Further, in cases where an ability/achievement discrepancy is desired, actual discrepancy
norms are available.
Use With the WJ IV OL

When the WJ IV ACH is used with the WJ IV OL, the relationship between oral language
ability and academic achievement can be explored using the oral language/achievement
comparison procedure. Understanding the role of oral language in academic performance is
often an important component of an evaluation for a specific learning disability.
Diagnosis
An examiner can use the WJ IV ACH to determine and describe a profile of an individual’s
academic strengths and weaknesses. Additionally, test results help determine how certain
factors affect related aspects of development. For example, a weakness in phoneme/grapheme
knowledge may interfere with overall development in reading and spelling. Similarly, a
weakness in spelling may help explain an individual’s difficulties on school assignments
requiring writing.
An examiner also can use the WJ IV ACH for a more in-depth evaluation after an
individual has failed a screening procedure (e.g., a kindergarten screening) or to substantiate
the results of other tests or prior evaluations.
Overview 7
Determination of Variations and Comparisons
The information provided by the WJ IV ACH, WJ IV OL, and the WJ IV COG is particularly
appropriate for documenting the nature of, and differentiating between, intra-ability (intra-
achievement, academic skills/academic fluency/academic applications, intra-cognitive, intra-
oral language) variations and ability/achievement discrepancies or comparisons (academic
knowledge/achievement, general intellectual ability/achievement, Gf-Gc/other ability,
scholastic aptitude/achievement, oral language ability/achievement).
The WJ IV intra-ability variations are useful for understanding an individual’s strengths
and weaknesses, diagnosing and documenting the existence of specific abilities and
disabilities, and acquiring the most relevant information for educational and vocational
planning. Analysis of this in-depth assessment data, which goes well beyond the historical
and traditional singular focus on ability/achievement discrepancy data, can be linked
more directly to recommendations for service delivery and the design of an appropriate
educational program.
Although many unresolved issues characterize the appropriate determination and
application of discrepancy information in the field of learning disabilities, an ability/
achievement discrepancy may be used as part of the selection criteria for learning disability
(LD) programs. Even though a discrepancy may be statistically significant, this type of
comparison is rarely appropriate as the sole criterion for determining the existence or
nonexistence of a learning disability or for determining eligibility for special services.
Analyses of other abilities and an understanding of the relationships and interactions
among various abilities and skills are needed to determine whether a person does or does
not have a learning disability. Given the problems inherent in employing and interpreting
ability/achievement discrepancies, multiple sources of information, including background
information (e.g., educational history, classroom performance), as well as clinical experience,
are needed to make an accurate diagnosis.
Educational Programming
When combined with behavioral observations, work samples, and other pertinent
information, WJ IV ACH results will help the skilled clinician make decisions regarding
educational programming. The test results demonstrate a student’s most appropriate
instructional level and the types of services that may be needed. The WJ IV ACH also can
assist in vocational planning, particularly when successful job performance depends on
specific types of skills, such as reading, writing, or mathematics performance.
Planning Individual Programs

The WJ IV ACH reliability and validity characteristics meet basic technical requirements
for use as a basis for planning individual programs (McGrew et al., 2014). In schools,
WJ IV ACH results can be useful in setting broad instructional goals when developing an
Individualized Education Program (IEP) or in recommending accommodations or curricular
adjustments for an individual. WJ IV ACH results can be helpful in determining the
instructional needs of individuals working toward a General Equivalency Diploma (GED) or
preparing to take a minimum competency examination. In a rehabilitation setting, the WJ IV
ACH can provide information to help establish an appropriate service delivery program.
To develop an individualized program, the examiner can use information regarding the
examinee’s strengths and weaknesses among the various achievement areas. The data may
indicate the need for a more in-depth assessment within a specific achievement area, such
as mathematics, using criterion-referenced, curriculum-based measurements or informal
assessments.
8 Overview
Guidance
The WJ IV ACH can provide guidance in educational and clinical settings. The results of the
evaluation can help teachers, counselors, social workers, and other personnel understand
the nature of an individual’s academic strengths and weaknesses and determine the necessary
levels of assistance. The WJ IV ACH also can provide valuable information to help parents
understand their child’s particular academic problems or needs.
Assessing Growth
The WJ IV ACH can provide a record of functioning and growth throughout an individual’s
lifetime. The availability of three forms—Forms A, B, and C—reduces an examinee’s
familiarity with specific item content and makes it possible to administer the achievement
tests more frequently, if needed. The WJ IV ACH also can be used to assess changes in a
person’s performance following a specific time interval, such as after a year of receiving
special educational services.
Program Evaluation
The WJ IV ACH can provide information about program effectiveness at all levels of
education, from preschool through adult. For example, WJ IV ACH tests can be administered
to evaluate the effects of specific school programs or the relative performance levels (in a
certain skill) of students in a class or school.
The continuous-year feature of the WJ IV school-age norms meets the reporting
requirements for educational programs. This feature is especially useful because it provides
norms based on data gathered continuously throughout the school year as opposed to norms
based on data gathered at, perhaps, two points in the school year and then presented as fall
and spring norms.
Research
The possibilities for using the WJ IV ACH in research are unlimited. The wide age range and
breadth of coverage are important advantages underlying its use for research at all age levels,
from preschool through geriatric. Computer scoring allows easy storage of clinical data.
Because the WJ IV ACH tests are individually administered, the researcher has more control
over the quality of the data obtained.
The WJ IV ACH provides predictor or criterion measures that can be used in studies
investigating a variety of experimental effects. Additionally, the wide age range allows
longitudinal or cohort research data to be gathered using the same set of tests and test
content. In educational research, the WJ IV ACH provides a comprehensive set of related
measures for evaluating the comparative efficacy of several programs or services or for
evaluating the effectiveness of curricular interventions. The WJ IV ACH also is useful for
describing the characteristics of examinees included in a sample or experimental condition
and for pairing students in certain experimental designs.
The range of interpretive information available for each test and cluster includes error
analysis, description of developmental status (age and grade equivalents), description of
quality of performance (RPIs and instructional zones), and comparison with grade or age
mates to determine group standing (percentile ranks and standard scores). The W score and
standard score scales (discussed in Chapter 5) are both equal-interval scales that can be used
in statistical analyses based on the assumption of equal-interval metrics. As described in the
Technical Manual, the W score is the preferred metric for most statistical analyses.
Overview 9
Psychometric Training
This manual contains the basic principles of individual clinical assessment and specific
administration, scoring, and interpretive information for the WJ IV ACH, which makes the
WJ IV ACH an ideal instrument for introducing individualized assessment in college and
university courses. The WJ IV ACH provides new examiners with a broad foundation in
the administration, scoring, and interpretation of individualized assessments. Experience
in clinical assessment with the WJ IV ACH provides a solid foundation for learning to
administer and interpret other test instruments.
Examiner Qualifications
The examiner qualifications for the WJ IV ACH have been informed by the joint Standards for
Educational and Psychological Testing (American Educational Research Association [AERA],
American Psychological Association [APA], & National Council on Measurement in Education
[NCME], 2014). Table 1-3 includes three applicable standards from this publication. This
section includes a discussion of these standards as they apply to the WJ IV ACH.
Table 1-3. Standard Criterion

Examiner Qualification
Standards From the 9.1 Responsibility for test use should be assumed by or delegated to only those individuals who have the
Standards for Educational training, professional credentials, and/or experience necessary to handle this responsibility. Any special
and Psychological Testing qualifications for test administration or interpretation specified in the test manual should be met. (p. 142)
12.15 Those responsible for educational testing programs should take appropriate steps to verify that the
individuals who interpret the test results to make decisions within the school context are qualified to do
so or are assisted by and consult with persons who are so qualified. (p. 199)
12.16 Those responsible for educational testing programs should provide appropriate training, documentation,
and oversight so that the individuals who administer and score the test(s) are proficient in the appropriate
test administration and scoring procedures and understand the importance of adhering to the directions
provided by the test developer. (p. 200)
Any person administering the WJ IV ACH needs thorough knowledge of the exact
administration and scoring procedures and an understanding of the importance of adhering
to standardized procedures. To become proficient in administering the WJ IV ACH, examiners
need to study the administration and scoring procedures carefully and follow the procedures
precisely. This Examiner’s Manual provides guidelines for examiner training and includes
specific instructions for administering and scoring each test.
Competent interpretation of the WJ IV ACH requires a higher degree of knowledge and
experience than is required for administering and scoring the tests. Graduate-level training in
educational assessment and a background in diagnostic decision-making are recommended
for individuals who will interpret WJ IV ACH results. Only trained and knowledgeable
professionals who are sensitive to the conditions that may compromise, or even invalidate,
standardized test results should make interpretations and decisions. The level of formal
education recommended to interpret the WJ IV ACH is typically documented by successful
completion of an applicable graduate-level program of study that includes, at a minimum,
a practicum-type course covering administration and interpretation of standardized tests
of academic achievement. In addition, many qualified examiners possess state, provincial,
or professional certification, registration, or licensure in a field or profession that includes
as part of its formal training and code of ethics the responsibility for rendering educational
assessment and interpretation services.
10 Overview
Because professional titles, roles, and responsibilities vary among states (or provinces),
or even from one school district to another, it is impossible to equate competency to
professional titles. Consequently, the Standards for Educational and Psychological Testing
(AERA, APA, & NCME, 2014) suggest that it is the responsibility of each school district to
be informed by this statement of examiner qualifications and subsequently determine who,
under its aegis, is qualified to administer and interpret the WJ IV ACH.
Confidentiality of Test Materials and Content

Professionals who use the WJ IV ACH (including examiners, program administrators, and
others) are responsible not only for maintaining the integrity of the test by following proper
administration, scoring, and interpretation procedures but also for maintaining test security.
Test security has two aspects: (a) carefully storing the test materials and (b) protecting test
content. Table 1-4 includes applicable standards from the Standards for Educational and
Psychological Testing (AERA, APA, & NCME, 2014). This section includes a discussion of
these standards as applied to the WJ IV ACH.

Test Security Standards
From the Standards 6.7 Test users have the responsibility of protecting the security of test materials at all times. (p. 64)
for Educational and
10.18 Professionals and others who have access to test materials and test results should maintain the
Psychological Testing confidentiality of the test results and testing materials consistent with scientific, professional, legal, and
ethical requirements. (p. 168)
If the WJ IV test materials are stored in an area accessible to people with a nonprofessional
interest in the tests, the materials should be kept in locked cabinets. Also, the test materials
should not be left unattended in a classroom where students can see the materials and look at
the test items.
The issue of test confidentiality is important. Test content should not be shared with
curious nonprofessionals or made available for public inspection. Disclosing specific test
content invalidates future administrations. As noted on the copyright page of this manual and
the Test Books, the WJ IV is not to be used in programs that require disclosure of test items
or answers.
An examiner should not inform examinees of the correct answers to any of the questions
during or after testing. When discussing test results, examiners may describe the nature of
the items included in a test, but they should not review specific test content. Examiners
should use examples similar to the test items without revealing actual items.
Questions often arise about the federal requirement that families be given access to
certain educational records. To comply with this requirement, a school or school district
may be required to permit “access” to test protocols; however, “access” does not include the
right to make copies of the materials provided. The Family Educational Rights and Privacy
Act (FERPA) provides that parents are to be given the right to “inspect and review” the
educational records of their children (U.S. Department of Education. Family Educational
Rights and Privacy Act. [1974]. 20 U.S.C. § 1232g; 34 CFR §99.10). The right to inspect
and review is defined as including the right to a response from the participating agency “to
reasonable requests for explanations and interpretations of the records” (34 CFR §99.10(c))
and, if circumstances prevent inspection or review, the agency may either (a) provide a copy
or (b) make other arrangements that allow for inspection and review (34 CFR §99.10(d)).
Overview 11
So long as the test protocols are made available to the parent, or the parent’s representative,
for review, all requirements of the law are met without violating the publisher’s rights or the
obligations of the educational institution to keep the test materials confidential. There is,
therefore, no obligation to provide copies or to permit the parent, or the legal representative
of the parent, to make copies.
Similar concerns arise when a party seeks to introduce testing materials in a trial or
other legal proceeding. In such cases, it is important that the court take steps to protect the
confidentiality of the test and to prevent further copying or dissemination of any of the test
materials. Such steps include: (a) issuing a protective order prohibiting parties from copying
the materials, (b) requiring the return of the materials to the qualified professional upon
the conclusion of the proceedings, and (c) ensuring that the materials and all references to
the content of the materials will not become part of the public record of the proceedings. To
ensure that these protections are obtained, Riverside Insights™ should be contacted whenever
it appears likely that testing materials will be introduced as evidence in a legal proceeding.
Examiners or school districts with questions about copyright ownership or confidentiality
obligations should contact Riverside Insights at the toll-free telephone number listed on the
copyright page of this manual.
12 Overview
Chapter 2
Descriptions of the WJ IV
ACH Tests and Clusters
The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH) (Schrank, Mather, & McGrew,
2014a) contains 20 tests measuring four curricular areas—reading, mathematics, written
language, and academic knowledge. Specific combinations, or groupings, of these 20 tests
form clusters for interpretive purposes. (For administration and scoring procedures, see
Chapters 3 and 4 of this manual.) There are three alternate and parallel forms of the 11
tests in the WJ IV ACH Standard Battery—Forms A, B, and C. There is only one version of
the 9 tests in the WJ IV ACH Extended Battery. The Extended Battery tests are designed to
supplement all three forms of the Standard Battery.
The tests in the Standard Battery (Form A, B, or C) combine to form 15 cluster scores,
including a Brief Achievement score and a Broad Achievement score. When the Standard
Battery tests are used in conjunction with the Extended Battery tests, 7 additional cluster
scores may be derived. Although tests are the basic administration components of the WJ IV
ACH, clusters of tests provide the primary basis for test interpretation. Cluster interpretation
minimizes the danger of generalizing from the score for a single narrow ability to a broad,
multifaceted ability or skill. Cluster interpretation results in higher validity because more
than one component of a broad ability comprises the score that serves as the basis for
interpretation. For example, broad ability cluster interpretation results in higher validity
when more than one component of a broad ability comprises the score that serves as the
basis for the interpretation. In some situations, however, the narrow abilities and skills that
are measured by the individual tests should be considered. This is particularly important
when significant differences exist between or among the tests in a cluster. In these cases,
more information is obtained by analyzing performance on each test, which may indicate the
need for further testing. Occasions exist when it is more meaningful to describe a narrow
ability than it is to report performance on a broad ability. To increase the validity of narrow
ability interpretation, the WJ IV provides clusters for a number of important narrow abilities.
These narrow abilities often have more relevance for informing instruction and intervention
(McGrew & Wendling, 2010).
WJ IV ACH Tests
The selective testing table, presented in Table 2-1, illustrates the scope of the WJ IV ACH
interpretive information via the combinations of tests that form various clusters. Note that
Tests 1 through 6, the core set of tests, provide a number of important interpretive options,
including Reading, Written Language, Mathematics, Academic Skills, Academic Applications,
and Brief Achievement clusters and are required for calculating the intra-achievement
variations procedure (see Chapter 5 for a description of the variation procedures).
Descriptions of the WJ IV ACH Tests and Clusters 13

Table 2-1. Reading Mathematics Writing Cross-Domain Clusters
WJ IV ACH Selective
e
) Ach nowledg
Testing Table
ent
ievem
ion
Writt iting Sk age

s
K
ngua ing
Skill
ation
hens
eme- owledge
ngu
eme
kills
ills
atics
Solv
on
ncy
ge
Math lculation
Basi ritten La
Read Compre
Acad ic Applic
ing R ncy
h
Acad xpressi
Read ading S
Acad ic Skills
Grap
them
c Re ng
Flue
road
lem
e
ue
Kn
Broa atics
adi
a t
l
Prob
a
(or B
ing F
d Ma
emic
emic
en E
en L
d Re
c Wr
dW
Ca
em
ing
ing
em
em
Phon
Math
Math
Read
Read
Acad
Writt
Broa
Broa
Brief
Basi
ACH 1 Letter-Word Identification
ACH 2 Applied Problems
ACH 3 Spelling
ACH 4 Passage Comprehension
Standard Battery
ACH 5 Calculation
ACH 6 Writing Samples
ACH 7 Word Attack
ACH 8 Oral Reading
ACH 9 Sentence Reading Fluency
ACH 10 Math Facts Fluency
ACH 11 Sentence Writing Fluency
ACH 12 Reading Recall
ACH 13 Number Matrices
ACH 14 Editing
Extended Battery
ACH 15 Word Reading Fluency

ACH 16 Spelling of Sounds
ACH 17 Reading Vocabulary
ACH 18 Science
ACH 19 Social Studies
ACH 20 Humanities
Tests required to create the cluster listed.
Additional test required to create an extended version of the cluster listed.
Additional tests required to create the Broad Achievement cluster.
Test 1: Letter-Word Identification

Letter-Word Identification measures the examinee’s word identification skills, a reading-
writing (Grw) ability. The initial items require the individual to identify letters that appear in
large type on the examinee’s side of the Test Book. The remaining items require the person to
read aloud individual words correctly. The examinee is not required to know the meaning of
any word. The items become increasingly difficult as the selected words appear less frequently
in written English. Letter-Word Identification has a median reliability of .92 in the 5 to 19 age
range and .94 in the adult age range.
Test 2: Applied Problems

Applied Problems requires the person to analyze and solve math problems, a quantitative
knowledge (Gq) ability. To solve the problems, the person must listen to the problem,
recognize the procedure to be followed, and then perform relatively simple calculations.
Because many of the problems include extraneous information, the individual must decide
not only the appropriate mathematical operations to use but also which numbers to include
in the calculation. Item difficulty increases with more complex calculations. This test has a
median reliability of .91 in the 5 to 19 age range and .92 in the adult age range.
14 Descriptions of the WJ IV ACH Tests and Clusters

Test 3: Spelling
Spelling, a reading-writing (Grw) ability, requires the person to write words that are presented
orally. The initial items measure prewriting skills, such as drawing lines and tracing letters.
The next set of items requires the person to produce uppercase and lowercase letters. The
remaining items measure the person’s ability to spell words correctly. The items become
increasingly difficult as the words become more difficult. This test has a median reliability of
.91 in the 5 to 19 age range and .93 in the adult age range.
Test 4: Passage Comprehension

Passage Comprehension measures the ability to use syntactic and semantic cues to identify
a missing word in text, a reading-writing (Grw) ability. The initial Passage Comprehension
items involve symbolic learning, or the ability to match a rebus (pictographic representation
of a word) with an actual picture of the object. The next items are presented in a multiple-
choice format and require the person to point to the picture represented by a phrase. The
remaining items require the person to read a short passage and identify a missing key word
that makes sense in the context of that passage (a cloze approach to reading comprehension
assessment). The items become increasingly difficult by removing pictorial stimuli and
by increasing passage length, level of vocabulary, and complexity of syntax. Passage
Comprehension has a median reliability of .89 in the 5 to 19 age range and .91 in the adult
age range.
Test 5: Calculation
Calculation is a test of math achievement measuring the ability to perform mathematical
computations, a quantitative knowledge (Gq) ability. The initial items in Calculation require
the individual to write single numbers. The remaining items require the person to perform
addition, subtraction, multiplication, division, and combinations of these basic operations, as
well as some geometric, trigonometric, logarithmic, and calculus operations. The calculations
involve negative numbers, percentages, decimals, fractions, and whole numbers. Because the
calculations are presented in a traditional problem format in the Response Booklet, the person
is not required to make any decisions about what operations to use or what data to include.
Calculation has a median reliability of .93 in the 5 to 19 age range and .93 in the adult age
range.
Test 6: Writing Samples

Writing Samples measures the examinee’s skill in writing responses to a variety of demands,
a reading-writing (Grw) ability. The person must write sentences that are evaluated for their
quality of expression. Item difficulty increases by increasing passage length, the level of
vocabulary, and the sophistication of the content. The individual is not penalized for errors in
basic writing skills, such as spelling or punctuation. Writing Samples has a median reliability
of .90 in the 5 to 19 age range and .89 in the adult age range.
Test 7: Word Attack

Word Attack measures a person’s ability to apply phonic and structural analysis skills to the
pronunciation of unfamiliar printed words, a reading-writing (Grw) ability. The initial items
require the individual to produce the sounds for single letters. The remaining items require
the person to read aloud letter combinations that are phonically consistent or are regular
patterns in English orthography but are nonsense or low-frequency words. The items become
more difficult as the complexity of the nonsense words increases. Word Attack has a median
reliability of .90 in the 5 to 19 age range and .93 in the adult age range.

Oral Reading is a measure of story reading accuracy and prosody, a reading-writing (Grw)
ability. The individual reads aloud sentences that gradually increase in difficulty. Performance
is scored for both accuracy and fluency of expression. Oral Reading has a median reliability of

Sentence Reading Fluency measures reading rate, requiring both reading-writing (Grw) and
cognitive processing speed (Gs) abilities. The task involves reading simple sentences silently
and quickly in the Response Booklet, deciding if the statement is true or false, and then
circling Yes or No. The difficulty level of the sentences gradually increases to a moderate
level. The individual attempts to complete as many items as possible within a 3-minute time
limit. Sentence Reading Fluency has test-retest reliabilities of .95 in the 7 to 11 age range, .93
in the 14 to 17 age range, and .93 in the adult age range.

Math Facts Fluency measures speed of computation or the ability to solve simple addition,
subtraction, and multiplication facts quickly, requiring both quantitative knowledge (Gq)
and cognitive processing speed (Gs) abilities. The person is presented with a series of simple
arithmetic problems in the Response Booklet. This test has a 3-minute time limit. Math Facts
Fluency has test-retest reliabilities of .95 in the 7 to 11 age range, .97 in the 14 to 17 age
range, and .95 in the adult age range.

Sentence Writing Fluency measures an individual’s skill in formulating and writing simple
sentences quickly, requiring both reading-writing (Grw) and cognitive processing speed (Gs)
abilities. Each sentence must relate to a given stimulus picture in the Response Booklet and
must include a given set of three words. The words gradually require the formulation of more
complex sentence structures. This test has a 5-minute time limit. It has test-retest reliabilities
of .83 in the 7 to 11 age range, .76 in the 14 to 17 age range, and .88 in the adult age range.
Test 12: Reading Recall

Reading Recall is a measure of reading comprehension (a reading-writing [Grw] ability) and
meaningful memory (a long-term retrieval [Glr] ability). The individual reads a short story
silently and then retells as much of the story as he or she can recall. This test has a median
Test 13: Number Matrices

Number Matrices is a measure of quantitative reasoning, requiring both quantitative
knowledge (Gq) and fluid reasoning (Gf ) abilities. A matrix is presented and the individual
must identify the missing number. Although the test is not timed, there is a general guideline
of either 30 seconds or 1 minute per problem. It has a median reliability of .91 in the 5 to 19
age range and .93 in the adult age range.
Test 14: Editing

Editing measures the examinee’s skill in identifying and correcting errors in a written passage,
a reading-writing (Grw) ability. The error in the passage may be incorrect punctuation or
capitalization, inappropriate word usage, or a misspelled word. Items increase in difficulty by

increasing passage length, complexity of vocabulary, and the use of less common or irregular
words. This test has a median reliability of .90 in the 5 to 19 age range and .92 in the adult
age range.
Test 15: Word Reading Fluency

Word Reading Fluency is a measure of vocabulary knowledge and semantic fluency, requiring
both reading-writing (Grw) and cognitive processing speed (Gs) abilities. The individual has
3 minutes to mark the two words that go together in each row. The correct matches are words
that share some relationship (e.g., synonyms, antonyms, members of the same category).
Word Reading Fluency has test-retest reliabilities of .92 in the 7 to 11 age range, .91 in the 14
to 17 age range, and .93 in the adult age range.
Test 16: Spelling of Sounds

Spelling of Sounds is a measure of spelling ability (a reading-writing [Grw] ability),
particularly phonological and orthographic coding skills. The initial items require the
individual to write single letters that represent one sound. The remaining items require the
person to listen to the audio recording and then spell nonsense words or low-frequency
words that are regular patterns in English spelling. The items become more difficult as the
words involve more complex spelling rules and patterns. Spelling of Sounds has a median
Test 17: Reading Vocabulary

Reading Vocabulary includes two subtests: Synonyms and Antonyms. This test is a mixed
measure of reading-writing (Grw) and comprehension-knowledge (Gc) abilities. The first
subtest requires reading a word and providing an appropriate synonym. The second subtest
requires reading a word and providing an accurate antonym. Items become increasingly
difficult within each subtest as the words become more complex. This test has a median
Test 18: Science

Science contains items testing an individual’s knowledge of the sciences (comprehension-
knowledge [Gc] abilities), including anatomy, biology, chemistry, geology, medicine, and
physics. The initial items require only a pointing response, but the remaining items require
the person to respond orally. Science has a median reliability of .76 in the 5 to 19 age range
and .86 in the adult age range.
Test 19: Social Studies

The Social Studies test measures an individual’s knowledge of history, economics, geography,
government, and psychology (comprehension-knowledge [Gc] abilities). The early items
require only a pointing response, but the remaining items require the person to respond
orally. Social Studies has a median reliability of .80 in the 5 to 19 age range and .89 in the
adult age range.
Test 20: Humanities

The Humanities test measures an individual’s knowledge of art, music, and literature,
(comprehension-knowledge [Gc] abilities). The early items require only a pointing response,
whereas for the remaining items, the person responds orally. It has a median reliability of .85
in the 5 to 19 age range and .94 in the adult age range.

WJ IV ACH Clusters
There are 22 clusters available for interpretation (see Table 2-1). Fifteen are based on tests in
the Standard Battery only and 7 additional clusters require tests from the Extended Battery.
Reading Clusters
Seven reading clusters are available, four that use tests from the Standard Battery and three
that require additional tests from the Extended Battery.
Reading
The Reading cluster is a measure of reading achievement (a reading-writing [Grw] ability),
including reading decoding and the ability to comprehend connected text while reading.
This cluster is a combination of Test 1: Letter-Word Identification and Test 4: Passage
Comprehension. It has a median reliability of .94 in the 5 to 19 age range and .96 in the adult
age range.
Broad Reading
The Broad Reading cluster provides a comprehensive measure of reading achievement (a
reading-writing [Grw] ability) including reading decoding, reading speed, and the ability to
comprehend connected text while reading. This cluster is a combination of Test 1: Letter-
Word Identification, Test 4: Passage Comprehension, and Test 9: Sentence Reading Fluency. It
has a median reliability of .96 in the 5 to 19 age range and .97 in the adult age range.
Basic Reading Skills

The Basic Reading Skills cluster is an aggregate measure of sight vocabulary, phonics, and
structural analysis that provides a measure of basic reading skills (a reading-writing [Grw]
ability). This cluster is a combination of Test 1: Letter-Word Identification and Test 7: Word
Attack. It has a median reliability of .95 in the 5 to 19 age range and .96 in the adult age
range.
Reading Comprehension
The Reading Comprehension cluster is an aggregate measure of comprehension and
reasoning (reading-writing [Grw] and, to a lesser extent, long-term retrieval [Glr] abilities).
It is a combination of Test 4: Passage Comprehension and Test 12: Reading Recall from the
Extended Battery. This cluster has a median reliability of .93 in the 5 to 19 age range and .93
in the adult age range.
Reading Comprehension–Extended
The Reading Comprehension–Extended cluster provides a broad measure of reading
comprehension skills and is an aggregate measure of comprehension, vocabulary, and
reasoning (reading-writing [Grw] and, to a lesser extent, long-term retrieval [Glr] abilities).
This cluster is a combination of Test 4: Passage Comprehension and Test 12: Reading Recall
and Test 17: Reading Vocabulary from the Extended Battery. It has a median reliability of .96
in the 5 to 19 age range and .94 in the adult age range.

Reading Fluency
The Reading Fluency cluster provides a measure of several aspects of reading fluency,
including prosody, automaticity, and accuracy (reading-writing [Grw] and cognitive
processing speed [Gs] abilities). It is a combination of Test 8: Oral Reading and Test 9:
Sentence Reading Fluency. This cluster has a median reliability of .96 in the 5 to 19 age range
Reading Rate
The Reading Rate cluster provides a measure of automaticity with reading at the single word
and sentence levels (reading-writing [Grw] and cognitive processing speed [Gs] abilities).
It is a combination of Test 9: Sentence Reading Fluency and Test 15: Word Reading Fluency
from the Extended Battery. This cluster has a median reliability of .96 in the 5 to 19 age range
Math Clusters
Four math clusters are available. Three clusters are formed from tests in the Standard Battery,
and the remaining cluster requires a test from the Extended Battery.
Mathematics
The Mathematics cluster provides a measure of math achievement (quantitative knowledge
[Gq] ability) including problem solving and computational skills. This cluster includes Test 2:
Applied Problems and Test 5: Calculation. It has a median reliability of .96 in the 5 to 19 age
Broad Mathematics
The Broad Mathematics cluster provides a comprehensive measure of math achievement,
including problem solving, number facility, automaticity, and reasoning (quantitative
knowledge [Gq] and cognitive processing speed [Gs] abilities). This cluster includes
Test 2: Applied Problems, Test 5: Calculation, and Test 10: Math Facts Fluency. It has a

The Math Calculation Skills cluster is an aggregate measure of computational skills and
automaticity with basic math facts, and it provides a measure of basic mathematical skills
(quantitative knowledge [Gq] and cognitive processing speed [Gs] abilities). This cluster
includes Test 5: Calculation and Test 10: Math Facts Fluency. It has a median reliability of
Math Problem Solving

The Math Problem Solving cluster provides a measure of mathematical knowledge and
reasoning (quantitative knowledge [Gq] and fluid reasoning [Gf] abilities). It is an aggregate
measure of problem solving, analysis, and reasoning. This cluster is a combination of Test 2:
Applied Problems and Test 13: Number Matrices from the Extended Battery. It has a median

Written Language Clusters
The WJ IV ACH has four written language clusters. Three of the clusters are composed of
tests from the Standard Battery and the fourth cluster requires a test from the Extended
Battery.
Written Language
The Written Language cluster provides a comprehensive measure of written language
achievement, including spelling of single-word responses and quality of expression (reading-
writing [Grw] ability). This cluster includes Test 3: Spelling and Test 6: Writing Samples. It
has a median reliability of .94 in the 5 to 19 age range and .95 in the adult age range.
Broad Written Language

The Broad Written Language cluster provides a comprehensive measure of written language
achievement, including spelling of single-word responses, fluency of production, and quality
of expression (reading-writing [Grw] and cognitive processing speed [Gs] abilities). It
includes Test 3: Spelling, Test 6: Writing Samples, and Test 11: Sentence Writing Fluency.
This cluster has a median reliability of .95 in the 5 to 19 age range and .96 in the adult age
range.
Basic Writing Skills

The Basic Writing Skills cluster provides a measure of basic writing skills in both isolated
and contextually based formats. It is an aggregate measure of spelling single-word responses
and identifying and correcting errors in spelling, punctuation, capitalization, and word usage
(reading-writing [Grw] ability). It is a combination of Test 3: Spelling and Test 14: Editing
from the Extended Battery. This cluster has a median reliability of .95 in the 5 to 19 age range
Written Expression
The Written Expression cluster is an aggregate measure of meaningful written expression and
fluency (reading-writing [Grw] and cognitive processing speed [Gs] abilities). This cluster
is a combination of Test 6: Writing Samples and Test 11: Sentence Writing Fluency. It has a
Cross-Domain Clusters
Seven cross-domain clusters are available. Two general academic proficiency cluster scores,
Brief Achievement and Broad Achievement, are based on tests in the Standard Battery. Various
combinations of tests in the Standard and Extended Batteries are used to form five additional
cluster scores: Academic Skills, Academic Fluency, Academic Applications, Academic
Knowledge, and Phoneme-Grapheme Knowledge. The three academic clusters (skills, fluency,
and applications) contain tests of reading, math, and written language and can be used
to determine whether the person exhibits significant strengths and/or weaknesses among
these three types of tasks across academic areas. The Academic Knowledge cluster provides
specific information about an individual’s content knowledge of science, social studies,
and humanities. The Phoneme-Grapheme Knowledge cluster provides in-depth diagnostic
information about the person’s basic understanding of sound/symbol relationships.

Brief Achievement
The Brief Achievement cluster is a combination of three tests: Test 1: Letter-Word
Identification, Test 2: Applied Problems, and Test 3: Spelling. This cluster represents a
screening of the person’s performance across reading, writing, and math. It has a median
Broad Achievement
The Broad Achievement cluster is a combination of the nine tests (Tests 1 through 6 and
Tests 9 through 11) included in the Broad Reading, Broad Mathematics, and Broad Written
Language clusters. The Broad Achievement cluster represents a person’s overall performance
across the various achievement domains. It has a median reliability of .99 in the 5 to 19 age
Academic Skills
The Academic Skills cluster is an aggregate measure of reading decoding, math calculation,
and spelling of single-word responses, providing an overall score of basic achievement
skills. It is a combination of Test 1: Letter-Word Identification, Test 3: Spelling, and Test 5:
Calculation. This cluster has a median reliability of .97 in the 5 to 19 age range and .97 in the
adult age range.
Academic Fluency
The Academic Fluency cluster provides an overall index of academic fluency. It is a
combination of Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, and Test 11:
Sentence Writing Fluency. This cluster has a median reliability of .97 in the 5 to 19 age range
The Academic Applications cluster is a combination of Test 2: Applied Problems, Test 4:
Passage Comprehension, and Test 6: Writing Samples. These three tests require the individual
to apply academic skills to academic problems. This cluster has a median reliability of .95 in
the 5 to 19 age range and .96 in the adult age range.
Academic Knowledge
The Academic Knowledge cluster is comprised of three tests from the Extended Battery:
Test 18: Science, Test 19: Social Studies, and Test 20: Humanities. These tests provide a
broad sample of the individual’s range of scientific knowledge, social studies knowledge, and
cultural knowledge (comprehension-knowledge [Gc]). The Academic Knowledge cluster has
a median reliability of .92 in the 5 to 19 age range and .96 in the adult age range.
Phoneme-Grapheme Knowledge
The Phoneme-Grapheme Knowledge cluster is a combination of Test 7: Word Attack and
Test 16: Spelling of Sounds from the Extended Battery, requiring both reading-writing (Grw)
and auditory processing (Ga) abilities. It may be used to evaluate an individual’s proficiency
with phonic (sound) generalizations and his or her knowledge of common orthographic
patterns (frequently occurring letter clusters) in both decoding (word reading) and encoding
(spelling). It has a median reliability of .93 in the 5 to 19 age range and .94 in the adult age
range.

Chapter 3
General Administration
and Scoring Procedures
To become proficient in administering and scoring the Woodcock-Johnson IV Tests of
Achievement (Schrank, Mather, & McGrew, 2014a) (WJ IV ACH), examiners should carefully
study the general administration and scoring procedures in this chapter and the specific
procedures for each test in Chapter 4 and in the Test Books. Additionally, two appendices
of this manual provide reproducible checklists to help examiners build competency
administering and scoring the tests. Appendix C, the “WJ IV Tests of Achievement Examiner
Training Checklist,” is a test-by-test form that may be used as a self-study or observation tool.
Appendix D is the “WJ IV General Test Observations Checklist,” which may be used by an
experienced examiner when observing a new examiner.
Practice Administration
After thoroughly studying this Examiner’s Manual, the Test Books, the Test Record, and
the Response Booklet, both experienced and novice examiners should administer several
practice tests. When administering practice tests, try to replicate an actual testing situation,
pretending that the practice session is an actual administration. Do not discuss the test or the
answers to specific items. After completing each practice administration, record any questions
that arose during the practice session. Before administering another practice test, answer
the questions by reviewing the Examiner’s Manual or consulting an experienced examiner.
While administering practice tests, strive for these two goals: exact administration and brief
administration.
Exact Administration
The goal of standardized testing is to see how well a person can respond when given
instructions identical to those presented to individuals in the norming sample. When learning
to administer the WJ IV ACH tests, study the contents of the Test Book, paying particular
attention to the information on the introductory page of each test, the specific instructions on
the test pages, and the boxes with special instructions.
The first page after the tab in each test provides general information and instructions
specific to that test. Review this information frequently. This page usually includes
administration information, scoring information, suggested starting points, basal and ceiling
requirements, and information about materials required to administer the test.
The directions for administering each item are located on the examiner’s side of the
pages in the Test Book. The directions include the script to be read to the examinee (printed
in bold blue type) and, if applicable, specific pointing instructions. Always use the exact
General Administration and Scoring Procedures 23

wording. Do not change, reword, or modify the instructions in any way or the results will be
compromised.
The Test Book examiner pages frequently include boxes containing supplemental
administration and scoring information. This information outlines procedures to follow if an
individual responds incorrectly to a sample item or if he or she responds incorrectly or does
not respond to a test item.
During the first couple practice administrations, be certain to administer the tests correctly,
regardless of how long it takes. At this beginning stage, testing may proceed quite slowly.
Brisk Administration
After the initial practice sessions, strive for a brisk testing pace. Inefficient testing procedures
bore the examinee, invite distraction, and increase testing time. It is not appropriate to stop
testing and visit with the examinee during the testing session. When the person has finished
responding to an item, immediately begin the next item.
In most instances, an examinee does not need a break before beginning the next test.
Each test begins with easy questions presented in a different format, thus providing a built-
in change of pace from one test to the next. Using a brisk testing pace enhances rapport and
helps an examinee maintain attention.
Continue to practice administering the tests until the two goals of exact and brisk
administration have been met.
Preparation for Testing

Before actual test administration, arrange the test setting, set up the test materials, and
establish rapport with the examinee.
Arranging the Test Setting

As recommended in the Standards for Educational and Psychological Testing (AERA, APA,
& NCME, 2014, p. 116), the testing environment should furnish reasonable comfort with
minimal distractions to avoid construct-irrelevant variance. If possible, the only two people in
the room should be the examiner and the examinee. To avoid interruptions, post a sign such
as the following on the door:
Testing—Please Do Not Disturb—Thank You
The room should have a table (or other flat working space of adequate size) and two
chairs, one being an appropriate size for the examinee. A suitable seating arrangement
allows the examiner to view both sides of the easel Test Book, point to all parts of the
examinee’s page and the Response Booklet, regulate the audio equipment, and record
responses on the Test Record out of the examinee’s view. The examinee should be able to
view only the examinee’s test pages. When the Test Book easel is set up for administration,
it becomes a screen allowing the examiner to record responses on the Test Record out of the
examinee’s view.
The best seating arrangement is one in which the examiner and the examinee sit
diagonally across from each other at the corner of a table. This arrangement is illustrated in
Figure 3-1 for a right-handed examiner. The arrangement (seating and setup of materials)
should be reversed for a left-handed examiner.
24 General Administration and Scoring Procedures

Figure 3-1.
Recommended arrangement
for administering the test.
Another possible seating arrangement is for the examiner and the examinee to sit directly
across the table from each other. With this arrangement, the table must be narrow and low
enough so that the examiner can see over the upright Test Book easel and accurately point to
the examinee’s page when necessary.
Setting Up the Testing Materials

The materials necessary for administering the WJ IV ACH are the Test Books, the
accompanying Test Record and Response Booklet, and at least two sharpened pencils
with erasers. For Test 16: Spelling of Sounds, which requires an audio presentation, audio
equipment, preferably with headphones, and the audio recording also are needed. For timed
tests, a stopwatch or a watch or clock with a second hand is necessary.
Establishing Rapport
In most instances, the examiner will have little difficulty establishing a good relationship
with the examinee. Do not begin testing unless the person seems relatively at ease. If he
or she does not feel well or will not respond appropriately, do not attempt testing. Often
examiners begin the testing session with a short period of conversation while completing
the “Identifying Information” portion of the Test Record. A brief explanation of the test is
provided in the “Introduction” section in the front of each Test Book.
To help put the individual at ease, smile frequently throughout the testing session and
call the person by name. Between tests, let the examinee know that he or she is doing a
good job, using such comments as “fine” and “good.” Encourage a response even when
items are difficult. It is fine to say, “Would you like to take a guess on that one?” but the
comments should not reveal whether answers are correct or incorrect. Do not say, “Good”
only after correct responses or pause longer after incorrect responses before proceeding to the
next item.
Completing the “Identifying Information” Section of the Test Record

For the most part, the “Identifying Information” section on the first page of the Test Record
is self-explanatory. For younger examinees, verify the date of birth using school records
or with a parent. Prior to testing, check to see if the person should be wearing glasses or a
hearing aid.

If an examinee is not attending school (i.e., kindergarten through college), it is not
necessary to record a grade placement unless it would be useful to compare the examinee’s
performance with the average performance of students at some specified grade placement.
For example, if an adult is applying for admission to a college, that adult’s performance might
be compared with the average performance of students starting college (13.0). Or, if a child
is being considered for early entrance into the first grade, that child’s performance might be
compared with the average performance of students beginning grade 1 (1.0). If the person
is tested during the summer months, record the grade that he or she has just completed.
If an individual is enrolled in some type of nongraded program, record the normal grade
placement for students of this person’s age at that time of the school year; this may provide
the most appropriate grade level for test interpretation. Another option is to record the exact
starting and stopping dates of the examinee’s school year. This option may be appropriate for
students enrolled in year-round schools or in schools with starting and stopping dates that
fall more than 2 weeks before or after the default dates of August 16 and June 15. When the
exact starting and ending dates are entered into the Woodcock-Johnson online scoring and
reporting program (Schrank & Dailey, 2014), the program automatically calculates the exact
grade placement in tenths of the school year.
Administration and Scoring

This section contains general procedures for administering and scoring the WJ IV ACH.
Test Selection
It is important to select tests that are appropriate for the individuals being evaluated.
Consider the individual’s age, developmental level, and achievement levels as part of this test
selection process. For example, it would be inappropriate to give a test that requires reading
ability to a young child with limited reading experience. Whereas some tests, like Test 1:
Letter-Word Identification or Test 4: Passage Comprehension have a number of prereading
items, other tests like Test 9: Sentence Reading Fluency or Test 15: Word Reading Fluency
do not. Do not administer these reading fluency measures to an individual who has not
developed basic reading skills because the results would not reflect reading fluency, but
rather the person’s limited reading skill. For example, on Test 9: Sentence Reading Fluency,
the individual is asked to read each sentence, decide whether it is true or false, and circle yes
or no. If this test is administered to a person who cannot read, the individual may randomly
mark yes or no without reading the sentences at all and obtain a score that would not be a
valid indicator of his or her reading skill.
Examiners are encouraged to use selective testing principles for choosing the most
appropriate set of tests for each individual. To help examiners determine whether or not a
test is appropriate for an individual, many of the WJ IV ACH tests provide sample items and
practice exercises. Examiners are directed to discontinue a test without administering the test
items if the examinee does not get a specified number of sample items correct. Other tests
provide early cut-offs if an individual’s performance is limited.
Order of Administration
In most cases, administer the first six tests in the order that they appear in the Standard
Battery. These are the core tests (Tests 1 through 6) and they have been organized to alternate
between different tasks and achievement areas (e.g., reading versus math) to facilitate optimal
attention and interest. However, testing may begin with the Extended Battery and the tests
may be administered in any order. For example, testing may begin with Test 5: Calculation,

rather than with Test 1: Letter-Word Identification. Furthermore, testing may be discontinued
between the administration of any two tests. The decision to administer any of the remaining
tests should be based upon the referral question(s) and the examinee’s age and interests.
These additional tests may be administered in any order with one or two exceptions.
If an examinee struggles with a certain type of task, as a general rule, do not administer
two such tests in a row (e.g., timed tests, reading tests, or tests involving sustained writing,
such as Test 6: Writing Samples or Test 11: Sentence Writing Fluency). Additionally, if
planning to administer Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency,
and Test 11: Sentence Writing Fluency, these timed tests should be interspersed in the
administration sequence rather than administered consecutively.
Time Requirements
Always schedule adequate time for testing. Generally, experienced examiners will require
approximately 40 minutes to administer the core set of tests (Tests 1 through 6) in the
Standard Battery. Administration of Test 6: Writing Samples requires about 15 to 20 minutes,
whereas the other tests require about 5 to 10 minutes each. Allow a reasonable amount of
time for a person to respond and then suggest moving on to the next item. Also allow more
time for a specific item if the person requests it or if more time is allowed under the specific
test directions.
Very young individuals or those who have unique characteristics that may impact
test administration may require additional testing time. These individuals may produce
a scattering of correct responses requiring administration of a greater number of items.
Some people may respond more slowly, change their answers more frequently, or require
more prompting and querying. In addition, an examiner may inadvertently begin at an
inappropriate starting point, which extends the testing time.
Suggested Starting Points

On most of the WJ IV ACH tests, the first page after the tab provides special instructions or
procedures to be followed and indicates where to begin. For example, the instructions may
say that all examinees should take the sample items or that certain examinees should go to a
specific starting point in the test. The starting points located on the Suggested Starting Points
table are determined by an estimate of the individual’s present achievement level rather than
by the age or grade placement (see Figure 3-2). Using suggested starting points with basal
and ceiling levels (discussed in the following section) reduces unnecessary testing time. It
is usually apparent whether the person performs markedly above or below the estimated
achievement level after completing the first few tests. After determining how an examinee
will perform, use the starting point that seems most appropriate.
Figure 3-2. Suggested Starting Points

Suggested Starting Points Subject’s Estimated Preschool to Grades Grades Grade 10 to College and
Achievement Kindergarten Grade 1 Grade 2 Grade 3 4 to 6 7 to 9 Average Adult Above Average Adult
table for Test 2: Applied
Begin With Item 1 Item 9 Item 12 Item 16 Item 21 Item 25 Item 29 Item 33
Problems from the WJ IV
ACH Form A Test Book. Page 39 Page 45 Page 47 Page 49 Page 51 Page 53 Page 55 Page 57
Basals and Ceilings

Many of the WJ IV ACH tests require the examiner to establish a basal and a ceiling.
Exceptions are timed tests, such as Test 9: Sentence Reading Fluency, and tests that require

the administration of a preselected block of items, such as Test 6: Writing Samples. Not
administering items that are extremely easy or difficult minimizes the number of items
administered and maximizes the individual’s tolerance for the testing situation.
The purpose of basal and ceiling requirements is to limit the number of items administered
but still be able to estimate, with high probability, the score that the examinee would have
obtained if all items were administered.
Meeting Basal and Ceiling Criteria

When required, the basal and ceiling criteria are included in each test in the Test Book and
are stated briefly at the top of each test on the Test Record. Because the basal and ceiling
criteria are not the same for each test, review the criteria before testing.
For example, in Test 1: Letter-Word Identification, the basal criterion is met when the
examinee responds correctly to the 6 lowest-numbered items administered or when Item 1
has been administered. If the basal is not obtained, test backward until the examinee has met
the basal criterion or until the page with Item 1 has been administered. Then return to the
point at which testing was interrupted and continue testing.
Using the same example of Test 1: Letter-Word Identification, the ceiling criterion is met
when the examinee responds incorrectly to the last 6 consecutive items administered or when
the page with the last test item has been administered.
The best practice is to test by complete pages when stimulus material appears on the
examinee’s side of the Test Book. If an examinee reaches a ceiling in the middle of a test
page and there is no stimulus material on the examinee’s side, the examiner may discontinue
testing. Because examinees do not see any of the pages that fall below the basal level or above
the ceiling level, they are essentially unaware that the test has additional items.
No Apparent Basal or No Apparent Ceiling
Sometimes, upon completing a test, an individual may not show a consecutive set of correctly
answered items at the beginning of the test (i.e., a basal level). This is expected for a young
child or an individual who is performing at a low level of ability on that test. Figure 3-3
shows an example of an examinee who began Test 1: Letter-Word Identification with Item 1.
The person missed Item 1. The examiner continued testing to establish the ceiling. Although
the examinee answered 6 consecutive items correctly (Items 2 through 7), they are not the
lowest-numbered items administered. In this case, with no apparent basal, Item 1 is used as
the basal. The examinee would not receive credit for Item 1. In situations where the testing
begins with Item 1, give credit only for the items the person answers correctly. Testing
continued by complete pages until the ceiling was reached (6 consecutive items incorrect). In
this example, the total Number Correct for this test is six.
In other instances, an individual with a high level of ability may not reach a ceiling level at
the end of a test. In cases with no apparent ceiling, the last test item is used as the ceiling.

