The New WJ IV Battery: Introduction and...

The New WJ IV Battery: Introduction and Overview

Dr. Kevin McGrew

Institute for Applied Psychometrics (IAP)

WJ IV Presentation Menu: Main

Introduction and Overview

New Tests (COG/OL)

Cognitive Battery (GIA & CHC clusters)

Oral Language Battery

Achievement Battery

Variations and Comparisons

General Technical Information

Tech info.

Scholastic Aptitude clusters New Ga

Tech info.

Tech info.

WJ IV Presentation Menu: Sub

Design principle: Cognitive complexity

Ga: No longer the Rodney Dangerfield of CHC abilities

Tech: Norm sample

Tech: Norms and score construction

Beyond CHC: CHC + Info. Proc. + AC

Hot off the press: Analyses in process

Contemporary CHC broad and narrow ability content coverage by WJ-IV Cognitive, Oral Language, and

Achievement batteries. General

Intelligence (g)

Mathematical achievement

(A3)

Reading decoding (RD)

Reading comprehension

(RC)

Reading speed (RS)

Spelling ability (SG)

English usage (EU)

Writing ability (WA)

Writing speed (WS)

General verbal information (K0)

Lexical knowledge (VL)

Listening ability (LS)

Induction (I)

General sequential

reasoning (RG)

Quantitative reasoning (RQ)

Memory span (MS)

Working memory capacity (WM)

Associative memory (MA)

Meaningful memory (MM)

Speed of Lexical access (LA)

Naming facility (NA)

Visualization (Vz)

Visual Memory (MV)

Spatial Scanning (SS)

Phonetic coding (PC)

Quantitative Knowledge

(Gq)

Reading & Writing (Grw)

Comp -Knowledge

(Gc)

Fluid Reasoning (Gf)

Short-Term Wk Mem.

(Gsm)

Long-Term Retrieval (Glr)

Visual Processing (Gv)

Auditory Processing

(Ga)

Processing Speed (Gs)

Perceptual speed (P)

Number Facility (N)

General science info. (K1)

Knowledge of culture (K2)

Domain-Specific Knw.

(Gkn)

Geography ach. (A5)

Shading designates proposed changes in CHC model based on analysis of WJ IV COG, OL. ACH norm data

(see Chapter 1 and Appendix A in WJ IV Technical Manual)

Language development

(LD)

Attentional Control (AC)

Memory for Sound Patterns

(UM)

Word Fluency (FW)

Verbal (print) lang. comp. (V)

Gsm has been renamed Gwm at the round table of cognitive CHC abilities

During the past two decades, and the last decade in particular, cognitive neuroscience has indicated that the more narrow Gsm definition was outdated and incorrect (Dehn, 2008). Working memory refers to a dynamic, temporary storage system that allows information to be held immediate awareness and be manipulated. Working memory refers to individual differences in both the capacity (size) of primary memory and to the efficiency of attentional control mechanisms that manipulate information within primary memory. Short-term memory refers to tasks that involve significant storage but only minimal processing or manipulation.

Attentional Control (Gwm-AC). The ability to focus on task-relevant stimuli and ignore task-irrelevant stimuli. The ability to regulate intentionality and direct cognitive processing. Sometimes referred to as spotlight or focal attention, focus, control of attention, executive controlled attention or executive attention.

Memory for Sound Patterns (Ga-UM). Ability to retain (on a short-term basis) auditory codes such as tones, tonal patterns, or speech sounds.

Word Fluency (Glr-FW). Ability to rapidly produce words that share a phonological (e.g., fluency of retrieval of words via a phonological cue) or semantic feature (e.g., fluency of retrieval of words via a meaning-based representation). Also includes the ability to rapidly produce words that share non-semantic features (e.g., fluency of retrieval of words starting with the letter “T”). Speed of Lexical Access (Glr-LA). Ability to rapidly and fluently retrieve words from an individual's lexicon; verbal efficiency or automaticity of lexical access.

Proposed changes/additions to CHC narrow ability taxonomy

OM

PC US UM U8 UR U1 U9 UP UL

Vz SR MV CS SS CF IM PI LE IL PN

Sens

ory-

Mot

or D

omai

n-

Spec

ific

Abili

ties

Sensory

The CHC Periodic Table of Human

Abilities

Adapted from Schneider & McGrew (2012) and McGrew, LaForte and Schrank (2014)

I RG RQ

WM MS AC

R3 PT MT

P N R9

R1 R2 R4 R7 IT

MA MM M6 FI FA FE SP F0 NA FW LA FF FX

Ideas Words Figures

Dom

ain-

Inde

pend

ent

Capa

citie

s

Glr-Learning efficiency

Glr-Retrieval fluency

Broad ability

Narrow ability

© Institute for Applied Psychometrics (IAP) Dr. Kevin McGrew 4-17-14

KM A3

LD VL K0 LS CM MY

KL K1 A5 MK KF LP BC

V RD RC RS WA SG EU WS

Acqu

ired

Know

ledg

e Sy

stem

s K2

PI P2 P3 P4 P6 P7 P8

U1 U9 UP UL

Motor

A1

KM A3

LD VL K0 LS

K1 A5

V RD RC RS WA SG EU WS

PC UM

Vz MV SS

Acqu

ired

Know

ledg

e Sy

stem

s Se

nsor

y-M

otor

Dom

ain-

Sp

ecifi

c Ab

ilitie

s I RG RQ

WM MS AC

P N

MA MM NA FW LA

Ideas Words Figures

Dom

ain-

Inde

pend

ent

Capa

citie

s

K2

Broad and Narrow Abilities Measured by the WJ IV COG, OL and ACH

FI

© Institute for Applied Psychometrics (IAP) Dr. Kevin McGrew 4-11-14

Gc Gwm Gs Ga Glr Gv

Gf

Vocab. (2)

(These two clusters require one test each from Cognitive and Oral Language easels)

Aud. Mm. Sp. (2)

Organization of WJ IV Cognitive (COG) and Oral Language (OL) batteries

General Intellectual Ability – g (7)

Brief Intellectual Ability (3)

Gf+Gc Composite (4)

Clusters available from Standard Cognitive

easel (10 tests)

(#) = # tests

Clusters available from Oral Language

easel(12 tests)

(#) = # tests

ST Wk. Mem. (2)

Cmp. Know. (2)

Fld. Reas. (2)

Cognitive Efficiency (2)

Other clusters available by

combining Standard Cognitive tests with

select tests from Extended Cognitive

easel (8 tests)

(#) = # tests

Cog. Pr. Spd. (2)

LT Retrieval (2)

Visual. Proc. (2)

Aud. Proc. (2)

ST Wk. Mem. (3)

Cmp. Know. (3)

Fld. Reas. (3)

Qnt. Reas. (2)

Perc. Spd. (2)

Number Facility (2)

Cognitive Efficiency (4)

Reading, Math and Writing Scholastic Aptitudes (each comprised of a mix of 4 different CHC abilities)

Broad Oral Lang (3)*

Oral Expression (2)

Oral Lang. (2)*

Listening Comp. (2)* (* English or Spanish)

Phon. Cod. (2)

Spd. Lx. Acc. (2)

WJ IV COG and OL tests by CHC factor domains

Oral Vocabulary

(VL)

Number Series (RQ)

General Information

(K0)

Object-Num. Sequencing

(WM)

Pair Cancellation (P/WM-AC)

Memory for Words (MS)

Analysis-Synthesis

(RG)

Concept Formation

(I)

Numbers Reversed

(WM)

Picture Recognition

(MV)

Visual-Aud. Learning

(MA)

Story Recall (MM)

Number-Pat. Matching

(P)

COG

OL

New or sign. change

Verbal Attention (WM/AC)

Letter-Pat. Matching

(P)

Nonword Repetition

(PC/UM-MS)

Phonological Processing (PC/Glr-LA)

Visualization (Vz)

Picture Vocabulary

(VL/LD)

Oral Comp. (LS)

Under. Directions

(WM/Gc-LS)

Sentence Repetition

(MS)

Retrieval Fluency (FI/LA)

Rapid Picture Naming (NA/LA)

Sound Awareness

(PC)

Sound Blending

(PC)

Segmentation (PC)

CHC Factors

Comp -Knowledge

(Gc)




Auditory Processing

(Ga)


Short-Term Wrk Mem

(Gwm)

WJ IV ACH tests by CHC factor domains

Grw -Reading

CHC Factors

New or sign. change

Grw -Writing Gq Gc/Gkm

Letter-Word Identification

(RD)

Passage Comp.

