TEMPLATE- WJ-IV

Woodcock-Johnson IV Test of Achievement (WJ IV)

The ​WJ-IV​ is a battery of subtests, which examine areas of academic learning. The ​WJ-IV​ is a standardized
norm-referenced measure that compares the student’s performance to the performance of a nationally representative
sample of students on a normal curve in the same grade, producing a standard score and percentile rank. Individual
subtests are combined to create cluster scores that describe overall performance in an academic area such as reading,
writing, and math. Broad scores are computed which describe a student’s overall achievement in that area. The
WJ-IV​ may be used to look at academic strengths and areas of relative weakness during the present time.

Interpretations of Standard Score ranges for the WJ-IV are as follows:

Standard Scores ​( =100, S=15)

…………..…..70…..……..….85…….……..100……..........115……..…….130………..
Significantly Below Average Above Significantly
Below Average Average Average Above Average

Reading
CLUSTER​/Subtest Standard Score Percentile Rank Qualitative Description
(​Scores between 16-84 are
( =100, S=15) considered to be in the
(​Scores between 85-115 are
average range)
considered to be in the average range)
BROAD READING
BASIC READING SKILLS
READING FLUENCY
READING
COMPREHENSION
 
Letter-Word Identification
Passage Comprehension
Word Attack
Oral Reading
Sentence Reading Fluency
Reading Recall
Reading Vocabulary

BROAD READING: ​The ​Broad Reading Cluster​ provides a comprehensive measure of reading achievement
including decoding, reading speed, and the ability to comprehend text while reading. This cluster is a combination of
Subtest 1: Letter-Word Identification, Subtest 4: Passage Comprehension, and Subtest 9: Sentence Reading Fluency.
Student’s ​Broad Reading standard score was __, which falls within the ____ range.

BASIC READING SKILLS: ​The ​Basic Reading Skills Cluster​ measures reading decoding, sight vocabulary,
phonics, and structural analysis. This cluster is a combination of Subtest 1: Letter-Word Identification and Subtest 4:
Word Attack. ​Student’s ​Broad Reading standard score was __, which falls within the ____ range.

READING COMPREHENSION: ​The ​Reading Comprehension Cluster​ measures reading comprehension,

reasoning, and to a lesser extent, long-term retrieval abilities. This cluster is a combination of Subtest 4: Passage
Comprehension, Subtest 12: Reading Recall, and Subtest 17: Reading Vocabulary. ​Student’s ​Broad Reading
standard score was __, which falls within the ____ range.

READING FLUENCY: ​The ​Reading Fluency Cluster​ measures aspects of fluency including prosody,
automaticity, and accuracy. This cluster is a combination of Subtest 8: Oral Reading and Subtest 9: Sentence
Reading Fluency. ​Student’s ​Broad Reading standard score was __, which falls within the ____ range.
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The ​Letter-Word Identification​ subtest measures word identification skills, and requires the student to
identify letters, and read aloud individual words correctly. The items become increasingly difficult as the child
advances through the test.​ Student​ was able to decode words such as ___, ___, and ___. ​Student ​had more difficulty
when… ​Student ​achieved a standard score of ____ on this subtest, which was _____.

The ​Passage Comprehension​ subtest required the student to read a series of sentences or short passages and
then measures the student’s ability to use cues from the sentence or passage to identify the missing word in a text.
The items become increasingly difficult, beginning with matching a picture to a word, then pointing to a picture that
matches a phrase, and finally reading a short passage and identifying the missing word. ​Student​ was successful when
the test asked _______. ​Student ​had more difficulty when… ​Student ​achieved a standard score of ____ on this
subtest, which was _____.

The ​Word Attack​ subtest measures the ability to apply phonics skills and structural analysis skills to
pronounce unfamiliar, nonsense words in the printed format. The items required the student to read aloud letter
combinations that were phonically consistent but not actual words in the English language. For example, ​tiff​.
Student​ was able to decode phonemic patterns such as ___, ___, and ___. ​Student ​had more difficulty when…
Student ​achieved a standard score of ____ on this subtest, which was _____.

The ​Oral Reading​ subtest measured how well the student reads words in context. Given a short passage, the
student was asked to read aloud and the oral reading errors were recorded. ​Student​ was able to ___. ​Student ​had
more difficulty when… ​Student ​achieved a standard score of ____ on this subtest, which was _____.

The ​Sentence Reading Fluency​ test measures reading rate and processing speed ability. Students are asked
to read simple sentences silently and quickly, and respond to whether the statement is true or false, and circle Yes or
No. ​Student ​was able to correctly respond to __ out of __ sentences. ​Student ​achieved a standard score of ____ on
this subtest, which was _____.

The ​Reading Recall​ subtest measured the ability to read a short story and immediately retell the details of
the story. The student was directed to read the story and then retell it while the examiner marked the number of
elements and target vocabulary recalled. ​Student​ was able to ___. ​Student ​had more difficulty when… ​Student
achieved a standard score of ____ on this subtest, which was _____.

The ​Reading Vocabulary​ subtest measured the ability to read words and then provide a synonym or
antonym. ​Student​ was able to ___. ​Student ​had more difficulty when… ​Student ​achieved a standard score of ____
on this subtest, which was _____.

Writing
CLUSTER​/Subtest Standard Score Percentile Rank Qualitative Description
(​Scores between 16-84 are
( =100, S=15) considered to be in the
(​Scores between 85-115 are
average range)
considered to be in the average range)
BROAD WRITTEN
LANGUAGE
BASIC WRITING SKILLS
WRITTEN EXPRESSION
Spelling
Writing Samples
Sentence Writing Fluency
Editing
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BROAD WRITTEN LANGUAGE: ​The ​Broad Written Language​ Cluster measures writing language achievement
including spelling of single words, fluency of production, quality of expression, and cognitive processing speed.
This score was based on the student’s performance on: Subtest 3: Spelling, Subtest 6: Writing Samples, and Subtest
11: Sentence Writing Fluency. ​Student’s ​Broad Written Language standard score was __, which falls within the
____ range.