Figure 3-3. STANDARD BATTERY
Example of Item 1 used as Test 1 Letter-Word Identification
the basal on Test 1: Letter- Basal: 6 lowest correct
Ceiling: 6 highest incorrect
Word Identification.
Score 1, 0
1 0 L 54 veteran
55 sphere
2 1 A 56 accustomed
57 contrary
3 1 S 58 cologne
4 1 W 59 stamina
1 60 ferocious
5 k
1 61 breathes
6 y
1 62 silhouette
7 R
0 63 thoroughfare
8 F
0 64 staunchest
9 p
0 65 millinery
10 J
66 heuristic
11 0 car 67 scepter
12 0 sun
68 municipality
13 0 dog
69 idiosyncrasy
14 the 70 minuend
15 at 71 rhetoric
16 and 72 aggrandizement
17 no 73 milieu
18 man
74 tertiary
19 she
75 septuagenarian
20 cup
76 echelon
21 fish
77 coiffure
22 have 78 macaque
23 into
Number
24 keep 6 Correct (0–78)
25 them
26 must
27 going
28 people
29 light
30 morning
31 animal
32 could
33 garden
34 become
35 knew
36 library
37 point
38 often
39 special
40 however
41 brought
42 jewel
43 whose
44 natural
45 distance
46 overwhelm
47 signal
48 imagine
49 investigate
50 reverse
51 doubtful
52 guarantee
53 knead
2 Form A

Two Apparent Basals or Two Apparent Ceilings
When scoring an individual’s responses, a pattern of two apparent basals may appear. When
this occurs, use the lowest-numbered set of consecutive correct responses as the true basal. In
the same respect, a pattern may exist with two apparent ceilings. In this case, use the highest-
numbered set of consecutive incorrect responses as the true ceiling. These guidelines will
ensure that the examinee’s ability is more accurately estimated. An examiner should continue
testing if there is a clinically informed reason (other than chance) to believe that a person
may fail an item below an apparent basal or may correctly answer an item above an apparent
ceiling. The basal and ceiling criteria are simply guides to minimize testing time and reduce
examinee frustration. When calculating the raw score for a test, take into account all the
items the person passed and all the items he or she missed.
Figure 3-4 illustrates how a basal and a ceiling were determined on Test 1: Letter-Word
Identification for a sixth-grade boy referred for reading difficulties. The examiner initially
estimated that this boy’s reading ability was similar to that of students in grade 3.
Step 1. After referring to the Suggested Starting Points table for Test 1: Letter-Word
Identification, the examiner began this test with Item 30, the suggested starting point for an
individual whose reading ability was estimated at grade 3. The entire page of items (Items 30
through 37) was administered. The basal level was not established because the person missed
Item 33 (as well as Items 36 and 37).
Step 2. The examiner then turned back one page and presented Items 22 through 29.
The examinee missed Item 26. Although 6 consecutive items (Items 27 through 32) were
answered correctly, the basal level was still not established because the person did not answer
the 6 lowest-numbered items administered (Items 22 through 27) correctly.
Step 3. The examiner went back one more page and administered Items 14 through
21, all of which the examinee answered correctly. The basal level for Test 1: Letter-Word
Identification was then established because the person answered the 6 lowest-numbered items
administered (Items 14 through 19) correctly.
Step 4. The examiner then returned to the point at which testing was interrupted and
resumed testing with Item 38. Because there is stimulus material on the examinee’s side of
the Test Book, the examiner administered all of the items on that page (Items 38 through
45). The examinee missed seven consecutive items (Items 38 through 44); however, a ceiling
was not yet established because the individual answered the last item on the page (Item 45)
correctly. Because the examiner could not be confident that this examinee’s true ceiling level
had been reached, testing continued.
Step 5. The examiner administered all the items on the next page (Items 46 through 53)
and obtained a ceiling when the examinee answered all of them incorrectly.
Step 6. The examiner stopped testing with Item 53 because the ceiling level had been
reached and the page was completed. The examiner then totaled the number of correct
responses and included a point for each item below the basal to obtain the raw score of 34.
The total of 34 was entered in the Number Correct box on the Test Record.

Figure 3-4. STANDARD BATTERY
Determination of basal and Test 1 Letter-Word Identification
ceiling with two apparent Basal: 6 lowest correct
Ceiling: 6 highest incorrect
basals and two apparent
ceilings. Score 1, 0
1 L 54 veteran
55 sphere
2 A 56 accustomed
57 contrary
3 S 58 cologne
4 W 59 stamina
60 ferocious
5 k
61 breathes
6 y
62 silhouette
7 R
63 thoroughfare
8 F
64 staunchest
9 p
65 millinery
10 J
66 heuristic
11 car 67 scepter
12 sun
68 municipality
13 dog
69 idiosyncrasy
14 1 the 70 minuend
15 1 at 71 rhetoric
16 1 and 72 aggrandizement
17 1 no 73 milieu
18 1 man
74 tertiary
19 1 she
75 septuagenarian
20 1 cup
76 echelon
21 1 fish
77 coiffure
22 1 have 78 macaque
23 1 into
Number
24 1 keep 34 Correct (0–78)
25 1 them
26 0 must STEP 3:
27 1 going
28 1 people Tested backward one more page and administered Items 14–21. The
29 1 light basal is established because the examinee answered all correctly.
30 1 morning The 6 lowest-numbered consecutive items administered were correct
31 1 animal (Items 14–19) and form the basal.
32 1 could
33 0 garden
34 1 become STEP 2:
35 1 knew Tested backward one page and administered Items 22–29. No basal
36 0 library
37 0 point was established because the examinee missed Item 26. (The 6 lowest-
38 0 often
numbered items [Items 22–27] administered were not all correct.)
39 0 special
40 0 however STEP 1:
41 0 brought Testing began with Item 30. After completing the page, no basal
42 0 jewel
43 0 whose was established because the 6 lowest-numbered consecutive items
44 0 natural administered (Items 30–35) were not all correct. The examinee
45 1 distance
missed Item 33 (as well as Items 36 and 37).
46 0 overwhelm
47 0 signal STEP 4:
48 0 imagine
49 0 investigate Resumed testing with Item 38 and administered the complete page
50 0 reverse (Items 38–45). No ceiling was established because the examinee
51 0 doubtful
52 0 guarantee answered Item 45 correctly.
53 0 knead
STEP 5:
STEP 6: The examiner continued testing and administered Items 46–53. The
Discontinued testing and calculated the ceiling is established because the examinee missed the 6 highest-
Number Correct (34). numbered items answered (Items 48–53) and completed a page.
2 Form A

Tests Requiring the Response Booklet
The WJ IV ACH Response Booklet includes test material that the examinee uses to complete
any test requiring writing or calculating. The Response Booklet is needed when administering
Test 3: Spelling, Test 5: Calculation, Test 6: Writing Samples, Test 9: Sentence Reading
Fluency, Test 10: Math Facts Fluency, Test 11: Sentence Writing Fluency, Test 15: Word
Reading Fluency, and Test 16: Spelling of Sounds. In addition, the front cover of the Response
Booklet is designed as a worksheet that the examinee can use with Test 2: Applied Problems
and Test 13: Number Matrices. Provide the examinee with the Response Booklet and a
sharpened pencil with an eraser when directed to do so by the Test Book instructions. At the
completion of each test, collect the Response Booklet and pencil.
Timed Tests
Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence Writing
Fluency, and Test 15: Word Reading Fluency are timed tests. The following tests each have
a 3-minute time limit: Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, and
Test 15: Word Reading Fluency. Test 11: Sentence Writing Fluency has a 5-minute time limit.
Although Tests 9 through 11 are in a numeric sequence, it is recommended that these three
timed tests not be administered consecutively.
The time limits are noted in both the Test Book and the Test Record. Administer these
tests using a stopwatch. If not using a stopwatch, write the exact starting and finishing times
in minutes and seconds in the space provided on the Test Record. For example, 17:23 would
indicate that the test started at 17 minutes and 23 seconds after the hour. The test then
would end exactly 3 minutes later at 20 minutes and 23 seconds (20:23) after the hour. A
watch or clock with a second hand is also useful for administering tests with the instruction
to proceed to the next item if an examinee has not responded to an item within a specified
period of time.
Audio-Recorded Tests
Use the standardized audio recording to present Test 16: Spelling of Sounds. Use a good
quality CD player and headphones or earbuds to administer the audio test. Make sure that
the audio equipment has a good speaker; is in good working order; and produces a faithful,
clear reproduction of the test items. During the standardization, all audio-recorded tests were
administered using good-quality equipment. Using a computer to administer the audio tests is
not recommended because the sound quality varies greatly and may distort the audio stimuli.
If a computer is used, it must have good quality external speakers or a good quality headset.
It is the examiner’s responsibility to ensure that the audio equipment used for testing presents
the audio stimuli accurately so that an examinee’s performance is not affected by poor sound
quality.
Although Test 16: Spelling of Sounds may be presented orally, use of the audio recording
and headphones is recommended unless the person resists wearing headphones or has
difficulty attending to an audio-recorded presentation. If a test must be presented orally,
attempt to say each item in the same manner that it is presented on the audio recording.
Because the audio test is presented on a CD, the tracks are identified for each starting
point. Consult the Test Book or the CD’s table of contents to locate the appropriate track
number and starting point for this test.
Adjust the volume on the audio equipment before the examinee puts on the headphones.
The examiner can wear a monaural earphone or wear only one headphone over one ear.

Generally, when administering an audio-recorded test, look away from the examinee
while a test item is being presented. Immediately after the double beep, look at the examinee
expectantly to encourage a response.
Adequate time between items is provided for most people to respond. However, the pause
control button on the audio equipment may be used if the individual needs additional time
on Test 16: Spelling of Sounds. Additionally, if the person requests it, items may be repeated
for this test.
Examinee Requests for Information

Occasionally examinees will request other information, and it will generally be easy to
recognize at once whether it is appropriate to supply the requested information. Even after
testing has been completed, never tell the person whether specific answers are correct or
incorrect. If an individual requests information that cannot be supplied, respond with a
comment such as, “I’m not supposed to help you with that.”
Examiner Queries
For certain responses, the Query keys in the Test Book provide prompts designed to elicit
another answer from the examinee. For example, a few items on Test 5: Calculation require
the examinee to reduce fractions to obtain credit. A query on these items is a reminder to
ask the examinee to simplify his or her answer. Use professional judgment when querying
responses that are not listed in the Query key. For example, if an individual provides a
response that seems to be partially correct, it is permissible to query with a comment such as,
“Tell me more about that.”
Evaluating Test Behavior

Good testing practice requires careful observation and documentation of the examinee’s
behaviors under standardized test administration conditions.
Test Session Observations Checklist

The “Test Session Observations Checklist” is a brief, seven-category behavior rating scale
intended to systematize and document a number of salient examiner observations. The
categories include levels of conversational proficiency, cooperation, and activity; attention and
concentration; self-confidence; care in responding; and response to difficult tasks. As noted in
Figure 3-5, a range of possible responses is provided for each category.
Figure 3-5. Test Session Observations Checklist

The “Test Session Check only one category for each item.
Level of conversational proficienc Self-confidenc
Observations Checklist” ❑ 1. Very advanced ❑ 1. Appeared confident and self-assured
from the Test Record. ❑ 2. Advanced ❑ 2. Appeared at ease and comfortable (typical for age/grade)
❑ 3. Typical for age/grade ❑ 3. Appeared tense or worried at times
❑ 4. Limited ❑ 4. Appeared overly anxious
❑ 5. Very limited Care in responding
Level of cooperation ❑ 1. Very slow and hesitant in responding
❑ 1. Exceptionally cooperative throughout the examination ❑ 2. Slow and careful in responding
❑ 2. Cooperative (typical for age/grade) ❑ 3. Prompt but careful in responding (typical for age/grade)
❑ 3. Uncooperative at times ❑ 4. At times responded too quickly
❑ 4. Uncooperative throughout the examination ❑ 5. Impulsive and careless in responding
Level of activity Response to difficult tasks
❑ 1. Seemed lethargic ❑ 1. Noticeably increased level of effort for difficult tasks
❑ 2. Typical for age/grade ❑ 2. Generally persisted with difficult tasks (typical for age/grade)
❑ 3. Appeared fidgety or restless at times ❑ 3. Attempted but gave up easily
❑ 4. Overly active for age/grade; resulted in difficulty attending to tasks ❑ 4. Would not try difficult tasks at all
Attention and concentration
❑ 1. Unusually absorbed by the tasks
❑ 2. Attentive to the tasks (typical for age/grade)
❑ 3. Distracted often
❑ 4. Consistently inattentive and distracted

When using this checklist, it is necessary to possess knowledge of the behaviors that can
be considered both typical and atypical for the age or grade level of the individual who is
being assessed. A wide range of behaviors may be considered typical within any age or grade
level. The checklist is designed so that a “typical” rating in each category is easily identified.
For example, typical examinees are cooperative during the examination, seem at ease and
comfortable, are attentive to the tasks, respond promptly but carefully, and generally persist
with difficult tasks. These behaviors are indicated as “Typical for age/grade” on the checklist.
For other categories, particularly those that reveal marked differences from age to age,
examiners will need to apply a finer knowledge of age- or grade-appropriate behaviors. For
example, “typical” levels of activity or conversational proficiency would be quite different
for a 5-year-old than for a 9-year-old child. For some age or grade levels, ratings such as
“Appeared fidgety or restless at times” could be included within the range of behaviors that
is “Typical for age/grade” rather than a separate category. In such instances, it would be more
accurate to check “Typical for age/grade” than “Appeared fidgety or restless at times” because
the former conveys the concept of age- or grade-appropriate behavior.
Use the “Test Session Observations Checklist,” located on the Test Record, immediately
after test administration. Each of the items describes a category of observations. For each
item, place a check mark in the box corresponding to the quality that best describes the
behavior of the individual who was assessed. Only one category should be checked for
each item. If any item does not apply to the individual, or if the categories do not convey
an adequate description of the examinee’s test session behaviors, leave the item blank. Also
note any other behaviors of clinical interest. This type of qualitative information may affect
interpretation of test results.
Be sure to respond to the question “Do you have any reason to believe this testing session
may not represent a fair sample of the examinee’s abilities?” located on the Test Record cover.
If Yes is checked in response to this question, complete the sentence “These results may not
be a fair estimate because… _______.” Examples of reasons for questioning the validity of the
test results may include suspected or known problems with an examinee’s hearing or vision,
emotional problems of a nature that interfere with the person’s ability to concentrate, and
certain background factors (e.g., English not being a well-established second language).
The seven scales included in the “Test Session Observations Checklist” were derived
from a review of related scales and research on test session observations. The checklist can
help to qualitatively describe behaviors that may facilitate or inhibit cognitive, linguistic,
and academic performance. Additionally, certain responses to one or more of the categories
may impact the interpretation of an examinee’s scores. For example, an individual’s test
performance may have been impaired by distractibility during testing. Another person’s
performance may have been facilitated by an increase in effort when difficult tasks were
presented. In summary, the examinee’s observed behavior can provide valuable clinical
information, especially when the behavior in the test session can be compared with his or her
behavior in the classroom and other settings.
“Qualitative Observation” Checklists

The 11 tests in the Standard Batteries (Forms A, B, C) each have a “Qualitative Observation”
checklist on the Test Record. The purpose of these checklists is to document examinee
performance on the test through qualitative observations, or in the case of Test 8: Oral
Reading, a quantitative observation. Although these checklists are optional, important
insights can be gained about the person’s performance from documented observations about
how the individual completed the task. For example, on Test 1: Letter-Word Identification,
the examiner may observe that the examinee read the words accurately but quite slowly,

indicating a lack of automaticity. Or the examiner may observe that the examinee did not
apply phoneme-grapheme relationships. Figure 3-6 illustrates the possible observations for
Test 1: Letter-Word Identification.
Figure 3-6. Qualitative Observation

“Qualitative Observation” On Letter-Word Identification,
checklist for Test 1: Letter- which of the following best
Word Identification. describes the ease with which the
individual identified words? (Mark
only one response.)
❏ 1. Identified words rapidly and
accurately with little effort
(automatic word identification
skills)
❏ 2. Identified initial items rapidly
and accurately and identified
more difficult items through
increased application
of phoneme-grapheme
relationships (typical)
❏ 3. Identified initial items rapidly
and accurately but had
difficulty applying phoneme-
grapheme relationships to
latter items
❏ 4. Required increased time and
greater attention to phoneme-
grapheme relationships
to determine the correct
response (nonautomatic word
identification skills)
❏ 5. Was not able to apply
phoneme-grapheme
relationships
❏ 6. None of the above, not
observed, or does not apply
Scoring
Because the examinee’s pattern of correct and incorrect responses is needed to determine
basal and ceiling levels, complete the item scoring during test administration (except for
the timed tests and Test 6: Writing Samples). Some raw scores (number correct or number
of points) can be calculated between tests, while others are calculated after all testing is
completed. After the raw scores are totaled, estimated age- and grade-equivalent scores
are readily available from the “Scoring Tables” on the Test Record. Use the online scoring
program to complete all other scoring.
Item Scoring
With the exception of three tests (Test 6: Writing Samples, Test 8: Oral Reading, and Test 12:
Reading Recall), score each item administered by placing a 1 or a 0 in the appropriate space
on the Test Record: 1 = correct response, 0 = incorrect or no response. (Detailed scoring
procedures for Test 6: Writing Samples, Test 8: Oral Reading, and Test 12: Reading Recall are
included in Chapter 4.) For items not administered, leave the corresponding spaces on the
Test Record blank. After a test has been administered and completely scored, the only blank
spaces should be items below the basal and above the ceiling levels or items not included in
the assigned block of items.

The Correct and Incorrect keys accompanying many of the items in the Test Book
are guides that demonstrate how certain responses are scored. Not all possible Correct
and Incorrect answers are listed. Judgment is required when scoring some responses. In
the Correct keys, the first response listed is the answer given most frequently during the
standardization. All other correct responses are listed alphabetically.
Use of Judgment in Scoring Responses

Occasionally, an examinee’s response does not fall clearly into the correct or incorrect
category or it is difficult to decide if the item should be scored correct or incorrect on the
basis of the key. In this case, record the actual response on the Test Record and then score
it later upon completion of testing. Until a decision has been made, do not use the item(s)
to determine a basal or ceiling. Continue testing until the basal or ceiling criterion is met
without including the unscored item(s). If, after further consideration, it is still not clear how
to score several responses, balance the scores (1s and 0s). For example, if two questionable
responses remain, score one item 1 and the other 0.
Additional Notations for Recording Responses

In addition to using 1s and 0s to score items, writing the following abbreviations on
the Test Record margins may be helpful when recording an examinee’s responses. These
supplementary symbols can provide additional information about the person’s testing
behavior.
Q: Query—indicates a question was asked to clarify the response
DK: Don’t Know—indicates the examinee responded, “I don’t know.”
NR: No Response—indicates the examinee did not respond to the item
SC: Self Correction—indicates the examinee correctly changed a response
When possible, incorrect responses should be recorded verbatim on the Test Record
for diagnostic purposes. In addition to providing data for error analysis, recording actual
responses allows comparison of an individual’s current responses with future responses if the
test is administered again.
Scoring Multiple Responses

If a person gives more than one answer to an item, score the last answer given as correct
or incorrect. Do not base the score on the initial response. This procedure should be used
even if an examinee changes a response given much earlier in the testing session. The new
response, whether correct or incorrect, is used as the final basis for scoring that item. For
example, when shown a picture of a kangaroo in Test 18: Science, a girl initially responded
that she knew the animal but could not remember the name. During a later test in the
session, she informed the examiner that the animal she saw earlier was a kangaroo. The
examiner went back to the Test 18: Science portion of the Test Record and correctly credited
the response with a 1.
If an examinee provides both a correct and an incorrect response to an item, query the
response by saying, “Which is it?” For example, if the person responds “a fish or a frog” to
an item about tadpoles in Test 18: Science, say, “Tell me one answer.” Score the final response.

Computing Raw Scores
For Test 6: Writing Samples, Test 8: Oral Reading, and Test 12: Reading Recall, the raw score
is the number of points or number correct in the given block or group of items. For all other
tests, the raw score is the number of correct responses or the number of points plus every
item in the test below the basal.
Do not include points for sample items in the calculation of raw scores. Although
responses to the sample items are recorded on the Test Record, they are indented and appear
in screened boxes and are clearly distinct from the actual test items.
Record the raw score in the screened Number Correct or Number of Points box at the end
of each test on the Test Record. The scoring for each test can be completed before moving
to the next test or as the examinee is working on a timed test, such as Test 11: Sentence
Writing Fluency.
Obtaining Age- and Grade-Equivalent Scores

Receive immediate feedback regarding the examinee’s level of performance during the testing
session by computing the raw score and checking the estimated age- or grade-equivalent
score. These results may suggest the possible need for further testing, perhaps in the same
test session.
To obtain estimated age- and grade-equivalent scores, calculate the examinee’s raw score,
locate that score in the first column of the “Scoring Table” provided for each test on the Test
Record, and encircle the entire row including the raw score. The circled row will include the
number correct or number of points, the estimated age equivalent (AE), and the estimated
grade equivalent (GE).
The “Scoring Tables” on the Test Record provide estimates of the actual AE or GE. In
some cases, these scores will be the same as those produced by the online scoring program.
In other cases, however, differences will exist between the estimated AE/GE and the actual
AE/GE. For example, timed tests or tests with subtests may have differences between the
estimated and actual scores. When discussing AEs or GEs or including these scores in
reports, use the actual scores from the online scoring program, rather than the estimated ones
from the Test Record.
Using the Woodcock-Johnson Online Scoring and Reporting Program

The Woodcock-Johnson online scoring and reporting program (Schrank & Dailey, 2014)
calculates derived scores, variations, comparisons, and discrepancies.
Enter identifying information, raw scores, “Test Session Observations Checklist”
information, and “Qualitative Observation” information directly from the Test Record into the
online scoring program. The online scoring program automatically calculates the examinee’s
chronological age and tenth-of-school-year grade placement (based on a standard school
year). If the student is enrolled in a year-round school or a school with starting or ending
dates that fall more than 2 weeks before or after the default range (i.e., August 16 through
June 15), use the option for entering exact starting and ending dates of the school year. Due
to the wide variation in starting and ending dates for schools and districts, use this option
regularly to increase the precision of the grade norms accessed by the scoring program. After
entering the starting and ending dates into the scoring program, it automatically calculates
the exact grade placement, in tenths of the school year. The program includes separate
data entry fields for the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG)
(Schrank, McGrew, & Mather, 2014b), the Woodcock-Johnson IV Tests of Oral Language (WJ
IV OL) (Schrank, Mather, & McGrew, 2014b) and the WJ IV Tests of Achievement (Schrank,

Mather, & McGrew, 2014a) to allow for different dates of testing and different examiners.
Similarly, examiner observations can be entered in the scoring program. Certain changes
can be made to the table of scores. For example, electing a larger standard score confidence
band (68% is recommended), changing the variation and comparison cut-score criteria
(1.5 is recommended), or electing to include an additional score for reporting purposes are
possible changes.
Accommodations
The WJ IV is ideally suited to increase the participation of students with disabilities in
assessment and accountability systems. This section identifies several administration features
of the WJ IV that allow individuals with disabilities to participate more fully in the evaluation
process.
Setting
The individual administration format of the WJ IV ACH provides the opportunity for
standardized assessment on a one-to-one basis. Use of a separate location for testing
minimizes the distractions inherent in a classroom group-testing environment. If needed,
use noise buffers such as earplugs or headphones to mask external sounds. Also, incorporate
special lighting, special acoustics, or adaptive or special furniture if needed.
Timing
Use of basal and ceiling rules focuses the assessment on the examinee’s level of ability and
minimizes testing time. In addition, frequent breaks can be taken between tests, if needed.
With the exception of the timed tests, individuals can have extended time to complete tasks,
if required.
Presentation
All instructions are presented orally to the examinee, and the language of the instructions is
at a sufficiently simple level of linguistic complexity to minimize language comprehension
barriers. The instructions may be repeated or signed, if necessary. Special sample items on
many of the tests help clarify the person’s understanding. Use of large print, fewer items per
page, and increased space between items allows examinees to focus better on individual items
without being overwhelmed by simultaneous presentation of multiple items as would occur
during a group-administered assessment. Audio presentation of certain tests helps ensure
standardized item presentation and allows adjustment of the volume to a comfortable level
for each individual. Visual magnification devices and templates that reduce glare also may be
incorporated into the assessment without affecting validity.
Scheduling
Administration of the WJ IV ACH tests can be scheduled at a specific time of day to
accommodate individual examinee needs. The tests may be presented in any order to
maximize interest and performance. When an individual cannot sustain peak performance for
long periods of time, the test may be administered over several days.
Recommended Accommodations
As a general rule, the examiner should adhere to standard administration and scoring
procedures. However, at times, an examinee’s special attributes need to be accommodated.
“An appropriate accommodation is one that responds to specific individual characteristics but
does so in a way that does not change the construct the test is measuring or the meaning of
the scores” (AERA, APA, NCME, 2014, p. 67). In providing accommodations and interpreting
test results for individuals with disabilities, be sensitive to the limitations different
impairments may impose on a person’s abilities and behavior.

A modification means that the content of the test has been altered. It is important to
recognize that modifications may have a compromising effect on the validity of the test
results. Modifications are usually inappropriate because “an adaptation for a particular
disability is inappropriate when the purpose of a test is to diagnose the presence and degree
of that disability. For example, allowing extra time on a timed test to determine distractability
and speed-of-processing difficulties associated with attention deficit disorder would make it
impossible to determine the extent to which the attention and processing-speed difficulties
actually exist” (AERA, APA, & NCME, 2014, p. 62). For example, no accommodation is
appropriate for an individual with limited reading skill if the test being administered is
designed to measure reading ability. In this instance, the modification would fundamentally
alter the construct being measured. Table 3-1 includes two applicable standards from the
Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014).

Standards Regarding
Examinee Accommodations 6.1 Test administrators should follow carefully the standardized procedures for administration and scoring
From the Standards specified by the test developer and any instructions from the test user. (p. 114)
for Educational and 3.10 When test accommodations are permitted, test developers and/or test users are responsible for
Psychological Testing documenting standard provisions for using the accommodation and for monitoring the appropriate
implementation of the accommodation. (p. 67)
Generally, the examiner should select and administer tests that do not require
modifications. The broad classes of examinees often requiring some level of accommodation
in the assessment process are: young children; English language learners; individuals
with attentional or learning difficulties; and individuals with hearing, visual, and physical
impairments. Prior to making accommodations, the examiner should be trained in the
specific area or should consult with a professional who has such expertise. Selected portions
of the WJ IV ACH may be used for individuals with sensory impairments if their physical or
sensory limitations interfere with performance, or make performance impossible, on certain
other tests.
Young Children
Assessing young children in their preschool and early school years requires an examiner who
is trained and knowledgeable in this type of assessment. Examiners must select tests that
are appropriate for the age and functional level of the examinee. Some tests may not have
an adequate floor for young or low-functioning individuals, and other tests are designed for
use with school-age children or older individuals. For example, few individuals below age 6
would be expected to perform adequately on tests such as Test 9: Sentence Reading Fluency,
Test 13: Number Matrices, or Test 14: Editing. On the other hand, examinees as young as age
2 generally can perform beginning tasks on Test 18: Science, Test 19: Social Studies, and Test
20: Humanities.
Some young children may be uncomfortable with unfamiliar adults and may have difficulty
separating from their caregiver or teacher. It may be necessary to spend additional time with
such a child with a familiar adult nearby prior to accompanying the child to the testing
situation. Let the young child know that the caregiver is nearby and will be around when
testing is completed. In extreme circumstances, it may be necessary to have the familiar adult
stay with the child during testing. However, under these circumstances, the caregiver must
understand the standardized conditions under which the testing must occur. Every effort

should be made to minimize the caregiver’s involvement in the test situation. If a parent must
be present during the testing session, carefully explain the testing process, including the
establishment of test basals and ceilings (i.e., that some items may be very easy for the child
and that other items may be difficult), before the actual testing begins. Also, explain to the
parent that it is important he or she not assist the child in any way during the testing session.
The parent should be asked to sit to one side behind the child so that it is not too easy for the
child to interact with the parent during the test administration.
General Guidelines
Several early development tests require the child to respond verbally. Initially, some children
may be shy and refuse to speak with an unfamiliar adult. If the child persists in not speaking,
even after several rapport-building activities between the examiner and the child, such as
playing with a preferred toy and spending some time together outside of the testing situation,
it may be best to discontinue testing and try again at a later date. It also may be beneficial to
administer tests in a different order. For example, the assessment could begin with tests that
require only a pointing response and then continue with tests that require verbal responses.
Intelligibility also is often an issue when testing young children. Instructions on many
of the tests indicate to not penalize examinees for articulation errors, dialect variations, or
regional speech patterns. Additional time conversing with or observing the child prior to
the testing situation may be necessary to discern such variations. Follow-up conversation
after testing also may be informative. Do not ask the child to repeat responses frequently, but
instead note the difficulty with intelligibility in the report.
Young children typically need more frequent breaks during the testing session than
do older students and adults. Short breaks are particularly helpful if the child has a short
attention span or high activity level, both of which are common in young children. Be careful
to provide break activities that are enjoyable but not so engaging that the child does not want
to return to the test situation. Quiet break-time activities, such as rolling a ball, working a
puzzle, walking to get a drink of water, having a short snack, or other activities with a clear
beginning and end, are typically most desirable. Many children will respond positively if
given reinforcements, such as verbal praise, smiles, stickers, or snacks, between tests. Use
of a friendly and engaging voice during the test administration may help involve the child
better in the test situation. Praise the child’s efforts but do not indicate whether responses are
correct or incorrect.
Conduct testing at a table of appropriate height for the child. It is important that the child
be able to sit independently and upright in a chair without adult assistance. Consider the
visual perspective of the young child. The child should not sit too low (e.g., on a small chair
at a big table), sit on the floor, or sit on a parent’s lap looking down on the test materials.
This is especially important on items where the child receives visual information from the
Test Book easel.
Attempt to eliminate distractions in the environment. While this is true for all examinees,
it is particularly important with young children who may be much more easily distracted.
Colorful pictures on the wall, open window blinds, and toys around the room may make it
difficult for the child to attend to the test.
When testing young children, attempt to make the testing situation engaging, interesting,
and fun. Adjusting the pace of testing to meet the needs of the child is important. While
many young children will respond best to a brisk pace with frequent verbal praise, some
young children prefer a quieter, slower pace with limited verbalization, especially when they
are starting out in a new situation.

English Language Learners
The most important accommodation for students who are English language learners (ELLs)
is having an examiner who is knowledgeable about important issues relevant to second
language acquisition, the assessment process, and the interpretation of test results for
students who are ELLs. To this end, the examiner must be familiar with the second language
acquisition process, native language attrition, language shift in dominance, cross linguistic
transfer of learning, and the impact of special language programming and socioeconomic
factors on language learning (August & Shanahan, 2006; Cummins & Hornberger, 2008;
de Leeuw, 2008; Flege, Schirru, & MacKay, 2003; Grosjean, 2001; Thomas & Collier, 2002).
The examiner must know about the availability and limitations of tests in the student’s native
language, as well as how to interpret the test performance of individuals who are ELLs.
If not knowledgeable about the second language acquisition process, the examiner must
consult a teacher or specialist who is well-versed in this area before, during, and after the
assessment. The examiner must investigate and document the examinee’s educational history
and current educational placements (e.g., bilingual education, English-as-a-second-language
programs, schooling in foreign countries, interventions, peer tutoring, therapy, attendance
history). Be aware of sociological, cultural, and economic influences in test selection and
interpretation. In addition, knowledge and understanding of the examinee’s linguistic
history and environment is critical prior to test administration for accurate assessment and
interpretation. In considering language background, explore the individual’s language use
at home, at school, and in the community. The examiner also must know the extent of the
examinee’s knowledge of his or her first language(s) and the examinee’s number of years of
exposure to the English language.
Other issues that should be recognized and taken into consideration are that students
who are ELLs can vary greatly in cultural factors, such as values, beliefs, aspirations, learning
styles, lifestyles, mores, and attitudes and that poverty is a very significant sociocultural factor
limiting language development (Burney & Beilke, 2008; Walker-Dalhouse & Risko, 2008).
General Guidelines
Make certain the examinee understands the task required for each test administered. With
some English language learners, the vocabulary and syntax used in the test instructions
may be too complex. Although the test instructions are controlled for complexity, it may
be necessary to provide further explanation of the task using English words that are more
familiar to the examinee. In some cases, an examiner may enhance a person’s understanding
by reviewing the test instructions or providing opportunities for supplementary practice
before test administration. This additional practice can help an individual who may lack
familiarity with the content of test items or test-taking strategies. These adaptations constitute
modifications of standardized testing procedures and should be documented. However, keep
in mind that if a specific test is intended to measure an aspect of an individual’s English
language ability, such as listening, speaking, reading, or writing, modifying the standardized
procedures of the item content is inappropriate.
If an examinee responds to a test item in his or her first language instead of in English,
ask the individual for a response in English. If the person cannot answer an item in English
but can answer in his or her first language, make a note on the Test Record even though the
response will not receive credit. This information can be useful when interpreting the test
results and determining the appropriateness of the testing.
For a more complete, accurate, and equitable measurement of individuals who are ELLs,
an assessment may need to be administered in the examinee’s native language. The Woodcock
tests provide a variety of assessment measures that can be used in bilingual evaluations. To

ensure appropriate selection and use of tests, be familiar with the available tests and their
general functions, the language(s) of the tests, the age ranges they cover, and the specific
assessment features they contain for testing individuals from bilingual backgrounds. For
example, if an examinee has had academic instruction in Spanish, consider administering
the Batería III Woodcock-Muñoz® Normative Update: Pruebas de aprovechamiento (Batería III
ACH NU) (Muñoz-Sandoval, Woodcock, McGrew, & Mather, 2007) in combination with,
or instead of, the WJ IV ACH for a standardized measure of achievement. If an individual
is bilingual in English and Spanish, administration of the three oral language tests available
in English and Spanish located in the WJ IV Tests of Oral Language (Schrank, Mather, &
McGrew, 2014b) is informative to investigate oral language proficiency and dominance. This
information will help when making a determination if cognitive and achievement testing
should be completed in English, Spanish, or both languages. If the person has had academic
instruction in a language other than English and Spanish, informal assessment techniques
in the individual’s native language can provide useful and qualitative information about his
or her present functioning levels. Some examples of informal assessment techniques include
asking the individual to: (a) relate an event or tell a story; (b) read a passage in a grade-level
school book, newspaper, or magazine; or (c) write sentences, a paragraph, or a story.
Individuals With Learning and/or Reading Difficulties

In certain instances, it may be necessary to provide certain accommodations for examinees
with learning and/or reading problems. Often the appropriateness of an accommodation
can be determined by the reason for the referral. For example, it is not appropriate to read
the reading tests to an individual who is struggling with reading because the purpose of the
evaluation is to determine the extent and severity of the reading impairment. By reading
the test, the construct being measured is altered and the test of reading ability becomes a
measure of oral comprehension. While not appropriate in the testing situation, this type of
accommodation may be entirely appropriate when the student encounters unmanageable
reading tasks in the classroom setting.
Similarly, an examinee may complete tasks at a very slow rate. Although most of the WJ IV
tests do not have a time limit, allowing additional time is not appropriate on timed tests. The
purpose of the timed tests is to ascertain how quickly the person can perform tasks within
a specified amount of time. Some people may take an undue amount of time on items that
are too difficult for them to complete; for example, an individual may rework math problems
several times in different ways to come up with solutions. In these cases, attempt to keep the
process moving so that the pace of testing is not monotonous.
For some examinees with severe perceptual impairments, use of a card or piece of paper to
highlight or draw attention to specific items is appropriate. Individuals with poor fine motor
control may need to type responses rather than write them in the Response Booklet. Others
who are easily frustrated by tasks that become too difficult may respond better to several
short testing sessions rather than one lengthy session.
Examinees with weaknesses in specific abilities often require more encouragement and
reinforcement during the testing process than those who learn easily. Provide specific praise
and positive comments as needed to keep the individual engaged and to reinforce his or
her effort.
Individuals With Attentional and Behavioral Difficulties

Clinical expertise is needed when assessing individuals with severe behavioral or attentional
difficulties. Examiners should have specific training in this area or should consult with a
professional who has such expertise.

It is desirable to become familiar with an examinee’s typical classroom behavior prior to
conducting the assessment. If possible, develop rapport with the person before engaging in
formal assessment procedures. Depending on the age of the individual, this could include
classroom or playground visits or an informal interview prior to the assessment. It is often
beneficial to identify specific activities that the examinee enjoys (e.g., playing a computer
game, shooting baskets on the playground). These activities can sometimes be used as
reinforcers during break times.
General Guidelines
When testing individuals with attentional and behavioral difficulties, implementing
behavioral management techniques may help avoid or reduce problem behavior and increase
the likelihood of compliance. The following, adapted from several sources (Herschell, Greco,
Filcheck, & McNeil, 2002; Prifitera, Saklofske, & Weiss, 2008; Sattler & Hoge, 2005), are
suggested techniques for managing examinee behavior.
Schedule the testing session when the person is most likely to perform at his or her best.
To ensure a more positive reaction, testing can be done in several short sessions. Short breaks
should be quiet and structured.
To help the individual stay on task, remove all distractions from the testing environment
and keep test materials that are not in use out of the examinee’s reach. Attempt to keep full
attention on the examinee and maintain a brisk testing pace. This is most easily accomplished
by knowing the test procedures thoroughly prior to the test administration and by having
all test materials set up prior to the testing session. When setting up the testing materials,
consider the examinee’s distractibility. Sitting next to, rather than across from, the person will
allow redirection of the individual’s attention to the testing task.
At the beginning of the testing situation, establish the expectations for the examinee’s
behavior; for example, the individual should remain in his or her seat, follow directions,
and sit still. During the testing session, it is important to provide reinforcement (e.g., verbal
praise) for appropriate examinee behavior and effort. Redirect or ignore inappropriate
behavior. It is also important to remind the examinee to work carefully and slowly if he or
she responds carelessly or impulsively, except on tests designed to measure those behaviors,
such as timed tests. If an individual appears frustrated, offer this reminder: “Some questions
and problems will seem very easy, while others will seem hard. Please do your best.” Make
sure the examinee is ready to start each test before beginning administration.
Use commands that describe appropriate behavior rather than inappropriate behavior. For
example, say, “Tom, please hand me that pencil.” rather than “Tom, stop playing with that
pencil.” Using statements that limit the person’s choices is also helpful. For example, “When
you sit in your chair, then I’ll show you our next activity.” “If you sit up straight, then we can
move on.” “You have two choices. You can either listen to some questions next or solve some
math problems.”
One of the examiner’s responsibilities is to determine whether the test results provide a
valid representation of the examinee’s present performance level. When evaluating individuals
with challenging behaviors, attempt to ascertain the effects of the problem behavior on the
assessment process and determine how the behavior affects performance. In some situations
the problem behavior produces test results that are not representative of the person’s true
performance or capabilities. For example, during an evaluation, an examinee refused to
respond to the examiner’s oral questions. The examiner realized that the results of the
assessment were more a reflection of the noncompliant behavior than the person’s knowledge
of the subject matter. In this case, an examiner should not report the test scores, but instead
should reschedule the assessment for another time when the person is more willing to
cooperate. In other situations, it is apparent through behavioral observation that the test

results reflect something different from the intended construct. For example, on a timed task,
if the examinee’s attention needs to be redirected to the task many times, the low performance
may be indicative of attentional difficulties rather than a slow processing rate.
On rare occasions, it may be necessary to discontinue testing if an examinee shows acute
signs of frustration or anxiety or is unable to maintain attention. If the person exhibits
behavior that suggests the possibility of verbal or physical aggression, discontinue testing
and wait until a time when he or she is less volatile. Be sure to complete the “Test Session
Observations Checklist” on the cover of the Test Record. If needed, make a note of any
additional observations and include them in the written report.
Individuals With Hearing Impairments

When testing examinees who are deaf or hard of hearing, the evaluator must consider the
usefulness of the normative scores, the types of accommodations that must be made in
administering the tests, and the factors that may influence interpretation. In these cases,
the person’s primary mode of communication is more important than the degree or type of
hearing impairment. Communication modes range from American Sign Language to aural/
oral English with multiple gradations between. For discussion purposes, communication
modes have been grouped into four categories:
■■ American Sign Language (ASL): A complete visual-spatial language with its own
semantics, syntax, and pragmatics, using the hands, body, and facial expressions.
■■ Manually Coded English (MCE): The use of signs, mainly in English word order, and
sometimes including English parts of speech that do not exist in ASL. MCE includes
Signed Exact English and Pidgin Signed English.
■■ Sign-Supported speech: The use of spoken English with sign used simultaneously all or
most of the time. People using this form of communication are not able to adequately
comprehend spoken English without sign accompaniment.
■■ Aural/Oral English: The use of spoken English without sign, usually aided by some
form of auditory amplification.