(RC)

Editing (EU)

Social Studies (K0/K2)

Sentence Wr. Fluency

(WA/WS)

Reading Vocabulary (RC/Gc-VL)

Writing Samples

(WA)

Calculation (A3)

Humanities (K0/K2)

Spelling (SG)

Science (K0/K1)

Applied Problems (A3/RQ)

Word Attack (RD/Ga-PC)

Sentence Rdg. Fluency (RC/Gc-RS)

Spelling of Sounds

(SG/Ga-PC)

Math Facts Fluency

(A3/Gs-N)

Reading Recall

(RC/Glr-MM)

Word Rdg. Fluency

(RC/Gs-RS)

Oral Reading (RD/V)

Number Matrices (Gf-RQ)

Grw-W

Grw-R Gq Gc/Gkn

Phon.-Graph. Know. (2)

Rdg. Cmp. (2)

Other clusters available by combining Standard ACH

tests with select tests from Extended ACH easel (9

tests)

(#) = # tests

Rdg. Cmp. (3)

Rdg. Rate (2)

Bas. Wr. Sk. (2)

Math Pr.Slv. (2)

Acd. Knw. (3)

Clusters available from Standard Ach

easel (11 tests)

(#) = # tests

See Table 1-3 for COG test-cluster

interpretive cluster

composition

Organization of WJ IV

Achievement (ACH) battery

Bas. Rdg. Sk. (2)

Brd. Rdg. (3)

Rdg. Flu. (2)

Rdg. (2)

Wr. Exp. (2)

Brd. Wr. Lg. (3)

Wr. Lg. (2)

Math Cal.Sk. (2)

Brd. Math. (3)

Math. (2)

Academic Skills (3)

Academic Applications (3)

Academic Fluency (3)

Broad Achievement (9)

Brief Achievement (3)

Organizational overview of the WJ IV variations and comparisons

Dr. Kevin McGrew Institute for Applied Psychometrics (IAP)

Comparison Options

• GIA/Achievement • Scholastic Aptitude/Achievement • Gf-Gc/Achievement/other abilities • Broad Oral Language/Achievement • Academic Knowledge/Achievement

Five ability/achievement difference score procedures to help compare ability to current

levels of achievement.

[Procedures account for regression-to-the mean (and how it varies by age)]

Variation Options

• Intra-cognitive based on COG Tests 1—7 • Intra-achievement

– Based on ACH Tests 1—6 – Based on Academic Skills, Academic Fluency,

and Academic Applications clusters • Intra-oral language based on OL Tests 1—4

Four variation procedures to help document an individual’s pattern

of strengths and weaknesses.

Note: All score distributions represent real scores for all 9-13 year old norming subjects from

WJ IV co-normed sample. Actual

prediction models vary by age or grade (developmentally shifting prediction models).

Note: The SD of predicted and difference score distributions

are not 15. They would only be 15 if GIA/Brd. Rdg. correlation

was perfect (1.0).

Illustration of procedures used to develop ALL WJ IV variation/ comparison difference (standard score) norms (GIA-Broad Reading ACH example)

- E

(minus)

B Actual Broad Reading scores

in WJ IV norm data

40 80 120 160 100 140 60

-1 to +1 SD

SD = 15

A General Intellectual

Ability (GIA) scores in WJ IV norm data (predictor score)

40

80

120

160

100

140

60

-1 to

+1

SD

SD =

15

= (equals)

F Distribution of Actual-Predicted GIA/Broad Reading Difference

Scores in WJ IV norm data

(SD of difference

score distribution allows for

specification & evaluation of significant S/W with SD

and PR metrics)

-40 -30 -20 -10 0 10 20 30 40

-1 to +1 SD

SD = 10.8

D Predicted (criterion)

Broad Reading scores in WJ IV norm data

40 80 120 160 100 140 60

-1 to +1 SD

SD = 11.6

General Intellectual Ability (GIA) cluster (Predictor score)

General Intellectual Ability (GIA) /Achievement comparison procedure

Gwm Gs Ga Glr Gv Gc

Gf

CHC Cognitive Abilities and WJ IV COG and OL Clusters

Oral Language

Grw Gq

Brief Achievement

Academic Skills

Academic Fluency

Academic Applications

Broad Achievement

Reading

Brd. Rdg.

Rdg. Flu.

Bas. Rdg. Sk.

Rdg. Cmp. (& Ext)

Rdg. Rate

Wr. Lng.

Brd. Wr. Lg.

Bas. Wr. Sk.

Wr. Exp.

Phn.-Grp.Kn.

Math.

Brd. Math

Math Cal.Sk.

Math Pr. Slv.

(Possible criterion or predicted target scores) Broad Oral Language

Oral Expression

Listening Comprehension

CHC Achievement Abilities and WJ IV

clusters

Regression-based prediction models that account for regression-to-the-mean (and how it varies by age)

Predicted Target

Cluster Score

Actual Target Cluster Score

(minus) (equals)

Difference Score

SD and PR for specified SD cut-off score

(Compare to distribution of difference scores in WJ IV

norm sample to determine significant strength or

weakness)

CHC Cognitive Abilities and WJ IV COG and OL Clusters

Gwm Gs Ga Glr Gv Gc

Gf

Oral Language/Achievement comparison procedure

SD and PR for specified

SD cut-off score

(Compare to distribution of difference scores in WJ IV

norm sample to determine significant strength or

weakness)

Broad Oral Language

(Predictor score)

Sp. Lx. Acc. Phon. Cod.

(Possible criterion or predicted target scores)

Regression-based prediction models

that account for regression-to-the-mean (and how it

varies by age) Predicted

Target Cluster Score


(minus) (equals)

Difference Score

Academic Skills

Academic Fluency


Brd. Rdg.

Rdg. Flu.

Bas. Rdg. Sk.

Rdg. Cmp. (& Ext)

Rdg. Rate

Wr. Lng.

Brd. Wr. Lg.

Bas. Wr. Sk.

Wr. Exp.

Phn.-Grp.Kn.

Brd. Math

Math Cal.Sk.

Math Pr. Slv.

Reading Math.

Grw Gq

CHC Achievement Abilities and WJ IV ACH clusters

(Possible criterion or predicted

target scores)

© Institute for Applied Psychometrics; Kevin McGrew 01-23-14

Phon. Cod. Sp. Lx. Acc.

ST Wk. Mem. (&Ext)

Cog .Pr.Spd. LT Retrieval Visual Proc. Aud. Proc.

Perc. Spd.

Cognitive Efficiency (& Ext)

Aud. Mm. Sp.

Other CHC broad/narrow cognitive and oral language abilities and WJ IV clusters

Gwm Gs Ga Glr Gv Grw Gq

Brief Achievement

Academic Skills

Academic Fluency


Broad Achievement

Reading

Brd. Rdg.

Rdg. Flu.