BASIC WRITING SKILLS: ​The ​Basic Writing Skills​ Cluster measures basic writing skills in both isolated and
contextually based formats including spelling of single words; and identifying and correcting errors in punctuation,
capitalization, spelling, and word usage. This score was based on the student’s performance on: Subtest 3: Spelling
and Subtest 14: Editing. ​Student’s ​Basic Writing Skills standard score was __, which falls within the ____ range.

WRITTEN EXPRESSION: ​The ​Written Expression​ Cluster measures the ability to express oneself in writing
including meaningful written expression and fluency, and cognitive processing speed. This score was based on the
student’s performance on: Subtest 6: Writing Samples and Subtest 11: Sentence Writing Fluency. ​Student’s ​Basic
Writing Skills standard score was __, which falls within the ____ range.

The ​Spelling​ subtest asked the student to write words that are presented orally. The test begins with
prewriting skills, then progresses to letter writing, and finally the ability to spell words correctly. The items become
more difficult as the student moves through the test. ​Student ​was able to spell words such as ___, ___, and ___.
Student ​had more difficulty when… (give examples of how spelled some key words that demonstrate a pattern of
difficulties). ​Student ​achieved a standard score of ____ on this subtest, which was _____.

The ​Writing Samples​ subtest measures the student’s skill in writing responses to a variety of demands. The
sentences are evaluated based on their quality of expression, not for basic writing skills such as spelling and
punctuation. ​Student ​was able to write___ correct sentences. ​Student ​had more difficulty when…​ Student ​achieved a
standard score of ____ on this subtest, which was _____.

The ​Sentence Writing Fluency​ test measures the student’s skill in writing simple sentences quickly. Each
sentence must relate to the presented picture and must include a set of three given words. This test has a 5-minute
time limit. ​Student ​was able to write___ correct sentences out of ____ attempted. ​Student ​had more difficulty
when… ​ Student ​achieved a standard score of ____ on this subtest, which was _____.

The ​Editing​ subtest measured the ability to identify and correct errors in a written passage such as spelling,
capitalization, and grammar. ​Student​ was able to ___. ​Student ​had more difficulty when… ​Student ​achieved a
standard score of ____ on this subtest, which was _____.

Math
CLUSTER​/Subtest Standard Score Percentile Rank Qualitative Description
(​Scores between 16-84
( =100, S=15) are considered to be in
(​Scores between 85-115 are
the average range)
considered to be in the average range)
BROAD MATH
BASIC WRITING SKILLS
WRITTEN EXPRESSION
Applied Problems
Calculation
Math Fats Fluency
Number Matrices
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BROAD MATHEMATICS: ​The ​Broad Mathematics​ cluster measures math achievement, including problem
solving, number automaticity and reasoning, and cognitive processing speed. This score was based on the student’s
performance on Subtest 2: Applied Problems, Subtest 5: Calculation, and Subtest 10: Math Facts Fluency. ​Student’s
Broad Mathematics standard score was __, which falls within the ____ range.

MATH CALCULATION SKILLS: ​The ​Math Calculation Skills​ cluster measures math computational skills
(adding, subtracting, multiplying and dividing) and his ability to automatically solve basic math facts, and cognitive
processing speed. This score was based on the student’s performance on Subtest 5: Calculation, and Subtest 10:
Math Facts Fluency. ​Student’s ​Math Calculation Skills standard score was __, which falls within the ____ range.

MATH PROBLEM SOLVING: ​The ​Math Problem Solving​ cluster measures overall ability to solve problems and
apply information including reasoning, problem solving, analysis, and fluid reasoning. This score was based on the
student’s performance on Subtest 10: Math Facts Fluency and Subtest 13: Number Matrices. ​Student’s ​Math
Problem Solving standard score was __, which falls within the ____ range.

The ​Applied Problems​ subtest requires the student to analyze and solve math problems. The student must
listen to the problem and see information from the problem presented on the easel, recognize the procedure to be
followed, and then perform the calculation. Many of the problems on this subset include extraneous information, so
the student also has to determine which information to include in the calculation. The problems become more
complex as the student moves through the test. ​Student w ​ as able to…​ Student ​had difficulty… ​Student ​achieved a
standard score of ____ on this subtest, which was _____.

The ​Calculation​ subtest measures the student’s ability to complete calculations such as addition,
subtraction, multiplication and division, as well as perform calculations using decimals, fractions, and negative
numbers. ​Student ​was able to…​ Student ​had difficulty… ​Student ​achieved a standard score of ____ on this subtest,
which was _____.

The ​Math Facts Fluency​ subtest measures the ability to solve simple addition, subtraction, and
multiplication facts quickly, as well as their processing speed. Students are given 3-minutes to complete a series of
simple arithmetic problems. ​Student ​was able to solve __ computation problems out of ____ attempted in 3-minutes.
Student ​had more difficulty when… ​Student a​ chieved a standard score of ____ on this subtest, which was _____.

The ​Number Matrices​ subtest measures the student’s

reasoning ability by requiring the student to solve for the missing
number in a number grid. The student is shown a grid with a pattern
of numbers and directed to solve for the missing number. Examples of
two items are shown here to the right. ​Student w
​ as able to…​ Student
had difficulty… ​Student ​achieved a standard score of ____ on this subtest, which was _____.