General Guidelines
Primary Communication Mode and Use of an Interpreter. The evaluator must administer
instructions and verbal tests through the examinee’s primary communication mode. To
establish the primary communication mode, consult a professional (e.g., teacher, certified
interpreter) who is familiar with the person and who has expertise in communication modes
used by people who are deaf or hard of hearing. Ideally, the qualified examiner would be
fluent in the person’s communication mode. If an interpreter must be used, however, he or
she must be a certified ASL interpreter and must be sufficiently skilled and flexible to adapt
to the examinee’s primary mode of communication.
Although necessary in many cases, problems can arise in using an interpreter for testing.
Young children may not have learned yet how to use an interpreter. In addition, the presence
of another person in the room may alter the examinee’s performance and affect the validity
of the test results. To minimize this possibility, use an interpreter with whom the examinee
is already familiar or allow time for him or her to become familiar with the interpreter before
beginning the evaluation.
In many cases, the signs that should be used to convey test instructions depend more on
the intent of the task than on the English sentences being translated. For example, in Test 4:
Passage Comprehension, the early items instruct the examinee to point to a rebus that “tells
about” the larger picture. Tells about could be signed as related or as same as. However, related
conveys the wrong concept. To avoid this type of problem, it is important to work with
the interpreter prior to the assessment to familiarize him or her with the test instructions,

procedures, items, unfamiliar concepts or terminology, and the type of skill being assessed.
Testing Environment and Amplification. Testing of examinees who are hard of hearing
should be conducted in a room with no background noise and few visual distractions. Often
hearing aids do not filter out background noise, thus making it harder for the examinee to
hear the evaluator’s voice or the audio recording. Check the person’s hearing aid or cochlear
implant immediately before testing to ensure that it is working correctly, turned on, and
positioned properly. When available, use a room with an amplification system, and ensure
that the microphone is turned on and that the examinee’s amplification device is switched to
the proper channel to receive the examiner’s voice.
Audio Recording or Live Voice. If the examinee benefits from speech reading, administer
most audio-recorded tests orally rather than using the recording. Prior to testing, practice
repeating the audio-recorded instructions and items until the items can be reproduced
accurately. Position the examinee so that the examiner’s face can be seen easily. Articulate the
instructions and items clearly but without exaggeration. When use of the audio recording is
deemed appropriate, be aware that special amplification systems are available that allow the
sound to be fed directly into the individual’s hearing aids or cochlear implant. If it is unclear
which mode would be best, choose an introductory clip of the recording, present it via both
the recording and live voice, and let the person decide which is easier to understand.
Speech Intelligibility. Before administering tests requiring a verbal response, confirm that
the examinee’s speech is intelligible. If an oral response is unintelligible, the person should be
asked to explain further to determine whether or not the intended response is correct. Do not
penalize examinees for articulation errors, dialect variations, or regional or unusual speech
patterns but make note of them on the Test Record for later analysis. Unless it makes the
person uncomfortable, a voice recorder could be used so responses can be verified later by a
professional (e.g., speech-language pathologist, teacher) who is familiar with the individual’s
speech patterns.
Scoring and Interpretation
Generally, examinees whose amplified hearing and speech discrimination is normal should
be able to take all of the tests following the standardized procedures, in which case, the
scores should be valid. However, in each situation, use judgment concerning the validity
of the scores based on the number and degree of adaptations made. For interpretation
purposes, however, the age at which the hearing loss was diagnosed and the amplification
provided should be considered as indications of the number of years the person has had an
opportunity to gain undistorted information through hearing. Hearing loss over an extended
period of time can negatively affect an individual’s vocabulary development and acquisition of
information usually learned incidentally.
Consider the examinee’s audiogram when scoring responses. Apparent errors might be
related to the accuracy of an examinee’s speech discrimination or to the frequencies that are
impaired. For example, an individual with a hearing loss in the high frequencies may omit
certain word endings (e.g., /s/ or -ed voiced as /t/) because he or she does not hear them.
For examinees using sign-supported speech, the examiner must make judgments
concerning the degree of the examinee’s dependence on sign rather than voice. A strong
reliance on sign may suggest that even those tests marked in Table 3-2 as useful for sign-
supported speech communicators should not be administered or that increased caution
should be used when interpreting the scores. Instructions given in ASL will almost always
deviate from standardized instructions due to the linguistic differences between ASL and
spoken English, although this will not necessarily invalidate the usefulness of the test.
Given these cautions, it is advisable to interpret the performance of examinees who are
hard of hearing in consultation with a professional in the field of hearing impairment who

is familiar with the examinee. Knowledge of the differences between spoken English and
signed communication and in the life experiences of people with hearing impairments (e.g.,
activities of daily living, limitations on incidental learning) may influence interpretation of
the scores.
Documentation of Deviations From Standardized Administration.
Note any deviation from the standardized administration on the WJ IV ACH Test Record as
well as in the evaluation report. During testing, note any prompts provided to the examinee
as well as the examinee’s incorrect and questionable responses on individual items so they
can be considered in interpreting the test results. The report should state how the examinee’s
hearing impairment or the altering of standardized administration procedures may have
affected the person’s scores, possibly underestimating or overestimating actual achievement
levels.
Accommodations and Cautions Specific to the WJ IV ACH
Table 3-2 indicates which tests might be useful for each of the four communication groups
as well as the validity of the scores. The numbers in the table refer to accommodations and
cautions specific to each test that are explained below the table. All accommodations must
be specific to each individual. The notations accorded to the Aural/Oral column assume that,
with all of the needed accommodations provided, the examinee has normal or near normal
hearing. The more severe the hearing impairment, the more caution is called for in using
the scores. Be sure to document all accommodations and modifications clearly in the evaluation
report.
The symbols represent the following recommendations:
◆ This test is useful and allows the use of scores.
□ This test may be useful but requires cautious interpretation of the scores.
□ This test should be used for qualitative information only.
×
Table 3-2. Manually

WJ IV ACH Tests Useful for American Sign Coded English Sign-Supported Aural/Oral
Individuals With Hearing Test Language (ASL) (MCE) Speech English
Impairments
1: Letter-Word Identification 1 1
□ 1, 2 ◆2
2: Applied Problems □3 □3 □3 ◆
3: Spelling 4 4
□ 4
□4
4: Passage Comprehension □ 5, 6
× □ 5, 6
× □7 ◆7
5: Calculation ◆ ◆ ◆ ◆
6: Writing Samples □
× 8, 9
□
× 8, 9
□ 9
◆
7: Word Attack □2 □2
8: Oral Reading 10 10
□ 10 ◆
9: Sentence Reading Fluency □ 5, 6 □ 5, 6 □7 ◆7
10: Math Facts Fluency ◆ ◆ ◆ ◆
11: Sentence Writing Fluency □9
× □9
× □9 ◆
12: Reading Recall □ 11
× □ 11
× □7 ◆7
13: Number Matrices □ 12 □ 12 □ 12 ◆
14: Editing ◆ ◆ ◆ ◆
15: Word Reading Fluency ◆ ◆ ◆ ◆

Table 3-2. (cont.) Manually
WJ IV ACH Tests Useful for American Sign Coded English Sign-Supported Aural/Oral
Individuals With Hearing Test Language (ASL) (MCE) Speech English
Impairments
16: Spelling of Sounds □ 13
17: Reading Vocabulary 14 14
◆ 14 ◆
18: Science □ 15
× □ 15
× □ 15 □ 15
19: Social Studies □ 15
× □ 15
× □ 15 □ 15
20: Humanities □ 15
× □ 15
× □ 15 □ 15
1 Test 1: Letter-Word Identification—This is a test of word identification for hearing examinees, but it is a reading vocabulary test for sign
communicators because the sign for a word represents its meaning rather than its sound. Additionally, for some of the stimulus words, one sign
can refer to multiple items (e.g., cup, glass, can), some are routinely fingerspelled, and some have no meaning out of context. Examinees using
sign-supported speech must be able to read the words orally.
2 Test 1: Letter-Word Identification, Test 7: Word Attack—An examinee’s pronunciation will indicate how well he or she is able to apply phonics
skills and knowledge of English orthography; however, the examinee’s internal pronunciation may be more accurate than his or her voiced
pronunciation. Additionally, pronunciation errors may be secondary to the hearing impairment (articulation) rather than indications of limited word
attack skill.
3 Test 2: Applied Problems—In some of the earlier items, the question incorporates a sign that gives the answer (e.g., “two fingers” is signed with
two fingers). In some later items, signing the problem depicts the method of solution (e.g., which operation is needed). Fewer of these problems
occur after Item 25. At this point, the items are more complex, the examiner cannot assume that the examinee will be able to read them, and the
interpreter’s accuracy is critical. Consequently, prior to the test session, it is essential that the interpreter has ample time to read all of the items
the examinee is likely to take so that he or she can develop a well-reasoned approach to signing them. When deciding whether or not to use the
scores, take into account the level of the items administered, the extent to which the signing provided clues to the answer, and, for later items,
whether or not the examinee appeared to understand the signed interpretation.
4 Test 3: Spelling—The examinee who uses sign-supported speech or aural/oral English may misunderstand a stimulus word due to sound
distortion. If this happens, provide additional sentences to clarify the word. Test 3: Spelling should not be administered in sign. Many of the
stimulus words do not have a specific sign or are fingerspelled, and a few do not exist in ASL (e.g., is, am). Additionally, some of the stimulus
words are represented by signs that have multiple meanings (e.g., the same sign can mean already, finished, complete, and done).
5 Test 4: Passage Comprehension, Test 9: Sentence Reading Fluency—The examinee may miss some specific items that are biased toward hearing
(e.g., completing a rhyme) or English syntax (e.g., “Bird flying” is a complete ASL sentence; is does not exist in ASL).
6 Test 4: Passage Comprehension, Test 9: Sentence Reading Fluency—If an examinee’s comprehension is weak or his or her reading speed is slow,
consider that English is a second (foreign) language for most people who are deaf and who use ASL as their primary mode of communication. The
norms, however, represent the performance of people who use English as their primary language and who, for the most part, have a wider reading
vocabulary and an innate sense of English syntax.
7 Test 4: Passage Comprehension, Test 9: Sentence Reading Fluency, Test 12: Reading Recall—People who are hard of hearing often have a
more limited oral vocabulary than their hearing peers because they do not have the same access to spoken language. Rather than demonstrating
difficulty with reading speed or recall, the examinee may not know the meaning of some of the words.
8 Test 6: Writing Samples—Explain the directions carefully and possibly change the wording if the examinee does not appear to understand.
9 Test 6: Writing Samples, Test 11: Sentence Writing Fluency—Spelling errors made by individuals whose primary communication mode is manual
often have little phonetic relationship to the intended word. Allow time to review the responses and, if the response word is not understandable due
to a nonphonetic misspelling, ask the examinee to sign it. Even if no credit is awarded, knowing what word the examinee intended will help with
interpretation.
10 Test 8: Oral Reading—Because a person must know the meaning of a word to sign it, for sign communicators, this test assesses reading
vocabulary and comprehension instead of oral reading. Consequently, responses cannot be compared with the performance of hearing/speaking
peers in the norm sample. For examinees who use speech, consider that errors in pronunciation may be secondary to the hearing impairment
(articulation) rather than indications of weak decoding skills.
11 Test 12: Reading Recall—For examinees who use ASL and MCE, this test might indicate their comprehension and recall of written English;
however, they will have to fingerspell names and other words that do not have signs. The interpreter must be alerted to the importance of the
bolded words so that he or she will voice those particular words if the examinee’s signed response appropriately represents them.
12 Test 13: Number Matrices—Because of the complexity, signed instructions may have to deviate significantly from the standardized instructions to
ensure that the examinee understands the task.

13 Test 16: Spelling of Sounds—Responses to this test will be affected by the level of an examinee’s speech discrimination.
14 Test 17: Reading Vocabulary—Most signs do not have synonyms, which rules out subtest 17A: Synonyms for examinees who use ASL or MCE.
Because scoring of the test requires both subtests (synonyms and antonyms), a score cannot be obtained for Reading Vocabulary for these
examinees. An examinee who uses sign-supported speech will have to respond in oral English.
15 Test 18: Science, Test 19: Social Studies, Test 20: Humanities—When signed, many of the items in these tests are so modified so as to disallow
use of the norms. The modifications include: (a) items that require fingerspelling in either the question or the response and thus introduce an
unintended reading/spelling component (e.g., V-E-T is the sign for veterinarian); (b) signs in the question that give the answer; (c) names of
pictured objects that are signed by gesturing their use (e.g., guitar) or image (e.g., Red Cross); and (d) signs that represent two words, one of
which is the correct response and the other an incorrect response (e.g., ocean, river). To avoid these problems for examinees who use sign-
supported English, some of the items will have to be administered without sign. For these examinees and those who use aural/oral English,
consider the impact of the examinee’s hearing loss on incidental learning.

Individuals With Visual Impairments
The types of visual impairment and the extent of visual functioning (i.e., the ability to use
available vision to complete activities) experienced by individuals with visual impairments
are extremely varied and person-specific; thus, the combination of accommodations necessary
for administering any particular test requires case-by-case consideration.
For discussion purposes, individuals with visual impairments have been grouped into two
categories:
Low Vision: “A person who has measurable vision but has difficulty accomplishing or
cannot accomplish visual tasks, even with prescribed corrective lenses, but who can
enhance his or her ability to accomplish these tasks with the use of compensatory visual
strategies, low vision devices, and environmental modifications” (Corn & Lusk, 2010,
p. 3). Low vision is the category that contains the greatest variation in visual impairment.
Blind: A person with sufficiently limited vision so as to need braille and/or auditory
materials for learning.
It is not recommended that the WJ IV ACH be administered to individuals who are
blind. The required adaptations to the battery would be too extensive. The problems
inherent in having multiple versions of a test produced by multiple people are myriad and
are likely to render the resulting scores useless. Tests specifically designed for people who
are blind, informal tests, criterion-referenced tests, and diagnostic teaching would be more
accurate measures of academic skills and knowledge. The progression of instruction of
braille characters, decoding and spelling skills, and math are often not comparable to the
progression of the same skills taught to sighted individuals and represented in the WJ IV.
Additionally, many of the WJ IV ACH tests include items with picture prompts that are
inaccessible to individuals who are blind and/or that assume a foundation of knowledge and
concepts that may be unfamiliar to these individuals. Instead, consider using the Woodcock-
Johnson III Normative Update Tests of Achievement–Braille Adaptation (Jaffe & Henderson,
2009) available from the American Printing House for the Blind.
In preparing to test any individual with low vision, consider the findings of the most recent
reports regarding the examinee’s visual impairment, including: (a) the effect it has on his
or her functional vision, (b) optical devices prescribed, (c) adaptations to print and graphic
materials, and (d) recommended environmental accommodations. This information must
be based on the integrated findings of an ophthalmologic or optometric examination and
assessments of both functional vision and low vision devices.
Corn and Lusk (2010) indicated that “clinical measures of vision (such as visual acuity
and peripheral field) do not directly correlate with how a person uses vision or is able to
function visually” (p. 3). A functional vision assessment (FVA) is needed to assess the
examinee’s visual acuity, visual fields, motility, neurological functions (e.g., visual fixation,
perception), and light and color perception. The FVA report includes recommendations
for optimizing the person’s functioning in educational and daily activities. Accordingly,
optimizing an examinee’s visual functioning for the purpose of testing academic achievement
will involve consideration of a variety of environmental factors (e.g., optical devices, lighting,
color of materials, print/picture-to-background contrast, and the distance between the
examinee and the materials) and physical factors (e.g., rate of visual fatigue). Consequently,
well in advance of testing, the examiner should consult a vision specialist who is familiar
with both the examinee and the results of his or her most recent FVA. Decisions as to
the appropriateness of any of the cautions, accommodations, and suggestions regarding
interpretation provided here will depend entirely upon the type and severity of the
individual’s visual condition and history. Therefore, collaboration with the vision specialist or

(if the examinee is a student) the teacher of visual impairments (TVI) is critical to minimize
the effect of the visual impairment on test performance and to interpret test results accurately.
General Guidelines
Orienting the Examinee to the Testing Environment. Verbally greet the examinee upon
arrival and then, according to the extent of the person’s visual limitations, help him or her
become familiar with the testing environment. For example, for people who have extremely
poor acuity or who have a very restricted visual field, describe the layout of the room.
Guide the examinee to explore the area in which he or she will be working—the physical
arrangement of the testing area, the seating arrangement, the table, and any materials on the
table.
Devices and Equipment. If the examinee uses an optical device (e.g., glasses, hand
magnifier, telescopic device, video magnifier), ask the vision specialist or TVI to determine
whether the examinee is proficient in its use. Check to make sure that the device is clean
and in good condition. Do not make substitutions such as enlarging test print because a
video magnifier is not available or relying on overhead lighting because a focused light is not
available. Alert the examinee prior to using any equipment (e.g., the audio recording) and
before handing any objects to him or her (e.g., saying, “The next test uses a recording and
we’re going to wear headphones. Here are your headphones.”).
Instructions. During testing, give verbal guidance as needed to supplement verbal
instructions. This may include clarifying the position of the target stimulus (e.g., “on the left
side, about half-way down the page”), pointing to where the examinee is to start reading or
writing a response, or pointing to a specific picture to help an examinee focus on the target.
Environment. Check with the examinee to ensure that the environmental conditions
are optimal. This may include providing an appropriate light source (e.g., incandescent,
fluorescent, and/or natural), moving the table in relationship to windows or other light
sources, adjusting light intensity or focus on the test materials, and/or providing a darkened
room.
Materials. Test materials may need to be adapted, such as providing black-lined response
sheets or a black felt-tip pen instead of a pencil or enlarging print or graphics. The examinee
may require the use of matte-finish acetate—either transparent acetate to reduce glare or
colored acetate to increase the contrast between the stimulus and background.
Physical Considerations. Seating should be arranged so that the examinee can move easily
to position his or her head at a comfortable distance from the stimulus and achieve the most
stable visual focus, the widest visual field, or the least interference from blind spots.
Altered Test Conditions. The examiner may need to mask parts of a page to reduce
visual clutter, increase the duration of test item exposure, and increase overall test time. The
examinee may need shorter test sessions to avoid visual fatigue and/or may need to use the
optical devices that he or she uses in the classroom and/or in daily living situations.
Increasing time limits for tests that were standardized with particular time limits is
not recommended. These tests are Test 9: Sentence Reading Fluency, Test 10: Math Facts
Fluency, Test 11: Sentence Writing Fluency, and Test 15: Word Reading Fluency. Altering
the standardized administration procedures invalidates the scores. Results indicating how
much slower an examinee is than age or grade peers when reading, writing, or recalling math
facts establishes documentation for accommodations of extended time. If the person’s visual
limitations will have an obvious negative effect on his or her performance on a test, omit the
test or use the results solely for qualitative purposes.

Guidelines for Interpreting Test Performance and Results
The validity and usefulness of test interpretation for examinees with visual impairments may
be increased by adhering to the following guidelines and suggestions:
1. Interpret test findings and their educational relevance in consultation with a vision
specialist or, if the examinee is in school, the TVI who is familiar with the examinee’s
visual functioning and with the most recent FVA.
2. If an examinee performs poorly relative to age- or grade-peers on tests that
incorporate reading comprehension, consider the limiting effect of a visual
impairment on life experiences and related vocabulary and concept development.
Individuals with visual impairments may have little or no experience with certain
information that typically is learned incidentally and through vision (e.g., a skull and
crossbones indicate poison, what Abraham Lincoln looks like).
3. When analyzing error patterns, ask the examinee to explain the thinking process
used on incorrect items. This explanation will help to determine whether the factors
contributing to the error are related to the examinee’s visual functioning or to his or
her grasp of the academic skill/concept. The vision professional can help determine
the error patterns to probe.
4. On items that the examiner reads aloud and that have the same text on the
examinee’s page, be aware that the examinee may not be able to adequately see the
text or pictures meant as prompts. If an individual has to hold the oral information in
mind, it may add to the burden on working memory and may interfere with problem
solving.
5. Look for the possible relationship between the examinee’s visual impairment and
the type of academic errors made. For example, a restricted visual field may make
it difficult for the person to maintain his or her place on a line of print, resulting
in word repetitions or omissions. Thus, the instructional implications would relate
to more efficient visual scanning, a change in position of the eyes relative to the
stimulus, or different use of the optical device (Smith, 1999).
6. Despite the previous guidelines, remember that it is possible for a person with a
visual impairment to have comorbid disabilities, such as learning disabilities. Making
this type of determination may require further assessment and must result from a
collaborative effort among a psychologist, vision specialist or TVI, learning disabilities
specialist, general education teacher, and/or others who know the examinee well.
Accommodations and Cautions Specific to the WJ IV ACH
Many of the WJ IV ACH tests may be used with individuals with low vision as long as the
appropriate guidelines for testing are followed and optimal accommodations are made. Table
3-3 indicates which tests might be useful when testing an individual with low vision and
the validity of the scores. The numbers in the table refer to accommodations, cautions, and/
or suggestions for interpretation that are specific to each test and that are explained below
the table. An examinee’s performance may be analyzed for instructional purposes and scores
may be used to indicate the examinee’s academic achievement in relation to normally sighted
peers. The more severe the visual impairment, the more caution is called for in using the
scores. All accommodations and modifications must be documented clearly in the evaluation
report.
The symbols represent the following recommendations:
◆ This test is useful and allows the use of scores.
□ This test may be useful but requires cautious interpretation of the scores.
□ This test should be used for qualitative information only.
×

Table 3-3. Test Low Vision
WJ IV ACH Tests Useful
for Individuals With Visual 1: Letter-Word Identification □ 1, 5
Impairments 2: Applied Problems □2
3: Spelling ◆3
4: Passage Comprehension □4
5: Calculation ◆
6: Writing Samples □2
7: Word Attack ◆
8: Oral Reading □4
9: Sentence Reading Fluency □6
10: Math Facts Fluency □6
11: Sentence Writing Fluency □6
12: Reading Recall □5
13: Number Matrices ◆7
14: Editing □4
15: Word Reading Fluency □6
16: Spelling of Sounds ◆3
17: Reading Vocabulary □5
18: Science □5
19: Social Studies □5
20: Humanities □5
1 Test 1: Letter-Word Identification—Extend or dispense with 5-second response guideline.
2 Test 2: Applied Problems, Test 6: Writing Samples—Point to the picture prompt(s) and text on the examinee’s page, regardless of the test
instructions.
3 Test 3: Spelling, Test 16: Spelling of Sounds—Provide whatever type of writing utensil and paper (e.g., black lined) the student normally uses in
the classroom.
4 Test 4: Passage Comprehension, Test 8: Oral Reading, Test 14: Editing—If the examinee has a visual impairment that interferes with his or
her ability to scan smoothly across a line of print, errors and repetitions may be due to the visual impairment rather than to a deficiency in the
examinee’s academic skill.
5 Test 1: Letter-Word Identification, Test 12: Reading Recall, Test 17: Reading Vocabulary, Test 18: Science, Test 19: Social Studies, Test 20:
Humanities—Poor performance may be due to limited vocabulary and concepts secondary to the examinee’s limited visually based incidental
learning and experiences.
6 Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence Writing Fluency, Test 15: Word Reading Fluency—If the
examinee’s responses are correct but the score is low compared to similar tests without time limits, consider that the visual impairment may be
interfering with rapid symbol and/or picture recognition. Thus, the results may indicate a need for extra time for visual work but may not indicate a
weakness in the underlying language or academic skills.
7 Test 13: Number Matrices—If the examinee is trying to mask parts of the matrix with a hand, provide a blank, unlined index card.
Individuals With Physical Impairments

Several accommodations are appropriate when testing individuals who have physical or
multiple disabilities. Be sensitive to the limits of the examinee’s physical condition and how
it may influence or limit his or her ability to perform on the test and interact with the testing
materials.

Make appropriate physical accommodations, such as using a table of appropriate height
for a person using a wheelchair. The seating arrangement should allow the person ease of
movement and comfortable visual access to the testing materials. Consult a specialist who is
familiar with the needs of the examinee and is an expert in the use of any special equipment
or assistive technology the examinee requires.
General Guidelines
Be sensitive to the examinee’s fatigue level. Depending on the type of disability, some people
may perform better when given several rest periods or breaks during test administration.
Allow modified response modes. For example, if a person is unable to write, some
responses may be given orally (dictated) or by pointing. If an individual is unable to speak,
he or she may write, type, or sign responses to appropriate tests. If signed responses will be
used, the examiner should have expertise in the examinee’s communication mode or should
use a skilled, certified interpreter.
Test materials may need to be adapted to accommodate the examinee. For example, if the
person has poor motor control but is able to write, the Response Booklet may need to be
taped to the table and/or enlarged.
Interpretive Cautions
Many test modifications, such as altering administration procedures by providing additional
cues, are appropriate in specific circumstances. Modifying test procedures requires
understanding the examinee’s condition or English-speaking limitations, as well as the nature
and purpose of each test. Keep in mind that, in many instances, the purpose of an evaluation
is to determine an individual’s unique pattern of strengths and weaknesses and then to use
this assessment data to suggest appropriate classroom accommodations and to recommend
possible teaching strategies and interventions. Although a modification may improve
test performance, the resulting score may not be an accurate reflection of an examinee’s
capabilities. Note any deviation from the standardized administration on the Test Record and
always include a statement of the modified testing conditions in the written report.
Use of Derived Scores

Valid use of the broad population normative information will depend on the extent to
which the assessment varied from standard conditions (e.g., simplification of instructions,
supplemental practice, review of test instructions, etc.). Derived scores may not be valid
for tests in which the administration deviated more than minimally from the standardized
administration. The examiner must determine whether the procedures have been altered
to the extent that the published norms must be interpreted with caution. In addition to
the statement of modified testing conditions, in some cases, the examiner should include a
statement indicating that the obtained scores are likely to be too high or too low.

Chapter 4
Administering and
Scoring the WJ IV ACH
Tests
This chapter contains detailed administration procedures for each of the tests in the WJ IV
Tests of Achievement (WJ IV ACH) (Schrank, Mather, & McGrew, 2014a). Comparing the
information in this chapter with the actual instructions in the Test Book will help examiners
learn both administration and scoring procedures. In addition, the test-by-test “WJ IV Tests of
Achievement Examiner Training Checklist” in Appendix C of this manual can be a helpful tool
for examiners learning to administer the WJ IV ACH. It is recommended that examiners first
learn and practice administering the tests of the Standard Battery and then the tests of the
Extended Battery. The one form of the Extended Battery is designed for use with any of the
three Standard Battery forms (A, B, or C).
Standard Battery Tests

Because the Standard Battery Forms A, B, and C are parallel in content and administration,
once an examiner has mastered the 11 Standard Battery tests in any form, the other alternate
forms will be easy to administer.

This test does not require additional materials for administration.
Starting Point
Select a starting point based on an estimate of the examinee’s present level of reading
achievement. Consult the Suggested Starting Points table in the Test Book, on the page
after the Letter-Word Identification tab, to determine an appropriate starting point for the
examinee.
Basal
Test by complete pages until the 6 lowest-numbered items administered are correct, or until
the page with Item 1 has been administered.
Administering and Scoring the WJ IV ACH Tests 53

Ceiling
Test by complete pages until the 6 highest-numbered items administered are incorrect, or
until the page with Item 78 has been administered.
Scoring
Score each correct response 1 and each incorrect response 0. Score words that are not read
fluently (smoothly) on the last attempt 0. Do not penalize an examinee for mispronunciations
resulting from articulation errors, dialect variations, or regional speech patterns. Record the
total number of all items answered correctly and all items below the basal in the Number
Correct box after the last Letter-Word Identification item on the Test Record.
Administration Procedures
Know the exact pronunciation of each item before administering the test. The correct
pronunciation is in parentheses following more difficult items. For additional help with
pronunciation, refer to a standard dictionary. Do not tell or help the examinee with any
letters or words during this test.
If the examinee’s response to a specific item is unclear, do not ask him or her to repeat the
specific item. Instead, allow the examinee to complete the entire page and then ask him or
her to repeat all of the items on that page. Score only the item in question; do not rescore the
other items.
If the examinee pronounces words letter by letter or syllable by syllable instead of reading
them fluently, tell the examinee, “First read the word silently and then say the whole word
smoothly.” Give this instruction only once during administration of this test. If the examinee
gives more than one response, score the last response. Examiners may wish to record
incorrect responses for later error analysis. In addition, examiners may wish to complete
the “Qualitative Observation” checklist on the Test Record to document how the person
performed the task.

When prompted, give the examinee the worksheet in the Response Booklet and a pencil with
an eraser.
Starting Point
Select a starting point based on an estimate of the examinee’s present level of math
achievement. Consult the Suggested Starting Points table in the Test Book, on the page after
the Applied Problems tab, to determine an appropriate starting point for the individual.
Basal
Ceiling
54 Administering and Scoring the WJ IV ACH Tests

Scoring
Score each correct response 1 and each incorrect response 0. Unit labels (e.g., hours, inches,
dollars) are not required unless specified in the correct key. If a unit label is required, both the
answer and the label must be correct to receive credit. If a unit label is not required and the
examinee provides a correct answer and a correct label, score the item as correct. However,
if the examinee provides an incorrect unit label, required or not, score the item as incorrect.
Record the total number of all items answered correctly and all items below the basal in the
Number Correct box after the last Applied Problems item on the Test Record.
If the examinee requests or appears to need it, provide the worksheet in the Response Booklet
and a pencil with eraser prior to being prompted to do so. In all cases, provide the Response
Booklet and a pencil as directed at Item 25. Any question may be repeated during the test
whenever the examinee requests. Because the focal construct of this test is not the person’s
reading ability, read all items to the examinee. Completing the “Qualitative Observation”
checklist on the Test Record can help characterize the examinee’s performance on this task.
Test 3: Spelling
When prompted, give the examinee the Response Booklet and a pencil with an eraser.
Starting Point
Select a starting point based on an estimate of the examinee’s present level of spelling skill.
Consult the Suggested Starting Points table in the Test Book, on the page after the Spelling
tab, to determine an appropriate starting point for the person.
Basal
Test until the 6 lowest-numbered items administered are correct, or until Item 1 has been
administered.
Ceiling
Test until the 6 highest-numbered items administered are incorrect, or until Item 60 has been
administered.
Scoring
Score each correct response 1 and each incorrect response 0. Do not penalize for poor
handwriting or reversed letters as long as the letter does not form a different letter. For
example, a reversed lowercase c would not be penalized, but a reversed lowercase b would
be penalized because it becomes the letter d. Accept upper- or lowercase responses as correct
unless a case is specified. Record the total number of all items answered correctly and all
items below the basal in the Number Correct box after the last Spelling item on the Test
Record.
Know the exact pronunciation of each test item before administering the test. The correct
pronunciation, refer to a standard dictionary. Request printed responses; however, accept
cursive responses. Completing the “Qualitative Observation” checklist on the Test Record can
help describe the examinee’s automaticity on this task.

Starting Point
Begin with the Introduction for examinees functioning at the preschool to kindergarten level.
Begin with Item 5 for all examinees functioning at the grade 1 level. For all other examinees,
administer Sample Item B and then select a starting point based on an estimate of the
examinee’s present level of reading achievement. Consult the Suggested Starting Points table
following Sample Item B in the Test Book to determine an appropriate starting point for the
individual.
Basal
Ceiling
Scoring
Score each correct response 1 and each incorrect response 0. Unless noted, accept only one-
word responses as correct. If an examinee gives a two-word or longer response, ask for a one-
word answer. Score a response correct if it differs from the correct response(s) listed only in
verb tense or number (singular/plural), unless otherwise indicated by the scoring key. Score
a response incorrect if the person substitutes a different part of speech, such as a noun for a
verb, unless otherwise indicated by the scoring key. Do not penalize for mispronunciations
resulting from articulation errors, dialect variations, or regional speech patterns.
Record the total number of all items answered correctly and all items below the basal in
the Number Correct box after the last Passage Comprehension item on the Test Record. Do
not include points for the introduction or sample items.
Examinees should read the passages silently; however, some individuals, especially younger
children, may read aloud. If this happens, ask the person to read silently. If the individual
continues to read aloud, do not insist on silent reading. Do not tell the examinee any words
on this test.
The examinee needs to identify the specific word that goes in the blank. If he or she
reads the sentence aloud with a correct answer, say, “Tell me one word that goes in the blank
space.” If the examinee cannot provide the word, score the item incorrect.
For Items 12 and higher, if the examinee does not respond to an item in about 30 seconds,
encourage a response. If the person still does not respond, score the item 0, point to the
next item and say “Try this one.” The 30 seconds is a guideline and not a time limit. If an
examinee requires more time to complete an item, more time may be given. For example, if a
response is encouraged after 30 seconds and the examinee indicates he or she is still reading
or needs more time, it is permissible to give more time.
Mark the one description on the “Qualitative Observation” checklist on the Test Record
that best describes the person’s performance on this task.

Test 5: Calculation
Starting Point
Select a starting point based on an estimate of the examinee’s present level of computational
skill. Consult the Suggested Starting Points table in the Test Book, on the page after the
Calculation tab, to determine an appropriate starting point for the person.
Basal
administered.
Ceiling
administered.
Scoring
Score every item on this test before moving to another test to verify the basal and ceiling and
to complete any queries. Score each correct response 1 and each incorrect response 0. If the
examinee skips an item before the last completed item, score the item 0. Score poorly formed
or reversed numbers correct on this test. Score transposed numbers (e.g., 12 for 21) incorrect.
Record the total number of all items answered correctly and all items below the basal in the
Number Correct box after the last Calculation item on the Test Record. Do not include points
for sample items.
If testing begins with Sample Item A and the examinee responds incorrectly to one or both
of the sample items, discontinue testing and record a score of 0 for this test. Make sure to
complete any queries listed in the Test Book, such as the items involving reducing fractions.
Do not point to the signs or remind the examinee to pay attention to the signs during this
test. Use the “Qualitative Observation” checklist on the Test Record to help describe the
person’s rate and automaticity on this task.

Starting Point
Select a starting point based on an estimate of the examinee’s present level of writing ability.
Administer the appropriate block of items as indicated in the Suggested Starting Points table
in the Test Book, on the page after the Writing Samples tab.
Scoring
Score Writing Samples after testing is completed. Unlike other WJ IV ACH tests, Writing
Samples uses a modified holistic procedure that requires the use of examiner judgment when
scoring responses. Because scoring Writing Samples is more involved and subjective than
scoring other WJ IV ACH tests, special rating and scoring procedures are provided. If the
examinee’s score on the block of items administered falls within one of the shaded areas on

the “Scoring Table” on the Test Record, refer to the Adjusted Item Blocks chart on the Test
Record to determine which additional items should be administered. The examinee’s score is
based on just one block of items even if more than one block was administered. The block of
items that falls more in the middle of the range of scores (unshaded areas) provides the most
accurate estimate of the individual’s writing ability.
Scoring Guide
The “Test 6: Writing Samples Scoring Guide” in Appendix B provides scoring criteria for the
Writing Samples test. The general criteria for each level of credit are described for each item
and several example responses are provided to illustrate the various response levels. Because
it is impossible to include all potential written responses, the general criteria are provided to
assist in making scoring judgments. Be sure to use the Writing Samples Scoring Guide that
corresponds to the form of the WJ IV ACH administered, either Form A, B, or C.
Scoring Responses
Relative to each item’s difficulty level, apply the following general guidelines when evaluating
the written responses. Items 1 through 6 are scored 1 or 0. Items 7 through 28 may be scored
2, (1.5), 1, (.5), or 0.
Items 1 through 6:
1 Point. A 1-point response is a standard response that meets task requirements.
0 Points. A 0-point response is an inadequate response that does not meet task
requirements.
Items 7 through 28:
2 Points. A 2-point response is a superior response. It is a complete sentence that satisfies
the task demands and includes additional descriptive words or embellishments.
1.5 Points. A 1.5-point response is a borderline response that does not fit the exact pattern
of the Writing Samples Scoring Guide. If it is not clear whether a response is superior
(2 points) or standard (1 point), credit the response with a score of 1.5 points.
1 Point. A 1-point response is a standard response. It is a complete sentence with adequate
content.
0.5 Point. A 0.5-point response is a borderline response that does not fit the exact pattern
of the Writing Samples Scoring Guide. If it is not clear whether a response is standard
(1 point) or inadequate (0 points), credit the response with a score of 0.5 point.
0 Points. A 0-point response is an inadequate response. It may be an incomplete sentence,
a sentence with minimal content, an illegible response, or a sentence that does not follow the
task demands.
Because judgment is required, it is not always possible to know if a specific item is
scored correctly. To ensure that the score is not inflated, attempt to balance the scores when
uncertain of what score to assign a response. For example, if an examiner is unsure whether
a response should be scored 2 or 1.5, he or she may decide to assign the higher score of 2.
On the next response in question, if the examiner is unsure whether it should be scored 1.5
or 1, he or she would assign the lower score of 1. The goal is to obtain a valid total score, not
to always give the examinee the benefit of doubt. Always giving the examinee the benefit of
the doubt will produce a Writing Samples score that overestimates the individual’s level of
writing skill.
Sometimes an examinee will produce a response that does not directly fulfill the
specifications provided in the general criteria of the Writing Samples Scoring Guide for a
superior (2-point) response. If the writing is clearly superior, meets the task requirements,
and is similar in quality to the samples provided, score the item 2 points. The important

scoring principle is that the quality of writing being rated and the criteria illustrate the
features of typical responses. To illustrate this rule, consider the sample response and scoring
for Item 15 in Form A.
Directions: Write a good sentence that tells about the picture and uses the word and.
General Criteria for a 2-Point Response: Uses the word and and refers to the children and
the action in some detail.
Examinee’s Response: It was a beautiful summer day at the town park and the weather
couldn’t be more perfect for tossing a ball leisurely back and forth.
Although this response does not meet the general criteria for identifying the children,
the sentence is sufficiently embellished to demonstrate superior writing. Thus, this response
would be scored as 2 points.
Likewise, an examinee may produce writing that does not meet the general criteria for a
1-point response but is of the same quality as the examples in the guide.
General Criteria for a 1-Point Response: Uses the word and, refers to the boy and girl, and
tells that they are playing with the ball.
Examinee’s Response: The boy and girl were having a fun time at the park.
Although this response does not mention that the boy and girl are playing with a ball, it
most closely resembles the quality of the 1-point standard samples, so the response would be
scored 1 point.
The “Test 6: Writing Samples Scoring Guide” in Appendix B includes several examples of
2-, 1-, and 0-point responses that occurred frequently in the standardization.
To facilitate entering scores in the online scoring program, record the Number of Points
corresponding to the block of items administered in the Score Entry box at the end of the test
on the Test Record. When entering the score in the Woodcock-Johnson online scoring and
reporting program (Schrank & Dailey, 2014), also enter the letter (A, B, C, D, or E) assigned
to the block of items. Record the sum of points for each item in the administered block in the
Number of Points box after the last Writing Samples item on the Test Record. The number of
points is based only on the administered items in one block, even if more than one block was
administered. Do not give credit for items below or above this block.
Total scores that result in fractions of one half are rounded to the nearest even number.
For example, a score of 15.5 rounds to 16, and a score of 16.5 also rounds to 16. To obtain
an estimated age and grade equivalent from the Writing Samples “Scoring Table” on the Test
Record, use the appropriate column that corresponds to the block of items administered.
Punctuation, Capitalization, Spelling, Usage, and Handwriting
A few items require a specific construction or the use of correct punctuation to receive
full credit. These items are identified in the scoring criteria in the “Test 6: Writing Samples
Scoring Guide” in Appendix B. In general, incorrect punctuation, capitalization, and spelling,
as well as minor grammatical or usage errors and poor handwriting are not penalized when
scoring Writing Samples responses. Test 3: Spelling and Test 14: Editing are designed to
evaluate these basic writing skills. However, a few exceptions exist to this generalization.
Poor spelling, poor handwriting, or reversed letters are not penalized except for a few
items at the beginning of the test or if items are illegible and cannot be read and evaluated.
Generally, the sentence must be legible enough to allow an average adult to read the response
without knowledge of the item content.
With the exception of the first several test items that require very short responses, do
not penalize minor usage errors. In items presented later, grammatical errors such as the
omission of articles (e.g., the or a), substitution of incorrect words (e.g., this for his), addition

or insertion of an incorrect word, inconsistent or incorrect verb tense, and word-ending
errors (verb tense, formation of plurals) should not reduce the credit allowed for an item.
In general, such minor usage errors do not significantly alter sentence meaning and often
involve only part of a word. It is sometimes difficult to differentiate such errors from spelling
errors. Do not penalize the examinee for common, acceptable colloquial expressions or
patterns of usage that vary on the basis of geographic or cultural differences.
However, more severe grammatical or usage errors reduce the score of an item by 1 point.
These errors consist primarily of the omission of critical words that are essential to sentence
meaning or syntactic errors that result in extremely awkward sentences. Severe usage errors
typically alter sentence meaning and usually involve a whole word. If, for example, the
examinee omits the main subject or verb from the sentence, reduce the credit for the item by
1 point. For example, on Item 12, Form A (dog burying a bone), an examinee wrote, “The
burying a bone.” Omitting the subject of the sentence reduces the item score from 1 point
to 0 points.
Multiple Sentences
Most Writing Samples items require the examinee to write only one sentence. If a person
writes more than one sentence, select and score the one sentence that most closely satisfies
the task demands. The intent of this scoring guideline is not to give unfair advantage to
examinees who write multiple sentence responses. Sometimes an examinee may include an
extraneous sentence that is irrelevant to the task demands. For example, on Form A, Item 17,
when asked to write a sentence that tells what a rainbow looks like, an individual responded,
“A rainbow is a beautiful arch of colors. I saw a rainbow yesterday.” In scoring such a
response, ignore the additional sentence and score only the main response.
Inappropriate Content
One important aspect of writing skill measured by the Writing Samples test is the ability
to produce writing that fulfills specific requirements. Sometimes, an examinee may write a
response that has little to do with the requested task. Although the sentence may represent
adequate writing, the content is irrelevant and, consequently, the item is scored 0 points. If an
examinee produces several irrelevant or inappropriate responses to items on this test, it may
be indicative of the individual’s difficulty following directions, lack of attention to detail, or
present emotional status, and the obtained score is unlikely to be an accurate estimate of the
person’s writing ability.
Misinterpretation of a Picture
If an examinee misinterprets a picture or mislabels a pictured object, ignore the
misinterpretation or the incorrect label, unless the response is totally inaccurate. For
example, on Form A, Item 3 (tree), a person wrote, bush. This response would be scored
1 point. In general, attempt to locate the word or sentence pattern in the Writing Samples
Scoring Guide that is most similar in form to the examinee’s response and score the response
accordingly.
Two Raters
When possible, the most desirable procedure for scoring Writing Samples is to have two
individuals score the test. After independent scoring, the two individuals should resolve any
score differences of more than 1 point. Average the two Number Correct scores to obtain
the final Number Correct. This is particularly helpful for examiners who are just learning to
score this test. After practice and experience with scoring, two raters are typically no longer
needed.

If an examinee’s response to an item is illegible or difficult to read, ask him or her to write
as neatly as possible. The examiner may read any words to the examinee during this test
or repeat the instructions, if necessary. When an examinee asks if spelling is important or
how to spell a word, encourage the individual to just do the best he or she can. Do not spell
any words for the examinee. The overall quality of the individual’s written sentences can be
described by completing the “Qualitative Observation” checklist on the Test Record.
This test may be administered simultaneously to a small group of two or three individuals
if, in the examiner’s judgment, this procedure will not affect any examinee’s performance.
Test 7: Word Attack

Starting Point
Select a starting point based on an estimate of the examinee’s present level of reading skill.
The table in the Test Book, on the page after the Word Attack tab, presents suggested starting
points.
Basal
Ceiling
Scoring
Score each correct response 1 and each incorrect response 0. Score words that are not read
fluently (smoothly) on the last attempt 0. Do not penalize an examinee for mispronunciations
resulting from articulation errors, dialect variations, or regional speech patterns. Record the
total number of all items answered correctly and all items below the basal in the Number
Correct box after the last Word Attack item on the Test Record. Do not include points for
sample items.
It is essential to know the exact pronunciation of each test item before administering the test.
The correct pronunciation is in parentheses following more difficult items. For additional
help with pronunciation, refer to a standard dictionary. Say the phoneme (the most common
sound of the letter), not the letter name, when letters are printed within slashes, such as /p/.
If the examinee has any special speech characteristics resulting from articulation errors or
dialect variations, become familiar with the examinee’s speech pattern before administering
this test.
If the examinee’s response to a specific item is unclear, do not ask him or her to repeat the
specific item. Instead, allow the person to complete the entire page and then ask him or her
to repeat all of the items on that page. Score only the item in question; do not rescore the
other items.