Bas. Rdg. Sk.

Rdg. Cmp. (& Ext)

Rdg. Rate

Wr. Lng.

Brd. Wr. Lg.

Bas. Wr. Sk.

Wr. Exp.

Phn.-Grp.Kn.

Math.

Brd. Math

Math Cal.Sk.

Math Pr. Slv.

CHC achievement abilities and WJ IV clusters

Gf-Gc Composite (Predictor score)

Gc

Gf

WJ IV Gf+Gc cognitive Ability cluster

Gf-Gc “hybrid” variation/comparison procedure

Num. Fac.

Predicted Target Cluster

Score


(minus) (equals)


Difference Score


(Compare to distribution of difference scores in WJ IV norm sample to determine significant

strength or weakness)

Regression-based prediction models that account for

regression-to-the-mean

(See Table 1-12for the specific tests and cluster information)

Phon Cod Sp Lex Acc

ST Wrk Mem (&Ext)

Cog Prc Spd LT Retrieval Visual Proc Aud Proc

Perc Spd

Cognitive Efficiency (& Ext)

Aud Mem Sp

Other broad/narrow cognitive abilities and processing abilities and WJ IV clusters

Possible S/W predicted targets available for

evaluation

Gwm Gs Ga Glr Gv

Gf-Gc Composite (Predictor)

Gc

Gf

Gf+Gc cognitive ability and WJ IV cluster

WJ IV Gf+Gc strength and weakness comparison procedure and options

Grw Gq

Brief Achievement

Academic Skills

Academic Fluency


Broad Achievement

Reading

Brd Rdg

Rdg Flu

Bas Rdg Sk

Rdg Cmp (& Ext)

Rdg Rate

Wr Lng

Brd Wr Lng

Bas Wrt Sk

Wr Exp

Phn-Grp Kn

Math

Brd Math

Math Calc Sk

Math Pr Solv

Achievement domains and WJ IV clusters

Possible S/W

predicted targets

available for evaluation

Regression-based predictions that account for regression-to-the-

mean and produce “real discrepancy norms” to identify possible patterns of significant

strengths and weaknesses

Grw Gq

Brief Achievement

Academic Skills

Academic Fluency


Broad Achievement

Reading

Brd. Rdg.

Rdg. Flu.

Bas. Rdg. Sk.

Rdg. Cmp. (& Ext)

Rdg. Rate

Wr. Lng.

Brd. Wr. Lg.

Bas. Wr. Sk.

Wr. Exp.

Math.

Brd. Math

Math Cal.Sk.

Math Pr. Slv.

CHC achievement abilities and WJ IV clusters

Academic Knowledge (Predictor

score)

Academic Knowledge/Achievement comparison procedure


Score


(minus) (equals)


Difference Score


(Compare to distribution of difference scores in WJ IV norm sample to determine significant

strength or weakness)

Gwm Gs Ga Glr Gv Gc

Gf

CHC cognitive abilities and WJ IV cognitive and oral language clusters

Sp. Lx. Acc. Phon. Cod.

(See Table 1-8 for the specific tests and cluster information)

Regression-based prediction models that account for regression-to-the-mean

Gc Gwm Gs Ga Glr Gv

Gf

WJ IV Scholastic Aptitude Cluster Organization

Visualization (Vz)

Numbers Reversed

(WM)

Oral Vocabulary

(LD/VL)

Analysis- Synthesis (RG/RQ)

Pair Cancellation

(P/EF)

Visualization (Vz)

Oral Vocabulary

(LD/VL)

Number Series (RQ)

Num Pattern Matching

(P)

Phonological Processing

(PC)

Oral Vocabulary

(LV/VL)

Verbal Attention

(WM)


(P)


(PC)

Oral Vocabulary

(LD/VL)

Verbal Attention

(WM)


(P)


(PC)

Oral Vocabulary

(LV/VL)

Story Recall (MM)


(P)


(PC)

Oral Vocabulary

(LD/VL)

Concept Formation

(I)

Reading Broad Reading Reading Comp Reading Comp-Ext Reading Fluency Reading Rate

Basic Rdg Skills

Writing Broad Writing Written Expression

Basic Writing Skills

Math Broad Math Math Calc Skills

Math Prob Solving

WJ IV Ach Clusters

Grw/Gq domain general Grw domain specific Gq domain specific

Reading Brd. Rdg.

Rdg. Flu.

Bas. Rdg. Sk.

Rdg. Rate

Wr. Lng. Brd. Wr. Lg.

Bas. Wr. Sk.

Wr. Exp.

Math. Brd. Math

Math Cal.Sk.

Math Pr. Slv.

Grw Gwm Gs Ga Glr Gv Gc

Gf

Gq

Rdg. Cmp.

Rdg Cmp. Ex

Rdg. Apt. A (Predictor Score)

Rdg. Apt. B (Predictor Score)

WL. Apt. A (Predictor Score)

WL. Apt. B (Predictor Score)

Math Apt. A (Predictor Score)

Math Apt. B (Predictor Score)

Regression-based prediction models that account for regression-to-the-mean

CHC cognitive abilities and WJ IV Scholastic Aptitude cognitive clusters CHC achievement abilities and WJ IV clusters


Score


(minus) (equals)


Difference Score

(Compare to distribution of difference scores in WJ IV norm sample to

determine significant strength or weakness) Scholastic Aptitude/Achievement comparison procedures

(See Table 1-10 for the specific tests and cluster information)

Copyright, Institute for Applied Psychometrics, K.McGrew; 01-23-14

Scholastic Aptitude Clusters: Potential Uses

• Designed to predict near term academic performance • Time efficient referral-focused selective testing • Time efficient academic domain-specific screening • Time efficient annual review evaluations • Gifted and talented screening – domain-specific talents? • Potentially useful in estimating quickness of response to

intervention • Provide information regarding the concept of “expected

underachievement” • Formulation of differential academic domain expectations • ?

One of the WJ IV guiding design objectives was for the WJ IV to retain a focus on psychometric quality that has been associated with the previous editions of Woodcock-Johnson batteries:

•By providing a new, large, and nationally-representative standardization sample of the US population;

•By updating items and simplifying test administration and interpretation procedures;

•By augmenting the underlying scaling of speeded tests; and

•By utilizing state-of-the art data collection, test development, and data analytic methods as models to facilitate progress in the field of applied test development.

WJ IV Gs tests based on new Rasch “rate-based” item calibration method: WJ III Visual Matching / WJ IV

Letter-Pattern Matching example

WJ III Visual Matching (3 minutes) • 60 items • 22 Possible “artificial” bonus points • 82 Possible raw score points (27 % of total scale was “artificial” bonus points)

WJ IV Letter-Pattern Matching (3 minutes) • 84 items (24 more “real” items to eliminated need for bonus points) • Test scores based on count of number of correct responses in each of the three minute intervals. Thus, three different rate-based “item” scores • Rasch rating scale model (Andrich, 1978) use to obtained difficulty estimate for each minute of testing

• Need for artificial bonus points eliminated • Method rewards examinees who work quickly and accurately • Method penalizes examinees who respond quickly and not cautiously

(Note: IRT scaling of speed tests has historically been problematic due to violations of IRT assumptions. IRT methods still typically used for practical purposes, recognizing the assumption violations. See McGrew, Werder & Woodcock, 1991)

National Norm Sample

• 7,416 participants • Preschool (664) • K-12 (3,891) • College/University (775) • Adult (2,086)

• Ages 2-90+ years, Grades K.0-18.0 • 100 geographically diverse communities from 46 states and the

District of Columbia • The Standards for Educational and Psychological Testing (aka., the

