WJ-IV-Achievement

Woodcock-Johnson-4th Edition-Test of Achievement

In order to determine STUDENT’S current level of academic abilities, STUDENT was

administered the Woodcock-Johnson-4th Edition-Test of Achievement (WJ-IV-Ach.). The WJ-IV-
Ach. is an individualized administered standardized test that measures academic abilities,
compared to same aged peers across the nation. Results are represented in clusters across
various academic areas. The test was administered on ENTER DATE.

The scores below show how well STUDENT performed on the WJ-IV-Ach. compared to a group
of students the same age from across the United States. Scores are represented as standard
scores, with an average of 100 (average scores are in the range between 90-110) and a
standard deviation of 15.

Reading Clusters:

Basic Reading: The Basic Reading cluster is a measure of sight vocabulary, phonics and the
ability to use familiar word parts (base words, prefixes, and suffixes) to discover the meaning of
unfamiliar words. This cluster is made up of the Letter-Word Identification and Word Attack
subtests.

Reading Fluency: The Fluency cluster is a measure of the ability to recognize words, in order to
read automatically as well as accurately. Reading fluency provides the bridge between word
recognition and comprehension. This cluster is made up of the Oral Reading and Sentence
Reading Fluency subtests.

Reading Comprehension: The Reading Comprehension cluster is a measure of the ability to read
text, process it and understand the meaning. This cluster is made up of the Passage
Comprehension and Reading Recall subtests.

Reading subtests:

Test 1: Letter Word Identification measured ####’s word identification skills. The initial items
required her to identify letters that appear in large type. The remaining items required #### to
read aloud individual words correctly. She/he was not required to know the meanings of the
words. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO
STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 4: Passage Comprehension measures the ability to use syntactic and semantic cues to
identify a missing word in text. The initial passage comprehension items involve symbolic
learning, or the ability to match a rebus (pictograph representation of a word) with an actual
picture of the object. The next items are presented in a multiple-choice format and required
#### to point to the picture represented by a phrase. The remaining items required her to read
a short passage and identify a missing key word that made sense in the context of that passage
(a cloze approach to reading comprehension assessment.) . ADD IN SPECIFIC INFORMATION
FOR THIS SUBTEST THAT IS UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW
MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 7: Word Attack measured ####’s ability to apply phonic and structural analysis skills to the
pronunciation of unfamiliar printed words. The initial items required her to produce the sounds
for single letters. The remaining items required #### to read aloud letter combinations that are
phonically consistent or are regular patterns in English spelling but are nonsense or low-
frequency words. The items become more difficult as the complexity of the nonsense words
increases. . ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO
STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 8: Oral Reading is a measure of story reading accuracy and prosody. #### read aloud
sentences that gradually increased in difficulty. Performance was scored for both accuracy and
fluency of expression. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO
STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 9: Sentence Reading Fluency measures reading rate, requiring both reading-writing and
cognitive processing speed abilities. The task involved 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 increased to a moderate level. The
individual attempts to complete as many items as possible within 3-minute time limits. . ADD
IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO STUDENT(AREAS OF
STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 12: Reading Recall is a measure of reading comprehension and meaningful memory. ####
was asked to read several shorts story silently, one at a time, and then retell as much of the
story as she could recall. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE
TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/
ETC.).

Test 17: Reading Vocabulary includes two subtests: Synonyms and Antonyms. This test is a mix
measure of reading-writing and comprehension-knowledge abilities. The first subtest required
reading a word and providing an appropriate synonym. The second subtest required reading a
word and providing an accurate antonym. Items become increasingly difficult within each
subtest as the words become more complex. ADD IN SPECIFIC INFORMATION FOR THIS
SUBTEST THAT IS UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS
ASNWERED CORRECT/ ETC.).

Math Clusters:

Math Calculation: The Math Calculation Cluster is a measure of computational skills (addition,
subtraction, multiplication, division) and the automaticity of these skills in order to solve basic
math problems. This cluster is made up of the Calculation and Math Facts Fluency subtests.

Math Problem Solving: The Math Problem Solving cluster is a measure of mathematical
knowledge and reasoning. It requires the use of problem solving, analysis and reasoning. This
cluster is made up of the Applied Problems and Number Matrices subtests.

Math Subtests:

Test 2: Applied problems required #### to analyze and solve math problems, a quantitative
knowledge ability. To solve the problems, she needed to listen to the problem, recognize the
procedure to be followed, and then perform relatively simple calculations. Because many of
the problems include extra unnecessary information, #### needed to decide not only the
appropriate mathematical operations to use but also which numbers to include in the
calculation. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO
STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 5: Calculation is a test of math achievement measuring the ability to perform

mathematical computations, a quantitative knowledge 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, #### was not required to make any decisions about what operations to use
or what data to include. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO
STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Test 10: Math Facts Fluency measures speed of computation or the ability to solve simple
addition, subtraction, and multiplication facts quickly, requiring both quantitative knowledge
and cognitive processing speed. #### was presented with a series of simple arithmetic
problems in the Response Booklet. This test has a 3-minute time limit.