If the examinee pronounces words letter by letter or syllable by syllable instead of reading
them fluently, tell the individual, “First read the word silently and then say the whole word
smoothly.” Give this instruction only once during the administration of this test. Score the
examinee’s last response. The examiner may wish to record incorrect responses for later
error analysis. In addition, the examiner may wish to complete the “Qualitative Observation”
checklist on the Test Record to document how the person performed the task.

This test does not require additional materials for administration
Starting Point
Select a starting point based on an estimate of the examinee’s present level of reading skill.
Consult the Suggested Starting Points table in the Test Book, on the page after the Oral
Reading tab, to determine an appropriate starting point for the individual.
Continuation Instructions
This test uses continuation instructions instead of basal and ceiling rules. Follow the
continuation instructions to determine which additional sentences should be administered
and when to discontinue testing. The continuation instructions are located at the bottom of
the examiner pages in the Test Book and on the Test Record.
Scoring
When the examinee reads a sentence with no errors, score the item 2. If the examinee makes
one error on the sentence, score the item 1. When the examinee makes two or more errors,
score the item 0. Types of reading errors include: mispronunciations, omissions, insertions,
substitutions, hesitations of more than 3 seconds, repetitions, transpositions, or ignores
punctuation. If the examinee self-corrects within 3 seconds, do not count the word as an
error. Do not penalize the examinee for mispronunciations resulting from articulation errors,
dialect variations, or regional speech patterns. Record the number of points earned in the
Number of Points box after the last Oral Reading item on the Test Record.
It is essential to know the exact pronunciation of each test item. The correct pronunciation is
in parentheses following more difficult words. For additional help with pronunciation, refer
to a standard dictionary.
Become familiar with the types of reading mistakes that count as errors on this test. Figure
4-1 lists the types of reading errors that are shown in the Test Book. Sentences are reproduced
on the Test Record to facilitate scoring. During the test, follow along on the Test Record as
the examinee reads each sentence and mark each error with a slash (/) at the point in the
sentence where the error occurs. In most cases, the slash will be placed on the printed word
that was the error (i.e., mispronunciation, omission, substitution, transposition, hesitation,
or repetition). For an inserted word, place the slash between the two printed words where
the insertion occurred. If the examinee ignores punctuation (e.g., does not pause at a comma
or raise his or her voice for a question mark), place the slash on the punctuation mark that
was ignored. The examiner can also record and total each type of error in the “Qualitative
Observation Tally” on the Test Record. Figure 4-2 illustrates a portion of a completed Test
Record and tally.

Figure 4-1. Mispronunciation—Pronounces the word incorrectly
Reading error types in Omission—Leaves out a word
Test 8: Oral Reading.
Insertion—Adds a word or words
Substitution—Says a word that is incorrect but that maintains the sentence meaning (e.g., “house” for home)
Hesitation—Does not pronounce the word within 3 seconds. If this happens, say: Go on to the next word.
Repetition—Repeats a word or words
Transposition—Reads words in the wrong order (e.g., “bright and sunny” instead of sunny and bright)
Ignores Punctuation—Does not observe punctuation (e.g., fails to pause for a comma or fails to raise voice for a
question mark)
Figure 4-2.
Example of completed Test Test 8 Oral Reading Qualitative Observation Tally
Note: Basal and ceiling rules do not apply to this test.
Record and “Qualitative
Ignores Punctuation
Scoring is based on the administration of specific groups of items.
Mispronunciation
Observation Tally” for Test 8:
Transposition
Substitution
Repetition
Hesitation
Omission
Oral Reading.
Insertion
Score 2, 1, 0
1 1 A Story About Bees A-boat l

2 2 Bees are little.
3 2 They are bugs.
4 1 Bees can make wax. l

5 1 Bees have lots of jobs. different l
Items 1–5
7 8A: Number of
Points (0–10)
Number of Errors
Items 1–5
l l l
5 or fewer points: Discontinue testing
6 or more points: Administer Items 6–10 unless already administered
6 Here is more about bees.
7 They live in most parts of the world.
8 They have two pairs of wings.
9 There are three kinds of bees.
10 The queen is the only bee that is able to lay eggs.

Items 6–10 8B: Number of Number of Errors
Points (0–10) Items 6–10
5 or fewer points: Administer Items 1–5 unless already administered
6 or more points: Administer Items 11–15 unless already administered
11 The largest and most important bee is the queen.
12 The worker bees and drones are smaller than the queen.
13 Like other bugs, bees have three pairs of legs.
14 Bees are aggressive only if they are disturbed.
15 Sometimes a teacher may ask, “Do you know how long bees live?”
Items 11–15 8C: Number of Number of Errors
Points (0–10) Items 11–15
5 or fewer points: Administer Items 6–10 unless already administered
6 or more points: Administer Items 16–20

When prompted, give the examinee the Response Booklet and a pencil with an eraser. This
test requires a stopwatch or a watch or clock with a second hand.
Form A 9

Starting Point
All examinees complete the sample items and practice exercise and then begin with Item 1.
Time Limit
Discontinue testing after exactly 3 minutes and collect the examinee’s pencil and Response
Booklet. Record the exact finishing time in minutes and seconds on the Test Record. It is
important to record the exact finishing time because examinees who do well and finish in less
than 3 minutes will receive a higher score than individuals who continue to work for the full
3 minutes.
Scoring
Score each correct response 1 and each incorrect response 0. Ignore skipped items. Use the
scoring guide overlay to score this test. Record both the total number of items answered
correctly and the total number of items answered incorrectly within the 3-minute time limit
in the Sentence Reading Fluency Number Correct and Number Incorrect boxes on the Test
Record. To obtain the estimated age and grade equivalents on the Test Record, subtract
the Number Incorrect from the Number Correct. Enter both the Number Correct and the
Number Incorrect into the online scoring program. Do not include points for sample items or
practice exercises.
If the examinee has 2 or fewer correct on Practice Exercise C through F, discontinue testing
and record a score of 0 in the Sentence Reading Fluency Number Correct box on the Test
Record.
The sentences are intended to be read silently. Remind the examinee to read silently if he
or she begins reading aloud. If the person appears to be answering items without reading the
sentences, remind him or her to read each sentence. If the individual stops at the bottom of
a page, remind him or her to continue to the top of the next column or to the next page. If
the examinee starts to erase a response, provide a reminder to cross out the answer he or she
does not want.
if, in the examiner’s judgment, this procedure will not affect any person’s performance.
However, do not administer this test to individuals who cannot read.

Starting Point
All examinees begin with Item 1.
Time Limit
3 minutes.

If the examinee has 3 or fewer correct after 1 minute, discontinue testing, and record a
time of 1 minute and the Number Correct (0 to 3) on the Test Record.
Scoring
Score each correct response 1 and each incorrect response 0. Use the scoring guide overlay
to score this test. Do not penalize for poorly formed or reversed numbers. However, score
transposed numbers (e.g., 12 for 21) incorrect. Record the total number of calculations
answered correctly within the 3-minute time limit in the Math Facts Fluency Number Correct
box on the Test Record.
Do not point to the signs or remind the examinee to pay attention to the signs during testing.
Watch to make sure the examinee is going from left to right, row by row, down the page.
Some examinees may choose to work left to right on the first row, right to left on the second
row, and so on, which is acceptable. However, if the examinee starts skipping around, remind
him or her to proceed across the page, one row at a time. If the examinee stops at the bottom
of the page, remind him or her to continue to the top of the next page. If the examinee starts
to erase a response, remind the examinee to cross out the answer he or she does not want.
if, in the examiner’s judgment, this procedure will not affect any person’s performance.

Starting Point
All examinees complete the sample items and then begin with Item 1.
Time Limit
5 minutes.
If an examinee has 3 or fewer correct responses within the first 2 minutes, discontinue
testing. Record a time of 2 minutes and the Number Correct (0 to 3) on the Test Record.
Scoring
Score each correct response 1 and each incorrect response 0. Score any skipped items
incorrect. Do not penalize an examinee for errors in punctuation, capitalization, or spelling or
for poor handwriting unless the response is illegible. Score illegible items incorrect.
Sometimes it may not be immediately apparent whether to score an item correct or
incorrect. A few general guidelines will assist in scoring the Sentence Writing Fluency test.
To receive credit for an item, the examinee must use all three stimulus words in a complete
sentence. As noted in the Test Book instructions, the examinee may not change the stimulus
word in any way. If, for example, the examinee alters the tense of a verb or changes a noun
from singular to plural, score the item incorrect. A minor change in a word may make it

easier for the examinee to write a sentence, thus altering the difficulty level of the item.
However, if a stimulus word is miscopied or misspelled, the item can still receive credit as
long as the miscopying did not result in a change in tense, part of speech, or number.
To receive credit, the response must be a reasonable sentence. Some examinees may
produce awkward sentences. If the meaning is clear, score the response correct. Score
sentences with the understood subject you, such as “Dress the pretty doll,” correct. If the
examinee uses a symbol for a word, such as an ampersand (&) or plus sign (+) for the word
and, or an abbreviation like w/ instead of the full word with, give credit if the response meets
all other criteria.
If a word that is critical to the sentence meaning is omitted, score the response incorrect.
The omission of a critical word often makes the response an incomplete sentence. However,
do not penalize an examinee for the accidental omission of a less meaningful word in a
sentence, such as the articles a, the, or an.
If, after reviewing these guidelines, it is still unclear how to score two or more items,
balance the scores given to these responses. For example, if two responses are unclear, score
one item 1 and the other item 0. Do not always give the examinee the benefit of the doubt
when scoring questionable responses.
Record the total number of sentences written correctly within the 2-minute cutoff or
5-minute time limit in the Sentence Writing Fluency Number Correct box on the Test Record.
Do not include points for sample items.
If the examinee receives a 0 on Sample Items B through D after the error correction
procedure, discontinue testing and record a score of 0 in the Sentence Writing Fluency
Number Correct box on the Test Record. If the examinee stops at the bottom of a page,
remind him or her to continue to the top of the next page.
In this test, the examiner may read any of the stimulus words to the examinee if the
examinee requests. This test may be administered simultaneously to a small group of two or
three individuals if, in the examiner’s judgment, this procedure will not affect any person’s
performance.
Extended Battery Tests

This section presents specific information regarding the administration and scoring of the
nine tests in the Extended Battery. Because there is just one Extended Battery, once mastered,
the examiner will be able to use it to supplement the tests in the Standard Battery Forms A,
B, or C.

Starting Point
Select a starting point based on an estimate of the examinee’s present level of reading ability.
Consult the Suggested Starting Points table in the Test Book, on the page after the Reading
Recall tab, to determine an appropriate starting point for the examinee.

Continuation Instructions
This test uses continuation instructions instead of basal and ceiling rules. Follow the
continuation instructions in the Test Book to determine which additional stories should be
administered and when to discontinue testing. Because the continuation instructions on the
Test Record are abbreviated, consult the complete continuation instructions in the Test Book.
Scoring
On the Test Record, the elements to be scored are separated by slash marks (/). Place a check
mark above each element that the examinee recalls correctly during the retelling. Score each
correctly recalled element 1 and each incorrectly recalled element 0. Score elements not
recalled at all (correctly or incorrectly) 0. Scoring is based on a key word (shown in bold
type) in each element. The examinee must recall the specific element, a synonym, or a word
that preserves the meaning to receive credit. For example, if the element to be recalled is
“dad” and, when retelling the story, the examinee says “father,” score the element correct.
However, if the element is “three months” and the examinee says, “four months,” score the
response incorrect. The examinee may recall the elements in any order.
Record the number of elements the examinee recalls correctly for each set of two stories
and enter the total in the Number of Points box for each set on the Test Record. Enter
these numbers in the online scoring program and enter an X if a set of stories was not
administered. Use the Number of Points for each set of stories administered to obtain an
estimated age and grade equivalent from the “Scoring Table” on the Test Record. If more
than two sets of stories are administered, use the column corresponding to the last two sets
administered to obtain the estimated age and grade equivalents.
Direct the examinee to read the story once silently. If necessary, remind the examinee of
this rule. Turn the page after the examinee has finished reading the story once. Prompt the
examinee as directed to retell the story. Do not tell the examinee any words on this test. It is
important to be familiar with the stories and required elements before administering this test.
This will facilitate scoring elements, particularly if the examinee retells them out of sequence.

While this test is not a timed test, each item has either a 30-second or 1-minute guideline.
Therefore, it is recommended that the examiner use a stopwatch or a watch or clock with a
second hand to monitor response times.
Starting Point
Select the appropriate sample item based on an estimate of the person’s present achievement
level. Begin with Sample Item A for examinees functioning at the Kindergarten to grade 8
level. For all other examinees, administer Sample Item B and then select a starting point
based on an estimate of the examinee’s present level of ability. Consult the Suggested Starting
Points table following Sample Item B in the Test Book to determine an appropriate starting
point for the individual.
Basal

Ceiling
Scoring
Score each correct response 1 and each incorrect response 0. To be correct, an answer must
solve the problem both horizontally and vertically. Record the total number of all items
answered correctly and all items below the basal in the Number Correct box after the last
Number Matrices item on the Test Record. Do not include points for sample items.
Follow all verbal and pointing directions carefully when administering the sample items,
including the error or no response corrections. For each item, follow the time guideline. If
the examinee is actively engaged in trying to solve the problem, the examiner may allow
more time. However, if the examinee does not appear to be trying to solve the problem,
encourage a response. If the examinee does not give a response, score the item 0 and ask him
or her to move on to the next item. If the examinee provides a response that is not a whole
number, ask him or her to solve the problem using whole numbers only.
Very young or low-functioning examinees may be confused by more than one matrix per
page. In these cases, it is permissible to use a piece of paper to present one matrix at a time.
Test 14: Editing

Starting Point
Administer Sample Items A through D to all examinees and then select a starting point
based on an estimate of the examinee’s present level of writing ability. Consult the Suggested
Starting Points table following Sample Item D in the Test Book to determine an appropriate
starting point for the individual.
Basal
Ceiling
Scoring
Score each correct response 1 and each incorrect response 0. For a response to be correct,
the examinee must clearly indicate where the error is located and how the error should
be corrected. Record the total number of all items answered correctly and all items below
the basal in the Number Correct box after the last Editing item on the Test Record. Do not
include points for sample items.

If the examinee has a score of 0 correct on Sample Items A through D, discontinue testing
and record a score of 0 without administering any test items.
If the examinee has 0 correct on Items 1 through 4, discontinue testing and record a score
of 0 in the Number Correct box after the last Editing item on the Test Record.
Do not administer this test to examinees with very limited reading skill. Do not tell
the examinee any words during this test. If the person reads the sentence aloud and
inadvertently corrects the error in context, say, “Tell me how to correct the error.” If the
individual indicates the error without telling how to correct it, say, “How would you correct
that mistake?” Unless the examinee can both identify and correct the error, score the item
incorrect.

Starting Point
All examinees complete the sample items and practice exercise and then begin with Item 1.
Time Limit
3 minutes.
Scoring
Score each correct response 1 and each incorrect response 0. Use the scoring guide overlay to
score this test. Record the total number of items answered correctly within the 3-minute time
limit in the Word Reading Fluency Number Correct box on the Test Record. Do not include
points for sample items or the practice exercise.
Follow all directions for error correction or no response during the administration of the
sample items and practice test to ensure the examinee understands the task. If the examinee
has 1 or 0 correct on the practice exercise, discontinue testing and record a score of 0 without
administering any test items. In addition, do not administer this test to examinees who
cannot read.
If the examinee stops at the bottom of a page, remind him or her to continue to the top
of the next column or to the next page. Do not tell the examinee any words during this test.
If the examinee has trouble reading the words or finding the two words that go together, tell
him or her to skip that item and move on to the next one.

test requires the audio recording and audio equipment.

Starting Point
Select a starting point based on an estimate of the examinee’s present achievement level.
Consult the Suggested Starting Points table in the Test Book, on the page after the Spelling of
Sounds tab, to determine an appropriate starting point for the individual.
Basal
administered.
Ceiling
administered.
Scoring
Score each correct written response 1 and each incorrect written response 0. The responses
listed in the Test Book are the only acceptable correct answers. Although a response may
seem like a reasonable spelling, the intent of this test is to measure both phonological coding
skills, as well as sensitivity to the most commonly occurring orthographic patterns (visual
sequences of letters) in the English language.
The directions tell the examinee to spell the nonsense words as they would most likely
be spelled if they were real English words. Consequently, only the most frequently occurring
English spelling patterns are scored as correct. For example, the nonsense word cridge needs
to be spelled as cridge rather than kridge. Although kridge may be considered a correct
sound spelling, the /kr/ sound is most commonly spelled using the letters cr in the English
language. Similarly, the dge pattern is most commonly used with a short vowel sound, so ge
would not be considered correct after a short vowel sound. For the same reason, klow would
not be considered a correct spelling of the nonsense word clow, because the /kl/ sound is
almost always spelled using the letters cl. But, clough would be scored as correct because
the ough pattern also represents a common English spelling, such as in the word plough.
For the nonsense word ket, cet would not be considered correct because typically the letter
c before the letter e makes a soft /s/ sound, rather than a hard /k/ sound. Generally, correct
sound spellings that do not represent the most common and frequent orthographic patterns
are scored as incorrect. For example, the nonsense word hoak could be spelled as hoak or
hoke, but a correctly sequenced sound spelling, such as hoack or hoake would be scored as
incorrect. Analysis of errors can help determine if the examinee is able to sequence sounds
correctly but has difficulty assimilating or recalling common orthographic patterns.
Do not penalize an examinee for poor handwriting or reversed letters as long as the letter
does not form a different letter. For example, a reversed lowercase c would not be penalized,
but a reversed lowercase b would be penalized because it becomes the letter d.
the Number Correct box after the last Spelling of Sounds item on the Test Record. Do not
include points for sample items.
Before testing, locate the track for Item 6 on the audio recording and adjust the volume to a
comfortably loud level on the examinee’s headphones or the speaker. Present Sample Items A
through D and Items 1 through 5 orally. When a letter is printed within slashes, such as /p/,

say the phoneme (the most common sound of the letter), not the letter name. Present the
remaining items using the audio recording.
Although the audio recording provides adequate time between items for most examinees
to respond, pause the audio recording if the examinee needs additional time. Replay items
whenever the examinee requests. In rare cases, if an individual, such as a young child,
demonstrates difficulty with the audio equipment, present all items orally. If items are
presented orally, say the words exactly as presented on the audio recording.
For each item, ask examinees to repeat the sound or the nonsense word before writing
their response. This oral repetition is not used for scoring purposes but does provide
qualitative information. If the examinee mispronounces the sound or nonsense word, do
not repeat the item or ask him or her to say it again. Note the pronunciation error and later
compare it to the written response for instructional insights.

This test does not require additional materials for administration. Both subtests (Synonyms
and Antonyms) must be administered to obtain derived scores for this test.
Starting Point
Administer sample items to all examinees and then select a starting point based on an
estimate of the examinee’s present level of reading ability. Consult the Suggested Starting
Points table following Sample Item B in the Test Book to determine appropriate starting
points for each subtest.
Basal
Item 1 has been administered for each subtest.
Ceiling
until the last item has been administered for each subtest.
Scoring
Score each correct response 1 and each incorrect response 0. Unless noted, accept only one-
word responses as correct. If an examinee gives a two-word or longer response, ask for a
one-word answer. Score a response correct if it differs from the correct response(s) listed only
in verb tense or number (singular/plural), unless otherwise indicated by the scoring key. For
example, on Item 4 of the Synonyms subtest (stone), the responses rock or rocks would be
correct. Score a response incorrect if the examinee substitutes a different part of speech, such
as a noun for a verb, unless otherwise indicated by the scoring key. For example, on Item 7
of the Antonyms subtest (ugly, an adjective) the response beauty (a noun) is incorrect. If an
examinee responds to an Antonyms item by giving the stimulus word preceded by non or
un, ask for another answer, unless otherwise indicated by the scoring key. Do not penalize
an examinee for mispronunciations resulting from articulation errors, dialect variations, or
regional speech patterns.
the Number Correct box after the last Reading Vocabulary item on the Test Record for each
subtest. Do not include points for sample items.

Ask the examinee to read the stimulus word aloud and then provide a response. If an error
is made when the stimulus word is read aloud, it does not impact the score for the item. As
long as the examinee produces a correct synonym or antonym, score the response correct.
The examiner may wish to record oral reading errors as well as any incorrect responses
for later error analysis. Complete all queries as indicated in the Test Book. Do not tell the
examinee any words during this test.
Test 18: Science

Starting Point
Consult the Suggested Starting Points table in the Test Book, on the page after the Science
tab, to determine an appropriate starting point for the individual.
Basal
Ceiling
Scoring
Score each correct response 1 and each incorrect response 0. Do not penalize an examinee
for mispronunciations resulting from articulation errors, dialect variations, or regional speech
patterns. Record the total number of all items answered correctly and all items below the
basal in the Number Correct box after the last Science item on the Test Record.
Know the exact pronunciation of each test item before administering this test. The correct
pronunciation, refer to a standard dictionary. Repeat items during the test whenever the
examinee requests.

Starting Point
Consult the Suggested Starting Points table in the Test Book, on the page after the Social
Studies tab, to determine an appropriate starting point for the examinee.
Basal

Ceiling
until Item 40 has been administered.
Scoring
basal in the Number Correct box after the last Social Studies item on the Test Record.
Know the exact pronunciation of each test item before administering this test. The correct
examinee requests.
Test 20: Humanities

Starting Point
Consult the Suggested Starting Points table in the Test Book, on the page after the Humanities
tab, to determine an appropriate starting point for the individual.
Basal
Ceiling
Scoring
basal in the Number Correct box after the last Humanities item on the Test Record.
Know the exact pronunciation of each item before administering this test. The correct
examinee requests.

Chapter 5
Scores and Interpretation

Calculating an examinee’s raw scores is only the beginning of the interpretation process for
the Woodcock-Johnson IV Tests of Achievement (WJ IV ACH) (Schrank, Mather, & McGrew,
2014a). Raw scores have little meaning until they have been converted into other scores, such
as grade equivalents (GE) or percentile ranks (PR). A wide array of interpretative options and
scores is available. Depending upon the purpose of the assessment, one type of score may be
more useful than another. For some situations and purposes, determining grade equivalent
scores and relative proficiency indexes (RPI) may be all that is necessary. In other situations,
percentile ranks may provide a more useful description of the individual’s test performance.
This chapter begins with a brief description of the levels of interpretive information and
various types of scores that are available for interpreting an examinee’s performance on the
WJ IV ACH. Next the chapter describes procedures for interpreting the tests, and then the
types of ability/achievement comparisons, discrepancies, and variation procedures available
and how to interpret them. The chapter concludes with a discussion of the implications of
the test results, relevant cautions, and recommendations for follow-up testing.
Levels of Interpretive Information

The range of interpretive information available for each test and cluster in the WJ IV ACH
includes information regarding testing behavior and examinee errors, developmental status,
degree of proficiency, and comparison with grade or age peers. In contrast to many other test
batteries, the interpretive design of the WJ IV ACH enables the clinician to capitalize on the
full range of information. Table 5-1 presents the range of available interpretive information in
four hierarchical levels (theoretically available with any test, not just the WJ IV ACH).
A central principle inherent in the hierarchy presented in Table 5-1 is that each of the four
levels provides unique information about a person’s test performance. Information from one
level cannot be used interchangeably with information from another. For example, standard
scores (SS) cannot be used in place of age or grade equivalents, or vice versa. Each level
reports different information about the individual’s test performance.
Scores and Interpretation 75

Table 5-1. Level Type of Information Basis Information and Scores Uses
Hierarchy of WJ IV ACH
1 Qualitative Observations during testing Description of examinee’s ■ A ppreciation of the
Test Information (Criterion-Referenced) and analysis of responses reaction to the test examinee’s behavior
situation underlying obtained test
score
Performance on finely
defined skills at the item ■ P rediction of the examinee’s
content level behavior and reactions in
instructional situations
■ S pecific skill instructional
recommendations
2 Level of Development Sum of items scores Raw score ■ R eporting an examinee’s
(Norm-Referenced) level of development
Age or grade level in the * Rasch Ability score
norming sample at which (Example: Test or cluster ■ B asis for describing
the average is the same as W score) the implications of
the examinee’s score developmental strengths
Age Equivalent (AE)
and weaknesses
Grade Equivalent (GE)
■ B asis for initial
recommendations regarding
instructional level and
materials
■ P lacement decisions
based on a criterion of
significantly advanced or
delayed development
3 Proficiency Examinee’s distance on a Quality of performance on ■ P roficiency on tasks of
(Criterion-Referenced) Rasch scale from an age or reference tasks average difficulty for peers
grade reference point
* Rasch Difference score ■ evelopmental level at
D
(Example: Test or cluster which typical tasks will be
W DIFF) perceived as easy by the
examinee
Relative Proficiency Index
(RPI) ■ evelopmental level at
D
which typical tasks will be
CALP Level
perceived as very difficult
Instructional or by the examinee
Developmental Zone
■ P lacement decisions
based on a criterion of
significantly good or poor
proficiency
4 Relative Standing in a Relative position Rank order ■ ommunication of an
C
Group examinee’s competitive
(A transformation of a * Standard Score (SS)
(Norm-Referenced) position among peers
difference score, such as (Including T score, z score,
dividing by the standard NCE, Discrepancy SD ■ P lacement decisions
deviation of the reference DIFF) based on a criterion of
group) significantly high or low
Percentile Rank (PR)
standing
(Including Discrepancy PR)
*Equal interval units; preferred metric for statistical analyses
The four levels of test information are cumulative; that is, each successive level builds on
information from the previous level. Information from all four levels is necessary to describe
a person’s performance completely. Level 1 provides qualitative data that are often used to
support a clinical hypothesis. Levels 2, 3, and 4 include a variety of score options from which
to select.
Level 1 information is obtained through behavioral observations during testing and
through analysis of erroneous responses to individual items. Observation of an examinee’s
76 Scores and Interpretation

behavior and analysis of specific errors can assist in understanding an individual’s test
performance and can be an important source of information when writing reports and
planning instructional or treatment programs. An example of level 1 information is the “Test
Session Observations Checklist” located on the Test Record.
Level 2 information is derived directly from the raw scores and is used to indicate an
individual’s stage of development. For most tests, raw scores are transformed into metrics that
more meaningfully convey level of development, such as age or grade equivalents.
Level 3 information indicates the quality of a person’s performance on criterion tasks of
a given difficulty level. The relative proficiency index (RPI), used throughout the WJ IV
is an example of level 3 information. An RPI of 60/90 indicates that an examinee was 60%
successful on tasks that average persons in a reference group (either an age or a grade group)
perform with 90% success. The instructional zone (developmental zone on the Woodcock-
Johnson IV Tests of Cognitive Abilities [WJ IV COG] [Schrank, McGrew, & Mather, 2014b] and
the Woodcock-Johnson IV Tests of Oral Language [WJ IV OL] [Schrank, Mather, & McGrew
2014b]) is another example of level 3 information. This zone defines the range of tasks from
those that a person would perceive as quite easy (96% successful) to those that he or she
would perceive as quite difficult (75% successful).
Level 4 information provides a basis for making peer comparisons. In educational and
clinical settings, percentile ranks and standard scores are the metrics most commonly used to
describe an individual’s relative standing in comparison to grade or age peers.
Although the information within each level is interchangeable, some of these metrics
are more easily interpreted than others. The scores listed within each level in Table 5-1 are
presented in order from the least to the most meaningful for most test users. For example,
in level 4, knowing the simple rank order of an individual’s score (e.g., 17th in a group of
unknown size) is not as meaningful as knowing the corresponding standard score. The
standard score, in turn, is not as meaningful as knowing the corresponding percentile rank.
In fact, standard scores are usually explained to lay persons in terms of the percentage of
individuals who fall at or below a given standard score—in other words, the percentile rank.
When selecting the scores to report, some metrics are more easily explained to parents,
teachers, and examinees than others are.
Certain scores in some levels have the characteristic of equal interval units (Stevens, 1951)
and are generally considered more appropriate for statistical analyses (see Woodcock-Johnson
IV Technical Manual [McGrew, LaForte, & Schrank, 2014] for more information). These
scores are the preferred metric in that level for most statistical calculations and are identified
with an asterisk (*) in Table 5-1. In level 3 the W difference score (W DIFF) is preferred
because it is based on the equal-interval W scale. In level 4 the standard score, rather than
the percentile rank, is preferred for statistical analyses. At any level, the statistically preferred
metric may be used for calculation and statistical purposes. The results of these procedures,
such as a mean (M) or standard deviation (SD), can then be converted into another more
meaningful metric from that level for reporting purposes.
Age- and Grade-Based Norms

Most interpretive scores are based on procedures that compare an examinee’s performance
to the performance of some well-defined group—a segment of the norming sample. The
Technical Manual provides further details about the norming sample and the procedures used
to gather data.

A special feature of the WJ IV ACH is the option to use either grade- or age-based norms.
That is, the examinee’s test performance is compared to the average performance of grade or
age peers. Grade norms are available for kindergarten through grade 12; students in 2-year
colleges, as an extension of the K through 12 educational system; and students in 4-year
colleges, including the first year of graduate school.
Age norms are based on ages 2 through 90+ years. Age and grade equivalents are not
affected by selection of age or grade norms; however, the standard scores, percentile ranks,
and relative proficiency index scores will be affected by the selection of the basis for the
norms. Generally, grade norms are preferable for school-based decisions, whereas age norms
may be more applicable in clinical settings. For example, if a 30-year-old adult who was
applying to graduate school was being evaluated, the most relevant comparison group would
be others at the same grade or level of academic completion (e.g., grade 17.0). A comparison
to an age cohort would not be as meaningful because this group would include many people
who did not attend or complete a 4-year college. If WJ IV ACH results will be compared to
results from another test that only provides age norms, age norms should be used. The option
to report age comparisons or grade comparisons is available when using the Woodcock-
Johnson online scoring and reporting program (Schrank & Dailey, 2014).
Types of Scores
This section discusses the variety of scores available for test interpretation. Included among
these scores are grade equivalents (GE), age equivalents (AE), relative proficiency indexes
(RPI), cognitive-academic language proficiency (CALP) levels, percentile ranks (PR), and
standard scores (SS). Most of these scores will be familiar to examiners who have used the
Woodcock-Johnson III Tests of Achievement (WJ III ACH) (Woodcock, McGrew, & Mather,
2001) or the Woodcock Reading Mastery Tests–Third Edition (Woodcock, 2011). Several
optional standard score scales, including the normal curve equivalents (NCE) scale, also are
discussed.
Raw Score
For most tests, the raw score is the number of correct responses, each receiving 1 raw score
point. The three exceptions in the WJ IV ACH are Test 6: Writing Samples in which responses
to Items 7 and higher can receive 2, 1, or 0 points; Test 8: Oral Reading in which responses
can receive 2, 1, or 0 points; and Test 12: Reading Recall in which the raw score is based on
the number of elements recalled correctly on the stories administered. Number Correct or
Number of Points is listed in the left column of the “Scoring Table” that appears for each test
on the Test Record. Procedures for calculating the raw score are presented in Chapter 3 of
this manual.
When an examinee receives a score of 0 on any test, the examiner needs to judge whether
that score is a true assessment of the examinee’s ability or whether it reflects the individual’s
inability to perform the task. If it is the latter, it may be more appropriate to assume that the
examinee has no score for the test rather than using the score of 0 in further calculation and
interpretation. For example, if a third-grade student had a score of 0 on the Test 14: Editing,
the score may be an accurate representation of the child’s ability. However, if a kindergarten
student obtained a 0 on Test 14: Editing, the score may indicate that the child has not yet
learned to read.

W Score
The online scoring program converts raw scores into W scores (Woodcock, 1978; Woodcock
& Dahl, 1971), which are a special transformation of the Rasch ability scale (Rasch, 1960;
Wright & Stone, 1979). The W scale has mathematical properties that make it well suited for
use as an intermediate step in the interpretation of test performance. Among these properties
are the interpretation advantages of Rasch-based measurement (Woodcock, 1978, 1982,
1999) and the equal-interval measurement characteristic of the scale (Stevens, 1951). The
W scale for each test is centered on a value of 500, which has been set to approximate the
average performance of 10-year-old individuals. Any cluster score from the WJ IV ACH is
the average (arithmetic mean) W score of the tests included in that cluster. For example, the
cluster score for Broad Reading is the average W score of Test 1: Letter-Word Identification,
Test 4: Passage Comprehension, and Test 9: Sentence Reading Fluency.
Grade Equivalent
A grade equivalent (GE), or grade score, reflects the examinee’s performance in terms of the
grade level in the norming sample at which the median score is the same as the examinee’s
score. In other words, if the median W score on a test for students in the sixth month of
the second grade is 488, then an examinee who scored 488 would receive 2.6 as a grade
equivalent score.
At the ends of the grade scale, when using the online scoring program, less than (<) signs
are used for grade scores falling below the median score obtained by children beginning
kindergarten (K.0) and greater than (>) signs are used for grade scores higher than the
median score obtained by graduate students finishing the first year of graduate school (17.9),
or, if scored by 2-year college norms, at the end of the final year of a 2-year program (14.9).
For example, a student who scored above the median for students finishing the first year of
graduate school would receive a grade equivalent of >17.9, whereas a student who scored
below the median of students entering kindergarten would receive a score of <K.0.
When hand scoring, grade equivalents can only be closely approximated. Thus, the grade
equivalents located in the third column of the “Scoring Table” for each test on the Test
Record are estimates (Est). Precise grade equivalents for tests and grade-equivalent scores for
clusters are only available when using the online scoring program.
One frequently alleged disadvantage of grade scores is that they are not useful for
instructional planning because they do not reflect the student’s ability. This is sometimes
followed by the recommendation that some other metric, such as standard scores, be
used in place of grade equivalents. (Recall from the discussion about levels of interpretive
information that standard scores provide information regarding peer comparison but do not
provide information regarding level of development.)
Grade equivalent scores may cause interpretive problems in tests that are composed
mostly of items with a limited range of difficulty (such as the multilevel tests of many group
achievement batteries). For example, if a third-grade student earns a grade equivalent of 6.5
on a test that is intended to be administered to grade 3, it does not mean that the student
will be successful on tasks associated with the mid-sixth-grade level. Rather, it means that
the student answered correctly a high percentage of the items on a third-grade test—the same
percentage of items that an average sixth-grade student answered correctly on the third-grade
test. The student’s score in this case is more a reflection of the student’s accuracy level than
the grade level of task difficulty that this student can perform.
This problem with grade scores is eliminated when test items are distributed uniformly
in a test over a wide range of difficulty, when students are administered the subset of items

centered on their level of ability, and when the test has been normed on an appropriately
selected sample of students across a wide grade range. With the WJ IV ACH and many other
individually administered tests, grade and age equivalent scores reflect the actual level of task
difficulty a student can perform and thus are useful for instructional planning.
Age Equivalent
An age equivalent (AE), or age score, is similar to a grade equivalent, except that it reflects
performance in terms of the age level in the norming sample at which the median score is the
same as the examinee’s score. Age equivalents may be more useful in some applications than
grade equivalents, especially as they relate to the abilities of young children or adults not
attending school.
At the ends of the age scale, less than (<) signs are used for levels of performance that fall
below the median of the specified age. Greater than (>) signs are used for levels above the
median of the specified age.
When hand scoring, age equivalents can only be closely approximated. Thus, the age
equivalents located in the second column of the “Scoring Table” for each test on the Test
Record are estimates (Est). The online scoring program reports the precise age equivalents for
tests and age-equivalent scores for clusters.
W Difference Score
Level 3 scores (RPIs) and level 4 scores (standard scores, percentile ranks) are based on
test or cluster W difference scores. The W difference scores are the difference between an
examinee’s test or cluster W score and the median test or cluster W score for the reference
group in the norming sample (same age or same grade) with which the comparison is being
made.
Relative Proficiency Index

The relative proficiency index (RPI) is a variation of the relative mastery index (RMI)
score first used in the Woodcock Reading Mastery Tests (Woodcock, 1973). The RPI allows
statements to be generated about an examinee’s predicted quality of performance on tasks
similar to the ones tested.
The RPI is similar to the index used with Snellen charts to describe visual acuity. For
example, 20/20 vision indicates that a person can distinguish at 20 feet what a person with
normal vision can discern at 20 feet. A person with 20/200 vision has to be at 20 feet to
see what people with normal vision can see at 200 feet. Although the constant term in the
Snellen Index is the numerator rather than the denominator, the procedure of representing a
comparative score is similar to the procedure used for presenting the RPI.
RPIs are based on the distance along the W scale that an examinee’s score falls above or
below the average score for the reference group. This distance is the difference scale. An RPI
of 90/90 means that the examinee would be predicted to demonstrate 90% proficiency with
similar tasks that average individuals in the comparison group (age or grade) would also
perform with 90% proficiency.
As an example, when used with the Broad Reading cluster, the RPI predicts the
percentage of success for a person when given a variety of reading tasks that the reference
group (individuals of the same age or same grade) would perform with 90% success (the
denominator of the index). An RPI of 71/90 is interpreted to mean that when others at the
examinee’s age or grade show 90% success on reading tasks, the examinee is predicted to
show only 71% success on the same tasks. On the other hand, if the examinee’s RPI is 98/90,

the examinee is predicted to perform with 98% success those tasks that average age or grade
mates perform with 90% success.
Instructional Zone
The instructional zone (called developmental zone in the WJ IV COG and the WJ IV OL) is
a special application of the RPI. An examinee will perceive tasks that fall at an RPI of 96/90
as easy, whereas he or she will perceive tasks that fall at an RPI of 75/90 as difficult. Thus,
the instructional zone identifies a range along a developmental scale that encompasses an
examinee’s present level of functioning from easy (the independent level) to difficult (the
frustration level). The lower and higher points of this zone are labeled EASY and DIFF in the
“Table of Scores” generated when using the online scoring program.
CALP Levels
Cummins (1984) formalized a distinction between two types of language proficiency: basic
interpersonal communication skill (BICS) and cognitive-academic language proficiency
(CALP). BICS is defined as language proficiency in everyday communicative contexts, or
those aspects of language proficiency that seem to be acquired naturally and without formal
schooling. CALP is defined as language proficiency in academic situations, or those aspects of
language proficiency that emerge and become distinctive with formal schooling. Classroom-
appropriate academic proficiency is further defined by literacy skills involving conceptual-
linguistic knowledge that occur in a context of semantics, abstractions, and context-reduced
linguistic forms.
The online scoring program includes the option to report CALP levels to help describe
the examinee’s language proficiency in English. If the option is selected, CALP levels can
be reported for several clusters in the WJ IV ACH (see Table 5-2). Clusters in the WJ IV
COG and WJ IV OL that measure comprehension-knowledge (Gc), oral language, or
acquired knowledge also yield CALP levels, if selected. See the Woodcock-Johnson IV Tests
of Cognitive Abilities Examiner’s Manual (Mather & Wendling, 2014a) and the Woodcock-
Johnson IV Tests of Oral Language Examiner’s Manual (Mather & Wendling, 2014b) for more
information. Table 5-3 illustrates the six CALP levels as well as two regions of uncertainty
and corresponding implications. The CALP levels are based on W difference scores, and the
RPIs corresponding to these W difference scores provide meaningful interpretations regarding
the individual’s language proficiency.
Table 5-2. Reading Clusters Writing Clusters Cross-Domain Clusters

ACH Clusters That Yield a
Reading Written Language Academic Skills
CALP Level
Basic Reading Skills Basic Writing Skills Academic Applications
Reading Comprehension Written Expression Academic Knowledge
Reading Comprehension–Extended Brief Achievement

Table 5-3. Instructional
CALP Levels and CALP Level W Difference RPI Implications
Corresponding Implications
6 Very Advanced +31 and above 100/90 Extremely easy
5 Advanced +14 to +30 98/90 to 100/90 Very easy
4–5 (4.5) Fluent to Advanced +7 to +13 95/90 to 98/90 Easy
4 Fluent –6 to +6 82/90 to 95/90 Manageable
3–4 (3.5) Limited to Fluent –13 to –7 67/90 to 82/90 Difficult
3 Limited –30 to –14 24/90 to 67/90 Very difficult
2 Very Limited –50 to –31 3/90 to 24/90 Extremely difficult
1 Extremely Limited –51 and below 0/90 to 3/90 Nearly impossible
Level 6, Very Advanced English CALP

When compared with others of the same age or grade, an individual at level 6 demonstrates
very advanced cognitive-academic language proficiency. If provided with instruction at the
examinee’s chronological age or corresponding grade level, it is expected that an individual at
level 6 will find the language demands of the learning task extremely easy.
Level 5, Advanced English CALP

advanced cognitive-academic language proficiency. If provided with English instruction at the
level 5 will find the language demands of the learning task very easy.
Level 4, Fluent English CALP

fluent cognitive-academic language proficiency. If provided with English instruction at the
level 4 will find the language demands of the learning task manageable.
Level 3, Limited English CALP

limited cognitive-academic language proficiency. If provided with English instruction at the
level 3 will find the language demands of the learning task very difficult.
Level 2, Very Limited English CALP

very limited cognitive-academic language proficiency. If provided with English instruction
at the examinee’s chronological age or corresponding grade level, it is expected that an
individual at level 2 will find the language demands of the learning task extremely difficult.
Level 1, Extremely Limited English CALP

extremely limited cognitive-academic language proficiency. If provided with English
instruction at the examinee’s chronological age or corresponding grade level, it is expected
that an individual at level 1 will find the language demands of the learning task nearly
impossible to manage.