Joint Standards) (American Psychological Association, American Educational Research Association, & National Council on Measurement in Education, 1999; in press) guided the norming and technical analyses

Median reliabilities

(across all technical age groups)

for WJ IV COG clusters

General Intellectual Ability 0.97 Brief Intellectual Ability 0.94 Gf-Gc Composite 0.95 Comprehension-Knowledge 0.93 Comprehension-Knowledge- Extended 0.94 Fluid Reasoning 0.94 Fluid Reasoning- Extended 0.96 Short-Term Working Memory 0.91 Short-Term Working Memory- Extended 0.93 Cognitive Processing Speed 0.94 Auditory Processing 0.92 Long-Term Retrieval 0.97 Visual Processing 0.86 Quantitative Reasoning 0.94 Auditory Memory Span 0.90 Number Facility 0.90 Perceptual Speed 0.93 Cognitive Efficiency 0.95 Cognitive Efficiency-Extended 0.95 Reading Aptitude A 0.93 Reading Aptitude B 0.93 Math Aptitude A 0.94 Math Aptitude B 0.95 Writing Aptitude A 0.92 Writing Aptitude B 0.93


(across all technical age groups) for WJ IV OL

clusters

Oral Language 0.90 Broad Oral Language 0.92 Oral Expression 0.89 Listening Comprehension 0.90 Phonetic Coding 0.95 Speed of Lexical Access 0.89 Vocabulary 0.93

Copyright; Institute for Applied Psychometrics; K.McGrew 02-5-14

Reading 0.95 Broad Reading 0.97 Basic Reading Skills 0.95 Reading Comprehension 0.93 Reading Comprehension-Extended

0.96

Reading Fluency 0.96 Reading Rate 0.96 Mathematics 0.96 Broad Mathematics 0.97 Math Calculation Skills 0.97 Math Problem Solving 0.95 Written Language 0.94 Broad Written Language 0.95 Basic Writing Skills 0.95 Written Expression 0.92 Academic Skills 0.97 Academic Applications 0.96 Academic Fluency 0.97 Academic Knowledge 0.95 Phoneme-Grapheme Knowledge 0.94 Brief Achievement 0.97 Broad Achievement 0.99



for WJ IV ACH clusters

Sources of validity evidence presented

•Representativeness of the WJ IV Test Content, Process, and Construct Coverage •Developmental Patterns of WJ IV Ability Clusters •Internal Structure and Relations within the WJ IV •Relationship of WJ IV Scores to Other Measures of Cognitive Abilities, Oral Language, and Achievement •Performance of Clinical Samples on WJ IV Measures

Stage 3: Confirmatory

structural model cross-

validation phase

Stage 2: Exploratory structural model

generation (MG) and evaluation

Ages 3-5 A (n = 209)

Ages 3-5 B (n = 208)

Ages 6-8 A (n =412)

Ages 6-8 B (n = 411)

Ages 9-13 A (n = 785)

Ages 9-13 B (n = 787)

Ages 14-19 A (n = 842)

Ages 14-19 B (n = 843)

Ages 20-39 A (n = 625)

Ages 20-39 B (n = 626)

Ages 40-90+ A (n = 571)

Ages 40-90+ B (n = 575 )

Model Development

(MD) samples (A)

Model Cross-Validation

(MCV) samples (B)

Stage 1: Split-sample

random sample generation

Three-stage internal/ structural validity procedures for WJ IV battery

+

+

Cluster analysis (CA)

Multidimensional scaling analysis

(MDS)

Principal component

analysis (PCA)

Stage 2A Exploratory structural analysis in Sample A

Review of prior WJ,

WJ-R, WJ III structural

validity research

Specify initial confirmatory

factor analysis model (CFA)

Review of contemporary

CHC and cognitive

neuroscience research

CFA of MG model result from MD (A) sample in MCV (B)

sample(s) Yes

Most plausible and best

fitting odel?

Model adjustment(s) No

Stage 2B Specify initial CFA

models

Stage 2C Evaluate and adjust

CFA model

Wards cluster analysis of ages 9-13 year sample (model development sample A; n=785)

NUMREV OBJNUM VRBATN

MEMWRD SENREP

NWDREP UNDDIR

MEMNAM WRDATK SPLSND

SNDAWR SEGMNT PHNPRO SNDBLN

VAL VISUAL

ANLSYN CONFRM

VISCLO PICREC

RPCNAM RETFLU

ORLCMP VRBANL

HUM PICVOC

ORLVOC GENINF

SOC SCI

STYREC WRTSMP RDGREC NUMSEN APPROB

CALC NUMSER NUMMAT

SPELL LWIDNT

PSGCMP RDGVOC

EDIT ORLRDG MTHFLU WRDFLU SNRDFL SNWRFL NUMPAT LETPAT PAIRCN

Gc

Glr-MM/Grw

Gq/Gf-RQ

Grw

Gs Gs-ACH

Gs-COG

Acquired knowledge systems

Gv

Gf Gf+Gv

Glr-LA

Gwm- WM

Gwm- MS Gwm

Ga-PC

Ga-PC/Grw Ga

Ga+Gwm (sequential/serial processing)

Cognitive Operations: Controlled/deliberate/system 2

General intelligence (g)

Bold font = Broad or general CHC abilities Underlined font= Possible intermediate level stratum dimensions Groupings to the left of the vertical dashed lines represent the groupings interpreted as representing valid CHC abilities. Higher-order groupings to the left of the dashed line are potentially interesting hypothesized intermediate ability dimensions.

Glr-NA

Glr (Retrieval Fluency)

Cognitive Operations: Automatic/system 1

-2 -1 0 1 2 -2

-1

0

1

2

NUMSER

VRBATN LETPAT

PHNPRO

VAL VISUAL

GENINF

NUMREV

NUMPAT

NWDREP

STYREC

PICREC

ANLSYN

OBJNUM PAIRCN

MEMWRD

SEGMNT

RPCNAM

SENREP

UNDDIR

SNDBLN

RETFLU

SNDAWR

LWIDNT

SPELL

PSGCMP

CALC

WRTSMP ORLRDG

MTHFLU

SNWRFL

RDGREC

NUMMAT

EDIT

WRDFLU

SPLSND

RDGVOC

SCI

MEMNAM

VRBANL

VISCLO

Gs-Cog

Gs-Ach

Glr-LA

Ga

Grw

Gv

Glr-MM

Gc

Gq/Gf-RQ

Gwm- WM

Gwm- MS

WRDATK

MDS (Guttman Radex) of ages 9-13

year sample (model

development sample A; n=785 )

Gf CONFRM

Test

EFA

Other exp. methods

CFA

Cross-validation

WJ III No No Yes No SB5 No No Yes No DAS-II No No Yes No KABC-II No No Yes (in “exploratory

manner”) No

WAIS-IV No No Yes No WISC-IV Yes No Yes Yes: Factor score (7)

congruence in random CV sample of 440

WJ IV Yes Yes: MDS and cluster

analysis

Yes: Exploratory model generating CFA (MD samples)

and CV CFA (CV samples)

Yes: Randomly split samples at six age groups. CV of final MD models in

CV sample

Structural validity method comparisons across 7 intelligence batteries

15 independent WJ IV concurrent validity studies differentiated by age/grade

WJIV COG compared to:

• WISC-IV, WAIS-IV, WPPSI-III, KABC-II, DAS-II

WJIV OL compared to:

• CELF-F, PPVT-4, CASL, OWLS

WJIV ACH compared to:

• KTEA-II, WAIT-III, OWLS-WE

Clinical Validity Group Inclusion Criteria

Learning Disability (LD): 6–17 years

Documented learning disability in reading Reading LD must be the primary diagnosis or eligibility category Currently receiving special education services under SLD category