Test 13: Number Matrices is a measure of quantitative reasoning, req ADD IN SPECIFIC
INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO STUDENT(AREAS OF
STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.). uiring both
quantitative knowledge and fluid reasoning abilities. A matrix is presented and #### needed to
identify the missing number. Although the test is not timed, there is a general guideline of
either 30 seconds or 1 minute per problem. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST
THAT IS UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS
ASNWERED CORRECT/ ETC.).

Writing:

Written Expression: The Written Expression cluster is a measure of the ability to write
meaningful expression with appropriate flow and accuracy. This cluster is made up of the
Writing Samples and Sentence Writing Fluency subtests.

Writing Subtests:

Test 3: Spelling, a reading-writing ability, required #### to write words that were presented
orally. The initial items measure prewriting skills, such as drawing lines and tracing letters. The
next set of items required #### to produce uppercase and lowercase letters. The remaining
items measured her ability to spell words correctly. The items become increasingly difficult as
the words become more difficult. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS
UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED
CORRECT/ ETC.).

Test 6: Writing Samples measured ####’s skill in writing responses to a variety of demands.
She was asked to write sentences which were later evaluated for their quality of expression.
Item difficulty increased by increasing passage length, the level of vocabulary, and the
sophistication of the content. #### was not penalized for errors in basic writing skills, such as
spelling or punctuation during this subtest. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST
THAT IS UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS
ASNWERED CORRECT/ ETC.).

Test 11: Sentence Writing Fluency measured ####’s skill in formulating and writing simple
sentences quickly, requiring both reading-writing and cognitive processing speed abilities. Each
sentence needed to relate to the stimulus picture in the Response Booklet and needed to
include a given set of three words. The words gradually required the formulation of more
complex sentence structures. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS
UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED
CORRECT/ ETC.).

Oral Language:

Oral Expression: The Oral Expression cluster is a measure of the ability to convey thoughts and
ideas in a meaning way by using speech as the form of communication. This cluster is made of
the Picture Vocabulary and Sentence Repetition subtests.

Listening Comprehension: The Listening Comprehension cluster is a measure of the ability to

understand meanings and ideas through spoken language. This cluster is made of the Oral
Comprehension and Understanding Direction subtests.

Oral Language Subtests:

Test OL 1: Picture Vocabulary measures oral language development and lexical (word)
knowledge. The task required #### to identify pictured objects. Although a few receptive
items are offered at the beginning of the test, this is primarily an expressive language task at
the single-word level. The items become increasingly difficult as the selected pictures appear
less frequently in the environment. As in any comprehension-knowledge vocabulary task, word
retrieval is a component. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE
TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/
ETC.).

Test OL 5: Sentence Repetition measures the ability to remember and repeat single words,
phrases, and sentences presented from the audio recording or, in special cases, presented
orally by the examiner. In this task, #### used sentence meaning to aid recall. This test
primarily measures short-term working memory, specifically the narrow ability of auditory
memory span. It also measures, to a much smaller degree, listening ability, a narrow
comprehension-knowledge ability. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS
UNIQUE TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED
CORRECT/ ETC.).

Test OL 2: Oral Comprehension is a test of oral language measuring the ability to comprehend a
short audio-recorded passage and then supply the missing word using syntactic and semantic
cues. This oral cloze procedure required the use of listening, reason, and vocabulary abilities.
The test is primarily a measure of comprehension-knowledge and the narrow ability of listening
ability in particular. The test began with simple analogies and associations and progressed to
more complex passages. ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE
TO STUDENT(AREAS OF STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/
ETC.).

Test OL 6: Understanding Directions is an oral language measure. The task required #### to
listen to a sequence of audio-recorded instructions and then follow the directions by pointing
to various objects in a colored picture. The items gradually increased in linguistic complexity as
the number of tasks to perform increased. This test is primarily a measure of short-term
working memory, specifically working memory for language. The language component also
required, to a much lesser extent, listening ability, a narrow comprehension-knowledge ability.

ADD IN SPECIFIC INFORMATION FOR THIS SUBTEST THAT IS UNIQUE TO STUDENT(AREAS OF

STRENGTH/WEAKNESS/ HOW MANY ITEMS ASNWERED CORRECT/ ETC.).

Scores in the range of 131 or above are in the Very Superior Range, 121-130 are in the Superior
Range, 111-120 are in the High Average Range, 90-110 are in the Average Range, 80-89 is the
Low Average Range, 70-79 are in the Low Range, and scores 69 or below are in the Very Low
Range. A percentile rank, which is an indication of STUDENT’s position in the national
comparison group, is also given. For example, a percentile rank of 50 means that they did as
well as, or better than, approximately 50 out of 100 students at their same age.

Standard Score Percentile Classification

Basic Reading Skills

Letter Word Identification

Word Attack

Reading Comprehension

Passage Comprehension

Reading Recall

Reading Vocabulary

Reading Fluency

Oral Reading

Sentence Reading Fluency

Math Calculation

Calculation

Math Facts Fluency

Math Reasoning/Problem
Solving

Applied Problems

Number Matrices

Broad Written Language

Spelling

Writing Samples

Sentence Writing Fluency

Written Expression

Oral Expression

Picture Vocabulary

Sentence Repetition

Listening Comprehension
Oral Comprehension

Understanding
Comprehension