Percentile Rank
A percentile rank describes performance on a scale from 1 to 99 relative to the performance
of some segment of the norming sample that is at a specific age or grade level. The examinee’s
percentile rank indicates the percentage of individuals in the selected segment of the norming
sample who had scores the same as or lower than the examinee’s score. Percentile ranks are
particularly useful for describing a person’s relative standing in the population.
Extended percentile ranks (Woodcock, 1987, 1998) provide scores that extend down
to a percentile rank of one tenth (0.1) and up to a percentile rank of ninety-nine and nine
tenths (99.9). Figure 5-1 includes a comparison of the traditional and extended percentile
rank scales.
If an examinee’s percentile rank is 0.2, for example, this indicates not only that the score
is below the first percentile (1.0) but, furthermore, that only 2 people out of 1,000 (0.2%)
would have a score as low or lower. If an individual’s percentile rank is determined to be 99.8,
this indicates that the person’s performance is as good as or better than that of 998 persons
out of 1,000 (99.8%) in the reference group, or that only 2 out of 1,000 people would have a
score as high or higher. Extending the percentile rank scale adds approximately one and one
half standard deviations of discriminating measurement to the range of a traditional percentile
rank scale—three-fourths of a standard deviation at the top and three-fourths of a standard
deviation at the bottom of the scale.
Standard Score
The standard score scale used in the WJ IV ACH is based on a mean (M) of 100 and a
standard deviation (SD) of 15. This scale is the same as most deviation-IQ scales and may
be used to relate standard scores from the WJ IV to other test scores based on the same
mean and standard deviation. The WJ IV also includes extended standard scores, providing
a greater range of standard scores (0 to over 200) than do other tests. Standard scores
sometimes present a disadvantage to inexperienced users and others, such as parents or the
examinee, because the scores lack objective meaning. Consequently, the interpretation of a
standard score is often explained using its equivalent percentile rank. Figure 5-1 illustrates
the relationship between selected standard scores and the extended percentile rank scale.
Figure 5-1. Extended Percentile Rank Scale

Comparison of the
traditional and extended 99.9 146
99.8 143
percentile rank scales with 99.7 141
the standard score scale 99.6 140
(M = 100, SD = 15). 99.5 139
99 99 (99.0) 135
98 98 131
95 95 125
90 90 119
80 80 113
Traditional 70 70 108 Standard
Percentile 60 60 104 Score
Rank Score 50 50 100 Scale
40 40 96
30 30 92
20 20 87
10 10 81
5 5 75
2 2 69
1 1 (1.0) 65
0.5 61
0.4 60
0.3 59
0.2 57
0.1 54

In writing reports or communicating test results to parents and others, an examiner may
prefer to use verbal labels rather than numbers to describe test performance. A classification
of standard score and percentile rank ranges is provided in Table 5-4 as a guideline for
describing an individual’s relative standing among age or grade peers. The third column
provides a set of verbal labels for the score ranges. Examiners should use caution and
professional judgment in the selection and application of verbal labels to describe a range of
scores. Although labels may assist in communicating test results, the terminology is at times
ambiguous or the meaning of the labels is misunderstood.
Table 5-4. Standard Score Range Percentile Rank Range WJ IV Classification

Classification of Standard
131 and above 98 to 99.9 Very Superior
Score and Percentile Rank
Ranges 121 to 130 92 to 97 Superior
111 to 120 76 to 91 High Average
90 to 110 25 to 75 Average
80 to 89 9 to 24 Low Average
70 to 79 3 to 8 Low
69 and below 0.1 to 2 Very Low
The online scoring program provides the option to report an additional standard score
from a selection of four other types of standard scores: z scores, T scores, stanines, and
normal curve equivalents (NCEs). The basic standard score is the z score with a mean of
0 and a standard deviation of 1. The T score has a mean of 50 and a standard deviation
of 10. Although T scores have been frequently used in education and industry, they have
been replaced by the deviation-IQ scale (M = 100, SD = 15) for most clinical applications.
Another standard score scale is the traditional stanine scale. Stanines have a mean of 5 and a
standard deviation of 2 and are most useful in applications in which a single-digit gross scale
of measurement is desired. The normal curve equivalent scale (Tallmadge & Wood, 1976) has
a mean of 50 and a standard deviation of 21.06 and has been used most often for evaluating
student performance in certain federally funded programs.
Standard Error of Measurement

To provide a more accurate depiction of performance, a statistical estimate can be made of
the amount of error inherent in a score. This score, called the standard error of measurement
(SEM), is used to determine ranges of scores and provides an indication of the degree of
confidence professionals can have in an obtained score. One advantage derived from the
Rasch scaling of test data is that a unique calculation of the SEM is provided for each possible
test score. This is in contrast to other test development procedures that may provide only the
average SEM for the group of individuals studied.
Interpreting Tests
This section contains details on interpretation of the tests in each of the curricular areas.
Chapter 2 contains functional definitions of the abilities measured by each test. In evaluating
the practical significance of differences among test performance, consider any extenuating
circumstances that may explain these differences, as well as any unusual behaviors or
responses obtained on those tests. This information may have useful diagnostic implications.
Both the “Test Session Observations Checklist” and the “Qualitative Observation” checklists

available for Tests 1 through 11 can provide additional information about the examinee’s test
performance.
One interpretive plan is to consider each test in terms of task complexity within a
continuum. Some tasks are measures of isolated units; others require connected text,
reasoning, or motoric output. This requires an analysis of the test in terms of stimulus
material, task demands, and the expressive and receptive language requirements needed to
complete the task.
The WJ IV ACH tests may also be interpreted with respect to a well-accepted theory of
cognitive ability—the Cattell-Horn-Carroll (CHC) theory of cognitive abilities (Carroll, 1993;
Cattell, 1963; Horn, 1988, 1991; Horn & Cattell, 1966; McGrew, 2005, 2009; Schneider
& McGrew, 2012; Woodcock, 1990). The WJ IV COG Examiner’s Manual and the Technical
Manual contain more information on CHC theory.
Interpreting the Reading Tests

When interpreting the reading tests, consider the relative complexity of task demands in
each. Figure 5-2 is an interpretive model of the various skills measured by the WJ IV reading
tests.
In terms of complexity, the skills measured in these eight tests range from the lower-level
ability to recognize isolated letters (the beginning items in Test 1: Letter-Word Identification)
to the higher-level ability to comprehend vocabulary (Test 17: Reading Vocabulary) and
connected text (Test 4: Passage Comprehension and Test 12: Reading Recall).
Figure 5-2. MORE COMPLEX

Various skills measured WJ IV Test Stimulus Task
by the WJ IV ACH reading
tests. Connected Discourse Test 4: Passage Printed passages Understanding a written passage
(Translexical Level) Comprehension and completing the passage with
a single word
Test 12: Reading Recall Printed passages Reading and recalling elements
of a passage
Test 8: Oral Reading Printed sentences Oral reading of sentences
Rate/Automaticity Test 9: Sentence Printed sentences Reading and understanding

Reading Fluency short sentences quickly
Isolated Words Test 15: Word Printed words Reading and matching the two
(Lexical Level) Reading Fluency words that go together quickly
Test 17: Reading Vocabulary Printed words Reading and producing synonyms
and antonyms
Test 1: Letter-Word Printed words Pronouncing real words
Identification (word items)
Phono/Orthographic Test 7: Word Attack Printed words Applying phonic and structural analysis
Coding (nonsense) skills to pronouncing nonsense words
Test 7: Word Attack Printed letters Identifying single phonemes

Isolated Letters
(Sublexical Level)
Test 1: Letter-Word Printed letters Identifying single letters
Identification (letter items)
LESS COMPLEX

Although the WJ IV ACH reading tests are primarily measures of reading ability (Grw),
these tests require other cognitive abilities as well, such as auditory processing (Ga),
comprehension-knowledge (Gc), processing speed (Gs), or long-term retrieval (Glr).

This test is a measure of reading decoding (Grw), including the ability to identify the names
of several uppercase and lowercase letters and the ability to identify words. An individual
with good sight-word recognition skills demonstrates a pattern of recognizing many words
rapidly with little effort. Low performance on Letter-Word Identification may be a function of
inefficient strategies for word identification or response style. In most cases, low scores mean
that the person has not developed automatic word identification skills. An examinee with
nonautomatic word identification skills may identify several words accurately but may require
increased time and greater attention to phonological and orthographical analysis to determine
the correct response. In some cases, however, an examinee may have developed some word
identification skill but is unwilling to try, is frustrated, or is afraid to risk making an error.
The “Qualitative Observation” checklist for this test helps document how the examinee
approached the task. Data were collected during standardization on checklists that were
completed by examiners. Table 5-5 provides information about the percentage of age mates
who were assigned each rating. For example, at age 9, 4% were rated as being able to identify
words rapidly and accurately, 7% were rated as having nonautomatic word identification
skills, and 1% did not apply phoneme-grapheme relationships. The majority of 9-year-olds
(75%) were rated as identifying initial words rapidly and accurately and then identifying
more difficult items with increased application of phoneme-grapheme relationships. Thus,
this would be considered typical performance for 9-year-olds. Using this information can help
determine how typical or atypical the examinee’s performance is compared to age mates.

This test is a measure of reading comprehension (Grw) and lexical knowledge (Gc). This
modified cloze task requires the ability to use syntactic and semantic cues. Low performance
on Test 4: Passage Comprehension may be a function of limited basic reading skills,
comprehension difficulties, or both.
The essence of passage comprehension ability, as an independent skill, is how well an
individual understands written discourse as it is being read. The requirement that passage
comprehension be defined and measured as an independent skill is no different from good
measurement in any other area of achievement or cognitive ability. Scores from measures
that are not independent (confounded) are difficult to interpret. For a measure of passage
comprehension to meet the assumption that it is an independent measure requires a
reasonable expectation that examinees have prior familiarity with the words used in the
passages and have knowledge of any concepts that are prerequisite for processing the passage
contents. If these conditions are not met, the so-called passage comprehension test score
is confounded with word recognition skill and knowledge. For many examinees, a test
passage concerned with the spectrographic analysis of white light would be more a measure
of knowledge, or ignorance, of physics vocabulary and concepts than of the capability to
understand written discourse.
Some tests of reading comprehension are actually tests of information processing that
happen to use reading as the medium of communication. Asking an individual to study a
passage and then answer questions about the content, such as to state the author’s purpose
or to predict what may happen next, does not tap skills specific to reading. It taps language
processing and cognitive skills. These are valid skills to assess in their own right, regardless

of the medium of communication (for example, printed text, an audio recording, a television
excerpt, or a mime performance). However, scores from such tests do not measure the
essence of reading comprehension, but instead reflect performance on a confounded
language-processing task with indeterminate diagnostic results. A program of remedial
instruction planned for an individual may be ineffective if it is assumed that the problem is
with the person’s reading skill when the problem is actually a symptom of a broader language
processing skill. In fact, such problems might be remediated more effectively using materials
and procedures that do not require reading. For example, if a person has an information
processing weakness that interferes with appreciating the main purpose of a passage or
anticipating what may happen next, the remediation might best be approached using a variety
of media including listening, watching television, and reading. Broadening the language
base of instruction makes it more likely that the training will generalize to all areas of
communication and thinking, including reading.
Table 5-5. Rating 1 Rating 2 Rating 3 Rating 4 Rating 5 Rating 6

Percentage by Age of Identified Identified initial Identified Required Was not able to None of the
Occurrence of Qualitative words rapidly items rapidly initial items increased time apply phoneme- above, not
Observations for Test 1: and accurately and accurately rapidly and and greater grapheme observed, does
Letter-Word Identification with little effort and identified accurately but attention to relationships not apply
(automatic word more difficult had difficulty phoneme-
identification items through applying grapheme
skills) increased phoneme- relationships
application grapheme to determine
of phoneme- relationships to the correct
grapheme latter items response
relationships (nonautomatic
(typical) word
identification
skills)
Age Percentage of Occurrence in Norming Sample
2 NA 3 4 4 26 63
3 1 19 5 3 19 54
4 1 27 10 3 9 50
5 4 40 11 7 18 21
6 9 60 10 14 6 1
7 5 68 22 2 1 1
8 15 65 13 4 2 NA
9 4 75 13 7 1 NA
10 5 74 11 6 4 1
11 1 73 16 8 1 1
12 3 71 16 9 1 NA
13 1 68 19 9 3 1
14 6 56 18 15 3 1
15 3 62 27 8 NA NA
16 8 61 20 7 2 2
17 4 65 20 10 NA NA
18 6 60 22 12 1 NA
19 7 60 18 13 1 NA
NA = Not observed or not rated

The modified cloze procedure used in Test 4: Passage Comprehension requires an
examinee to dynamically apply a variety of vocabulary and comprehension skills in the
process of arriving at the point where the missing word can be supplied in a passage. It
should be noted that with good modified cloze items an examinee should be unable to
provide the answer based on local context in the passage. Consider the following three
cloze examples.
Provide the missing word:
“...do something about ______ it.”
Now, read the entire sentence and attempt to provide the missing word:
“It is another thing to do something about ______ it.”
Finally, read and answer the entire item:
“It is one thing to demonstrate that modern war is harmful to the species. It is another
thing to do something about ______ it.”
Note that the solution to this item (for example, the word preventing) required
understanding of not only the sentence containing the blank, but also the preceding sentence,
thus requiring the use of a variety of reading, language processing, and vocabulary skills.
Such a task more likely measures an examinee’s ability to understand written discourse as it is
being read than many other reading comprehension test formats.
The question is sometimes asked whether Test 4: Passage Comprehension is a measure
of literal or inferential comprehension. During the process of completing a typical item, the
examinee likely draws on both types of comprehension. However, the process of providing
the missing word may be a result of inferential comprehension because the examinee
must infer an acceptable word from the total context of the passage. A useful comparison
is performance on this reading task with performance on the WJ IV OL Test 2: Oral
Comprehension, a parallel task that does not require reading.
approached the task. Table 5-6 provides information about the percentage of age mates who
were assigned each rating in the norming sample. For example, of the 10-year-olds whose
performance was rated, 83% appeared to have typical passage comprehension, 7% appeared
to read with no observed difficulties, and 9% read slowly and had difficulty identifying
the correct word. Using this information can help determine how typical or atypical the
examinee’s performance is compared to age mates.
Test 7: Word Attack

This test measures an examinee’s ability to apply phonic and structural analysis skills in
pronouncing phonically and orthographically regular nonsense or nonwords (Grw, Ga).
The individual must recall the phoneme associated with each grapheme and then blend
or synthesize the phonemes into a word. Knowledge of word structure is required for the
multisyllabic nonsense words. The “Qualitative Observation” checklist for this test helps
document how the examinee approached the task.
In most cases, poor performance on Test 7: Word Attack means that the examinee has not
developed or mastered phonetic decoding skills. In some cases, however, an examinee may
have developed some phonic and structural analysis skills but is unwilling to try, is frustrated,
or is afraid to risk making an error. A useful comparison is performance on this reading task
with performance on WJ IV OL Test 7: Sound Blending.

This test measures an examinee’s ability to apply important aspects of reading fluency, such
as accuracy and prosody, when reading sentences aloud (Grw). Low performance on Test 8:
Oral Reading may be a function of limited decoding skills, comprehension difficulties, or
both, resulting in a lack of reading fluency. Individuals with expressive language impairments
may struggle with the oral demands of this task. The “Qualitative Observation Tally” for this
test helps document the number of each error type the examinee made while reading. This
information can help with planning an appropriate intervention.
Table 5-6. Rating 1 Rating 2 Rating 3 Rating 4

Percentage by Age of
Appeared to read Appeared to Appeared to None of the
Occurrence of Qualitative passages with read initial read passages above, not
Observations for Test 4: no observed passages easily very slowly and observed, or
Passage Comprehension difficulties (good but appeared had difficulty does not apply
use of syntactic to struggle identifying a
and semantic as reading correct word
cues) increased (struggled with
in difficulty application of
(typical) syntactic and
semantic cues)
2 NA 11 11 78
3 NA 20 6 74
4 1 29 6 64
5 3 40 17 39
6 5 69 21 6
7 9 82 9 NA
8 12 78 9 NA
9 3 87 9 1
10 7 83 9 1
11 12 83 5 NA
12 6 84 9 1
13 7 84 7 3
14 15 75 9 1
15 9 82 8 1
16 16 75 8 2
17 16 74 9 1
18 7 83 10 NA
19 15 73 11 1

This test is a measure of reading speed and rate (Grw, Gs). The task requires the ability
to read and comprehend simple sentences quickly. Low performance on this test may be a
function of limited basic reading skills, comprehension difficulties, slow processing speed,
and/or an inability to sustain concentration. The “Qualitative Observation” checklist for this
test helps document how the examinee approached the task. Table 5-7 provides information
about the percentage of age mates who were assigned each rating in the norming sample.
For example, of the 9-year-olds whose performance was rated, 15% appeared to read the

sentences slowly and 7% appeared to read them rapidly. The majority of 9-year-olds (78%)
appeared to read at a rate typical for their age. Using this information can help determine
how typical or atypical the examinee’s performance is compared to age mates.

Percentage by Age of
Appeared to Appeared to Appeared to None of the
Occurrence of Qualitative
read sentences read sentences read sentences above, not
Observations for Test 9: rapidly at a rate typical slowly observed, or
Sentence Reading Fluency for peers does not apply
5 4 12 8 77
6 4 46 14 36
7 8 65 18 10
8 11 76 13 NA
9 7 78 15 NA
10 17 68 15 NA
11 20 72 8 NA
12 17 76 6 NA
13 17 75 8 NA
14 23 67 11 NA
15 21 79 NA NA
16 17 78 5 NA
17 30 66 5 NA
18 18 73 7 2
19 29 58 11 2

This test is a measure of reading comprehension (Grw) and meaningful memory (Glr). Low
performance may result from a variety of factors, including attention, limited basic reading
skills, comprehension difficulties, or weaknesses in memory. Additionally, weaknesses in oral
language also can impact performance. For example, individuals with expressive language
difficulties may struggle with the oral retelling of the details in a reading passage.

This test is a measure of vocabulary knowledge (Gc) and semantic fluency (Grw). Low
performance may result from limited word knowledge, decoding difficulties, limited speed,
attentional difficulties, or a combination of factors. Comparing performance on this reading
task to WJ IV COG measures of processing speed or to WJ IV OL Test 4: Rapid Picture
Naming may be helpful. It is helpful also to consider the depth and breadth of a person’s
vocabulary knowledge. In addition, examining the individual’s performance on untimed
measures of reading, such as Test 1: Letter-Word Identification, Test 7: Word Attack, or
Test 17: Reading Vocabulary, may provide insights into the reasons for low performance on
Test 15: Word Reading Fluency.

This test measures an aspect of reading comprehension at the isolated word level. This
allows evaluation of word comprehension skill apart from passage comprehension skill. The

task requires the ability to read words and supply words similar in meaning in Test 17A:
Synonyms and to supply words opposite in meaning in Test 17B: Antonyms.
Performance on Test 17: Reading Vocabulary is related to basic reading skills (Grw) and
vocabulary knowledge (Gc). Low performance on Test 17: Reading Vocabulary may be a
function of limited basic reading skills, limited word comprehension, or both. A useful
comparison is performance on this reading task with the WJ IV COG Test 1: Oral Vocabulary,
a parallel task that does not require reading.
Interpreting the Math Tests

When interpreting the math tests, consider the relative complexity of task demands in each.
Figure 5-3 provides an interpretive model of the various skills measured by the WJ IV ACH
math tests.

Various skills measured by WJ IV Test Stimulus Task
the WJ IV ACH math tests.
Problem Solving Test 2: Applied Problems Printed problems Analyzing and solving
and Concepts presented orally practical problems
Test 13: Number Matrices Rectangular array Analyzing numerical

of numbers relationships
Skills Test 5: Calculation Printed items for Performing simple to

computation complex computations
Automaticity Test 10: Math Facts Fluency Printed math facts Quickly calculating
single-digit math facts
(addition, subtraction,
and multiplication)
Basic Math Facts Test 5: Calculation Single-digit computations Calculating single-digit

facts
Motoric Output Test 5: Calculation Orally presented numbers Writing numbers
LESS COMPLEX
In terms of complexity, the skills measured in the four WJ IV math tests range from the
lower-level ability of recognizing math symbols and vocabulary to the higher-level ability
of mathematical reasoning and problem solving. Based on CHC theory, the math tests are
primarily measures of quantitative knowledge (Gq), although some math tests measure other
aspects of processing, particularly fluid reasoning (Gf ) or processing speed (Gs).

This test is a measure of quantitative reasoning, math achievement, and math knowledge
(Gq). The task requires the ability to analyze and solve math problems. This test also
measures an aspect of fluid reasoning (Gf ). Low performance on Test 2: Applied Problems
may be a function of limited math skills, comprehension difficulties, or poor mathematical
reasoning ability. The “Qualitative Observation” checklist for this test helps document how
the examinee approached the task. Table 5-8 provides information about the percentage
of age mates who were assigned each rating in the norming sample. For example, of the

14-year-olds whose performance was rated, 17% appeared to have limited understanding
of age-appropriate math applications, while 10% solved the problems with no observed
difficulties. Using this information can help determine how typical or atypical the examinee’s
performance is compared to age mates.

Percentage by Age of Solved Solved initial Appeared to None of the
Occurrence of Qualitative problems with problems with have limited above, not
Observations for Test 2: no observed no observed understanding observed, or
Applied Problems difficulties difficulty but of grade- or does not apply
(good demonstrated age-appropriate
comprehension increasing math
and analytical difficulties application
abilities) solving the tasks
latter items
(typical)
2 1 26 30 44
3 5 55 21 19
4 4 80 9 7
5 6 85 9 NA
6 9 85 5 1
7 10 86 4 NA
8 14 79 7 NA
9 9 82 8 1
10 5 87 9 NA
11 7 84 8 1
12 6 86 9 NA
13 7 82 10 1
14 10 71 17 2
15 5 77 18 1
16 5 67 26 2
17 7 66 25 3
18 5 60 35 NA
19 4 66 28 2
Test 5: Calculation
This test of math achievement measures the ability to perform mathematical computations
(Gq). The task requires the examinee to perform a variety of calculations ranging from simple
addition to calculus. Low performance may be a function of limited basic math skills, limited
instruction, or lack of attention. The “Qualitative Observation” checklist for this test helps
document how the examinee approached the task. Table 5-9 provides information about the
percentage of age mates who were assigned each rating in the norming sample. For example,
of the 12-year-olds whose performance was rated, 8% worked very slowly and relied on
inefficient strategies, 8% solved the problems quickly and with no observed difficulties, and
2% appeared to work too quickly. Using this information can help determine how typical or
atypical the examinee’s performance is compared to age mates.

Table 5-9. Rating 1 Rating 2 Rating 3 Rating 4 Rating 5 Rating 6
Percentage by Age of Worked too Solved Solved initial Solved Worked very None of the
Occurrence of Qualitative quickly problems problems problems slowly and above, not
Observations for Test 5: quickly with quickly with slowly and relied on use observed, or
Calculation no observed no observed demonstrated of strategies does not apply
difficulties difficulties but less that appeared
(fluent and demonstrated automaticity to be inefficient
automatic) less with the latter for age or
automaticity items grade level
with the latter (nonautomatic)
items (typical)
4 NA NA 17 8 8 67
5 2 5 24 16 7 46
6 1 4 52 21 9 12
7 1 5 68 16 9 NA
8 NA 6 60 27 6 1
9 1 3 63 25 7 1
10 NA 2 75 14 8 1
11 2 4 76 13 5 NA
12 2 8 66 16 8 1
13 1 8 65 18 5 3
14 1 9 57 18 9 5
15 2 8 56 24 9 2
16 1 8 65 19 5 3
17 NA 8 51 31 7 3
18 NA 9 44 32 14 2
19 1 7 56 22 13 2

This test is a measure of math achievement and number facility requiring the examinee
to solve simple addition, subtraction, and multiplication problems rapidly (Gq, Gs). Low
performance on Math Facts Fluency may be a function of limited knowledge of basic math
facts or lack of automaticity. The “Qualitative Observation” checklist for this test helps
document how the examinee approached the task. Table 5-10 provides information about the
percentage of age mates who were assigned each rating in the norming sample. For example,
while 17% of the 8-year-olds whose performance was rated solved the problems slowly, only
6% of the 11-year-olds had that same rating. Using this information can help determine how
typical or atypical the examinee’s performance is compared to age mates.

Percentage by Age of Solved Solved Solved None of the
Occurrence of Qualitative problems problems at a problems slowly above, not
Observations for Test 10: quickly rate typical for observed, or
Math Facts Fluency peers does not apply
5 6 29 19 45
6 8 49 30 13
7 3 77 19 NA
8 10 72 17 NA
9 5 83 12 NA
10 12 72 14 2
11 23 71 6 NA
12 18 70 11 NA
13 22 70 8 NA
14 23 64 12 NA
15 21 74 6 NA
16 33 60 7 NA
17 25 68 7 NA
18 29 59 13 NA
19 35 55 8 2

This test is a measure of quantitative reasoning, an aspect of fluid reasoning (Gf ). The
task requires the ability to inductively and deductively reason with numbers to determine
a missing number in a matrix. Low performance may be a function of limited quantitative
reasoning. It may be helpful to compare an individual’s performance on this test to his or
her performance on WJ IV COG tests that require reasoning: Test 2: Number Series, Test 9:
Concept Formation, and Test 15: Analysis-Synthesis.
Interpreting the Written Language Tests

When interpreting the written language tests, consider the relative complexity of written
language skills in each. Figure 5-4 is an interpretive model of the skills measured in the
WJ IV ACH written language tests.
The WJ IV measures five aspects of writing skill: punctuation and capitalization, spelling,
usage, writing fluency, and quality of written expression. Additionally, the quality of an
individual’s handwriting can be observed informally on Test 3: Spelling, Test 6: Writing
Samples, and Test 11: Sentence Writing Fluency. In terms of relative complexity, the skills
measured in these tests range from the production of legible handwritten output to the
generative writing for quality expression requiring ideas, organization, task adherence, and
reasoning in Test 6: Writing Samples.

Various skills measured WJ IV Test Stimulus Task
by the WJ IV ACH writing
tests. Connected Discourse Test 6: Writing Samples Various sentence Writing for the quality of
(Translexical Level) prompts with differing expression
task demands
Test 14: Editing Typewritten passages Identifying and correcting

with errors spelling, usage, and punctuation
in written text
Rate/Automaticity Test 11: Sentence A picture and three Writing short sentences
Writing Fluency words to form into quickly—requires correct
a sentence syntax and automaticity
Phono/Orthographic Test 3: Spelling Orally dictated words Producing correct spellings

Coding
Test 16: Spelling of Sounds Orally dictated Producing written, phonically
nonsense words regular nonsense words that
conform to English spelling rules
Isolated Letters Test 3: Spelling Orally presented letters Writing letter names
(Sublexical Level)
Test 16: Spelling of Sounds Orally presented Writing letters corresponding
phonemes to phonemes
Motoric Output Handwriting Test 6: Writing Samples Writing legibly

responses
LESS COMPLEX
Test 3: Spelling
This test measures knowledge of prewriting skills and spelling (Grw). The task requires the
production of single letters or words in response to oral prompts.
Performance on Test 3: Spelling may be related to several factors, including handwriting. If
an examinee is unable to complete Items 1 through 3, he or she may not have developed the
muscular control or visual-motor skill needed in beginning handwriting.
A closer analysis of Test 3: Spelling items will help examiners differentiate between
phonetically accurate and phonetically inaccurate spelling errors. In analyzing an examinee’s
responses, an examiner may determine whether a difference exists in the individual’s ability
to spell words that have regular phoneme-grapheme correspondence and those that require
the memorization of visual features. In addition, the following specific error patterns may
be present in an examinee’s misspellings: (a) addition of unnecessary letters, (b) omissions
of needed letters, (c) mispronunciations or dialectal speech patterns, (d) reversals of letters,
(e) transpositions of whole words (e.g., was for saw) or of consonants and/or vowels (e.g.,
brithday), (f) phonetic spellings of nonphonetic words (e.g., they as thay), and (g) incorrect
associations of sounds with letters (e.g., efry for every).
performance was rated, 2% spelled words easily and accurately and 27% spelled words in a
laborious, nonautomatic manner. Using this information can help determine how typical or

Percentage by Age of Spelled words Spelled initial Spelled words None of the
Occurrence of Qualitative easily and items easily in a laborious above, not
Observations for Test 3: accurately and accurately; manner observed, or
Spelling spelling of (nonautomatic) does not apply
latter items
reflected a need
for further skill
development
(typical)
2 NA 7 6 86
3 NA 18 10 72
4 2 39 8 51
5 2 56 16 25
6 6 76 16 3
7 15 82 3 NA
8 18 77 5 NA
9 11 78 10 1
10 4 81 14 1
11 8 80 12 1
12 6 74 19 1
13 2 65 27 7
14 2 67 26 4
15 3 76 16 5
16 5 74 19 2
17 3 77 18 2
18 3 73 24 NA
19 7 64 27 3

This test measures the ability to convey ideas in writing (Grw). The task requires the
production of meaningful written sentences in response to a variety of task criteria.
Performance on Test 6: Writing Samples may be related to several factors, including an
examinee’s attitude toward writing, oral language performance, vocabulary, and organizational
ability. Some individuals are highly resistant to writing and produce only short, simple
sentences. In rare cases, the person may refuse to write. In many cases, such people have
experienced failure in attempting to write. In addition, an individual’s oral language
performance may affect his or her Test 6: Writing Samples scores. Dialects and cultural
influences may affect not only the way people pronounce words, but also how they spell the
words. Many individuals with low oral vocabulary abilities will have low written vocabulary
abilities. Finally, organizational abilities may be related to performance on Test 6: Writing
Samples. One item type on this test requires the examinee to fill in a missing middle sentence
in a paragraph. Sequencing and organizational abilities, or the ability to arrange thoughts
logically in writing, may be a contributing factor.
approached the task. Table 5-12 provides information about the percentage of age mates
who were assigned each rating in the norming sample. For example, of the 9-year-olds

whose performance was rated, 4% wrote sentences that were both complex and detailed and
19% wrote inadequate sentences. Using this information can help determine how typical or

Percentage by Age of Sentences were Sentences Sentences were None of the
Occurrence of Qualitative both complex were simple inadequate (for above, not
Observations for Test 6: and detailed but adequate example, run- observed, or
Writing Samples (typical) ons, incomplete does not apply
sentences,
awkward syntax,
or limited
content)
4 NA 6 6 89
5 1 17 16 66
6 1 47 28 25
7 6 68 20 7
8 10 71 18 1
9 4 77 19 1
10 5 79 14 1
11 10 77 13 1
12 14 74 12 NA
13 9 71 19 1
14 11 67 19 2
15 13 64 20 2
16 20 64 12 3
17 17 70 13 1
18 12 73 14 1
19 20 67 11 2

This test measures the examinee’s ability to write rapidly with ease (automaticity) (Grw, Gs).
The task requires the production of legible, simple sentences with acceptable English syntax.
Minimal analytic attention or problem solving is necessary.
Performance on Test 11: Sentence Writing Fluency may be related to several factors,
including muscular or motor control, response style, ability to sustain concentration, and
reading or spelling skills. When an examinee’s attention is focused on the mechanics of
writing rather than on the formulation or expression of ideas, writing is not automatic. Poor
muscular control may contribute to a concentration on the mechanics of the writing task and
contribute to low scores. In addition, an examinee’s response to timed tasks can influence the
quality of automaticity. A range of different response styles to this task has been observed.
Some examinees complete all tasks at a slow, consistent pace, regardless of imposed time
constraints. Other examinees work very rapidly but tend to make a lot of careless errors. In
an interpretation of the examinee’s response style, an examiner may want to define whether
the examinee worked (a) slowly but inaccurately, (b) slowly and accurately, (c) rapidly but
inaccurately, or (d) rapidly and accurately. Also, low scores on Test 11: Sentence Writing

Fluency may be related to an observed difficulty in sustaining concentration for the 5-minute
time period of the test. For example, some examinees write a few words and then look
around the room. They need to be redirected to the task. Others ask the examiner how much
time has elapsed. However, difficulty sustaining attention could be related to frustration with
writing tasks. Word recognition and spelling skill also may affect performance on this task,
especially for younger children or older students with limited skill. Although the stimulus
words are controlled in terms of reading difficulty, and the examiner is allowed to read any
requested word, some examinees may misread a word or may not ask for a pronunciation of
an unrecognized word. Some examinees with spelling difficulties will need to glance at each
stimulus word several times to copy it correctly, thus affecting writing speed.
performance was rated, 19% had difficulty formulating or writing sentences quickly and 26%
wrote appropriate sentences at a slow pace. Using this information can help determine how
typical or atypical the examinee’s performance is compared to age mates.
Table 5-13. Rating 1 Rating 2 Rating 3 Rating 4 Rating 5

Percentage by Age of Wrote sentences Wrote Wrote Had trouble None of the
Occurrence of Qualitative with remarkable appropriate appropriate formulating above, not
Observations for Test 11: ease and sentences at an sentences at a or writing observed, or
Sentence Writing Fluency accuracy adequate pace slow pace sentences does not apply
(typical) quickly
5 NA 11 NA 26 63
6 NA 22 22 44 13
7 NA 27 35 35 3
8 6 48 23 23 NA
9 NA 66 22 12 NA
10 3 52 26 19 NA
11 13 60 18 10 NA
12 5 81 10 5 NA
13 5 77 16 2 2
14 5 79 5 9 2
15 17 72 11 NA NA
16 12 75 8 2 3
17 NA 91 7 2 NA
18 13 65 16 6 NA
19 19 66 7 7 NA
Test 14: Editing

This test measures language development by assessing the examinee’s ability to detect and
correct errors in written work (Grw). The task requires the ability to identify and correct
errors in punctuation, capitalization, spelling, and usage in short written passages.
In most cases, low performance on Test 14: Editing is due to a lack of knowledge, but it
also may be related to a lack of error-monitoring skill and/or poor reading performance. For
example, an individual may understand how to use question marks but may not notice that

they are missing. In addition, because this test requires reading skill, low word recognition
may negatively affect performance.

This test measures phonological (an aspect of auditory processing [Ga]) and orthographic
coding. The task requires spelling nonsense words that conform to conventional phonics and
spelling rules (Grw). Low performance may be a result of poor phonological processing, poor
phoneme/grapheme knowledge, poor orthographic awareness (lack of familiarity with visual
spelling patterns), or lack of attention. As with Test 3: Spelling, an error analysis can help
reveal certain types of confusions an examinee has regarding the sequencing of sounds and
letters.
Interpreting the Academic Knowledge Tests

These three tests (Test 18: Science, Test 19: Social Studies, Test 20: Humanities) are primarily
measures of acquired content or curricular knowledge, an aspect of crystallized intelligence
(Gc), in various areas of science (biological and physical sciences), social studies (history,
geography, government, psychology, and economics), and humanities (art, music, and
literature). Low performance may be due to limited vocabulary, limited exposure to the
curricular area, limited life experiences, or any combination of factors.
Interpreting Variations and Comparisons

As stated in the Standards for Educational and Psychological Testing (AERA, APA, & NCME,
2014):
Standard 10.15: The interpretation of test or test battery results for diagnostic purposes
should be based on multiple sources of test and collateral information and on an
understanding of the normative, empirical, and theoretical foundations, as well as the
limitations, of such tests and data (p. 167).
The WJ IV provides a procedure for norm-based evaluation of the presence and
significance of strengths and weaknesses among an individual’s cognitive, linguistic, and
achievement abilities. This information is especially appropriate for documenting the nature
of and differentiating between intra-ability variations and ability/achievement comparisons.
Table 5-14 depicts the various variation and ability/achievement comparison or discrepancy
procedures available in the WJ IV.
Table 5-14. Intra-Ability Variation Models

WJ IV Intra-Ability Variation
Intra-Cognitive
and Ability/Achievement
Comparison Procedures Intra-Oral Language
Intra-Achievement
Academic Skills/Academic Fluency/Academic Applications
Ability/Achievement Comparison Models
General Intellectual Ability/Achievement
Gf-Gc Composite/Other Abilities
Scholastic Aptitude/Achievement
Oral Language/Achievement
Academic Knowledge/Achievement

Intra-Ability Variations
Intra-ability variation models are bidirectional comparisons (as represented by the two-
headed arrows in Figure 5-5) that allow comparison of performance among skills and
abilities. There are four types of intra-ability variations in the WJ IV: intra-achievement
(determined with the WJ IV ACH), academic skills/academic fluency/academic applications
(determined with the WJ IV ACH), intra-oral language (determined with the WJ IV OL), and
intra-cognitive (determined with the WJ IV COG). The two variation procedures discussed
are the ones available when using the WJ IV ACH. While a summary is presented here,
consult the WJ IV COG Examiner’s Manual and the WJ IV OL Examiner’s Manual for further
information about the other variation procedures.
Intra-Achievement Variations
This variation procedure allows comparison of one area of academic achievement to
the examinee’s expected or predicted performance as determined by his or her average
performance on other achievement areas. An intra-achievement variation is present within
individuals who have specific achievement strengths or weaknesses, such as superior
math skills relative to their expected achievement based on their average performance
in other areas of achievement. Individuals with a significant intra-achievement variation
exhibit specific strengths or weaknesses in one or more areas of achievement. This type of
information is an invaluable aid in instructional planning and can be used, for example,
to support the hypothesis of a specific difficulty as compared to generally low academic
performance across achievement domains. For example, a student may perform poorly in
mathematics but may have average abilities on tasks involving reading.
As indicated in Table 5-15, intra-achievement variations can be calculated if WJ IV ACH
Tests 1 through 6 are administered. Each test is compared to the examinee’s predicted or
expected test score based on his or her average performance on the other five tests. For
example, when considering Test 1: Letter-Word Identification, the individual’s average
performance on the remaining five tests (Tests 2 through 6) is used as the predictor to
determine his or her expected score on Test 1: Letter-Word Identification. This expected
score is then compared to the person’s obtained Test 1: Letter-Word Identification score. If
the individual’s expected score is higher than his or her actual score, a relative weakness is
identified. If the expected score is lower than the actual score, a relative strength is identified.

Figure 5-5. Intra-Ability Variation Procedures
Four types of intra-ability BIDIRECTIONAL COMPARISONS
variation models in the Intra-Cognitive Variations
WJ IV. Cognitive Abilities Oral Language Achievement
Intra-Oral Language
Variations
Cognitive Abilities Oral Language Achievement
Intra-Achievement
Variations
Academic Skills/Academic Fluency/

As an option, other tests can be included in the variation procedure. When including
any additional tests, the corresponding cluster or clusters that are created also are included
in the variation procedure. For example, if Test 7: Word Attack is administered, the Basic
Reading Skills cluster is available when combined with Test 1: Letter-Word Identification.
Therefore, both Test 7: Word Attack and the Basic Reading Skills cluster are compared to
the same expected score based on the same predictor as Test 1: Letter-Word Identification in
the variation procedure. No matter how many tests are administered, the predictor score is
always based on five tests from WJ IV ACH Tests 1 through 6. An intra-achievement variation
is present within individuals who have specific academic strengths or weaknesses, such as
superior Basic Reading Skills (Grw) relative to their expected performance based on their
average performance on the remaining five tests. If any of the optional additional tests are
included in the variation procedure, the variation is labeled Intra-Achievement (Extended).

Table 5-15. Intra-Achievement Variations
WJ IV Intra-Achievement Required From WJ IV ACH (Tests 1–6) Optional From WJ IV ACH
Variations
Test 1: Letter-Word Identification Uses same predictor as Letter-Word Identification
Test 7: Word Attack
Basic Reading Skills
Reading Fluency (also requires Test 9: Sentence Reading Fluency)
Test 2: Applied Problems Uses same predictor as Applied Problems

Math Problem Solving
Test 3: Spelling Uses same predictor as Spelling

Test 14: Editing
Basic Writing Skills
Test 4: Passage Comprehension Uses same predictor as Passage Comprehension

Reading Comprehension
Reading Rate
Test 5: Calculation Uses same predictor as Calculation

Test 6: Writing Samples Uses same predictor as Writing Samples

Written Expression
Academic Skills/Academic Fluency/Academic Applications Variations

This variation procedure allows comparison of the examinee’s performance in skills, fluency,
and applications across the academic areas of reading, written language, and mathematics.
Nine WJ IV ACH tests are required: three in reading (Test 1: Letter-Word Identification, Test
4: Passage Comprehension, Test 9: Sentence Reading Fluency), three in mathematics (Test
2: Applied Problems, Test 5: Calculation, Test 10: Math Facts Fluency), and three in written
language (Test 3: Spelling, Test 6: Writing Samples, Test 11: Sentence Writing Fluency). The
Academic Skills cluster is composed of Test 1: Letter-Word Identification, Test 3: Spelling,
and Test 5: Calculation. The Academic Fluency cluster is composed of Test 9: Sentence
Reading Fluency, Test 10: Math Facts Fluency, and Test 11: Sentence Writing Fluency. The
Academic Applications cluster is composed of Test 2: Applied Problems, Test 4: Passage
Comprehension, and Test 6: Writing Samples. Individuals with a significant variation exhibit
a specific strength or a weakness, such as limited academic skills relative to their expected
performance based on their average performance on the other two cross-academic areas.

This information is helpful in documenting the need for an accommodation or modification
of instruction. For example, if the individual has a significant weakness in fluency, this
may indicate he or she needs extended time or shortened assignments. There are additional
options for this variation procedure that include two cognitive areas (cognitive processing
speed, perceptual speed) and one additional achievement cluster (Reading Rate). These
additional options are compared to the same expected score based on the same predictor
as the Academic Fluency cluster. If any of the optional additional tests are included in the
variation procedure, the variation is labeled Academic Skills/Academic Fluency/Academic
Applications (Extended). Table 5-16 identifies the tests required for the various options in the
procedure.
Table 5-16. Academic Skills/Academic Fluency/Academic Applications Variations

WJ IV Academic Skills/
Required From WJ IV ACH
Academic Fluency/ Optional From WJ IV ACH and WJ IV COG
(Tests 1–6, 9–11)
Academic Skills
Variations
Test 3: Spelling
Test 5: Calculation
Academic Fluency Uses same predictor as Academic Fluency

Test 9: Sentence Reading Fluency Reading Rate (add ACH Test 15: Word Reading Fluency)
Test 10: Math Facts Fluency Cognitive Processing Speed (COG Test 4: Letter-Pattern Matching
Test 11: Sentence Writing Fluency & COG Test 17: Pair Cancellation)
Perceptual Speed (COG Test 4: Letter-Pattern Matching &
COG Test 11: Number-Pattern Matching)
Intra-Cognitive Variations
This variation is present within individuals who have specific cognitive strengths or
weaknesses, such as high fluid reasoning (Gf ) or poor short-term working memory (Gwm).
Equal interest exists in either a strength or a weakness in one ability relative to an individual’s
average performance in other cognitive abilities. This profile of variations can document areas
of relative strength and weakness, provide insights for program planning, and contribute to
a deeper understanding of the types of tasks that will be especially easy or difficult for an
individual compared to his or her other abilities.
Based on WJ IV COG Tests 1 through 7, this variation procedure allows comparison
of one area of cognitive ability to the examinee’s expected or predicted score based on his
or her average performance on six of the first seven cognitive tests, each measuring some
aspect of a different CHC cognitive ability (Gc, Gf, Gwm, Gs, Ga, Glr, Gv). For example,
when considering Test 1: Oral Vocabulary, the individual’s average performance on the
remaining six tests (Test 2: Number Series, Test 3: Verbal Attention, Test 4: Letter-Pattern
Matching, Test 5: Phonological Processing, Test 6: Story Recall, and Test 7: Visualization) is
used as the predictor to determine the person’s expected Test 1: Oral Vocabulary score. This
expected score is then compared to the person’s obtained Test 1: Oral Vocabulary score. An
intra-cognitive variation is present within individuals who have specific cognitive strengths

or weaknesses, such as superior comprehension-knowledge (Gc) relative to their expected
performance based on their average performance in other areas of cognitive ability.
Intra-Oral Language Variations

This variation allows comparison of one area of oral language to the examinee’s expected
or predicted performance as determined by his or her average performance in other oral
language areas. An intra-oral language variation is present within individuals who have
specific language strengths or weaknesses, such as superior listening comprehension relative
to their expected performance based on their average performance in other areas of oral
language. The intra-oral language variations can be calculated when WJ IV OL Tests 1
through 4 (Test 1: Picture Vocabulary, Test 2: Oral Comprehension, Test 3: Segmentation, and
Test 4: Rapid Picture Naming) have been administered.
Ability/Achievement Comparisons
Ability/achievement comparison models are unidirectional comparisons (as represented by
the single-headed arrows in Figure 5-6) that use certain intellectual or linguistic abilities to
predict academic performance.
The ability/achievement comparison models are procedures for comparing an individual’s
current academic performance to the performance of others of the same age or grade with
the same ability score (based upon general intellectual ability, scholastic aptitude, Gf-Gc
composite, oral language, or academic knowledge). These five models are not intended
to gauge an individual’s potential for future success. They are, however, valid methods for
evaluating the presence and significance of discrepancies between current levels of ability
and achievement. All WJ IV ability/achievement comparisons account for regression to
the mean and provide actual or real discrepancy norms (for more information, see the
Technical Manual).
Five alternatives may be used for the ability measure. The Academic Knowledge cluster
from the WJ IV ACH may be used as the predictor for clusters in reading, writing, math,
and cross-academic areas. The General Intellectual Ability, Scholastic Aptitude, or Gf-Gc
composites may be used from the WJ IV COG as predictors or measures of ability. The Broad
Oral Language (or Amplio lenguaje oral) cluster from the WJ IV OL may be used to predict
level of achievement based upon the individual’s level of oral language development. Each of
these procedures fulfills a different purpose.
The one alternative available in the WJ IV ACH is discussed in detail. A summary of the
other four alternatives—GIA, Scholastic Aptitude, and Gf-Gc Composite from the WJ IV COG
and the Broad Oral Language cluster from the WJ IV OL—are presented. The WJ IV COG
Examiner’s Manual and the WJ IV OL Examiner’s Manual provide further information about
these comparison procedures.
Academic Knowledge/Achievement Comparisons

The only ability/achievement comparison procedure available within the WJ IV ACH is
the academic knowledge comparison procedure. Because Academic Knowledge is a strong
measure of acquired knowledge, or Gc, and does not require reading, writing, or math,
it serves as a good predictor of academic ability. This procedure allows the examiner to
determine if current achievement levels are commensurate with the individual’s store of
acquired knowledge.