Learning Disability (LD): Math 6–17 years

Documented learning disability in math Math LD must be the primary diagnosis or eligibility category Currently receiving special education services under SLD category

Learning Disability (LD): Writing 6–17 years

Documented learning disability in writing Writing LD must be the primary diagnosis or eligibility category Currently receiving special education services under SLD category

Head Injury 7–17 years Documented traumatic brain injury TBI must be the primary diagnosis Currently receiving special education services

Language Delay 7–13 years Documented language delay Language delay must be the primary diagnosis Currently receiving special education services

Autism Spectrum Disorder (ASD) 6–17 years

Documented Autism Spectrum Disorder1 ASD is the primary diagnosis Currently receiving special education services

Attention Deficit Hyperactivity

Disorder (ADHD) 7–12 years

Documented ADHD2 ADHD is the primary diagnosis Currently receiving special education services and/or 504 plan

accommodations

Gifted3 4–9 years Currently participating in high ability/gifted and talented school curriculum Currently receiving gifted services

Mental Retardation 6–12 years Documented mental retardation Mental retardation is the primary diagnosis Currently receiving special education services

WJ IV clinical validity evidence reported for 9 clinical groups

What is cognitive complexity?

Cognitive complexity

CHC factor breadth

Degree of g-loading

Complicated (Does not

necessarily equal)

Factorial complexity

Content/stimulus dimension (Extension of BIS and Brunswick Symmetry Model)

Cognitive knowledge domains/systems

Cognitive operations

Cognitive control

Cognitive efficiency

Sensory functions

Motor functions

Abilt

y do

mai

n di

men

sion

Type

I Pr

oces

sing

Ty

pe II

Pr

oces

sing

Note: CHC taxonomy is embedded in the ability domain dimension

McGrew (2010) – First formal introduction of cognitive complexity in “Beyond CHC” test development /evaluation

framework(Neuropsych. Conference in Fremantle, Australia)

Cognitve complexity dimension

High

Medium

Low


This is a heuristic framework and is not intended to represent a theoretical model of intelligence

• Larger number of cognitive component processes (factorial complexity) • Accumulation of speed component differences • Increased demands of attentional control (AC) & working memory •More demands on adaptive functions (assembly, control, and monitoring – executive functions) • More important component processes (e.g., inference; eduction of relations)

Parameters of cognitive efficiency

in info. proc.

models

Cognitively complex design characteristics (Lohman & Lakin, 2011)

Approach 1. Increasing the cognitive complexity of a test is often accomplished by making the test a mixed measure of more than one narrow CHC ability (factorially complex mixed CHC measures) Approach 2. A second approach is to increase the complexity of information processing demands of the tests within a specific narrow CHC domain (Lohman & Larkin, 2011; McGrew, 2012). This second form of cognitive complexity, not to be confused with factorial complexity, places greater demands on cognitive information processing (cognitive load), requires greater allocation of key cognitive resources (working memory or attentional control), and invokes the involvement of more cognitive control or executive functions (Arend, Colom, Botella, Contreras, Rubio, & Santacreu, 2003; Jensen, 2011; Lohman & Larkin, 2011; Marshalek, Lohman, & Snow; 1983). This second approach to increasing test cognitive complexity was a primary design principle for the WJ IV.

One design objective in the WJ IV was to increase the cognitive complexity requirements for selected tests and clusters to provide greater ecological validity and

interpretive relevance of the measures.

Most contemporary CHC designed individual tests have focused on developing relatively pure measures of each cognitive ability

(mental pulley)

Gf Gwm Ga Gv

Gc Gs Glr Gs

Analogy: Think of general intelligence (g) as a system of relatively independent cognitive abilities (relatively construct

“pure” pulleys) working together to deal with a specific cognitive task load

In this approach a test is designed to be a mixed measure of two (or more) cognitive abilities (mental pulleys; Gf + Gv)

Gf + Gv

Gf + Gv Gwm Gs Ga Glr Gv Gs

Approach 1 to developing cognitively complex tests: Construct factorially complex measures (a system of pulleys from 2 or more domain functions working in

combination).

Wechsler Arithmetic test

Gf + Gv

Gf + Gwm + Gc + Gq Ga Glr Gv Gs

Approach 1 example

Ga Gv Gwm Gs Gf Glr Gv Gs

Approach 2 is to increase the complexity of information processing demands of the tests within a specific CHC cognitive functional domain. Tasks are still as relatively pure a measure of the CHC domain as possible but there is a deliberate increase in the number of “mini-pulleys” (cognitive information component complexity) that work together within the CHC domain. This was the primary approach used for certain WJ IV tests.

Working Memory

Long-Term Memory

Storage Retrieval

Central Executive (Executive

functions or control?

• Inhibit •Shift

•Update

Perception Sensation

Decisions Output

????

Conceptual explanation of parameters of cognitive efficiency

Focus of Attention

Recently activated concepts (Blue-new; Red-old)

0.4 0.5 0.6 0.7 0.8 g-loading -0.10

0.45

1.00

1.55

2.10 M

DS

rela

tive

CC

(rC

C)

ORLVOC-Gc

SNDAWR-Ga

ORLCMP-Gc

VRBATN-Gwm

PHNPRO-Ga

OBJNUM-Gwm

NUMSER-Gf CONFRM-Gf UNDDIR-Gwm

NUMREV-Gwm

PICVOC-Gc

STYREC-Glr SENREP-Gwm

SEGMNT-Ga

ANLSYN-GF MEMWRD-Gwm

SNDBLN-Ga

VISUAL-Gf

RETFLU-Glr LETPAT-Gs

NWDREP-Ga NUMPAT-Gs

PAIRCN-Gs

RPCNAM-Glr

PICREC-Gv

Relationship between g-loadings and MDS-based relative cognitive complexity (rCC) for WJ IV COG and OL tests

Correlation = .93; but correspondence diverges as test become higher in g and

cognitive complexity

• COG: Verbal Attention • COG Number Series • COG Letter-Pattern Matching • COG Visualization • COG Phonological Processing • COG Nonword Repetition • OL Segmentation

New COG OL Tests

COG Test 2: Number Series

• Was in WJ III Diagnostic Supplement • Gf-RQ (Quantitative Reasoning) • Not a “controlled learning” test as are Concept Formation (Gf-I) and Analysis-Synthesis (Gf-RG)

• More Gf “in the wild” – without examiner provided scaffolding

• Extensive history as a premier Gf test in the psychometric measurement of intelligence • High in cognitive complexity and g. Best single test predictor of achievement. Best indicator of Gf factor. • In GIA, BIA, Gf-Gc Composite, Gf, Gf-Ext, Quantitative Reasoning (RQ), and one Math Aptitude clusters.

COG Test 7: Visualization

• Measure of Gv-Visualization (Vz) •Visualization consists of two subtests that each measure Gv-Vz (visualization) via tasks that vary on task complexity and degree of “minds eye” (mental rotation) manipulations

• Within Gv, highest on cognitive complexity, g, Gv factor, and prediction of achievement • In GIA, Gv and both Math Aptitude clusters

COG Test 3: Verbal Attention

• Measure of Gwm (working memory-WM; attentional control-AC)

• More ecological “real world” valid measure of working memory

• High in cognitive complexity and g. Within Gwm, the most cognitively complex, one of best indicators of Gwm factor, and best predictor of achievement

• In GIA, BIA, Gwm, Gwm3, Cognitive Efficiency, and one Reading and 1 Written Language Aptitude clusters.

COG Test 4: Letter-Pattern Matching

• Measure of Gs (perceptual speed) and orthographic processing • This speeded test (all WJ IV speeded tests) is based on a new rate-based method of scaling the scores that eliminates the need for bonus points • Within Gs, it matches Number Pattern Matching in g, Gs factor loading, and prediction of achievement. Is more cognitively complex than Number Pattern Matching • In GIA, Gs, Perceptual Speed (P), Cog. Eff. and Cog. clusters

COG Test 5: Phonological Processing

• Ga (PC) / Glr (LA/FW) •3 subtests (Word Access; Word Fluency; Substitution • Measures three aspects of speech sound processing that requires the efficiency construction of sound- based lexical representations • High in cognitive complexity and g. Best single Ga test predictor of achievement. High loading on Ga and secondary low loading on Gc (accessing the lexicon). Also loaded on narrow LA factor in broard+narrow bottom-up CFA models. • In GIA, Ga, and all reading and writing scholastic aptitude clusters

Nonword repetition tasks

Examinee listens to a nonsense word and then must repeat the word exactly. Requires temporary storage of phonological segments in immediate awareness. Significant body of research has found such tasks to be significantly related to (and be possible “markers” of) reading disabilities, dyslexia and SLI (specific language impairment)

OL Test 3: Segmentation

• Ga (PC) • Examinee listens to words and identifies word parts • In OL Phonetic Coding (PC) cluster • Highest loading test on Ga factor across all ages • A moderate measure of g and predictor of ach. across

all ages; much more so (and more cognitively complex) than Sound Blending.

• Such tasks have been reported to be strong predictors of early reading (Bouwmeester et al, 2011; Geuden & Sandra, 2003)

Contemporary CHC broad and narrow ability content coverage by WJ IV Cognitive (as per WJ IV authors)

General Intelligence (g)


(A3)



(RC)

Reading speed (RS)


English usage (EU)


Writing speed (WS)




Induction (I)

General sequential

reasoning (RG)


Memory span (MS)






Visualization (Vz)

Visual Memory (MV)




(Gq)


Comp -Knowledge

(Gc)


Short-Term Wk Mem.

(Gsm)



Auditory Processing

(Ga)



Number Facility (N)




(Gkn)

Geography ach. (A5)

Shading designates abilities measured by WJ IV COG battery


(LD)



(UM)

Word Fluency (FW)



The WJ IV COG is not your fathers intelligence test!

The WJ IV COG GIA is a much more cognitively complex (and high g) measure of intelligence

How did we do this?

What evidence do we have to support this conclusion?

This image cannot currently be displayed.


WISC-IV WAIS-IV WPPSI-III KABC-II SB-5 DAS-II FS IQ FS IQ FS IQ FCI FS IQ GCA

(n=174) (n=177) (n=99) (n=50) (n = 50) (n = 49) WJ IV g-measures

General Intellectual Ability (GIA)

0.86 0.84 0.72 0.77 0.80 0.83

Brief Intellectual Ability (BIA) 0.83 0.74 0.76 0.79

Gf-Gc Composite 0.83 0.78 0.71 0.82

Note. Correlations in italic represent correlations with a pseudo-WJ IV GIA score computed from 7

WJ IV tests (WJ IV COG does not provide an GIA-Edv cluster)

Select concurrent validity evidence: Correlations of WJ IV primary COG g-scores with external measures

Conclusion: The WJ IV GIA, BIA and Gf-Gc composite clusters demonstrate strong validity evidence as measures of general intelligence when the criterion are the global composite/total

scores from other major IQ batteries in the field

WJ III GIA other IQ score correlations

were from .67 to .76

GIA - Standard

GIA Oral Vocabulary

General Information

Number Series

Concept Formation

Verbal Attention

Numbers Reversed

Story Recall

Visual-Aud Learning

Visualization

Picture Recognition

Letter-Pat. Match.

Pair Cancellation


Nonword Repetition

Primary WJ III and WJ IV COG tests and Clusters

Tests in WJ IV COG clusters

Tests in WJ III COG Clusters

WJ IV GIA WJ III GIA-Standard

* Visual Matching is renamed Number-Pattern Matching in WJ IV

Comparison of composition of primary WJ III and WJ IV COG CHC and GIA clusters

(WJ III Spatial Relations is half

of WJ IV Visualization)

(WJ IV Oral Vocab. was part

of WJ III Verbal Comp.)

Auditory Attention

Decision Speed

Analysis-Synthesis

Retrieval Fluency

Spatial Relations

Verbal Comp. Memory for Words

Sound Blending

Visual Matching *


Comp -Knowledge

(Gc) Fluid

Reasoning (Gf) Long-Term

Retrieval (Glr) Visual

Processing (Gv)

Auditory Processing

(Ga)


Short-Term Wrk Mem

(Gwm)


Four primary design principles have resulted in the WJ IV COG GIA being significantly different in

composition than the WJ III COG GIA-Std.

The WJ IV COG GIA cluster tests should: 1. Be the best factor indicators of each CHC broad domain

2. Be the best predictors of achievement from each CHC broad domain

3. Be the most cognitively complex indicators from each CHC broad domain

4. Be the best measures of g (general intelligence) from each CHC broad

domain

5. Collectively should have a relatively equal balance of type of stimulus characteristics (verbal, numeric, figural)

(Note: Trade-offs between the four design objectives were sometimes necessary)



The Cognitive tests were evaluated on the basis of four (of five total) quantifiable COG design criteria

Data augmented by Siskel and Ebert informal rating system

Average CHC factor loadings Average achievement correlation across domains Average degree of g-loadings Average degree of relative cognitive complexity

(Average across ages 6-90+)

Comprehension – Knowledge (Gc)

Lexical Knowledge (VL)

General Information (K0)

Language Development (LD)

ORLVOC* GENINF PICVOC

* Test in GIA

Author/expert CHC narrow

factor classifications

(Gc cluster) (Voc. Cluster- LD/VL)

Induction (I)

General Sequential Reasoning (RG)

Quantitative Reasoning (RQ)

ANLSYN CONFRM NUMSER* (Gf cluster) (Gf3

cluster)

(Quantitative Reasoning Cluster-RQ)

* Test in GIA




Short-Term Working Memory (Gwm)

Working Memory (WM)

Memory Span (MS)


MEMWRD

SENREP

(Auditory Memory Span Cluster-MS)

OBJNUM VRBATN* NUMREV

* Test in GIA

(Gwm cluster)

(Gwm3 cluster)




Cognitive Processing Speed (Gs)

Attentional Control

Perceptual Speed (P)

PAIRCN NUMPAT LETPAT*

* Test in GIA


(Gs cluster) (Perceptual Speed

cluster-P)




Associative Memory (MA)

Meaningful Memory (MM)

* Test in GIA

VAL STREC* (Glr cluster)

Speed of Lexical Access (LA)

RETFLU RPCNAM (Speed of Lexical

Access cluster-LA)



Auditory Processing (Gs)

Phonetic Coding (PC)

NWDREP PHNPRO*

* Test in GIA


Memory for Sound Patterns (UM)

SEGMNT SNDBLN

(Ga cluster)

(Phonetic Coding cluster-PC)





The WJ IV Auditory Processing (Ga) cluster is not your fathers Ga measure.