Figure 5-6. Ability/Achievement Comparison Models
Five types of ability/ UNIDIRECTIONAL COMPARISONS
achievement comparison Intellectual Ability/Achievement Comparisons
models in the WJ IV. Cognitive Abilities Oral Language Achievement
General Intellectual Ability
Scholastic Aptitudes
Gf-Gc Comparisons

Gf-Gc
Oral Language Ability/Achievement Comparisons
Academic Knowledge/Achievement Comparisons

Academic Knowledge
The Academic Knowledge cluster is comprised of Test 18: Science, Test 19: Social Studies,
and Test 20: Humanities. The standard score for this cluster is used as the predictor of
expected achievement. The individual’s expected achievement is then compared to his or her
actual achievement. Examinees with expected scores significantly higher than their actual
achievement scores exhibit a relative strength in academic knowledge with weaknesses in
one or more areas of achievement. If expected scores are significantly lower than actual
achievement, the individual exhibits a relative weakness in academic knowledge with
strengths in one or more areas of achievement. Additionally, three clusters from the WJ IV OL
can be included in this comparison procedure. Table 5-17 lists the various clusters that can
be included in this ability/achievement comparison procedure.

Table 5-17. Achievement Clusters Oral Language Clusters
WJ IV Academic Predictor That May Be Compared That May Be Compared
Knowledge/Achievement Academic Knowledge Brief Achievement (Tests 1–3) Phonetic Coding (Tests 3, 7)
Comparisons (Tests 18, 19, 20) Broad Achievement (Tests 1–6, 9–11) Speed of Lexical Access (Tests 4, 8)
Reading (Tests 1, 4)
Broad Reading (Tests 1, 4, 9)
Basic Reading Skills (Tests 1, 7)
Reading Comprehension (Tests 4, 12)
(Tests 4, 12, 17)
Reading Fluency (Tests 8, 9)
Reading Rate (Tests 9, 15)
Mathematics (Tests 2, 5)
Broad Mathematics (Tests 2, 5, 10)
Math Calculation Skills (Tests 5, 10)
Math Problem Solving (Tests 2, 13)
Written Language (Tests 3, 6)

Broad Written Language (Tests 3, 6, 11)
Basic Writing Skills (Tests 3, 14)
Written Expression (Tests 6, 11)
Academic Skills (Tests 1, 3, 5)

Academic Fluency (Tests 9, 10, 11)
Academic Applications (Tests 2, 4, 6)
Three Cognitive Ability/Achievement Comparisons

In each academic area, the scholastic aptitude/achievement comparison procedure can be
used to determine if an examinee is achieving commensurate with his or her current levels of
associated cognitive abilities. The four cognitive tests that compose each aptitude provide the
most relevant theoretical and research-based predictors of present achievement levels. Unlike
a discrepancy procedure, the comparison procedure is looking for consistency between
scores. In other words, a person with low reading aptitude would be expected to have low
reading skills, whereas a person with high reading aptitude would be expected to have more
advanced skills.
The general intellectual ability/achievement discrepancy procedure can be used to
determine the presence and severity of a discrepancy between general intellectual ability (g)
and any particular area of achievement or oral language. This ability/achievement discrepancy
procedure may be used as part of the selection criteria for learning disability (LD) programs.
When the Gf-Gc composite is the predictor, it can be used to determine the presence of
strengths and weaknesses in any area of achievement, as well as oral language and other
cognitive abilities. The Gf-Gc composite is a high g index reflecting the individual’s fluid
and crystallized intellectual abilities. This type of comparison is particularly helpful in
cases where a processing deficit (e.g., slow processing speed) attenuates the GIA estimate
of potential. More information about these procedures can be found in the WJ IV COG
Examiner’s Manual.

Oral Language/Achievement Comparisons
Some professionals, especially those in the area of reading, prefer to use the oral language
score as an ability measure. In many cases, a significant discrepancy between oral language
ability and expected or predicted academic performance may be used to help substantiate the
existence of a specific reading, math, or writing disability. Oral language ability/achievement
comparisons use standard scores from the Broad Oral Language cluster to predict
achievement on any of the broad, basic skills, or applied cluster scores. If the individual
is tested in Spanish, the score from the Amplio lenguaje oral cluster may be used in this
comparison. Examinees with a significant negative discrepancy between oral language ability
and achievement exhibit relative strengths in oral language with weaknesses in one or more
areas of achievement. Consult the WJ IV OL Examiner’s Manual for more information about
this procedure.
Discrepancy Scores
The online scoring program includes two scores for use in interpreting the presence and
severity of any variation, comparison, or discrepancy. These are called the discrepancy
percentile rank (discrepancy PR) and the discrepancy standard deviation (discrepancy SD).
These scores are based on actual difference scores computed for each individual in the
norming sample. (See the Technical Manual for more information.)
The discrepancy percentile rank indicates the percentage of the examinee’s peer group
(same age or grade and same predicted score) with a difference score that is the same as or
larger than the examinee’s difference score. For example, a discrepancy percentile rank of 1
on Basic Reading Skills indicates that only 1% of the examinee’s peer group had the same or
larger negative difference score on this cluster. On the other hand, a discrepancy percentile
rank of 97 on Math Problem Solving indicates that only 3% of the examinee’s peer group had
the same or larger positive difference score on this cluster. The WJ IV discrepancy PR values
provide the identical information typically referred to as the “base rate” in the population.
The discrepancy SD score is a standardized z score that reports (in standard deviation
units) the difference between an individual’s difference score and the average difference
score for individuals at the same age or grade level in the norming sample who had the
same predictor score. A negative value indicates the examinee’s actual ability is lower than
predicted. A positive value indicates the examinee’s actual ability is higher than predicted.
This statement of significance can be used, instead of the percentile rank, in programs with
selection criteria based on such criteria as “a difference equal to or greater than one and one-
half times the standard deviation.”
Implications Derived From Test Results

Use care when interpreting test scores and remember that norms are not standards of
performance. Norms simply report how scores are distributed in a representative sample of
the population. By statistical definition, one half of the individuals at any grade or age level
must be at or below that grade or age score and one half of the individuals must be at or
above that grade or age score.
Careful consideration of the information recorded for individual tests on the Test Record,
and observations of unusual responses and test behavior will result in varying implications
for different examinees. One implication is that further testing should be completed using
the WJ IV COG, WJ IV OL, or other tests. Another implication relates to planning programs

or treatments. Professionals with appropriate background information about the individual
and knowledge of instructional or vocational alternatives will be able to use the obtained
information to assist in both decision making and program planning. Test patterns will
provide information about an individual’s strengths and weaknesses and, in some cases,
will provide insights relevant to necessary accommodations or appropriate instructional
recommendations.
Finally, testing is only one part of the total assessment process. Evaluators will want to
compare and integrate test results with information from many sources, including reports
from parents, teachers, employers, or medical personnel; first-hand observations of the
individual performing at home, in the classroom, in a rehabilitation clinic, or on the job; and
informal assessments and work samples. Table 5-18 includes two applicable standards from
the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014).

Responsible Test
Interpretation Standards 3.18 In testing individuals for diagnostic and/or special program placement purposes, test users
From the Standards should not use test scores as the sole indicators to characterize an individual’s functioning,
for Educational and competence, attitudes, and/or predispositions. Instead, multiple sources of information should
Psychological Testing be used, alternative explanations for test performance should be considered, and the professional
judgment of someone familiar with the test should be brought to bear on the decision. (p. 71)
9.13 In educational, clinical, and counseling settings, a test taker’s score should not be interpreted in
isolation; other relevant information that may lead to alternative explanations for the examinee’s
test performance should be considered. (p. 145)

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Appendix A
Norming Site States and Cities
The authors wish to thank the more than 8,000 individuals who participated in the
Woodcock-Johnson IV (Schrank, McGrew, & Mather, 2014a) national standardization and
related studies as well as the professionals and schools who assisted in obtaining the data.
The following is a list of states and cities where data were collected.
Alabama Alaska Sahuarita
Alabaster Anchor Point San Simon
Bessemer Homer Scottsdale
Birmingham Nikolaevsk Sierra Vista
Center Point Surprise
Clay Arizona Tempe
Crestline Avondale Tolleson
Cullman Benson Tucson
Fairfield Bisbee Vail
Florence Bouse Willcox
Forestdale Bowie
Arkansas
Gardendale Buckeye
Chandler Arkadelphia
Hamilton
Douglas Blytheville
Helena
El Mirage Lowell
Homewood
Gilbert Pine Bluff
Hoover
Glendale Redfield
Huntsville
Goodyear Springdale
Moody
Mountain Brook Hereford
California
Pelham Laveen
Acton
Riverchase Mesa
Alameda
Roebuck Plaza Oro Valley
Alhambra
Scottsboro Parker
Aliso Viejo
Selma Peoria
Alpine
Tarrant Phoenix
Alta Loma
Trussville Pima
Altadena
Vestavia Hills Pirtleville
Anaheim
Portal
Anderson
Appendix A 113
Baldwin Park Igo Pacoima
Beverly Hills Imperial Beach Palo Alto
Biggs Indio Palo Cedro
Bonita Inglewood Paradise
Brea Irvine Pasadena
Buena Park Isleton Perris
Burbank Jamul Pico Rivera
Camarillo La Canada Playa Del Ray
Canyon Lake La Habra Pomona
Carlsbad La Mesa Rancho Cucamonga
Ceres La Mirada Red Bluff
Cerritos La Verne Redding
Chico Lake Elsinore Reseda
Chula Vista Lakeside Riverside
Claremont Lathrop Rosemead
Colton Lemon Grove San Diego
Compton Linden San Dimas
Corning Long Beach San Francisco
Cotati Los Angeles San Gabriel
Cottonwood Los Molinos San Jacinto
Covina Magalia San Jose
Davis Malibu San Marcos
Del Mar Manteca San Mateo
Durham Marysville San Rafael
El Cajon Menifee San Ramon
Encino Millville Santa Clarita
Escondido Modesto Santa Cruz
Fontana Monrovia Santa Maria
Forest Ranch Montebello Santa Monica
Foster City Moreno Valley Santa Rosa
Fountain Valley Mount Shasta Santee
Garden Grove Murrieta Scotts Valley
Gardena National City Shasta
Goleta North Hollywood Shasta Lake
Gridley Northridge Sherman Oaks
Hacienda Heights Oak Run South San Francisco
Half Moon Bay Oak View Spring Valley
Hawthorne Oakdale Stockton
Hayward Oceanside Studio City
Holiday Orland Sun City
Huntington Beach Oroville Sylmar
114 Appendix A
Tarzana Connecticut Clearwater Beach
Temecula Chester Clermont
Temple City Clinton Coconut Creek
Thousand Oaks Durham Cooper City
Tiburon East Haven Coral Gables
Turlock Essex Coral Springs
Tustin Groton Crystal River
Upland Ivoryton Davie
Valencia Litchfield Deerfield Beach
Van Nuys Middlefield Dunedin
Venice New Britain Fruitland Park
Ventura New Haven Fort Lauderdale
Vista New London Fort Myers
West Hollywood Oakdale Glen Saint Mary
Willows Oakville Green Cove Springs
Winchester Southington Greenacres
Windsor Stratford Hallandale
Woodland Torrington Hallandale Beach
Woodland Hills Waterford Hernando
Yorba Linda Watertown Hialeah
Yreka West Granby Holiday
West Haven Hollywood

Colorado Hudson
Westport
Aurora Jacksonville
Windsor
Boulder Jensen Beach
Winsted
Castle Pines Kenneth City
Woodbury
Castle Rock Lady Lake
Centennial Delaware Lakewood Ranch
Colorado Springs Bear Land O Lakes
Denver Largo
Englewood District of Columbia Lauderdale Lakes
Evans Washington Lauderhill
Greeley Leesburg
Greenwood Village Florida Lutz
Highlands Ranch Apopka Margate
Larkspur Boca Raton Miami
Littleton Boynton Beach Middleburg
Loveland Bradenton Miramar
Parker Brandon Myakka City
Thornton Brooksville New Port Richey
Westminster Clearwater Newport
Appendix A 115
Nokomis Trinity Helena
North Lauderdale Valrico Kennesaw
North Miami Beach Wellington LaGrange
Oakland Park Wesley Chapel Lawrenceville
Ocala West Palm Beach Lilburn
Ocklawaha Weston Lincolnton
Ocoee Lithonia
Odessa Georgia Loganville
Oldsmar Alpharetta Lula
Orange Park Athens Marietta
Palm Beach Atlanta McDonough
Palm Beach Gardens Blakely Meansville
Palm City Bogart Milton
Palm Coast Bonaire Monroe
Palm Harbor Brooks Morganton
Palmetto Buford Morris
Parkland Calhoun Norcross
Pembroke Pines Canon Oxford
Plant City Carlton Ringgold
Plantation Chamblee Riverdale
Pompano Beach College Park Rock Springs
Ponte Vedra Beach Columbus Rossville
Port Orange Comer Rydal
Port Richey Conyers Sandy Springs
Port Saint Lucie Cordele Smyrna
Redington Shores Cumming Snellville
Riverview Cuthbert Social Circle
Safety Harbor Dacula Stockbridge
Saint Augustine Decatur Stone Mountain
Saint Petersburg Doraville Summerville
Sarasota Douglasville Suwanee
Seffner Duluth Sylvester
Southwest Ranches Dunwoody Smyrna
Stuart Ellenwood Trenton
Sunrise Fayetteville Tucker
Tallahassee Flintstone Union City
Tamarac Flowery Branch Warner Robins
Tampa Fort Gaines Watkinsville
Tarpon Springs Fort Oglethorpe Winder
Temple Terrace Gainesville Woodstock
The Villages Grayson
116 Appendix A
Hawaii Buffalo Grove Matteson
Hauula Cary McHenry
Honokaa Chicago Midlothian
Honolulu Chicago Heights Mokena
Kaaawa Chicago Ridge Mundelein
Kailua Country Club Hills Naperville
Kaneohe Crest Hill New Lenox
Kapolei Crestwood Oak Forest
Laupahoehoe Crystal Lake Oak Lawn
Pearl City DeKalb Orland Hills
Wahiawa Des Plaines Orland Park
Waimanalo Dixon Palatine

Dolton Palos Heights
Idaho Downers Grove Palos Hills
Ammon East Hazel Crest Park Ridge
Boise East Saint Louis Plainfield
Bonners Ferry Elk Grove Village Prospect Heights
Caldwell Evanston Richton Park
Eagle Evergreen Park River Grove
Idaho Falls Fairview Heights Riverdale
Kuna Frankfort Robbins
Meridian Geneva Rockton
Nampa Glendale Heights Rolling Meadows
Rexburg Glenview Sauk Village
Rigby Hampshire Schaumburg
Saint Anthony Hanover Park Shirland
Star Harwood Heights Skokie
Teton Hazel Crest South Beloit
Twin Falls Highwood South Holland
Hinsdale Stickney
Illinois Hoffman Estates Streamwood
Addison Hometown Tinley Park
Alsip Joliet Vernon Hills
Arlington Heights LaGrange Park Waukegan
Aurora Lansing Westmont
Bartlett Libertyville Wheeling
Batavia Lisle Woodridge
Bensenville Lockport Woodstock
Berwyn Lynwood Worth
Blue Island Lyons
Bolingbrook Mahomet
Appendix A 117
Indiana Maine Pasadena
East Chicago Bucksport Perry Hall
Fishers Cape Elizabeth Pomfret
Hammond Kennebunk Rockville
Monticello Limington Salisbury
Westfield Naples Severn
Whiting Orland Silver Springs
Orrs Island Stevensville

Iowa Portland Sykesville
Fort Dodge Rockland West Friendship
South Portland Woodbine

Kansas Spruce Head Woodstock
Bonner Springs Tenants Harbor
Massachusetts
Chanute Thomaston
De Soto Ashland
Westbrook
Edwardsville Auburn
Frontenac Maryland Barnstable
Gardner Baltimore Bellingham
Girard Bel Air Belmont
Gypsum Bethesda Boston
Kansas City Brandywine Brewster
Lawrence Catonsville Brighton
Leavenworth Clinton Carver
Leawood Columbia Centerville
Lenexa Cumberland Chatham
Linn Valley Darlington Chelmsford
Merriam Dayton Cotuit
Olathe Edgewood Cummaquid
Overland Park Elkridge Dennis
Pittsburg Elkton Dennis Port
Prairie Village Ellicott Dorchester
Salina Ellicott City East Boston
Scammon Essex East Dennis
Shawnee Forest Hill East Harwich
Weir Fork East Sandwich
Gaithersburg Falmouth
Kentucky Glenwood Framingham
London Hampstead Hanover
Havre de Grace Harwich
La Plata Holliston
Laurel Hull
118 Appendix A
Hyannis West Harwich Hamtramck
Kingston West Yarmouth Harrison
Lancaster Weymouth Harrison Township
Lawrence Winchester Hastings
Leominster Worcester Hazel Park
Lexington Yarmouth Port Inkster
Malden Kalkaska
Manchester Michigan Kentwood
Manomet Ann Arbor Kewadin
Marion Auburn Hills Kingsford
Marlborough Battle Creek Kingsley
Marstons Mills Berkley Lake Orion
Medway Birmingham Lambertville
Mendon Bloomfield Hills Lathrup Village
Methuen Brighton Lawrence
Nantucket Brown City Lincoln Park
Natick Canton Livonia
Needham Cedar Luna Pier
Newton Center Line Macomb
North Andover Central Lake Madison Heights
North Chatham Chesterfield Mancelona
North Falmouth Clawson Manton
Northbridge Clinton Township Marysville
Orleans Coldwater Melvindale
Osterville Colon Mesick
Plymouth Commerce Milford
Quincy Dearborn New Baltimore
Roxbury Dearborn Heights Northville
Rutland Delton Norway
Sandwich Detroit Oak Park
Shrewsbury Eastpointe Oakland
Somerville Ecorse Ottawa Lake
South Attleboro Elk Rapids Petoskey
South Chatham Farmington Plainwell
South Dennis Farmington Hills Plymouth
Sterling Fenton Pontiac
Wakefield Ferndale Redford
Wareham Fife Lake River Rouge
Wayland Freeport Rochester
Wellfleet Garden City Rochester Hills
West Barnstable Grand Rapids Romulus
Appendix A 119
Roseville Duluth Woodbury
Royal Oak Forest Lake Wyoming
Saint Clair Shores Fridley
Sault Sainte Marie Golden Valley Mississippi
Shelby Ham Lake Bay Springs
South Boardman Hopkins Brandon
Southfield Hugo Decatur
Spring Lake Hutchinson Forest
Springfield Lexington Hickory
Sterling Heights Lindstrom Lawrence
Taylor Lino Lakes Little Rock
Temperance Mahtomedi Meridian
Traverse City Maple Grove Newton
Troy Maple Lake Pearl
Twin Lake Mapleton Richland
Walled Lake Minneapolis Union
Warren Minnetonka
Waterford Mounds View
Missouri
Wayland New Brighton Arnold
Wayne New London Ballwin
West Bloomfield North Mankato Barnhart
Westland Norwood Young America Battlefield
White Lake Oakdale Belton
Williamsburg Owatonna Bonne Terre
Wixom Plymouth Buffalo
Ypsilanti Rochester Chesterfield
Rockford Clarksville
Minnesota Roseville Fair Grove
Andover Saint Clair Ferguson
Big Lake Saint Cloud Florissant
Blaine Saint Francis Foley
Brooklyn Center Saint Paul Garden City
Buffalo Shakopee Hazelwood
Cambridge Shoreview High Ridge
Centerville Spring Lake Park Hollister
Champlin Stacy Imperial
Chaska Stillwater Independence
Chisago City Vadnais Heights Joplin
Circle Pines Wayzata Kansas City
Coon Rapids Wells Labadie
Delano White Bear Lake Lake Saint Louis
120 Appendix A
Lebanon Montana Portsmouth
Lee’s Summit Billings Rye
Lowry City Livingston Swanzey
Manchester Missoula
Maplewood New Jersey
Marshfield Nebraska Allendale
Nixa Firth Bloomfield
O’Fallon Lincoln Carlstadt
Olivette Omaha Cliffside Park
Oronogo Roca Closter
Osceola Seward Dumont
Ozark Valparaiso East Orange
Pacific East Rutherford
Park Hills Nevada Elmwood Park
Peculiar Reno Englewood
Pleasant Hope Fair Lawn
Raytown New Hampshire Fairview
Republic Allenstown Fort Lee
Richmond Ashland Franklin
Riverview Atkinson Garfield
Rogersville Bedford Hackensack
Saint Ann Chichester Haledon
Saint Charles Claremont Hamilton
Saint Clair Concord Jersey City
Saint John Derry Landing
Saint Louis Dover Lincroft
Saint Peters Epsom Linden
Springfield Goffstown Lodi
Strafford Hampstead Mahwah
Troy Henniker Midland Park
Villa Ridge Hooksett Newark
Walnut Shade Hudson North Arlington
Warsaw Laconia North Bergen
Webster Groves Londonderry Northvale
Wentzville Manchester Oradell
Willard Merrimack Palisades Park
Wright City Milford Paramus
Nashua Paterson
New Boston Pequannock
Pembroke Ridgefield Park
Plaistow Ridgewood
Appendix A 121
River Vale Boiceville Irvington
Riverdale Brewster Jamaica
Rochelle Park Brownville Jewett
Rutherford Canandaigua Kenmore
Saddle Brook Castleton Lake Peekskill
Secaucus Castleton on Hudson Lakeville
Sewell Churchville Lancaster
South Orange Clifton Park Lexington
Springfield Clifton Springs Lima
Succasunna Clyde Liverpool
Teaneck Cohoes Lowville
Titusville Cortland Lyons
Union Beach Croghan Macedon
Wallington Croton on Hudson Malverne
Wanaque Dansville Manchester
Wayne Dexter Maplecrest
Wenonah Dix Hills Marathon
West New York East Jewett Marion
Westville East Northport Maspeth
Westwood East Rochester Massapequa
Woodland Park Eastchester Merrick
Wyckoff Elmsford Middlesex
Fairport Miller Place
New Mexico Farmington Mineola
Espanola Freedom Monroe
Las Cruces Gansevoort Mount Vernon
Los Alamos Garden City Naples
Santa Fe Garden City South New Hyde Park
Geneseo New Rochelle
New York Geneva New York
Acra Glen Park Newark
Albany Glenmont Niagara Falls
Ardsley Glenville Niskayuna
Arkville Harrison North Rose
Ashland Hemlock North Syracuse
Astoria Hempstead Nunda
Auburn Hensonville Ontario
Ballston Lake Homer Orchard Park
Beaver Falls Honeoye Falls Ossining
Bethpage Huntington Station Palmyra
Bloomfield Hurley Pelham
122 Appendix A
Penfield Westbury Southern Shores
Phelps White Plains Stanley
Pittsford Whitestone Statesville
Plainfield Williamson Sylva
Port Gibson Windham Vale
Prattsville Wolcott Wake Forest
Rensselaer Woodhaven Waxhaw
Rexford Woodstock Wilmington
Ridgewood Yonkers Youngsville
Rochester Yorktown Heights
Rockville Centre Ohio
Romulus North Carolina Akron
Rotterdam Apex Baltimore
Rye Brook Asheville Bay Village
Saugerties Brevard Bedford
Savannah Cary Brookfield
Scarsdale Catawba Canal Winchester
Schenectady Chapel Hill Canfield
Scotia Charlotte Chagrin Falls
Seneca Falls Cornelius Cleveland
Shandaken Cullowhee Columbus
Shortsville Davidson Elyria
Sleepy Hollow Denver Fredericksburg
Smithtown Durham Fremont
Sodus Franklin Guysville
Somers Garner Highland Heights
Sparkill Gastonia Hudson
Spencerport Grover Ironton
Stillwater Hendersonville Jefferson
Tappan Huntersville Kent
Truxton Indian Trail Kitts Hill
Uniondale Kitty Hawk Lakewood
Verplanck Louisburg Lithopolis
Victor Matthews Logan
Walworth Mint Hill Mentor
Waterloo Mount Holly Miamisburg
Watertown Otto Painesville
Watkins Glen Raleigh Pedro
Webster Roanoke Rapids Solon
West Hempstead Salisbury Strongsville
West Henrietta Shelby Tiffin
Appendix A 123
Toledo Brockway Souderton
Twinsburg Brookville Trumbauersville
Westerville Claysburg Upper Darby
Wickliffe Conshohocken Wallingford
Wooster Dallas Warminster
Everson Warrington
Oklahoma Fort Washington West Chester
Drumright Forty Fort West Pittston
Sallisaw Freeport Wexford
Stillwater Furlong Wilkes-Barre
Gettysburg Williamsport
Oregon Homer City Williamstown
Aloha Hummelstown Wynnewood
Astoria Indiana Yardley
Beaverton Irwin
Bend Johnstown Rhode Island
Cannon Beach Kingston Pawtucket
Clackamas Langhorne Providence
Cornelius Lititz
Eugene Malvern
South Carolina
Grants Pass Media Aiken
Gresham Milton Anderson
Happy Valley Montgomery Boiling Springs
Lake Oswego Montoursville Camden
Manzanita Mount Pleasant Cassatt
Nehalem Nesquehoning Charleston
Oregon City Newton Clover
Portland North Wales Columbia
Sandy Oakmont Easley
Seaside Oreland Elgin
Tillamook Palmerton Florence
Tolovana Park Perkasie Fort Mill
Troutdale Philadelphia Fountain Inn
Warrenton Pittsburgh Goose Creek
Pittston Greenville
Pennsylvania Greer
Pottstown
Allison Park Quakertown Hanahan
Bechtelsville Richeyville Hartsville
Bensalem Scranton Kershaw
Blairsville Shavertown Landrum
Bradford Shelocta Leesville
124 Appendix A
Lexington McDonald Crosby
Lugoff Murfreesboro Dallas
Mauldin New Tazewell Dayton
McBee Oliver Springs Denton
McCormick Oneida DeSoto
Moore Ooltewah Elgin
Mount Pleasant Pigeon Forge Euless
Myrtle Beach Pioneer Farmers Branch
Rock Hill Powell Farmersville
Saluda Sevierville Fort Worth
Simpsonville Seymour Fredericksburg
Summerville Signal Mountain Frisco
Wellford Soddy Daisy Garland
West Columbia Sunbright Georgetown
Tellico Plains Gonzales
Tennessee Ten Mile Grand Prairie
Alcoa Walland Helotes
Apison Woodbury Hereford
Blaine Highlands
Caryville Texas Holliday
Chattanooga Addison Houston
Cleveland Allen Huffman
Corryton Austin Humble
Dandridge Balch Springs Iowa Park
Dayton Baytown Irving
Dunlap Bellaire Katy
East Ridge Belton Keller
Georgetown Blue Ridge Killeen
Graysville Boerne Kingwood
Harrison Bryan Lake Dallas
Helenwood Bulverde Lancaster
Hixson Burkburnett La Porte
Huntland Burke Leander
Huntsville Burleson Lewisville
Jacksboro Carrollton Liberty Hill
Knoxville Cedar Hill Live Oak
Kodak Cedar Park Llano
La Follette Channelview Longview
Louisville Cleveland Louisville
Luttrell Coppell Lucas
Maryville Corinth McKinney
Appendix A 125
Mesquite Utah Daleville
Missouri City Clarkston Falls Church
Murphy Clearfield Ferrum
New Braunfels Ephraim Forest
New Ulm Layton Fredericksburg
Odessa Lehi Glade Hill
Olney Logan Hampton
Pasadena Midvale Hardy
Pearland Murray Lynchburg
Pflugerville Orem New Castle
Pinehurst Pleasant Grove Newport
Plano Provo Newport News
Porter Salt Lake City North Tazewell
Princeton Sandy Oak Hill
Richardson Santaquin Reston
Rosharon Saratoga Springs Roanoke
Round Rock Spanish Fork Rocky Mount
Rowlett Springville Salem
Sachse Taylorsville Springfield
San Antonio West Jordan Sterling
San Saba West Valley City Troutville
Schertz Warrenton
Seguin Vermont Winchester
Selma Essex Junction Woodbridge
Spring Highgate
Spring Branch Washington
Lyndonville
Stafford Passumpsic Auburn
Stephenville Rochester Bellevue
Sterling City South Burlington Bellingham
Sugar Land Swanton Blaine
Sunnyvale White River Junction Brush Prairie
Taylor Burien
Weatherford Virginia Camano Island
Wichita Falls Alexandria Centralia
Wolfe City Barboursville Clinton
Wylie Boones Mill Coupeville
Bristow Des Moines
Callaway Dupont
Charlottesville Duvall
Christiansburg Eatonville
Cumberland Edmonds
126 Appendix A
Everett West Virginia Hartford
Federal Way Anmoore Lake Geneva
Ferndale Bridgeport Lakewood
Freeland Buckhannon Manawa
Gig Harbor Charleston Marathon
Kenmore Clarksburg Milwaukee
Kennewick Fairmont Muskego
Kent Fort Ashby New Berlin
Lacey Franklin Oak Creek
Lake Tapps Grafton Oconomowoc
Lakewood Harpers Ferry Racine
Langley Hedgesville Saint Francis
Liberty Lake Huntington Salem
Lynnwood Keyser South Milwaukee
Milton Lost Creek Superior
Moses Lake Mineral Wells Townsend
Mountlake Terrace Monongah Union Grove
Newcastle Morgantown Wabeno
Oak Harbor Nutter Fort Waterford
Okanogan Ona Wauwatosa
Olympia Parkersburg West Allis
Packwood Ridgeley Winneconne
Port Angeles Shinnston
Port Hadlock Springfield
Port Townsend West Milford
Puyallup
Redmond Wisconsin
Renton Bonduel
Seattle Burlington
Sequim Cecil
Shelton Cedarburg
Shoreline Cudahy
Snoqualmie Delavan
Spokane Eagle River
Steilacoom Elkhorn
Tacoma Fontana
Tukwila Franklin
University Place Germantown
Glendale
Greenfield
Hales Corners
Appendix A 127
Appendix B
Test 6: Writing Samples Scoring Guide
Use this Scoring Guide to Score Test 6: Writing Samples. This guide provides sample
responses to each item arranged by the number of points that should be scored (1 or 0 points
for Items 1 through 6 and 2, 1, or 0 points for Items 7 through 28). Although examples are
not provided, items also may be scored .5 points or 1.5 points if the quality of the response
falls between the examples given for the other scores. A description of the criteria to be used
in scoring the examinee’s responses is also included. Turn to the correct guide for Form A,
Form B, or Form C.
General Scoring Guidelines

■■ Do not penalize the examinee for punctuation, capitalization, spelling, or usage errors
unless otherwise indicated in the item scoring criteria.
■■ Do not penalize the examinee for poor handwriting unless the response is illegible.
Items 1–6
■■ A 1-point response is a standard response (meets task requirements).
■■ A 0-point response is an inadequate response (does not meet task requirements).

Items 7–28
■■ A 2-point response is a superior response (meets or exceeds all task requirements and
includes additional words or embellishments).

Form A Scoring Guide

Note: Items 1 through 6 are scored 1 or 0 points.
1. My name is _________. (name)
EXAMPLE RESPONSES SCORING CRITERIA

1 point ■■ initial letter of the first or last name with at least one
other correct letter
■■ letter reversals acceptable
■■ upper- or lowercase letters
0 points ■■ a single letter

■■ illegible scribbles
Appendix B 129
2. This is a _________. (car)

1 point
car ■■ must begin with c or k and have the letter r
kar ■■ letter reversals acceptable
ker
cr, kr
cra, kra ■■ has all three letters but out of sequence; must begin
with c or k
0 points
krk ■■ includes a letter representing an incorrect sound
crg
ar ■■ missing the letters c, k, or r

ca
c ■■ one or no correct letters

a
r
3. This is a _________. (tree)

1 point
tree ■■ must begin with t and have three of the four letters
tre
tee
ter ■■ letter transpositions acceptable
three ■■ ignore added letters

trer
0 points
t ■■ two or fewer correct letters
tr
130 Appendix B
4. This girl is very sad. This girl is very _________. (happy)

1 point
happy ■■ must represent all sounds in happy (/h/, /a/, /p/, /e/) or in
glad glad (/g/, /l/, /a/, /d/) in the correct sound sequence
hape
happe
hapy
0 points
hpy ■■ missing one or more sounds
hpe
hpee
gad
gla
hpae ■■ letters are not in correct sound sequence

gald
5. This is a white hat. This is a _________. (black hat)

1 point
black hat ■■ includes two words, one indicating the color (any dark
blue hat color) of the hat and the other indicating that the object
black cap is a hat or cap
dark hat
blu cap
blak hat ■■ the spelling of both words must be recognizable
dlu hat ■■ letter reversals acceptable
0 points
hat ■■ one word
black
white hat ■■ writes about the first picture
bg ht ■■ only one or two letters in each of the two words
Appendix B 131
6. Write a good sentence that tells what is happening in the picture. (boy skating)

1 point
He is skating. ■■ a complete sentence that describes what the boy is doing
The boy is skating. ■■ correct spelling, capitalization, and punctuation
he is roler scating not required
0 points
The boy is funny. ■■ does not describe the action
is skating ■■ an incomplete sentence

skating
boy
Note: Items 7 through 28 are scored 2, 1, or 0 points. Credit on most items requires a complete sentence. Do not penalize
the examinee for punctuation, capitalization, spelling, or usage errors unless otherwise indicated in the item scoring
criteria.
7. Write a good sentence that tells what is happening in the picture. (bird feeding babies)

2 points
The mother (father) bird is feeding her (his) baby birds. ■■ mentions the bird, the babies, and describes the action
A mother bird is giving her babies a worm. (feeding) with some detail
A mother bird is feeding her young.
A bird is feeding her babies a worm.
The mother bird is feeding her babies.
1 point
A bird is feeding its babies. ■■ provides a simple description with no additional detail
The bird has a worm.
The mom is feeding the babies.
She is feeding her babies.
A mother bird feeding her babies. ■■ omits the verb is
0 points
This is a bird. ■■ limited content
The bird is feeding.
It is eating.
132 Appendix B
8. Write a good sentence that tells what the girl is doing. (girl swinging)

2 points
The (This, That) girl is swinging (playing). ■■ tells that the girl is swinging, playing, etc.
The girl is swinging on a swing.
The girl is on a swing.
The girl is playing on her swing set. ■■ describes the picture in some detail
The girl is swinging on the swing in the park.
She is swinging at the playground.
1 point
She is swinging (playing). ■■ uses a pronoun in place of the word girl
The (This, That) girl is swing. ■■ refers to the girl but incorrectly uses the verb phrase is
swinging
Girl is swinging. ■■ omits the initial article, such as The or A
The girl is going high. ■■ does not mention swinging
0 points
The girl is nice. ■■ does not describe the action
is swinging ■■ limited content

girl
swinging
swing
9. A woman cannot find her car keys. Write one good sentence that tells about this and uses the words by the car.

2 points
A woman is looking for her keys by the car. ■■ uses the phrase by the car and mentions the woman
The woman’s keys are by the car but she can’t find them. and the keys
The woman found (lost) her keys by the car.
When the woman lost her keys, she dropped them by the
car.
She left her keys by the car and walked off without them.
She lost (found) her keys by the car.
1 point
The woman could look by the car. ■■ does not mention the keys
She is looking by the car.
Maybe I should look by the car.
Appendix B 133
She lost (finds, left) them by the car. ■■ uses pronouns in place of the words woman and keys
The (My) keys are by the car. ■■ does not mention the woman
The woman cannot find her car keys. They are by the car. ■■ uses two sentences
Note: Punctuation is not required between the two
sentences.
0 points
Her keys are in her pocket. ■■ does not use the phrase by the car
by the car ■■ limited content
10. Write one good sentence that tells what is happening in this picture and what could happen next. (cat and fishbowl)

2 points
The cat is trying to catch the fish and next he may eat it. ■■ describes both the action (cat is trying to get the fish)
The cat is reaching in the fishbowl to grab the fish and eat and a possible outcome
it.
The cat is watching the fish and he may catch it for his
dinner.
The cat is trying to catch the fish and then he might eat it.
1 point
He is trying to catch and eat the fish. ■■ simply describes both the action and a possible outcome
The cat is trying to get the fish and eat it.
The cat will (might, could, is going to, is trying to) eat (get) ■■ describes only the action or a possible outcome
the fish.
The cat is reaching in the fishbowl for a fish.
A cat is trying to eat the fish. He will get the fish with his ■■ uses two sentences to describe the action and a
paw. possible outcome
sentences.
0 Points
Cats like fish. ■■ limited content
The cat ate the fish.
134 Appendix B
11. Write a good sentence that tells what a flashlight does.

2 points
A flashlight illuminates the area around you, making it ■■ refers to a flashlight and tells one characteristic of
possible to see in the dark. a flashlight (see in the dark, lights the way, hold in
When camping, a flashlight is good to have so you can see your hand)
where you are going at night.
A flashlight helps you see in dark places.
A flashlight helps people in the dark.
A flashlight lights up when you turn it on.
A flashlight is a light that you can hold in your hand.
1 point
It shines so you can see. ■■ uses a pronoun in place of the word flashlight
It lights up for you.
It shines bright at night.
A flashlight shines (lights up, makes light, gives light). ■■ refers to a flashlight but has limited content
A flashlight helps you see.
0 points
A flashlight is good to have. ■■ does not describe what a flashlight does
This flashlight is on.
This is a flashlight. It is glowing.
It shines. ■■ limited content

It flashes.
It is bright.
Makes light.
Helps you see.
Lights up the house.
12. Write a good sentence that tells what is happening in the picture. (dog burying bone)

2 points
The dog is digging a hole to bury his bone. ■■ includes a description of the dog’s action (digging,
The dog is burying his bone in the ground. burying), mentions the hole or ground and the bone
The dog is digging a hole in the ground so he can bury his
bone.
He is digging a hole to bury his bone for a future occasion.
The dog is digging up bones for his dinner. ■■ includes a description of the dog’s action in some detail
Appendix B 135
1 point
The dog is going to bury his bone. ■■ describes the dog’s action and mentions the hole, the
The dog is digging a hole. ground, or the bone
The dog is burying a bone.
The dog is digging in the ground.
He (She, It) is digging a hole for his (her, its) bone. ■■ uses a pronoun in place of the word dog or bone
The dog is burying it in the ground.
0 points
The dog is burying. ■■ limited content
The dog is digging.
the dog digging
13. Write a good sentence that tells about the picture and uses the word because. (boy on crutches)

2 points
Because his leg is broken, the boy cannot play with the ■■ uses the word because and refers to both the boy on
other children. crutches and the children running by
The children knew that the boy could not race today
because he had injured his leg.
The boy can’t run with the other children because he had
injured his leg (ankle).
Michael could not play with the other children because of
his broken leg.
Sam is sad because he can’t run and play with his friends.
As the kids run past the boy, they notice him because he
broke his leg.
Javier broke his leg because he jumped off the barn last ■■ uses the word because and refers to either the boy on
Saturday. crutches or the children running by with some detail
The boy and girl are running laps because they need to get
ready for the district track meet.
The boy is wearing a cast because he broke his ankle in the
high jump.
1 point
A boy and girl are looking at someone because he has a ■■ uses the word because, and refers to the boy and the
broken leg. children in a simple sentence
136 Appendix B
The boy broke his leg because he fell down. ■■ uses the word because but only refers to the boy or the
The boy is using the crutch because he hurt his foot. other children
The boy is sad because he broke his leg.
Because he broke his foot, he needs crutches.
He broke his leg because he fell out of a tree.
The other children can run because they did not get hurt.
0 points
He is not having fun. ■■ does not use the word because
Because he can’t play. ■■ incomplete sentence

Because he has a broken leg.
a broken foot and a crutch ■■ limited content
14. Write one sentence that tells three things you like to do on weekends. Remember, three things.
Note: This item is partially scored for punctuation.

2 points
I like playing my radio, watching TV, and going to my ■■ includes three weekend activities that are described in
friend’s house. some detail and are punctuated correctly with commas
I like to swim, to dance, or to ride horses on the weekend. Note: The commas may separate the activities in the
On the weekends I like to make money, go to the library, series—A, B, and C—or the comma may be omitted
and read good books. before the conjunction—A, B and C.
I like to visit with my family, watch football games and go
shopping at the mall.
1 point
On the weekends, I like to eat, sleep, and play. ■■ includes three simple weekend activities that are
I like to play, run, and listen to my radio. correctly punctuated with commas
I like to sleep, eat, and read.
I like to fish and swim and dance. ■■ includes three activities connected by and or
I like to swim dance and sleep. with no commas
I like to ride my bike. I like to watch cartoons. I like to go ■■ uses two or three complete sentences that include three
swimming. activities and end with periods, are connected with
I like to go places, I like to swim, and I like to go to my commas, or are not punctuated
friends.
I like to play with my friends then I swing then I get mail.
Watch TV, ride bikes, and go to the movies. ■■ three verb phrases that are correctly punctuated
Appendix B 137
0 points
play, eat, and run ■■ three simple verbs
I eat. I play. I run. ■■ three simple sentences
I like to ride my bike and paint. ■■ only one or two activities

I like swimming.
15. Write a good sentence that tells about the picture and uses the word and. (playing catch)

2 points
He tossed the ball and expected her to catch it. ■■ uses the word and and refers to the children and the
The boy and the girl are tossing the ball to each other. action in some detail
The boy and girl are in the park playing catch.
The boy and girl are playing catch with a little ball.
The children are throwing the ball and catching it.
Tom and Amy were playing ball in their yard.
1 point
The boy and girl are playing with the ball. ■■ uses the word and, refers to the boy and girl, and tells
The boy and girl are playing ball (tossing the ball, throwing that they are playing with the ball
the ball, catching the ball).
The boy and girl play (are playing) catch.
Ann and Bob are playing catch.
The boy and girl are throwing it to each other.
They’re having fun and playing ball.
We threw the ball to each other and caught it.
He and she are catching the ball.
0 points
The boy and girl play. ■■ mentions the boy and girl but not the ball
He and she play.
They are playing catch and with a big ball. ■■ uses the word and incorrectly
The people are playing with and ball.
The boy is playing catch. ■■ does not use the word and
the boy and girl ■■ limited content

and a girl is playing with a boy
two people playing catch
138 Appendix B
16. Write a good sentence that tells why it is dangerous to wear headphones when you ride a bicycle down a busy street.

2 points
It is dangerous to wear headphones when riding a bike ■■ states that it is dangerous to wear headphones while
because you may not hear oncoming traffic. riding a bicycle and provides or implies a reason why
It is dangerous to wear headphones when riding your (can’t hear, won’t pay attention)
bicycle because you cannot hear cars.
It is dangerous to wear headphones when you ride down
a busy street because you might be unaware of other
vehicles approaching and could cause an accident.
Because you cannot hear approaching traffic, it is
dangerous to wear headphones while riding a bicycle.
When you wear headphones you put your life in jeopardy
because you cannot hear pedestrians and other vehicles.
It is very dangerous to wear headphones when riding a bike
down a busy street because your attention is taken away
from the traffic.
Headphones block out street and traffic noises that may be ■■ explains in detail a reason why it may be dangerous
important for your safety and the safety of others.
Headphones are hazards for bicyclists because they drown
out the sounds of approaching vehicles.
It is dangerous because you can’t hear a car or bus if an
emergency were to occur.
You might not hear a car honking at you and you could get
hit.
1 point
You might not hear a car honking at you. ■■ states that you might not hear traffic
You cannot hear what is happening around you.
A car may honk its horn and you may not hear it.
You might not hear the traffic coming.
It is dangerous because you couldn’t hear the cars. ■■ simply states that it is dangerous and provides a
It is dangerous because you can’t hear traffic. reason why
It is dangerous because you could get hurt.
It is dangerous because you might get hit by a car.
Wearing headphones can cause a crash while riding a bike.
It is dangerous to wear headphones because you may fall ■■ states that it is dangerous but expresses unlikely
down and poke out your eardrum. concerns (poke out eardrum, hurt bicycle, break
headphones)
0 points
It can cause an accident. ■■ does not clearly specify or suggest an obvious danger
A man might say “watch out.”
The cord may get tangled in the tire (spokes). ■■ expresses concern over the headphones, bicycle, or the
If you fall it may poke in your ear. person’s ear
Appendix B 139
You cannot hear cars. ■■ limited content
You may crash.
You might get hurt.
Because you can’t hear a car.
Because you can crash into a car.
17. Write one sentence that tells what a rainbow looks like.