WJ IV still has the Oldsmobile Ga (Phonetic

Coding) in OL: COG now has more cognitively complex Ga measures

The WJ IV has taken a broader contemporary view

of the domain of Ga © Institute for Applied Psychometrics; Kevin McGrew 01-23-14

Auditory Processing (Ga) abilities, when properly measured, should have a

prominent chair at the round table of cognitive CHC abilities



Visual Memory (MV)

Visualization (Vz)

* Test in GIA

PICREC VISUAL* (Gv cluster)



COG/OL Mdn. Clusters r r2 General Intellectual Ability 0.76 0.58 Brief Intellectual Ability 0.73 0.53 Gf-Gc Composite 0.68 0.46

Comprehension-Knowledge (Gc) 0.58 0.34 Comprehension-Knowledge-Ext (Gc3) 0.58 0.34 Fluid Reasoning (Gf) 0.64 0.41 Fluid Reasoning-Ext (Gf3) 0.59 0.35 Short-Term Working Memory (Gwm) 0.53 0.28 Short-Term Working Memory-Ext (Gwm3) 0.52 0.27 Cognitive Processing Speed (Gs) 0.49 0.24 Auditory Processing (Ga) 0.51 0.26 Long-Term Retrieval (Glr) 0.43 0.18 Visual Processing (Gv) 0.38 0.14 Quantitative Reasoning (Gf-RQ) 0.59 0.35 Auditory Memory Span (Gsm-MS) 0.47 0.22 Number Facility (Gs-N) 0.62 0.38 Perceptual Speed (Gs-P) 0.58 0.34 Cognitive Efficiency (Gsm+Gs) 0.55 0.30 Cognitive Efficiency-Ext (Gsm+Gs) 0.66 0.44

Oral Language 0.55 0.30 Broad Oral Language 0.57 0.32 Oral Expression 0.54 0.29 Listening Comprehension 0.55 0.30 Phonetic Coding (Ga-PC) 0.44 0.19 Speed of Lexical Access (Glr-LA) 0.37 0.14 Vocabulary (Gc-LD/VL) 0.60 0.36

WJ IV COG and OL cluster

correlations with WJ IV ACH

clusters: Correlations

across 15 ACH clusters (ages

6-90+)

WISC-IV WAIS-IV WPPSI-III KABC-II SB-5 DAS-II FS IQ FS IQ FS IQ FCI FS IQ GCA

(n=174) (n=177) (n=99) (n=50) (n = 50) (n = 49) WJ IV g-measures

General Intellectual Ability (GIA)

0.86 0.84 0.72 0.77 0.80 0.83

Brief Intellectual Ability (BIA) 0.83 0.74 0.76 0.79

Gf-Gc Composite 0.83 0.78 0.71 0.82

Note. Correlations in italic represent correlations with a pseudo-WJ IV GIA score computed from 7

WJ IV tests (WJ IV COG does not provide an GIA-Edv cluster)

Select concurrent validity evidence: Correlations of WJ IV primary COG g-scores with external measures

Conclusion: The WJ IV GIA, BIA and Gf-Gc composite clusters demonstrate strong validity evidence as measures of general

intelligence when the criterion are the global composite/total scores from other major IQ batteries in the field

WJ III GIA other IQ score correlations

were from .67 to .76

WISC-IV WISC-IV WISC-IV WISC-IV VCI PRI WMI PSI

WJ IV Measures (Gc) (Gf/Gv) (Gwm) (Gs) CHC Factor Clusters

Comprehension-Knowledge (Gc) 0.79 Fluid Reasoning (Gf) 0.70 Short-Term Working Memory (Gwm) 0.72 Processing Speed (Gs) 0.55 Auditory Processing (Ga) Long-Term Retrieval (Glr) Visual Processing (Gv) 0.55

Narrow Ability & Clinical Clusters Quantitative Reasoning (RQ) 0.65 Auditory Memory Span (MS) 0.52 Number Facility (N) 0.57 Perceptual Speed (P) 0.56

Note: Bold font values represent correlations between best comparable CHC broad composites. Red bold font are interesting correlations given the Wechsler composites composition. WISC-IV/WAIS-IV PRI and WMI composites are not comparable--different mixtures of CHC abilities. (see next slide)

WJ IV COG /WISC-IV CHC composite select score correlations ( n = 174)

Block Design-Gv-Vz Pic Cocnepts – Gf-I Matrix Reasoning – Gf-I

Digit Span – Gwm-MS/MW Letter-Num Seq – Gwm-MW

WAIS-IV WAIS-IV WAIS-IV WAIS-IV VCI PRI WMI PSI

WJ IV Measures (Gc) (Gv/Gf) (Gwm/Gq) (Gs) CHC Factor Clusters

Comprehension-Knowledge (Gc) 0.74 Fluid Reasoning (Gf) 0.57 Short-Term Working Memory (Gwm) 0.67 Processing Speed (Gs) 0.44 Auditory Processing (Ga) Long-Term Retrieval (Glr) Visual Processing (Gv) 0.57

Narrow Ability & Clinical Clusters Quantitative Reasoning (RQ) 0.54 0.53 Auditory Memory Span (MS) Number Facility (N) 0.65 0.52 Perceptual Speed (P) 0.61

Note: Bold font values represent correlations between best comparable CHC broad composites. Red bold font are interesting correlations given the Wechsler composites composition. WISC-IV/WAIS-IV PRI and WMI composites are not comparable--different mixtures of CHC abilities. Noted Wechsler correlations with tests classifications based on Flanagan et al., 2013.

WJ IV COG / WAIS-IV CHC composite select score correlations ( n = 177)

Block Design-Gv-Vz Visual Puzzles – Gv-Vz Matrix Reasoning – Gf-I

Digit Span – Gwm-MS/MW Arithmetic – Gwm-WM/Gf-RQ (Gq?)

KABC-II KABC-II KABC-II KABC-II KABC-II Know./ Plan./ Sim./ Seq./ Lrng./

WJ IV Measures Gc Index

Gf Index

Gv Index

Gsm Index

Glr Index

CHC Factor Clusters Comprehension-Knowledge (Gc) 0.82 Fluid Reasoning (Gf) 0.46 Short-Term Working Memory (Gwm)

0.42

Processing Speed (Gs) Auditory Processing (Ga) Long-Term Retrieval (Glr) 0.64 Visual Processing (Gv) 0.37

Note: Bold font values represent correlations between best comparable CHC broad composites. Low to moderate corresponding Gf, Gv and Gwm correlations most likely reflect narrow ability content differences in composites (classifications based on Reynolds et al., 2007 and Flanagan et al., 2013).

WJ IV COG / KABC-II composite select score correlations (n = 50)

Pattern Reasoning - Gf-I/Gv-Vz Story Completion – Gf-RG

Number Recall – Gsm-MS Word Recall – Gsm-MS/WM?

Rover – Gv-SS Triangles – Gv-Vz

SB-5 SB-5 SB-5 SB-5 SB-5 Fluid Quant. Vis.-Spatial Working

Know. Reas. Reas. Proc. Memory WJ IV Measures (Gc) (Gf) (Gf-RQ) (Gv) (Gwm)

CHC Factor Clusters Comprehension-Knowledge (Gc) 0.68 0.75 0.72 0.72 Fluid Reasoning (Gf) 0.67 0.56 0.66 0.66 Short-Term Working Memory (Gwm) 0.62 0.69 Cognitive Processing Speed (Gs) Auditory Processing (Ga) 0.68 0.73 0.72 Long-Term Retrieval (Glr) Visual Processing (Gv) 0.40

Note: Bold font values represent correlations between best comparable CHC broad composites. Red bold font are interesting correlations given the SB-5 composites composition. The convergent/divergent validity of the SB-5 CHC composite scores has been seriously questioned (Canivez, 2008; DiStefano & Dombrowski, 2006; Keith & Reynolds, 2010) as well as very high composite score intercorrelations in the SB-5 technical manual (.65 to .75)

WJ IV COG / SB-5 CHC composite select score correlations (n = 50)

• 7 new tests • Oral Reading, Reading Recall, • Word Reading Fluency • Number Matrices • Science, Social Studies, Humanities

• 8 new clusters • Reading, Reading Comprehension-Extended,

Reading Fluency, Reading Rate • Written Language • Mathematics • Brief Achievement, Broad Achievement

Achievement: What’s New?