2 points
A rainbow is a beautiful spectrum of light with many colors. ■■ describes a rainbow with some detail
A rainbow is shaped like a half-moon colored with brilliant
colors.
A rainbow looks like a gigantic arc painted with many ■■ compares a rainbow in detail with something that is
colors. similar in appearance
A rainbow is a prism of colors floating free for only a short
time.
A rainbow looks like a bouquet of wildflowers thrown into
the sky.
1 point
A rainbow has many colors like red, blue, green, and ■■ provides a simple description
yellow.
A rainbow has pretty colors and it’s beautiful.
A rainbow has all different colors.
A rainbow is shaped like an arc. ■■ compares a rainbow with something similar in

It has different colors and goes in an arch. appearance
0 points
I saw a rainbow. ■■ does not describe a rainbow
A rainbow looks pretty. ■■ limited content

It has lots of colors and is long.
lots of pretty colors
140 Appendix B
18. This information will be included in a paragraph about sports. Write a good main or topic sentence for the
paragraph.
tennis swimming baseball soccer

2 points
Four major sports all require total body fitness. ■■ provides a basis for writing a paragraph by pointing
One can participate in many sports—both individual and out some type of similarity, difference, or generalization
team. about the four sports
Tennis, swimming, baseball, and soccer are four popular
outdoor sports being offered this summer by the Parks
and Recreation Department.
Tennis, swimming, baseball, and soccer are all popular
sports.
Tennis, swimming, baseball, and soccer are very good
sources of exercise.
Some sports in Arizona that can be played all year are
tennis, swimming, baseball, and soccer.
1 point
This is a report on sports. ■■ provides only a simple fact or statement
Some sports are tennis, swimming, baseball, and soccer.
I like tennis, swimming, baseball, and soccer.
My favorite sports are tennis, swimming, baseball, and
soccer.
0 points
Most of these sports are fun. ■■ refers to the list of sports in a general way
All of these sports take energy.
All About Sports ■■ provides a title instead of a main or topic sentence

Fun Sports to Play
I like to go swimming. ■■ does not refer to or include all four sports

I like to play soccer and tennis.
I play soccer and tennis and then swimming and baseball. ■■ uses all of the listed words but does not write a
topic sentence
Different things can be fun. ■■ limited content

This is on some sports.
These are all sports.
Appendix B 141
19. The second sentence is missing from this paragraph. Write one good sentence that goes with the other two sentences.
(1) Whenever you buy a present, you should consider the interests of the receiver. (2) _________. (3) If, on the
other hand, you are selecting a gift for your little cousin, you might choose a caboose for his new electric train set.

2 points
If you are buying a present for your mother, you may ■■ refers to a receiver, describes the gift, and maintains the
surprise her with a flower arrangement. writer’s style (similar to sentences 1 and 3)
If you were shopping for your 16-year-old brother, you
might buy him a CD.
For your girlfriend, you could buy a new bracelet or a
necklace.
If you are choosing a present for your best friend, you
might buy a special book.
If it were your uncle, you could buy him a bottle of cologne.
For example, if you are buying a gift for your grandmother,
a nice scarf or bottle of perfume might be the right
choice.
1 point
If your dad wants a new sweater, buy it. ■■ refers to a receiver and describes the gift but does not
Your mom would like a tennis racket. maintain the writer’s style
Your best friend may like a T-shirt.
You should consider whom it’s for and what he or she likes. ■■ provides a general statement about buying presents
Find something in the person’s age range. for people
Think of something practical for the person.
0 points
You can’t always tell. ■■ limited content
Go ahead and ask them.
Buy a book.
142 Appendix B
20. Write one good sentence that uses the words despite his effort.

2 points
Despite his effort, Bill was not able to redecorate his house ■■ uses despite his effort in a specific situation or context so
without the aid of a professional. that the meaning of the phrase is clear
Max, despite his effort, could not finish the 10-page report
by the deadline.
Despite his effort, the prisoner was unable to loosen the
tight ropes around his wrist.
Despite his effort to control his steering, the car swerved off
the road.
Despite his effort, the legendary writer could not keep up
with the flurry of questions.
1 point
Despite his effort, he could not climb over the fence. ■■ demonstrates an understanding of the phrase and may
Despite his effort, the team still lost. suggest the person’s effort but does not describe a
Despite his effort, he didn’t make the team. specific situation or context
Despite his effort, he still failed the test.
0 points
His writing was good despite his effort. ■■ uses despite his effort but contradicts the meaning of the
Despite his effort, he got an “A” on the test. phrase or uses it incorrectly
He will despite his effort go to work.
21. The second sentence is missing from this paragraph. Write a good sentence that will fit.
(1) That year we moved from the quiet, peaceful countryside to the fast-paced city. (2) _________. (3) That was the
one activity I missed most.

2 points
In the country, we used to take quiet walks at night. ■■ describes in some detail an activity left behind in
We used to sit on the porch and look at the stars. the country
While we lived in the country, we used to listen to the birds.
1 point
We sat on the porch swing. ■■ simply describes an activity
We could listen to the birds.
I used to play with our animals.
Appendix B 143
0 points
I really missed the tranquility and quietness. ■■ refers to the country but does not mention an activity
There were too many cars. ■■ refers to an activity in the city
It was fun. ■■ does not refer to an activity
22. Write one good sentence that tells how a library and a forest are alike.

2 points
A library is a gathering of people’s information as a forest is ■■ explains how a library and forest are alike stating a
a gathering of nature’s information. specific similarity in a detailed sentence
A library and a forest are alike in that they are both
conducive to thought.
Both a library and a forest are quiet, peaceful places where
one can think without interruption.
A library and a forest both offer the visitor a wealth of
resources.
A library and forest are alike in that you can spend a
lifetime in both and still not experience all of the beauty.
A library and forest are similar in that they each possess
indispensable resource.
A library and forest hold within their confines a wealth of
unexplored and intriguing knowledge.
1 point
Both libraries and forests are alike because they are quiet. ■■ explains how a library and a forest are alike stating a
Paper is made of wood and wood comes from trees in a specific similarity in a simple sentence
forest.
A forest has lots of trees and a library has a lot of books.
Peaceful moments can be found in a library and a forest.
A library and a forest are alike because they both have
wood in them.
A library and forest are alike because a library has books
about the forest.
A library and a forest are alike because a library is full of
books that are made of wood, and a forest contains trees
made of wood.
They are both quiet places where you can spend a peaceful ■■ does not mention a library and a forest but gives a
afternoon. detailed reason of how they are alike
0 points
They both are in cities. ■■ does not express an obvious or correct similarity
They both are quiet. ■■ limited content

They both have wood.
A library is like a forest.
144 Appendix B
23. The second sentence is missing from this paragraph. Write one good sentence that the writer may have used.
(1) In one of the black vinyl booths off to the left, a middle-aged woman and man were hunched over an immaculate
table. (2) _________. (3) The man was round from every aspect; a small round potbelly, meaty forearms with black
hair, a chubby face with a mouth too small, and a puggish nose that ended in a little round ball.

2 points
The woman was very thin and frail with jet black hair and ■■ describes the woman or the couple and maintains the
beady, furtive eyes. writer’s style (similar to sentences 1 and 3)
The woman was unkempt; her hair was dirty, her clothes
were too big, and her face revealed the strains of a long,
difficult life.
The woman was thin as a pole, with long wiry arms ending
in bony fingers and small beady eyes framing an aquiline
nose.
The woman appeared to be made of granite, with veins of
white etched into her hard face.
The woman was sharp from every angle: a pointed hawk
nose, jutting cheekbones, spiky hair, knife-edged elbows,
and size 12 shoes of black patent leather.
The couple was as disparate in appearance as a poodle and
a dachshund.
1 point
The woman was tall and thin with curly hair and a pointed ■■ describes the woman or the couple with simple
nose. vocabulary (tends to use common nouns, verbs, and
The woman had beautiful sleek, black hair and oval eyes. adjectives); does not maintain the writer’s style
The thin woman did not seem to belong with her date.
The woman was staring at the unusual-looking man.
The woman was very thin and frail-looking.
They were a very odd couple and sat in the booth very
quietly.
They both had an extremely unique appearance.
0 points
The woman wore a red hat. ■■ limited content
They looked old.
They were eating the food.
The tables were very close.
Appendix B 145
24. Finish the sentence.
Few people understood the extent of his disappointment, the loss of his desire, or _________.

2 points
…the devastation of his lifelong plans. ■■ maintains the sentence meaning and the parallel
…the shattering of his ideals. structure of the sentence; repeats the ___ of his ___
…the magnitude of his depression.
1 point
…how he would recover from this bitter experience. ■■ maintains sentence meaning but does not maintain the
…his inspiration to carry on the fight. parallel structure of the sentence
…his helpless feelings.
…the name of his company.
…lack of initiative.
…the loss of his ambitions. ■■ uses parallel structure but repeats the word loss
0 points
…his mother ■■ inconsistent with sentence meaning
…his feelings. ■■ limited content

…him.
…his accident.
(1) Two mountain chains traverse the country roughly from east to west forming between them a number of verdant
valleys and plateaus. (2) _________. (3) The walls of the town, which is built on a hill, are high, the streets and lanes
tortuous and broken, the roads winding and narrow.

2 points
Among this diverse and contorted quiet of greens and ■■ refers to a town and maintains the writer’s style (similar
browns, a tiny town is nestled. to sentences 1 and 3)
One town, nestled on the valley’s hillside, had been built
out of necessity, not from choice.
Rama, a walled town in the North, contrasts with the sleepy
village of Sienna.
The capital is an historic monument shielded from the view
of the casual tourist.
146 Appendix B
1 point
My hometown lies on the northernmost chain of the ■■ refers to a town and describes the setting or town with
mountains. simple vocabulary (tends to use common nouns, verbs,
Hidden among the two mountain chains is a small town of and adjectives); does not maintain the writer’s style
natives.
A small group of travelers stopped here and built a small
town.
There lies the sleepy little town of Borna.
In the valleys on one plateau is a town.
One town is found between two mountains.
0 points
So many towns were built in these valleys. ■■ does not refer to one town
Located in these valleys are quaint little towns.
Many hot air balloonists survey the land. ■■ does not mention a town
The area can be dangerous because of all the steep ranges.
The town is very beautiful. ■■ limited content

There was a town.
26. Write a sentence about being hired for a job. Include the word thus in your sentence.

2 points
I had all the qualifications for the job; thus, I was hired. ■■ uses thus correctly in a detailed sentence
I had all the qualifications for the job and, thus, was hired. Note: Punctuation is not required.
They told me that I had the job; thus, I could begin
immediately.
Being employed means receiving a salary, thus making one
capable of spending money.
I had all the qualifications for the job, but thus far had not
been hired.
The applicant should dress neatly, thus creating a good
impression.
1 point
I was the only one who applied thus I was hired. ■■ uses the word thus correctly in a simple sentence
I had a lot of experience thus, I got the job. Note: Punctuation is not required.
I was the only one who had training. Thus, I got the job. ■■ provides two sentences that use thus correctly
Note: Punctuation is not required.
0 points
Thus I got the job. ■■ begins with thus
Thus, I was hired for the job.
I wanted to get a job; thus, I was too young. ■■ uses thus incorrectly
Appendix B 147
27. The topic sentence is missing from this paragraph. Using the expressive style that the writer used, compose a good
topic sentence that communicates the paragraph’s main idea.
________________________________________________________________. Metal, wood, glass, stone, plant fiber,

animal hide, plastic (natural or synthetic)—there just aren’t that many raw materials from which the things of the
world are made. Because there are so few substances, when we touch an object, tactile clues can be quickly assessed:
Does it feel warm or cold, hard or soft, dry or moist? How quickly does the surface warm to the touch? Does it push
back? For example, plastic can be made to look convincingly like either wood or leather, but we learn to discriminate
between these substances by feel. The things of the world are composed of only a few material substances, and our
sense of touch guides us to accurate judgment.

2 points
Though we live surrounded by a myriad of objects in a ■■ a superior topic sentence that communicates the
world of complexity, there are actually relatively few paragraph’s main idea and goes beyond an adequate
material substances of which all objects are composed. response by including additional descriptive words
One may find one’s sense of touch to be among the best
guides in determining the material makeup of an object.
There are only a few materials out of which all objects
in this world are made, and they can be most readily
distinguished from one another by our sense of touch.
The number of raw materials that we interact with on a
regular basis is surprisingly limited, especially in light of
the thousands of objects we encounter.
Only a few raw materials exist in the world and our sense
of touch can help guide us to the true identity of the
substance and its properties.
Objects are made from only a few elements that often
imitate one another in appearance; therefore, touch
becomes an important indicator of the type of material.
1 point
We can gather a lot of information by touching things ■■ an adequate topic sentence that communicates the
because there just aren’t that many substances things can paragraph’s main idea but does not include additional
be made from. descriptive words
With just the touch of an object you can usually tell if it is a
natural or synthetic substance.
All objects are made of only a few substances.
The sense of touch can be relied on to give truthful
information about the composition of our surroundings.
Through our sense of touch, we can judge what things are
made of.
0 points
What is everything made out of? ■■ a topic sentence that doesn’t capture the scope of
the paragraph
Our sense of touch is an amazing utility. ■■ a sentence that does not introduce the main idea of
We know what it looks like, but what is it really made of? the paragraph
148 Appendix B
28. The concluding sentence is missing from this paragraph. Using the expressive style that the writer used, compose a
good final sentence that summarizes the content of this paragraph.
Artistic expressions of the world we inhabit go back much farther in time than the well-known art of the ancient
Egyptians and Greeks. Carefully realized, well-rendered images of animals and people, created thirty thousand
years ago, have been found in ancient caverns in France and elsewhere. Cave paintings, with a variety of colored
pigments, depict subjects running or standing still and cleverly placed shading creates the believable illusion of three
dimensions on flat or mildly contoured sections of cave walls. These paintings were made more than twenty-seven
millennia before the sculptures decorating the Parthenon in Athens. ________________________________________.

2 points
A cursory reading of art history might convince us that ■■ a superior concluding sentence that summarizes the
pictorial expression is a relatively recent phenomenon, paragraph’s main idea and goes beyond an adequate
but the truth is that humans have been making art for a response by including additional descriptive words
very long time.
The use of three dimensional techniques in such early art
may change our understanding of the timeline of the
development of artistic concepts.
These dimensional subjects wrought by human hands long
ages before the development of Greek and Egyptian art
are surprisingly sophisticated and cause a re-evaluation
of the definition of “ancient” art.
From these Paleolithic examples, we learn that our
ancestors were much more sophisticated in relation to art
than we may have once assumed.
1 point
People might think Greek art is the oldest there is, but some ■■ an adequate concluding sentence that summarizes the
well-done cave paintings are far older. paragraph’s main idea but does not include additional
This ancient art work proves to us that artistic expression descriptive words
has always been valued throughout human history.
Art has been an important part of human society since its
inception.
Cave paintings show us that art has been important to
humans for a long period of time.
0 points
Cave paintings are very old. ■■ a concluding sentence that doesn’t capture the scope of
3-D imagery was in existence even then. the paragraph
Ancient three-dimensional art has evolved to 3-D movies ■■ a sentence that introduces new content
and television shows.
Appendix B 149
Items 1–6

Items 7–28

Form B Scoring Guide

Note: Items 1 through 6 are scored 1 or 0 points.
1. My name is _________. (name)


2. This is a _________. (hat, cap)

1 point
hat ■■ must begin with h, c, or k and have two of the three
cap letters in hat or cap
kap ■■ letter reversals acceptable
hot
ha
ht
hatt
hta ■■ has all three letters but out of sequence; must begin with
h, c, or k
150 Appendix B
0 points
hr ■■ includes a letter representing an incorrect sound
at ■■ missing h, c, or k
h ■■ one or no correct letters

a
t
3. This man is short. This man is _________. (tall, big)

1 point
tall ■■ must begin with t or b and include a vowel
big
tale
tolr
toll
tol
tal
beg
tla ■■ letter transpositions acceptable
0 points
t ■■ one or no correct letters or does not include a vowel
tl
4. This is little box. This is a _________. (big box)

1 point
big box ■■ includes two words, one indicating that the box is big
bigger box and the other indicating that the object is a box
large box
big bx ■■ the spelling of both words must be recognizable
bg box
larg box
dig box ■■ letter reversals acceptable
Appendix B 151
0 points
big ■■ one word
box
little box ■■ writes about the first picture
bg bx ■■ only one or two letters in each of the two words
5. This is a new shoe. This is an _________. (old shoe)

1 point
old shoe ■■ includes two words, one indicating that the shoe is old
oll shoe and the other indicating that the object is a shoe
ole sho ■■ the spelling of both words must be recognizable
dirty shuw ■■ letter reversals acceptable
birty shu
0 points
old ■■ one word
shoe
new shoe ■■ writes about the first picture
ol su ■■ only one or two letters in each of the two words
6. This animal is a cow. Write a sentence that tells what this animal is. (fish)

1 point
It (This, That, He, She) is a fish. ■■ a complete sentence that identifies the animal as a fish
This animal is fish. ■■ omits an article, such as the, a, or an
the anaml is a fesh. ■■ correct spelling, capitalization, and punctuation
not required
0 points
the fish ■■ limited content
fish
152 Appendix B
Note: Items 7 through 28 are scored 2, 1, or 0 points. Credit on most items requires a complete sentence. Do not penalize
the examinee for punctuation, capitalization, spelling, or usage errors unless otherwise indicated in the item scoring
criteria.
7. This woman is a queen. Write a sentence that tells what this man is. (king)

2 points
This (That, The) man is a king (prince, ruler). ■■ identifies the man as a king or a prince
The man is a king and wears a crown. ■■ identifies the king or prince and adds a detail
He is the king of a faraway land.
This is a king who rules a country.
1 point
This (That, He) is a king (prince, ruler). ■■ omits the word man
A king rules a country. ■■ does not directly state that the man is a king or a prince
A king is married to a queen.
A prince will turn into a king.
The man is king. ■■ omits an article, such as a or the

Man is king.
0 points
the king ■■ limited content
king
8. The man is showing the woman some shoes. Write a question that tells what the man may have asked.

2 points
Would you like to try this pair of shoes? ■■ a possible question that a salesperson might ask a
Are these the shoes you wanted to try? customer; must end with a question mark
The man might have asked, “What size do you wear?”
Do you like this new style from California?
Are you looking for something casual or dressy?
What size do you wear?
Are these the shoes you wanted?
How is your sister doing after her fall the other day? ■■ superior question unrelated to buying shoes; must end
with a question mark
Appendix B 153
1 point
What size? ■■ an abbreviated question with a question mark
How about these?
Like these shoes?
Will these be OK?
How much do these cost? ■■ a question that the woman might have asked
Do you have these shoes in size 11?
He is asking her if this one is the right color. ■■ a statement explaining what the salesperson may
The man asked the woman what size she wears. have asked
Are these the shoes you want to try. ■■ a question without a question mark
Do you like these new red shoes.
What size do you wear.
0 points
What size. ■■ an abbreviated question without a question mark
How about these.
These cost thirty dollars. ■■ a simple statement

Here are the shoes.
These are the ones you want.
9. Write a good sentence that tells about this toy. (toy truck)

2 points
This is a toy truck that is fun to play with. ■■ identifies the picture as a toy or truck and describes one
This toy is a dump truck. characteristic or adds another detail
This toy is a brand new red truck.
That toy truck has six wheels.
You could push that truck across the floor.
1 point
This (The) toy is a truck. ■■ identifies the picture as a truck
This (It) is a truck.
The toy is fun to play with. ■■ simply describes one characteristic of a toy truck
This is a big truck.
It is the boy’s truck.
It is my favorite toy.
It is fun to play with.
154 Appendix B
0 points
It is pretty. ■■ does not describe the truck
It is small.
a truck ■■ limited content
10. Write one good sentence that tells what is happening in the picture. (present)

2 points
The boy is happy because he is opening a birthday present. ■■ describes the action (opening a present) and the boy’s
He was excited to open his special birthday present from reaction (happy, excited)
his parents.
The joyous little boy received a toy airplane on his birthday. ■■ describes the action (opening a present) and the
As he opened the package, he found a toy plane. outcome (got a plane, toy)
He is excited about the new toy airplane that he got on his ■■ describes the boy’s reaction (happy, excited) and the
birthday. outcome (got a plane)
The boy is very happy about the new model plane he
received.
1 point
The boy was happy to get his own toy. ■■ provides a simple description of the picture
The boy is opening a toy airplane.
The boy got an airplane.
The boy got a new toy plane.
He is opening a birthday present.
The boy is opening a package.
0 points
He is opening something. ■■ limited content
He got a plane.
He is very excited.
It’s an airplane.
He got something.
He is playing.
Appendix B 155
11. Write one good sentence that tells what is happening in the picture. (boy and girl under an umbrella in the rain)

2 points
A boy and a girl are walking under an umbrella in the rain. ■■ mentions the children, the umbrella, and the rain
Leon and Lisa had to share an umbrella because it was
raining.
It’s raining so the children are walking under an umbrella.
Two children are walking under an umbrella in the rain.
1 point
The children (A boy and girl) are sharing an umbrella. ■■ mentions only two of the three elements—the children,
Sara and Chris are sharing an umbrella. the umbrella, the rain
Two people are under an umbrella.
A boy and girl (two kids) are walking in the rain.
It is raining and they are sharing an umbrella. ■■ uses a pronoun in place of the word children
They are walking and holding an umbrella.
0 points
It is raining. ■■ mentions only one element
They are walking.
They have an umbrella.
12. The second sentence is missing from the paragraph. Write one good sentence that goes with the other two sentences.
(1) Before I go out into a winter storm, I do several things. (2) _________. (3) Next, I put a woolen hat on my head
and pull it down over my ears.

2 points
First, I put on warm clothing. ■■ provides an appropriate first step that is introduced as a
First, I put my rubber snow boots on. first step
First I put on a coat and gloves.
I put on my scarf and then my jacket. ■■ provides a detailed first step

I put on my scarf to keep my neck warm.
1 point
I put on a warm coat (jacket, scarf, boots). ■■ provides an appropriate first step
I get my soft coat on.
156 Appendix B
0 points
Put on a jacket. ■■ limited content
And I get a jacket
Like put on a coat.
a jacket and scarf
13. Write a good sentence that tells what is happening in this picture and what could happen next. (blindfolded boy
about to trip over a chair)

2 points
The boy is wearing a blindfold and if he keeps walking ■■ describes the action or implies that the boy cannot see
forward, he may trip. and describes a possible outcome (may trip over chair,
The boy is blindfolded, so therefore, is unable to see, and fall down, hurt himself)
most likely, will run into the chair, and maybe even fall.
Since Jack is blindfolded, he may trip over the chair.
The boy is blindfolded and may trip over the chair.
A boy is blindfolded and he could fall over the chair.
He is walking blindfolded toward a chair and he might get
hurt.
A boy is about to walk into a chair and then he will fall.
Little Bobby is trying to sit down but he will fall soon.
1 point
He can’t see and may trip. ■■ simply describes both the action and an outcome
He has a blindfold and will fall.
The boy is going to trip over (is walking into) the chair. ■■ describes only the action or an outcome
The boy could fall and get hurt.
The boy is walking with a blindfold on.
He is walking blindfolded. He is going to trip over the chair. ■■ uses two sentences to describe the action and
A boy is walking into a chair. He might fall. an outcome
sentences.
0 points
He’s going to trip. ■■ simply describes only the action or the outcome
He will fall down.
He is blindfolded.
He can’t see where he is going.
The boy is going to sit down.
A boy is walking. ■■ limited content
Appendix B 157
14. Write one sentence that tells three things you would like to do on a sunny day.

2 points
On a sunny day I would like to fish, swim in the ocean, and ■■ includes three activities to do on a sunny day that are
play volleyball on the beach. described in some detail and are punctuated correctly
On a sunny day, I like to go swimming in cold water, take with commas
walks through open fields, and visit a zoo. Note: The commas may separate the activities in the
I like to swim, play tennis with friends, and get a tan on a series—A, B, and C—or the comma may be omitted
sunny day. before the conjunction—A, B and C.
I would like to go swimming, play tennis, and then have a
picnic with my friends.
On a sunny day I would like to sleep till noon, read a book,
and eat my favorite foods.
1 point
I would like to swim, play baseball, and go hiking. ■■ includes three simple activities that are correctly
punctuated with commas
I would like to swim and run and sleep. ■■ includes three simple activities connected by and or
I like to hike swim and go on a picnic. with no commas
First I’d play basketball. Then I’d take a shower. Last I’d ■■ uses two or three complete sentences that include three
walk to my friend’s house. activities and end with periods, are connected with
I would like to go swimming. I’d like to go to the mall. I’d commas, or are not punctuated
like to sail in the ocean.
Play video games, play with friends, and play with my pet ■■ three verb phrases that are correctly punctuated
snake.
0 points
swim, fish, run ■■ three simple verbs
I run. I hike. I bike. ■■ three simple sentences
I’d like to swim. ■■ only one or two activities

I like to fish and swim.
158 Appendix B
15. Write a good sentence that tells what a balloon looks like.

2 points
A balloon is a round sphere and often has a dangling string ■■ describes a balloon with some detail
tied at the bottom.
A balloon is just a bunch of air with plastic wrapped
around it.
A balloon is filled with air and may be all the different
colors of the rainbow.
A balloon is made of latex material; once air is put in it, it
becomes full and round.
A balloon is like a big floating colored circle. ■■ compares a balloon in detail with something that is
A balloon is a delicate ball that floats in the air. similar in appearance
A balloon looks like a semi-transparent sphere.
1 point
A balloon is round and pretty. ■■ provides a simple description
A balloon is large, round and very light.
A balloon looks like a round ball with a string.
Balloons are round and come in a variety of colors.
A balloon is filled with air and may be any color.
A balloon looks like a round ball. ■■ simply compares a balloon to a round object like a ball,
A balloon looks like a circle. circle, bubble, or the letter o
A balloon looks like a bubble.
It looks like a big ball. ■■ uses a pronoun in place of the word balloon
It is round and pretty.
0 points
I see a balloon. ■■ does not describe a balloon
I have a big balloon.
A balloon is round. ■■ limited content

A balloon has a string.
It floats in the air.
It is pretty.
Appendix B 159
(1) When my father agrees to build a house, he follows several steps. (2) _________. (3) Next, he determines the
exact plan his customer has in mind.

2 points
First of all he draws a sketch of the house. ■■ provides an appropriate first step that is introduced as a
Initially, he views the building site for the house. first step
The first thing he does is to determine his customer’s
needs.
First he determines how much the people want to spend.
To begin, he helps his customers locate a lot for their
house.
1 point
He sets up a meeting with the people. ■■ provides an appropriate first step
He makes sure the house will fit the building code.
He checks out the location.
He needs to draw a plan.
0 points ■■ the step is out of sequence

He builds a house.
Some of the steps don’t work.
Then he built the roof.
He plans something. ■■ limited content
17. Write one sentence that tells two ways that a bus and a train are alike.

2 points
A bus and a train both have motors and both carry people. ■■ explains two ways a bus and a train are alike (modes
A bus and a train both have wheels and both need fuel. of transportation, carry people, have wheels, drive fast,
A bus and a train transport people and require fuel. a way to enjoy the countryside, go somewhere, move,
require reservations, require fuel)
1 point
Both get you somewhere and have wheels. ■■ explains two ways a bus and a train are alike using
They both are long and carry many people. simple vocabulary
They are both methods of transportation and require fuel.
A bus and a train both take people places and they are both ■■ explains two ways a bus and a train are alike but the
means of transportation. ways are similar in meaning
160 Appendix B
A bus and a train both have wheels. They both go fast. ■■ uses two sentences
sentences.
A bus and train are able to move many people at one time. ■■ explains one way a bus and train are alike in detail
A bus and train are alike because they both carry people
around town.
A bus and a train are both popular means of transportation.
0 points
They drive and make noise. ■■ does not express an obvious or correct similarity
They both have engineers and tires.
They both have motors. ■■ tells one way a bus and train are alike but has
They both carry people. limited content
People ride in them.
The ski lodge is popular because of its easy accessibility, because of its large swimming pool, and _________.

2 points
…because of the luxurious rooms. ■■ maintains the sentence meaning and the parallel
…because of its low rates. structure of the sentence; repeats because of its or its
…because of its inviting slopes.
…its huge copper fireplace.
…its bubbly whirlpools.
1 point
…view of the ski resort. ■■ maintains sentence meaning but does not maintain the
…nice, warm, comfortable rooms. parallel structure of the sentence
…challenging ski slopes.
…the white fluffy snow.
…warm hot tub.
…because of its popularity. ■■ maintains parallel structure but repeats information
0 points
…long lines ■■ inconsistent with sentence meaning
…snow ■■ limited content

…restaurant
…pretty views
…hot tubs
Appendix B 161
19. You have been asked to write an adventure story about a stormy trip on a boat. Write an exciting first sentence.

2 points
Thick, dark clouds loomed overhead as the small boat ■■ provides an engaging opening sentence
tossed and turned in the foreboding ocean waters.
As we left the small marina, the colorful flags on the boat
were rippling ominously in the wind.
The turbulent, icy-cold blue waters of the North Atlantic
were all that filled Captain Polanski’s sight.
When I got aboard the Queen Sarah, I had no idea of what
was ahead.
The wind whistled and the waves pounded as our tiny boat
was tossed back and forth in the raging sea.
Ensnared in the anchor line, I stared helplessly as Raul
crashed through the rail.
Being stranded on a desert island seemed like something
that would happen to people in the movies.
1 point
It was a dark, stormy night at sea. ■■ provides a simple opening sentence (tends to use
The thunder roared as the waves crashed against the boat. common verbs, nouns, and adjectives)
The boat was rocking furiously and water came into the
boat.
The huge waves crashed into the side of our boat.
We were out at sea and the weather started to turn.
It was a stormy day and I was in a boat with my friend.
0 points
The Bad Trip ■■ provides a title instead of first sentence
John and Julie loved the trip on a boat. ■■ limited content

We went on a stormy trip.
The weather is bad in a bad storm.
162 Appendix B
20. Write a good sentence using the words despite her anger.

2 points
Despite her anger at the student, she talked rationally about ■■ uses despite her anger in a specific situation or context so
the problem. that the meaning of the phrase is clear
Despite her anger over the mistake, she agreed to come to
the meeting.
The mother spoke softly to the unruly children despite her
anger.
Despite her anger over the accident, she agreed to fix the
car.
Despite her anger over the call, Shelly continued to
participate in the tennis match.
1 point
Despite her anger, she didn’t yell at him. ■■ demonstrates understanding of the phrase and may
Despite her anger, she bit her tongue. suggest the person’s restraint but does not describe a
Despite her anger, she participated reluctantly. specific situation or context
Despite her anger, Lucy didn’t lose her temper.
She finished the job despite her anger.
Despite her anger, he still worked with her.
0 points
She was very mad, despite her anger. ■■ uses despite her anger but contradicts the meaning of the
Despite her anger, she slammed the door. phrase or uses it incorrectly
Despite her anger, she is nice.
She will despite her anger today.
She likes to despite her anger on me.
Appendix B 163
(1) The drama is set in an industrial factory in a small community. (2) _________. (3) Her offer to help him evolves
into a lasting friendship.

2 points
A young girl befriends an unhappy factory worker. ■■ introduces two people with some detail
The owner of a small factory will go bankrupt if not helped
by a wealthy woman.
A secretary tries to acquaint the new owner with the
company operations.
John Smith is told by his boss, Joann, that he is going to
lose his job.
A homeless immigrant is offered assistance by the factory
owner.
Billy Bob was struggling when Mary Sue stepped into his
life.
1 point
A woman tries to help a man. ■■ introduces two people in a simple sentence
A man is having trouble and a woman comes to help.
The main characters are Bart and Mary.
Two people met while working there.
A man is injured by an explosion at the factory. ■■ describes the man’s problems

Billy loses his job at the factory.
0 points
All the important characters were in the factory. ■■ does not unite the first and third sentences
Where people get to know each other.
He was fired. ■■ limited content
164 Appendix B
22. You have been asked to write an essay about the importance of world peace. Write a good first sentence.

2 points
World peace is essential for the survival of humans on this ■■ provides an interesting topic sentence or question
planet.
Throughout time, greed for land, power, and money has led
to wars that left people hurt, powerless, and poor.
Over the years, society’s perception of what constitutes
world peace has changed.
The world is one big family and a family cannot survive
with constant internal strife.
With so much violence in the world, do you wonder if world
peace will ever be attained?
1 point
World peace is an important factor in our everyday lives. ■■ provides a simple sentence or question
There are many important things in this world, but to
me and many other people, world peace is the most
important.
World peace is very important for future generations.
Peace in our world is the only thing that really matters.
Wouldn’t it be nice if all the nations could come together?
What can we do to achieve world peace?
0 points
The Importance of World Peace ■■ provides a title instead of a first sentence
World peace is important. ■■ limited content

I want a peaceful world.
Appendix B 165
23. The second sentence is missing from this paragraph. Write a good sentence that the writer may have used.
(1) The slope on the left was densely wooded, and the somber shadow that fell from the hillside lay like an amber
rope on the morning mist. (2) _________. (3) Between these diverse ridges, a long, ruffled trail wound sinuously up
the precipitous incline, carving a path like a charmed snake.

2 points
The slope on the right was somewhat different; it had a lush ■■ describes the slope on the right or the diverse ridges and
green meadow directly in the center of the wooded area. maintains the writer’s style (similar to sentences 1 and 3)
On the right slope many large rocks jutted from the hillside
like ferocious teeth warning trespassers.
The slope on the right led to a glistening, crystal clear, blue
lake, full of feisty fish swimming around.
The slope on the right contained tall grass that swayed in
the soft, gentle wind.
Ridges of all sizes rose from the edge as if the very ground
they stood on threatened to collapse and send them
falling into oblivion.
Beneath this glorious hillside were enormous ridges whose
shadows were scattered across the smooth plateau.
1 point
The other slope was not densely wooded, but had more ■■ refers to the slope on the right or the diverse ridges with
rocks. simple vocabulary (tends to use common verbs, nouns,
The slope on the right was clear and very open. and adjectives); does not maintain the writer’s style
The slope on the right was even denser than the other
slope.
The slope on the right had a very steep incline.
On the other side of this rocky hillside were tall, steep
ridges.
At the bottom of the slope there were several diverse ridges.
The warm wind rustled through the pine trees and seemed ■■ does not refer to the slope on the right or the diverse
to be whispering a song to us. ridges, but maintains the writer’s style
0 points
It was a beautiful day. ■■ limited content
Also, the snow was thick.
We didn’t go down that slope.
Both sides looked bad.
The ridges looked very challenging
166 Appendix B
(1) The first creatures, gigantic earthworms with trifurcated tongues ending in suction cups, are capable of rapid
subterranean transit. (2) _________. (3) These great special effects, modeled after the mutant-monster tradition of
1950s’ horror movies, satirize that tradition in a delicate way.

2 points
The next creatures designed were large skeletal birds with ■■ describes the other creatures, special effects, or the
red, lava-like eyes. earthworms and maintains the writer’s style (similar to
The second creatures were iridescent scorpions with laser- sentences 1 and 3)
tipped tails who could scale skyscrapers in seconds.
These earthworms do combat with monstrous arachnids
who spew forth laser beams from their fiery eyes.
1 point
They also created great dinosaur-like creatures with huge ■■ describes the other creatures, special effects, or
fangs and claws. earthworms with simple vocabulary (tends to use
These creatures also had saliva dripping from their mouths. common nouns, verbs, and adjectives); does not
They attack entire towns, crushing cars and houses on their maintain the writer’s style
way.
These ugly creatures seemed real but were only make-
believe models.
The second creatures were not as big but they were more
monstrous.
0 points
Hollywood made them. ■■ limited content
They were made by filmmakers.
The next creatures were from a movie.
The earthworms were ugly.
The president and the press disliked the demonstrators because of their youthful arrogance, because of their seeming
disdain for traditional values, and _________.

2 points
…because of their lack of tolerance. ■■ maintains sentence meaning and the parallel structure
…because of their physical appearance. of the sentence; repeats because of their followed by an
…because of their loud, disruptive behavior. appropriate characteristic of the demonstrators
Appendix B 167
1 point
…their destruction of property. ■■ maintains sentence meaning but does not maintain the
…their obvious lack of respect. parallel structure of the sentence
…the damage they were doing to the park.
…because they disrupted the meeting.
…because they were causing too much publicity.
…because of their hair. ■■ maintains parallel structure but has imprecise content
…because of their dogs.
…because of their stupid ideas.
0 points
…their simple respect for their fellow Americans. ■■ inconsistent with sentence meaning
…because of their nice manners.
…their laws. ■■ limited content

…their old ways.
…their funny shoes.
26. Write a sentence that tells about the picture and uses the word nevertheless.

2 points
These words sound the same; nevertheless, they are spelled ■■ tells about the picture and uses nevertheless correctly in a
differently. detailed sentence
These words sound the same; they are, nevertheless, Note: Punctuation is not required.
spelled differently.
All of these words sound alike; they are spelled differently,
nevertheless.
1 point
A lot of words are the same, nevertheless they can differ. ■■ uses nevertheless correctly in a simple sentence
These words sound the same, nevertheless they are Note: Punctuation is not required.
different.
Even though the words sound alike they are different. ■■ two sentences that use nevertheless correctly
Nevertheless, the boy will get them correct. Note: Punctuation is not required.
The man was looking in the dictionary, but could not find ■■ uses the word nevertheless in a sentence, but doesn’t
the word nevertheless. illustrate the meaning of the word
At the spelling bee one of the words was “nevertheless.”
The boy wrote the words there, their, hear, here, so, sow,
sew, and nevertheless.
168 Appendix B
0 points
Nevertheless there are words that sound alike but are ■■ begins with nevertheless
spelled differently.
Nevertheless, these words are all spelled the same way.
Nevertheless, all of these words sound the same.
The words all sound the same, nevertheless they are. ■■ uses nevertheless incorrectly
________________________________________________________________. When you walk into a room that

contains fresh-cut lilies in a vase, the scent can be quite strong at first; you can’t help but notice. In a few minutes,
that novel input fades. Even in a noisy urban background, a voice suddenly calling out promptly grabs our attention
while we may be inured to ongoing traffic noises or construction sounds. The mind is tuned to attend to new input
from our senses, and it quickly begins to downplay sensory data that awareness has already considered.

2 points
The senses interact with the mind and our awareness in ■■ a superior topic sentence that communicates the
such a way that new input is highlighted. paragraph’s main idea and goes beyond an adequate
The human mind has developed filters that give priority to response by including additional descriptive words
new or novel sensory input.
Our reticular activating system is used to filter out stimuli
that are repetitive and of subsequent or lesser interest.
Human senses regulate themselves to minimize
unimportant continuous impressions and highlight novel
ones.
1 point
Novelty catches our attention, but quickly ceases to be ■■ an adequate topic sentence that communicates the
important to our awareness. paragraph’s main idea but does not include additional
Our senses are strongest when we are first introduced to descriptive words
new stimuli.
After entering an environment, the senses that seemed
strong begin to die down.
0 points
You notice smells more to begin with. ■■ a topic sentence that doesn’t capture the scope of
We can control the sensitivity of our senses. the paragraph
Our mind is busy processing data all the time. ■■ a sentence that does not introduce the main idea of
the paragraph
Appendix B 169
When applied properly, glue can hold wood together with great strength, even without mechanical attachments such
as screws, bolts, or nails. The surface of wood may look and feel very smooth; but at microscopic scales, the wood is
shown to be quite rough, even porous. That rough surface gives glue tiny cavities to flow into and grip. In an hour or
a day, when the glue hardens, that grip is locked in place and may actually form a bond stronger than the wood itself.
________________________________________________________________.

2 points
Glue soaks into the surfaces of boards to be joined together, ■■ a superior concluding sentence that summarizes the
gripping the wood to hold it permanently in place. paragraph’s main idea and goes beyond an adequate
Certain types of wood glue are able to bind pieces of wood response by including additional descriptive words
together with a bond that may even surpass the strength
of the wood.
1 point
Wood glue holds boards together because it dries in the ■■ an adequate concluding sentence that summarizes the
porous surfaces. paragraph’s main idea but does not include additional
Glue is a powerful tool when used correctly. descriptive words
Due to the nature of wood, gluing wood can make a
surprisingly strong bond.
0 points
The wood now is strongly glued with cavities that flow into ■■ a concluding sentence that doesn’t capture the scope of
a grip. the paragraph
Glue can be much more useful than just making paper ■■ a sentence that is not a concluding sentence
crafts.
This is how large wooden models are constructed.
This wood comes from many different types of trees. ■■ a sentence that introduces new content
170 Appendix B
Items 1–6

Items 7–28

Form C Scoring Guide

Note: Items 1 through 6 are scored 1 or 0.
1. My name is _________. (name)


2. This is a _________. (cat)

1 point
cat ■■ must begin with c or k and have two of the three
kat letters in cat
cot ■■ letter reversals acceptable
ca
ct
catt ■■ ignore extra letters
cta ■■ has all three letters but out of sequence; must begin
with c or k
Appendix B 171
0 points
cr ■■ includes an incorrect sound
at ■■ missing c or k
c ■■ one or no correct letters

a
t
3. This is an _________. (apple)

1 point
apple ■■ must represent all sounds in apple (/a/, /p/, /l/) in the
apl correct sound sequence
aple
appl
0 points
ap ■■ missing letter representing one or more sounds
al
alpe ■■ letters are not in correct sound sequence
4. This is a little ball. This is a _________. (big ball)

1 point
big ball ■■ includes two words, one indicating that the ball is big
bigger ball and the other indicating that the object is a ball
large ball
bg ball
big boll ■■ the spelling of both words must be recognizable

big bal
beg bol
dig dall ■■ letter reversals acceptable

big doll
172 Appendix B
0 points
big ■■ one word
ball
little ball ■■ writes about the first picture
bg bl ■■ only one or two letters in each of the two words
5. This boy is standing. Write a second sentence on the line that tells what the other boy is doing. (sitting)

1 point
He is sitting. ■■ a complete sentence that describes what the boy is doing
the boy is in the char ■■ correct spelling, capitalization, and punctuation
not required
0 points
This boy is standing. ■■ copies first sentence
This boy sitting. ■■ limited content

sitting
6. This animal is a horse. Write a sentence that tells what this animal is. (cow)

1 point
It is a cow. ■■ a complete sentence that identifies the animal as a cow
the amaml is a caw ■■ correct spelling, capitalization, and punctuation
not required
0 points
the cow ■■ limited content
cow
Appendix B 173
Note: Items 7 through 28 are scored 2, 1, or 0. Credit on most items requires a complete sentence. Do not penalize the
examinee for punctuation, capitalization, spelling, or usage errors unless otherwise indicated in the item scoring criteria.
7. Write one good sentence that tells what is happening in the picture. (boy/man talking on phone)

2 points
The (That, This, A) boy is talking on the telephone. ■■ mentions the person and talking on the phone
The boy is calling a person on the phone.
Someone is talking on their cell.
1 point
A boy is on the phone. ■■ mentions the person and the phone or talking
A boy (He) is calling his friend.
The boy is talking.
A boy talking on the phone. ■■ omits the verb is
0 points
Talking on the phone. ■■ limited content
boy talking
8. Write a good sentence that tells what is happening in the picture. (chick hatching)

2 points
The chick is hatching from its egg. ■■ tells what the chick is doing and adds a detail
A chick is hatching out of an egg.
The little bird came out of the egg.
What happened was an egg cracked, and a little chick came
out.
A little yellow chick just popped its head out of an egg.
An egg is cracking and a baby will emerge. ■■ describes what happens to the egg and adds a detail
1 point
The chick is hatching. ■■ tells what the chick is doing
A baby bird is hatching.
The chick popped out.
The (This, An) egg is hatching. ■■ describes what happens to the egg
The egg is breaking (cracking).
That is a cracked egg.
It is hatching from the egg. ■■ uses a pronoun in place of the word chick
174 Appendix B
The egg is hatching. ■■ uses a simple sentence to describe the picture
She is hatching.
0 points
The chick is a baby. ■■ does not describe the action
It came out. ■■ does not mention either the chick or the egg
egg breaking ■■ limited content

hatching
9. Write a good sentence that tells what the seal is doing. (balancing a ball)

2 points
The seal is balancing (bouncing, spinning, twirling) the ball ■■ tells what the seal is doing (balancing a ball, doing a
on his (her, its) nose (head). trick) and adds a detail about the location of the ball
The seal is doing a trick with a ball on his nose.
The seal is performing at the circus for children from the ■■ tells what the seal is doing and adds a good detail
homeless shelter.
1 point
The seal is doing a trick. ■■ tells what the seal is doing but does not mention the
The seal is balancing a ball. location of the ball
The seal is playing with the ball.
The seal is playing ball.
The seal is holding the ball.
The seal hit the ball into the air. ■■ describes what the seal is doing
He (She, It) is playing with a ball. ■■ uses a simple sentence to describe the picture
He is playing with a balloon. ■■ uses pronouns in place of seal or ball
The seal has it on his nose.
0 points
The seal has a ball. ■■ limited content
The seal (He, She, It) is playing.
Balancing a ball.
Playing ball.
Appendix B 175
10. A sentence is missing from this paragraph. Write one good sentence that goes with the other three sentences.
(1) When Jean packs her lunch, she takes three things. (2) First, she packs an apple. (3) _________. (4) Finally, she
puts in a carton of milk.

2 points
Then she packs a sandwich. ■■ provides an appropriate lunch item with a
Next she puts in a cookie. transition word
Second she packs some cheese.
1 point
She packs a sandwich. ■■ provides an appropriate item
She puts in a sandwich and cookies.
Then a sandwich. ■■ writes an incomplete sentence but includes a

transition word
0 points
And a drink. ■■ limited content
A sandwich.
Some candy.
11. Write a good sentence that tells something about this toy. (drum)

2 points
This toy is a musical instrument. ■■ identifies the picture as a toy, a drum, or an instrument
You play a drum with drumsticks. and describes one characteristic or adds another detail
The drum is an instrument used for percussion.
This is a drum used in parades.
This toy is a drum with drumsticks lying on it.
In the right hands this instrument can be music to your
ears.
1 point
This (The) toy is a drum. ■■ identifies the picture as a toy drum
This is a toy drum.
It (This) is a drum.
You can bang on it. ■■ simply describes one characteristic of a drum

It is something you hit.
You can play it.
The drum is loud.
The drum is loud when you hit it.
There are 2 sticks and they are making an X. ■■ describes the picture with detail but does not
mention the drum
176 Appendix B
0 points
It is big. ■■ limited content
It is round.
a drum
12. The girl is going to a movie. The man is asking her a question. Write a question that the man may have asked.

2 points
What movie are you going to see this evening? ■■ a possible question that the man might ask; must end
Would you like to buy a ticket for the movie? with a question mark
Do you have exact change for this movie please?
Which movie would you like to see?
“Which movie do you want?”
Would you like to donate to the children’s hospital? ■■ a superior question not related to the movie; must end
Are you going to math class tonight? with a question mark
1 point
Which movie? ■■ an abbreviated question with a question mark
For how many people?
How many tickets?
Where can I buy candy? ■■ a question the woman might have asked
How much are the tickets?
Which way is the movie?
He probably asked what movie would she like to see. ■■ a statement explaining what the man may have asked
Would you like a ticket to the movie. ■■ a question without a question mark
What movie do you want this afternoon.
0 points
What movie do you want. ■■ an abbreviated question without a question mark
How many tickets.
The ticket costs $8.00. ■■ a simple statement

The movie is down the hall.
Give me your ticket please.
Appendix B 177
13. Write one good sentence that tells how a car and a bus are alike.

2 points
A car and a bus are alike because they both transport ■■ explains how a car and bus are alike (vehicles, modes of
(carry) people. transportation, have engines, carry people, require fuel)
A car and bus are alike because they both have engines.
A car and bus are alike because they are both vehicles.
A car and a bus are alike because they both pollute the air.
A car and a bus both are forms of transportation.
1 point
Both a car and a bus have wheels (tires, motors). ■■ explains how a car and a bus are alike using simple
A bus carries people and a car carries people. vocabulary
People ride in both.
They both move and people ride in them.
Both have motors, tires, and windows.
They both are transportation (vehicles).
A car has a motor. A bus has a motor. ■■ uses two sentences

sentences.
0 points
They both are yellow. ■■ does not express an obvious or correct similarity
They both drive ■■ limited content

They both run.
14. Write a good sentence that tells why it is dangerous to dive into a pool when you do not know how deep it is.

2 points
It is dangerous to dive into a pool when you don’t know ■■ states that it is dangerous to dive into a pool of unknown
how deep it is because you could hit bottom. depth and provides or implies a reason why (may hit
It is dangerous to dive in a pool if you don’t know how deep your head, break your neck, get a concussion, drown if
it is because it may be shallow and you could get hurt. you are a poor swimmer)
If you dive in a pool without knowing how deep it is, you ■■ explains in detail a reason why it is dangerous
could hit your head and drown.
If you do not know how deep a pool is, and it is shallow
when you dive in, you could hit your head on the bottom
of the pool.
If you don’t know how deep a pool is and you don’t swim
well, you might drown in deep water.
When you dive into a pool and you don’t know the depth,
you are taking a chance with your life.
178 Appendix B
1 point
You may hit your head and drown. ■■ simply states a reason why it may be dangerous
You might hit the bottom hard.
You could hit your head on the bottom of the pool.
You may dive too shallow and break your neck.
It’s dangerous because you might hit your head on the
bottom.
It is very dangerous because you can drown. ■■ simply states that it is dangerous and tells a reason why
It is dangerous because you might get hurt.
It is dangerous because you could end up paralyzed.
It is dangerous to dive into a pool when you don’t know the ■■ states that it is dangerous but expresses unlikely
depth, because you could crack the pool. concerns (it would hurt the pool)
0 points
It can cause an accident. ■■ does not clearly specify or suggest an obvious danger
It is fun to swim in a pool.
You may hurt the pool. ■■ expresses an unlikely concern; does not state that it
is dangerous
You might crack your head. ■■ limited content

You might hit the bottom.
You may drown.
Because you might hit your head.
Because you can drown.
Because you might get hurt.
Appendix B 179
15. Once upon a time in a land far away, there lived a dinosaur. Write one good sentence that tells what this dinosaur
looked like.

2 points
This dinosaur had long, sharp teeth, huge claws, and big ■■ describes a dinosaur with some detail
feet.
The dinosaur had a long neck, scaly green skin, and razor
sharp teeth.
The dinosaur was pink with big blue spots the size of an
apple.
The dinosaur was gigantic, a nasty green, and had a row of
spikes down his back.
The big gray dinosaur had large teeth and big claws.
1 point
The dinosaur was blue with purple spots. ■■ provides a simple description
He was tall and gray with blue eyes.
It was big and black with big teeth.
He was green with spikes down his back.
He looked like an overgrown lizard.
The dinosaur was tall and green.
0 points
He was big. ■■ limited content
It looked ugly.
green with red dots
16. Write one sentence that tells three things you would like to do on a vacation. Remember, three things.

2 points
On vacation I would like to go fishing, swimming in the ■■ includes three vacation activities or three places to visit
ocean, and camping on the beach. on a vacation that are described in some detail and are
On my vacation I would like to go to the movies, shop in punctuated correctly with commas
the stores, and relax at the swimming pool. Note: The commas may separate the activities in the
I would like to go to Las Vegas for gambling, New York for series—A, B, and C—or the comma may be omitted
sightseeing and Hawaii for the beaches. before the conjunction—A, B and C.
1 point
I like to fish, hunt, and visit relatives in Ohio. ■■ includes three simple vacation activities that are correctly
On vacation, I would like to swim, eat and fish. punctuated with commas
I’d go to Europe, Canada, or Mexico.
I like skiing, snorkeling and diving.
180 Appendix B
I would like to see the President. I would like to go to ■■ uses two or three compete sentences that include three
Disney World. I would like to go to the ocean. activities and end with periods, are connected with
commas, or are not punctuated
I would like to go camping and hiking and skiing. ■■ includes three activities connected by and
I would like to go to Disneyland and Mexico and New York.
I would like to eat watch TV and go swimming. ■■ incorrect use of comma
Go to the beach, camp in the mountains, and relax at home. ■■ three verb phrases that are correctly punctuated
0 points
relax, swim, and read ■■ three simple verbs
ski, hike, relax
I go hiking. I swim. I ride motorcycles. ■■ three simple sentences

I fish. I read. I canoe.
I’d like to go to Europe and to Mexico. ■■ only one or two activities

I like to snow board.
(1) I had always wanted to go on a camping trip. (2) _________. (3) I can’t wait to go back to the mountains again.

2 points
When I finally got to go, I had lots of fun. ■■ refers to the trip with some detail and unites the first and
So last Saturday I went camping in the mountains. third sentences
Last summer I finally went to the Rocky Mountains.
We camped in the mountains last week.
1 point
Then I finally went. ■■ refers to the trip with a simple sentence
Finally I got to go.
I liked hearing the coyotes howl.
I loved that camping trip.
We went to the mountains.
0 points
We were planning a trip. ■■ doesn’t indicate that the trip has already occurred
I would like to go.
People say it’s fun.
Appendix B 181
18. Write one sentence about a boy finding a lost dog. Include the words who found the in the middle of your sentence.

2 points
The freckle-faced boy who found the puppy was overjoyed ■■ uses who found the in the middle of a detailed sentence
at his luck.
The lucky boy who found the millionaire’s dog received a
handsome reward.
The little boy, Chris, who found the lost dog, was as happy
as he could be.
The responsible boy who found the stray dog called the city
animal shelter.
Robert is the little boy who found the lost dog Saturday.
Mother said, “That is the boy who found the lost dog last ■■ uses who found the in the middle of a detailed sentence in
Saturday at the circus.” a dialogue or question format
The boy asked, Who found the little, stray dog in the Note: Punctuation is not required.
woods?
The boy asked, “Who found the lost puppy?”
1 point
He (That, There, This) is the boy who found the dog. ■■ uses who found the in the middle of a simple sentence
The boy who found the dog was very happy. or question
The boy who found the large dog got a reward.
The little boy who found the lost dog was nice.
Can I ask who found the little lost dog?
I am the one who found the lost dog.
My mom asked, Who found the dog?
0 points
Who found the dog? ■■ begins with who found the
Who found the lost dog?
Once a boy found a dog. ■■ does not use who found the
The boy asked the girl who found the ball. ■■ does not refer to the lost dog
182 Appendix B
(1) When doing the laundry, always separate the light clothes from the dark clothes. (2) _________. (3) My white
tennis shorts were covered with blue spots!

2 points
Once I put a new pair of jeans in the same load as my white ■■ describes a past situation in which the person put in
clothes. dark clothes with a load of light clothes, or gives an
Once I neglected to do so, and my new blue jeans colored after-the-fact recognition of this laundry rule
the other articles of clothing.
I only remembered this laundry lesson when I went to fetch
my clean clothes from the dryer.
I forgot to follow this rule when I did my laundry on
Monday.
My husband forgot this simple rule when it was his turn to ■■ describes a past situation when someone else forgot to
do the laundry. separate the clothes
One time my mother forgot to separate the clothes.
1 point
If you don’t, the colors will mix. ■■ explains a consequence of mixing light and dark clothes
The light clothes will become dark. but does not refer to a past situation
If you don’t, the light clothes may get stained by the dark
clothes.
Last time I didn’t. ■■ simply refers to a past situation

I forgot to do that.
I did not do that.
My jeans were covered with white spots. ■■ provides another example of colors running in clothes
My blue pants were covered with white streaks.
I put tennis shorts in with my blue jeans. ■■ refers to a present experience with this laundry rule
I put a blue sweater in.
0 points
…because the colors will run together. ■■ adds information to the first or last sentence
…and do not put bleach.
I didn’t and when I removed them from the washer…
I forgot to do that and…
Don’t put too much soap in the machine. ■■ provides another laundry tip
Put them in at a different temperature.
You should put in bleach with light not dark clothes.
Then I wash them. ■■ provides the next step
Appendix B 183
20. This information will be included in a report about insects. Write a main or topic sentence for the report.
mosquitos bees black flies butterflies lady bugs beetles

2 points
During different seasons of the year, different insects ■■ provides a basis for writing a report by pointing out
appear. some type of similarity, difference, or generalization
Some insects are pesky; others are beneficial. about the insects
Our summer camping trip introduced us to a lot of insects.
Insects come in many shapes, sizes and colors.
There are many varieties of insects that serve a purpose in
nature’s plan.
Insects such as mosquitos, bees, black flies, butterflies,
lady bugs, and beetles possess remarkable flight
characteristics and abilities.
1 point
There are many kinds of insects. ■■ provides only a simple fact or statement
Mosquitoes, bees, black flies, butterflies, lady bugs, and
beetles are all insects.
I hate mosquitoes, bees, and black flies but I like butterflies,
lady bugs, and beetles.
Most insects are harmless.
A lot of insects have wings.
This is a report on bugs.
My report is about insects.
0 points
Most of the following insects can fly. ■■ refers to the list of insects in a general way
All About Bugs. ■■ provides a title instead of a main or topic sentence

Why I Like Bugs.
I hate bees. ■■ does not refer to or include all of the insects

Mosquitoes bite you in the summer.
I like lady bugs.
Bugs hurt people.
The mosquitoes bit the bees, black flies, butterflies, ■■ uses all of the listed words but does not write a
lady bugs, and beetles. topic sentence
They are all bugs. ■■ limited content

They all fly.
They are mean.
Bugs are yucky.
Insects are usually flying.
184 Appendix B
(1) Enough food was packed to feed the group for several months. (2) _________. (3) Because of these careful
preparations, the expedition would be able to cope with any emergency.

2 points
They also packed safety equipment and medical supplies. ■■ provides a specific example of another preparation and
The equipment was checked carefully before the trip. maintains the writer’s style (similar to sentences 1 and 3)
The people selected for leaders were highly trained.
We had several first aid kits and plenty of camping gear.
Everyone in the group carried a first aid kit.
1 point
The food was packed in waterproof containers. ■■ provides a detail about the food
The medical supplies were ready. ■■ provides a general example of the preparations
They had prepared all the supplies they needed.
There was also plenty of medicine around.
They had a lot of first aid kits.
0 points
We packed enough food. ■■ does not refer to an additional preparation
We were stopped by weather.
The group was climbing Mt. Everest.
We planned to be gone for several months.
We got matches. ■■ limited content
22. Write a good sentence using the words in spite of his success.

2 points
In spite of his success, Mike did not feel good about the ■■ uses in spite of his success in a specific situation or
illegal deal. context so that the meaning of the phrase is clear
In spite of his success in baseball, he continued to talk with
his loyal fans.
In spite of his success at the preliminary polls, White was
sure he would lose the final election.
Jerry, in spite of his success, returned to the ghetto to live.
The corporate president, in spite of his success, gives back
to the community.
In spite of his success, the pop star still comes home for
the holidays.
Mike Tyson declared bankruptcy, in spite of his success.
Appendix B 185
1 point
In spite of his success, he still did not make the team. ■■ demonstrates an understanding of the phrase and may
In spite of his success, he was not happy. suggest the person’s success but does not describe a
In spite of his success, he still had some problems. specific situation or context
In spite of his success, Mark was not pleased.
0 points
Everyone was jealous in spite of his success. ■■ uses in spite of his success but contradicts the meaning of
Joe did that just in spite of his success. the phrase or uses it incorrectly
In spite of his success, he’s okay. Note: Uses in spite of to mean because of.
He will play in spite of his success.
He goes in spite of his success.
23. Write a good sentence about several activities you like. Include the words for example in your sentence.

2 points
Sewing, cooking, and reading, for example, are some of my ■■ uses for example correctly in a detailed sentence that
favorite activities. includes two or more activities
I enjoy exercise, for example, jogging, swimming, and Note: Punctuation is not required.
running.
I enjoy many different kinds of activities; for example,
tennis, horseback riding and sailing.
I enjoy working with my hands—for example, carving wood
figures and making ornamental objects from iron.
I sing and play music; for example, I play an instrument in
a band and I sing in a choir.
I like many activities; for example, I like to ride my bike, go
rock climbing, and go water skiing.
1 point
My favorite activities for example are reading and cooking. ■■ uses for example correctly in a simple sentence
I like several activities, for example, I like swimming, and Note: Punctuation is not required.
running.
There are many activities I like, for example: tennis and
hiking.
I enjoy many outdoor activities. For example, boating, ■■ includes two sentences that use for example correctly
skiing, and golf are three of my favorites. Note: Punctuation is not required.
0 points
For example, I like cooking and writing. ■■ begins with for example
I like to do yard work, golf, and running for example, all the ■■ uses for example incorrectly
races I have run.
I like lots of things for example horseback riding. ■■ only names one specific activity
186 Appendix B
24. The second sentence is missing from this paragraph. Write a good sentence that the writer might have used.
(1) The feathered pair assembled by the picturesque fountain formed as unlikely a duet as a fiddle and a bassoon.
(2) _________. (3) The tall, long-legged bird, whose close-fitting wings were draped across his body like the tails of a
dress coat, was preposterously uncomely.

2 points
The short, corpulent bird was set apart by its beautiful ■■ describes the other bird or pair of birds and maintains
resplendence. the writer’s style (similar to sentences 1 and 3)
The small, colorful bird’s wings were spread gracefully,
revealing their ornate beauty.
The small bird’s feathers scattered the light into thousands
of particles of light that danced and shimmered across
the water.
The short bird with loose-fitting wings whirled like a young
kid at a backstreet dance.
The short dumpy bird with short feathers looked like a
30-year-old down pillow.
The short fluffy bird squawked at his companion like a
parent scolding a child.
The small quick-footed wren was enchantingly beautiful and
full of grace.
As the smaller of the two birds dipped his golden beak into
the shimmering water, the tall bird immediately pecked
him.
The pair were drinking from the fountain as cautiously as
two truants in a police station.
1 point
The short, ugly bird had bright green feathers. ■■ describes the other bird or pair of birds with simple
One was a small bird with loose-fitting feathers and wings. vocabulary (tends to use common nouns, verbs, and
The short, fat bird had a black beak and was very colorful. adjectives) but does not maintain the writer’s style
The short-legged, fat bird had drooping wings.
They both looked strange, as if they were trying to outdo
one another.
The two birds were very unusual looking, one short and the
other tall.
The birds seemed as if they were made for each other.
When one of the pair flew off, the other was left standing by
himself.
0 points
It was a sight to behold. ■■ limited content
They were beautiful birds.
They were very strange birds.
The feathered pair were ugly.
The short bird was drinking water.
Appendix B 187
25. The second sentence is missing from this paragraph. Write a good sentence that the writer might have used.
(1) Although plainly in view, the car, a black, battered, hearselike automobile, continued to approach slowly, as if
the two occupants were reticent to greet the inquisitive group waiting on the embankment. (2) _________. (3) The
passenger was wearing a blue sweatshirt with golden stars embossed on the front; the front brim of his baseball cap
stood up at a jaunty angle, revealing a tousle of blonde hair.

2 points
The driver wore a large overcoat over a three-piece suit and ■■ describes the driver and maintains the writer’s style
a broad Stetson hat that was tilted to the left. (similar to sentences 1 and 3)
The driver was wearing a black jacket with the collar
standing up; sunglasses shielded his eyes, and strands
of black hair emerged from under his round hat.
The driver was a woman with long brown hair, a sallow
face, and stylish clothes.
The driver was wearing a black baseball cap and a black
sweatshirt that had a little horse embroidered on the right
shoulder.
The driver was wearing a black muscle shirt, blue jeans,
and a blue beret that covered his bald head.
After the sudden arrival, a man dressed like a chauffeur got ■■ refers to the stopping of the car and the emerging or
out and moved to the rear door from which the passenger examination of the passenger(s), and maintains the
emerged. writer’s style (similar to sentences 1 and 3)
The people on the embankment peered curiously into the ■■ describes the group on the embankment, introduces the
car, trying to discern the identity of the passenger in the passenger(s), and maintains the writer’s style (similar to
back seat. sentences 1 and 3)
1 point
The driver was wearing blue jeans, a black sweater, and ■■ describes the driver or the passenger with simple
blue boots. vocabulary (tends to use common nouns, verbs, and
The driver had red hair and was wearing a cowboy hat and adjectives); does not maintain the writer’s style
an orange shirt.
The driver was fat and had a brown mustache and
sunglasses.
We then realized it was a baseball star doing a guest
appearance at the beach.
When the passenger got out of the car, he was wearing an
odd outfit.
The car stopped and two men opened the doors. ■■ refers to the stopping of the car or the emerging or
The car came closer and then the driver pushed out the examination of the passengers(s) with simple vocabulary
passenger. (tends to use common nouns, verbs, and adjectives);
All eyes were on the old automobile to see who was does not maintain the writers style
arriving.
188 Appendix B
The crowd on the embankment was very anxious to meet ■■ describes the group on the embankment with simple
the occupants in the car. vocabulary (tends to use common nouns, verbs, and
The group was a bunch of native women wearing hula adjectives) but does not maintain the writer’s style
skirts.
0 points
So we hid. ■■ does not directly refer to the driver, the occupants of the
It was warm and the sun was hot. car, or the group on the embankment
Have you ever seen anything like it?
The car rolled across the hill.
They were waiting for a baseball player so they could see ■■ does not unite the first and third sentences in
him play. the paragraph
One passenger protested about the car.
They were sitting in the car. ■■ limited content

The car stopped and the door opened.
The group was quiet and calm.
The passenger was funny looking.
26. Write a sentence that tells about the picture and uses the word consequently.

2 points
The young boy broke the window and, consequently, he ■■ tells about the picture and uses consequently correctly in
must pay for it. the interior of a detailed sentence
The boy has broken the window; consequently, he must Note: Punctuation is not required.
replace it.
The boy has broken the window and, consequently, must
use his allowance to pay for it.
He threw the baseball through the window of his house,
consequently interrupting his father’s work.
After breaking the window for a second time, Billy,
consequently, wasn’t allowed to play baseball.
The boy broke the glass with a ball therefore, he was,
consequently, punished.
Since the boy broke the window, consequently, he will be
punished.
1 point
The window is broken and consequently the boy will buy a ■■ uses consequently correctly but the sentence lacks detail
new one. Note: Punctuation is not required.
He broke the window and consequently he has to get a new
one.
He broke the window and will consequently get in trouble.
Appendix B 189
The boy broke the window with his ball. Consequently, he ■■ two sentences that use consequently correctly
must repair it. Note: Punctuation is not required.
0 points
Consequently, you can’t play anymore. ■■ begins the sentence with consequently
Tom broke the window but consequently, his Dad was a ■■ uses consequently awkwardly or incorrectly
carpenter and could fix it.
________________________________________________________________. In the open field, an oak tree has access

to light from all sides and extends its branches with their light-gathering leaves toward that light, forming a profile
wide and round in all directions. The forest oak grows tall and thin as it seeks to reach higher for light, beyond
the cluster and canopy of older, taller trees nearby. The clustering of forest trees also adds a measure of protection
from high winds—one tree in the open has to bear alone the brunt of the wind’s pummeling and may display more
evidence of wind damage. If we take two seeds from the same tree and plant one in a field and one in a forest, the
trees may develop very different shapes from one another as they grow.

2 points
A tree that grows alone in an open field will develop a ■■ a superior topic sentence that communicates the
radically different form from the same species of tree paragraph’s main idea and goes beyond an adequate
growing in a forest among other trees. response by including additional descriptive words
The conditions in which trees grow drastically affect the
features which the trees develop when they are fully
grown.
A tree’s growth and appearance are a result not simply of
species alone, but also of the environment in which it
must survive.
Depending on exposure to the elements, identical oak trees
may develop contrasting profiles and dissimilar shapes
in the process of maturation.
The forces of nature can have dramatic influences on the
development and growth of vegetation.
1 point
Trees grown in fields and forests will develop different ■■ an adequate topic sentence that communicates the
shapes. paragraph’s main idea but does not include additional
The environment that surrounds an oak tree has the most descriptive words
influence on how well and how high it will grow.
There are many elements that can affect the manner in
which trees grow.
Differing environments can produce considerable variation
between trees of the same genus.
Trees can grow in a variety of ways depending on their
environment.
190 Appendix B
0 points
Trees grown in open fields look better. ■■ a topic sentence that doesn’t capture the scope of
the paragraph
The environment in which a tree grows can have an effect ■■ a sentence that does not introduce the main idea of
on how weak or strong its seeds may be. the paragraph
An oak tree has many great characteristics.
When a frozen, five-thousand-year-old human body (later nicknamed “the Iceman”) was found high in the Alps, we
gathered a wealth of clues about living long ago in the landscape that is now Italy. The Iceman’s clothing, tools, and
weapons were frozen with him when he died and remained undisturbed through all that time. The many implements
he carried were made from a wide variety of different species of wood and several metals. A series of tattoos on his
back may indicate that he had received some sort of medical treatment, possibly a form of acupuncture. ___________
_____________________________________________________.

2 points
Scientists who have studied the Iceman and his ■■ a superior concluding sentence that summarizes the
accoutrements have learned many surprising things paragraph’s main idea and goes beyond an adequate
about the people who lived near the Alps fifty centuries response by including additional descriptive words
ago.
Much medical, sociological, and cultural information about
ice age life has been gleaned from the frozen corpse of a
five thousand year old human.
Many aspects of this man’s ancient culture, to which we
might otherwise remain oblivious, could be gleaned
because of the preserving ability of the ice.
The discovery of an ancient human can provide us with
valuable insights into the living conditions and customs
that existed in prehistoric times.
1 point
A five thousand year old frozen body found high in the ■■ an adequate concluding sentence that summarizes the
mountains of Italy taught scientists a lot about that time. paragraph’s main idea but does not include additional
From these clues we can construct a fuller picture of the descriptive words
Iceman’s civilization.
The preservation of “Iceman” provides a wealth of
information about his existence.
By looking at the Iceman’s clothes and tools, we can
conclude a lot about his life.
0 points
Iceman are totally different than we are. ■■ a concluding sentence that doesn’t capture the scope of
We may not know much about the iceman, but we are one the paragraph
step closer.
Appendix B 191
Freezing preserves people a long time. ■■ a sentence that is not a concluding sentence
He also had scars on his feet which may have been caused ■■ a sentence that introduces new content
by sharp rocks.
192 Appendix B
Appendix C
WJ IV Tests of Achievement Examiner Training Checklist
Name of Examiner:_ _________________________________ Date:_ __________________________________________
Name of Examinee:__________________________________ Name of Observer:________________________________
Y = Yes N = No N/O = Not Observed

(circle one)
Y N N/O 1. Knows exact pronunciation of each item.
Y N N/O 2. Uses suggested starting points.
Y N N/O 3. Asks examinee to reread all items on page if response is unclear and then scores only item
in question.
Y N N/O 4. Does not tell examinee any letters or words during test.
Y N N/O 5. Gives reminder to pronounce words smoothly only once during test.
Y N N/O 6. Tests by complete pages.
Y N N/O 7. Encourages examinee to try next word after 5 seconds unless examinee is still actively
engaged in trying to pronounce word.
Y N N/O 8. Counts all items below basal as correct.

Y N N/O 1. Uses worksheet in Response Booklet.
Y N N/O 3. Reads all items to examinee.
Y N N/O 4. Provides Response Booklet and pencil at any time if examinee requests it or appears to need
it (e.g., uses finger to write on table or in air).
Y N N/O 5. Gives examinee pencil and Response Booklet at Item 25.
Y N N/O 6. Repeats any questions if requested by examinee.
Y N N/O 7. Does not require examinee responses to contain unit labels unless specified in Test Book
correct keys.
Y N N/O 8. Scores item incorrect if numeric response is wrong or if examinee provides incorrect label
(required or not).
Appendix C 193
Test 3: Spelling
Y N N/O 1. Uses Response Booklet and pencil.
Y N N/O 3. Knows correct pronunciation of all items.
Y N N/O 4. Does not penalize for poor handwriting or reversed letters as long as letter does not form
different letter (e.g., reversed b becomes d and would be an error).
Y N N/O 5. Requests printed (manuscript) responses but accepts cursive responses.
Y N N/O 6. Accepts upper- or lowercase responses unless case is specified.

Y N N/O 1. Begins with Introduction for examinees at preschool or kindergarten level.
Y N N/O 2. Begins with Item 5 for examinees at grade 1 level.
Y N N/O 3. Begins with Sample Item B for all other examinees and then selects appropriate
starting point.
Y N N/O 4. Does not insist on silent reading if examinee persists in reading aloud.
Y N N/O 5. Does not tell examinee any words.
Y N N/O 6. Accepts only one-word responses as correct unless indicated otherwise by scoring key.
Y N N/O 7. Asks examinee to provide one word that goes in blank when he or she reads item aloud and
provides answer in context.
Y N N/O 8. Scores responses correct if they differ in verb tense or number, unless otherwise indicated.
Y N N/O 9. Scores responses incorrect if examinee substitutes different part of speech, unless otherwise
indicated.
Test 5: Calculation
Y N N/O 3. Discontinues testing and records score of 0 if examinee responds incorrectly to both
sample items.
Y N N/O 4. Accepts poorly formed or reversed numbers.
Y N N/O 5. Scores transposed numbers (e.g., “14” for 41) as incorrect.
194 Appendix C
Y N N/O 6. Scores items skipped by examinee as incorrect.
Y N N/O 7. Completes any applicable queries as listed in Test Book.
Y N N/O 8. Does not point out mathematical signs or operands to examinee.

Y N N/O 3. Administers prescribed block of items.
Y N N/O 4. Reads any word to examinee upon request.
Y N N/O 5. Uses “Writing Samples Scoring Guide” in Appendix B of Examiner’s Manual to score items
after testing.
Y N N/O 6. Does not penalize for spelling, punctuation, capitalization, or usage errors unless otherwise
indicated in “Writing Samples Scoring Guide.”
Y N N/O 7. Asks examinee to write as neatly as possible if responses are illegible or difficult to read.
Y N N/O 8. Consults Writing Samples “Scoring Table” on Test Record to determine when additional
items need to be administered (score falls in shaded area).
Y N N/O 9. Scores Items 1–6 as 1 or 0 points as indicated in “Writing Samples Scoring Guide.”
Y N N/O 10. Scores Items 7–28 as 2, 1, or 0 points as indicated in “Writing Samples Scoring Guide.”
Y N N/O 11. Knows that .5 and 1.5 can be used to score responses that fall between 0-, 1-, and
2-point examples.
Y N N/O 12. Does not penalize for spelling or handwriting errors unless words are illegible.
Y N N/O 13. Scores sentences that are illegible as 0.
Y N N/O 14. Does not ask examinee to read his or her response to score item.
Y N N/O 15. Alternates between assigning higher and lower scores when unsure of how to score
certain items.
Y N N/O 16. Scores items based on examinee’s interpretation of picture.
Y N N/O 17. If examinee writes more than one sentence for item, selects and scores one sentence that
best satisfies task demands.
Y N N/O 18. Reduces score by 1 point for severe grammatical or usage errors or if a significant word is
illegible.
Y N N/O 19. Does not penalize minor grammatical or usage errors.
Y N N/O 20. Rounds scores ending in .5 to nearest even number.
Y N N/O 21. Enters score for only one block of items (even if more than one block was administered)
into scoring program.
Appendix C 195
Test 7: Word Attack
Y N N/O 2. Knows correct pronunciation of each item.
Y N N/O 3. Says most common sound (phoneme) for letters printed within slashes (e.g., /p/), not
letter name.
Y N N/O 4. Reminds examinee to say words smoothly only once during test if examinee pronounces
nonword phoneme by phoneme or syllable by syllable.
Y N N/O 5. Asks examinee to reread all items on page if response is unclear and then scores only item
in question.
Y N N/O 6. Does not tell examinee any letters or words during test.
Y N N/O 9. Records errors for further analysis.

Y N N/O 2. Follows Continuation Instructions to determine what to administer or when to

discontinue testing.
Y N N/O 3. Has examinee read sentences aloud.
Y N N/O 5. Scores as incorrect mispronunciations, omissions, insertions, substitutions, hesitations of 3

seconds, repetitions, transpositions, and ignoring punctuation.
Y N N/O 6. Marks slash (/) at each point on Test Record where error occurs.
Y N N/O 7. After hesitation of 3 seconds, marks word as incorrect and tells examinee to go on to
next word.
Y N N/O 8. Knows that self-corrections within 3 seconds are not counted as errors.
Y N N/O 9. Scores each sentence as 2 (no errors), 1 (one error), or 0 (two or more errors).
Y N N/O 10. Records Number of Points earned on items administered.

Y N N/O 1. Uses stopwatch.
Y N N/O 3. Begins with sample items and practice exercise for all examinees.
Y N N/O 4. Discontinues testing if examinee has 2 or fewer items correct on Practice Exercises C–F and
records score of 0 on Test Record.
Y N N/O 5. Adheres to 3-minute time limit.
196 Appendix C
Y N N/O 6. Records exact starting and stopping times if stopwatch is unavailable.
Y N N/O 7. Records exact finishing time in minutes and seconds on Test Record.
Y N N/O 8. Reminds examinee to read each sentence if he or she appears to be answering items
without reading.
Y N N/O 9. Does not tell examinee any letters or words.
Y N N/O 10. Reminds examinee to continue if he or she stops at bottom of page or column.
Y N N/O 11. Counts number of correct responses and number of errors.
Y N N/O 12. Does not count skipped items as incorrect.
Y N N/O 13. Enters both Number Correct and Number Incorrect into scoring program.
Y N N/O 14. Subtracts Number Incorrect from Number Correct when obtaining estimated AE/GE from
Test Record.
Y N N/O 15. Uses scoring guide overlay to facilitate scoring.

Y N N/O 3. Begins with Item 1 for all examinees.
Y N N/O 4. Discontinues testing if examinee has 3 or fewer items correct after 1 minute and records
time of 1 minute and Number Correct (0 to 3) on Test Record.
Y N N/O 8. Does not draw attention to mathematical signs or remind examinee to pay attention to signs
during test.
Y N N/O 9. Does not penalize for poorly formed or reversed numbers.

Y N N/O 10. Reminds examinee to proceed across page from left to right, row by row, if he or she starts
skipping around.
Y N N/O 11. Reminds examinee to continue if he or she stops at bottom of first page.

Y N N/O 3. Begins with sample items for all examinees.
Y N N/O 4. Discontinues testing if examinee has score of 0 on Sample Items B–D after error correction
and records score of 0 on Test Record.
Appendix C 197
Y N N/O 5. Discontinues testing if examinee has 3 or fewer correct after 2 minutes and records time of
2 minutes and Number Correct (0 to 3) on Test Record.
Y N N/O 9. Reads stimulus word to examinee upon request.
Y N N/O 10. Reminds examinee to continue if he or she stops at bottom of page.
Y N N/O 11. Scores as correct all responses that are complete, reasonable sentences using all target words.
Y N N/O 12. Knows target words may not be changed in any way (e.g., verb tense or nouns changed
from singular to plural).
Y N N/O 13. Does not penalize for spelling, punctuation, or capitalization errors.
Y N N/O 14. Does not penalize for poor handwriting or spelling unless response is illegible.
Y N N/O 15. Scores skipped items as incorrect.
Y N N/O 16. Scores responses that omit critical words as incorrect.
Y N N/O 17. Scores responses that omit less meaningful words (e.g., the or a) as correct if all other
criteria are met.
Y N N/O 18. Accepts abbreviations (e.g., w/ for with) or symbols (e.g., & for and) if all other
criteria are met.

Y N N/O 2. Follows Continuation Instructions to determine when to continue testing or when to stop.
Y N N/O 3. Does not tell examinee any words during test.
Y N N/O 4. Allows examinee to read each story silently only once.
Y N N/O 5. Knows elements to be scored are listed on Test Record.

Y N N/O 6. Scores element as correct if examinee uses key word (in bold) or close synonym during
retelling.
Y N N/O 7. Does not penalize for mispronunciations resulting from articulation errors, dialect
variations, or regional speech patterns.
Y N N/O 8. Scores response correct if it differs from correct response listed only in possessive case, verb
tense, or number (singular/plural), unless otherwise indicated in scoring key.
Y N N/O 9. Knows that any number that is a key word (in bold), must be recalled exactly.
Y N N/O 10. Scores derivations of names as correct (e.g., Annie for Ann).
198 Appendix C
Y N N/O 1. Gives examinee worksheet in Response Booklet and pencil when directed.
Y N N/O 3. Provides corrective feedback as indicated for Sample Items A and B.
Y N N/O 5. Allows 30 seconds for Items 1–6 and 1 minute for Items 12–30 before moving to next item.
Y N N/O 6. Allows more time if examinee is actively engaged in solving problem.
Y N N/O 8. Records total Number Correct.
Test 14: Editing

Y N N/O 1. Begins with Sample Items A–D for all examinees and then uses suggested starting points.
Y N N/O 2. Discontinues testing if examinee has score of 0 on Sample Items A–D or on Items 1–4 and
records score of 0 on Test Record.
Y N N/O 3. Requires examinee to clearly indicate both where error is and how to correct it to
receive credit.
Y N N/O 4. Does not tell examinee any words on this test.
Y N N/O 5. Asks examinee how to correct error if he or she reads item aloud and inadvertently corrects
error in context.
Y N N/O 6. Asks examinee how to correct mistake if he or she indicates error without explaining how
to correct it.

Y N N/O 3. Administers sample items and practice exercise to all examinees.
Y N N/O 4. Discontinues testing if examinee has 1 or 0 correct on practice exercise and records score of
0 on Test Record.
Y N N/O 8. Does not tell examinee any words during test.
Appendix C 199
Y N N/O 1. Follows standardized procedures for audio recorded tests.
Y N N/O 4. Presents Sample Items A–D and Items 1–5 orally and presents remaining items from audio
recording.
Y N N/O 5. Says most common sound (phoneme) for letters printed within slashes (e.g., /m/), not
letter name.
Y N N/O 6. Knows that responses listed in Test Book are only correct answers.
Y N N/O 7. Does not penalize for reversed letters as long as letter does not form different letter (e.g.,
reversed b becomes d and would be an error).
Y N N/O 8. Scores items 1 if they are spelled correctly or 0 if they are spelled incorrectly.
Y N N/O 9. Does not penalize if examinee does not repeat stimulus word or pronounces it incorrectly.
Scores only written response.
Y N N/O 10. Pauses or stops audio recording if examinee requires additional response time.
Y N N/O 11. Replays items examinee requests.
Y N N/O 12. Presents items orally if examinee is not responsive to audio recording.

Y N N/O 1. Administers both subtests (17A: Synonyms, 17B: Antonyms).
Y N N/O 2. Begins with sample items for all examinees on each subtest.
Y N N/O 3. Uses suggested starting points for each subtest.
Y N N/O 4. Applies basal and ceiling rules correctly to each subtest.

Y N N/O 6. Does not read any words or items to examinee after administering sample items.
Y N N/O 7. Accepts only one-word responses as correct, unless otherwise noted.
Y N N/O 8. Asks for one-word answer if examinee provides two-word or longer response.
Y N N/O 9. Scores responses correct if they differ in verb tense or number, unless otherwise indicated.
Y N N/O 10. Scores responses incorrect if they substitute different part of speech, unless otherwise
indicated.
Y N N/O 11. Does not penalize if examinee reads stimulus word incorrectly. Scores only synonym or
antonym produced.
Y N N/O 13. Counts all items below basal on each subtest as correct.
200 Appendix C
Y N N/O 14. Records errors for further analysis.
Y N N/O 15. Records Number Correct for each subtest.
Y N N/O 16. Enters Number Correct from each subtest into scoring program.
Y N N/O 17. Sums scores from two subtests when obtaining estimated AE/GE from Test Record.
Test 18: Science

Y N N/O 3. Repeats any item upon examinee’s request.

Test 20: Humanities


Appendix C 201
Appendix D
WJ IV General Test Observations Checklist
Name of Examiner:_ _________________________________ Date:_ __________________________________________
Name of Examinee:__________________________________ Name of Observer:________________________________
Y = Yes N = No N/O = Not Observed
Beginning the Test Session

(circle one)
Y N N/O 1. Records examinee’s identifying information correctly, including age and grade level.
Y N N/O 2. Develops seating arrangement in which examiner can see both sides of Test Book but
examinee can see only examinee pages.
Administration
Y N N/O 3. Keeps Test Record behind Test Book and out of examinee’s view.
Y N N/O 4. Begins each test by turning to tabbed page.
Y N N/O 5. Points with left hand while recording responses with right hand (reversed for left-handed
examiner).
Y N N/O 6. Watches where and how he or she points on examinee’s page.
Y N N/O 7. Uses exact wording for examiner page instructions.
Y N N/O 8. Knows correct pronunciation of all words in test.
Y N N/O 9. Communicates to examinee that test session is enjoyable.
Y N N/O 10. Moves smoothly from one test to another.
Y N N/O 11. Administers test fluidly.
Y N N/O 12. Moves to next item after allowing examinee appropriate, but not excessive, amount of time
to respond.
Y N N/O 13. Is familiar with contents of all examiner page boxes containing supplementary instructions.
Y N N/O 14. Follows all basal and ceiling rules.
Y N N/O 15. When testing backward to obtain basal, starts with first item on preceding page and presents
all items on page if stimuli are visible to examinee.
Y N N/O 16. Administers all items on page when stimuli are visible to examinee rather than stopping in
middle of page when ceiling is reached.
Appendix D 203
Y N N/O 17. Smoothly locates correct starting track on CD for audio tests.
Y N N/O 18. Looks away from examinee when audio test item is presented and then looks back at
examinee when prompt is heard.
Y N N/O 19. Presses pause button on audio equipment if examinee needs additional time.
Y N N/O 20. Encourages effort and praises examinee for putting forth his or her best effort.
Y N N/O 21. Queries whenever needed and allowed to clarify examinee’s response.
Y N N/O 22. Uses stopwatch for all timed tests.
Y N N/O 23. Presents Response Booklet as directed in Test Book.
Scoring
Y N N/O 24. Does not penalize examinee for mispronunciations resulting from articulation, speech, or
dialectical differences.
Y N N/O 25. Uses item-scoring procedures specified in manual (e.g., 1 = correct response, 0 = incorrect
response, and blanks for items not administered).
Y N N/O 26. Scores last response examinee gives.
Y N N/O 27. Calculates raw scores correctly.
Y N N/O 28. Completes “Test Session Observations Checklist.”
Y N N/O 29. Uses optional “Qualitative Observation” checklists for Tests 1–11, as appropriate.
Y N N/O 30. Enters all identifying information and scores correctly into scoring program.
Comments:
Suggestions for improvement and further study:
204 Appendix D
800.323.9540
www.wj-iv.com

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Woodcock-Johnson® IV

Chapter 2: Descriptions of the WJ IV ACH Tests and Clusters 13

Chapter 3: General Administration and Scoring Procedures 23

Chapter 4: Administering and Scoring the WJ IV ACH Tests 53

Chapter 5: Scores and Interpretation 75

Appendix A: Norming Site States and Cities 113

Appendix B: Test 6: Writing Samples Scoring Guide 129

Appendix C: WJ IV Tests of Achievement Examiner Training

Appendix D: WJ IV General Test Observations Checklist 203

calculating the Reading, Mathematics, Written Language, Academic Skills, Academic

available when using the Extended Battery.

replaced with the scholastic aptitude/achievement comparison procedure. There are

Components of the WJ IV Tests of Achievement

Table 1-2. CURRICULAR CLUSTERS REQUIRING TEST FROM

Mathematics Mathematics Math Problem Solving

Relationship of the WJ IV to the CHC Theory of Cognitive Abilities

Uses of the WJ IV Tests of Achievement

Use With the WJ IV COG

Use With the WJ IV OL

Planning Individual Programs

Table 1-3. Standard Criterion

Confidentiality of Test Materials and Content

Table 1-4. Standard Criterion

Descriptions of the WJ IV ACH Tests and Clusters 13

Writt iting Sk age

ACH 15 Word Reading Fluency

Test 1: Letter-Word Identification

Test 2: Applied Problems

14 Descriptions of the WJ IV ACH Tests and Clusters

Test 4: Passage Comprehension

Test 6: Writing Samples

Test 7: Word Attack

Descriptions of the WJ IV ACH Tests and Clusters 15

Test 9: Sentence Reading Fluency

Test 10: Math Facts Fluency

Test 11: Sentence Writing Fluency

Test 12: Reading Recall

Test 13: Number Matrices

Test 14: Editing

16 Descriptions of the WJ IV ACH Tests and Clusters

Test 15: Word Reading Fluency

Test 16: Spelling of Sounds

Test 17: Reading Vocabulary

Test 18: Science

Test 19: Social Studies

Test 20: Humanities

Descriptions of the WJ IV ACH Tests and Clusters 17

Basic Reading Skills

18 Descriptions of the WJ IV ACH Tests and Clusters

Math Calculation Skills

Math Problem Solving

Descriptions of the WJ IV ACH Tests and Clusters 19

Broad Written Language

Basic Writing Skills

20 Descriptions of the WJ IV ACH Tests and Clusters

Descriptions of the WJ IV ACH Tests and Clusters 21

General Administration and Scoring Procedures 23

Preparation for Testing

Arranging the Test Setting

Testing—Please Do Not Disturb—Thank You

24 General Administration and Scoring Procedures

Setting Up the Testing Materials

Completing the “Identifying Information” Section of the Test Record