• Conormed with WJ IV Tests of Cognitive Abilities and WJ IV Tests of Oral Language

• Qualitative Observation Checklists for Tests 1-11

– Located in Test Record – Helps document important information about how

examinee performed on the task – Includes data on percentage of age mates at each rating

Achievement: What’s New?

Test 1: Letter-Word Identification

Test 2: Applied Problems

Test 3: Spelling

Test 4: Passage Comprehension

Test 5: Calculation

Test 6: Writing Samples

Test 7: Word Attack

Test 8: Oral Reading--NEW

Test 9: Sentence Reading Fluency (Renamed)

Test 10: Math Facts Fluency (Renamed)

Test 11: Sentence Writing Fluency (Renamed)

Tests of Achievement

Standard Battery

WJ IV Tests of Achievement---Extended Battery

Test 12: Reading Recall--NEW

Test 13: Number Matrices--EXPANDED

Test 14: Editing

Test 15: Word Reading Fluency--NEW

Test 16: Spelling of Sounds

Test 17: Reading Vocabulary--REVISED

Test 18: Science--EXPANDED

Test 19: Social Studies--EXPANDED

Test 20: Humanities--EXPANDED

Provides clusters for: •Reading Comprehension •Reading Comprehension -Extended •Reading Rate •Math Problem Solving •Basic Writing Skills •Academic Knowledge

• Includes 8 tests for evaluating different aspects of reading – Letter-Word Identification, Passage Comprehension, Word

Attack, Sentence Reading Fluency, Reading Vocabulary – Oral Reading, Reading Recall, Word Reading Fluency

• Provides 7 clusters for a comprehensive evaluation of

reading performance • Reading, Broad Reading, Basic Reading Skills, Reading

Comprehension • Reading Fluency, Reading Rate, Reading Comprehension-

Extended

Summary: Reading

3 new tests

3 new clusters

• Includes 4 tests measuring various aspects of math achievement: – Applied Problems, Calculation, Math Facts

Fluency, and Number Matrices

• Provides 4 clusters for a comprehensive evaluation of math performance: – Mathematics, Broad Mathematics, Basic Math

Skills, Math Problem Solving

Mathematics: Summary

• Includes 5 tests measuring various aspects of written language: – Spelling, Writing Samples, Sentence Writing

Fluency, Editing, and Spelling of Sounds • Provides 4 clusters for a comprehensive

evaluation of writing performance: – Written Language, Broad Written Language, Basic

Writing Skills, Written Expression • Contributes to Phoneme-Grapheme Cluster

(Spelling of Sounds + Word Attack)

Written Language: Summary

• Includes 3 tests measuring various aspects of academic knowledge (comprehension-knowledge [Gc]) • Test 18: Science • Test 19: Social Studies • Test 20: Humanities

• Provides 1 cluster: Academic Knowledge

– Serves as the ability score in an ability/achievement comparison procedure

Academic Knowledge

• A cluster that includes tests from different academic domains (reading, writing, math)

• 7 cross-domain clusters are available

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

Cross-Domain Clusters

Two options

Intra-Achievement using Tests 1-6 •Test 1. Letter Word Identification •Test 2. Applied Problems •Test 3. Spelling •Test 4. Passage Comprehension •Test 5. Calculation •Test 6. Writing Samples

Intra-Achievement using 3 clusters: •Academic Skills •Academic Fluency •Academic Applications

Intra-Achievement Variation Procedures

• Additional tests can be added to procedures • Compares performance on one test or cluster to

average performance on other tests or clusters • Provides information about examinee’s

strengths and weaknesses within academic areas

• Helps pinpoint a pattern of strengths and weaknesses

Intra-Achievement Variation Procedures

Academic Skills/Academic Fluency/ Academic Applications

When ACH Tests 1 through 6 and 9 through 11 are administered, a cross-domain comparison is made. • Academic Skills cluster is compared to a predictor score

from the Academic Applications and Academic Fluency clusters;

• Academic Applications cluster is compared to Academic Skills and Academic Fluency clusters;

• Academic Fluency cluster is compared to a predictor score from the Academic Skills and Academic Applications clusters.



for WJ IV ACH clusters

Reading 0.95 Broad Reading 0.97 Basic Reading Skills 0.95 Reading Comprehension 0.93 Reading Comprehension-Extended 0.96 Reading Fluency 0.96 Reading Rate 0.96 Mathematics 0.96 Broad Mathematics 0.97 Math Calculation Skills 0.97 Math Problem Solving 0.95 Written Language 0.94 Broad Written Language 0.95 Basic Writing Skills 0.95 Written Expression 0.92 Academic Skills 0.97 Academic Applications 0.96 Academic Fluency 0.97 Academic Knowledge 0.95 Phoneme-Grapheme Knowledge 0.94 Brief Achievement 0.97 Broad Achievement 0.99

KTEA-II KTEA-II KTEA-II KTEA-II KTEA-II WJ IV Measures Oral. Lang. Rdg. Math Wr. Lang Comp. Ach.

Oral Language Clusters Oral Language 0.64 Oral Comprehension 0.74 Oral Expression 0.64 Listening Comprehension 0.74

Reading Achievement Clusters Reading 0.94 Broad Reading 0.92 Basic Reading Skills 0.93 Reading Comprehension 0.85 Reading Fluency 0.86 Reading Speed 0.78

Math Achievement Clusters Mathematics 0.94 Broad Mathematics 0.91 Math Calculation 0.83 Math Problem Solving 0.82

Written Language ACH Clusters Written Language 0.81 Broad Writing 0.84 Basic Writing Skills 0.91 Written Expression 0.65

Cross Domain ACH Clusters Brief Achievement 0.88 Broad Achievement 0.91

WJ IV ACH OL / KTEA-II composite select score correlations Ages 8-12 (n = 49)

KTEA-II KTEA-II KTEA-II KTEA-II KTEA-II Oral Wr. Comp.

WJ IV Measures Lang. Rdg. Math Lang Ach. Oral Language Clusters Oral Language 0.74 Oral Expression 0.64 Listening Comprehension 0.58

Reading Achievement Clusters Reading 0.83 Broad Reading 0.78 Basic Reading Skills 0.81 Reading Comprehension 0.68 Reading Fluency 0.79 Reading Speed 0.65

Math Achievement Clusters Math 0.87 Broad Math 0.86 Math Calculation 0.82 Math Problem Solving 0.69



WJ IV ACH OL / KTEA-II composite select score correlations Ages 13-18 (n = 50)

WJ IV ACH OL /WIAT-III composite select score correlations– Grades 1-8 (n=51)

WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III Oral Total Basic Rdg. Cmp. Math Wr. Total

WJ IV Measures Lang. Rdg. Rdg. & Flu. Math. Flu. Expr. Ach. Oral Language Clusters Oral Language 0.82 Oral Expression 0.57 Listening Comprehension 0.60

Reading Achievement Clusters Reading 0.93 0.92 0.82 Broad Reading 0.89 0.87 0.82 Basic Reading Skills 0.93 0.94 0.78 Reading Comprehension 0.88 0.85 0.81 Reading Fluency 0.87 0.84 0.80 Reading Speed 0.67 0.62 0.64

Math Achievement Clusters Math 0.92 0.57 Broad Math 0.90 0.79 Math Calculation 0.82 0.85 Math Problem Solving 0.83 0.53



Bold font designates correlations >= .70

WJ IV ACH OL /WIAT-III composite select score correlations—Grades 9-12 (n=49)

WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III WIAT-III Oral Total Basic Rdg. Cmp. Math Wr. Total

WJ IV Measures Lang. Rdg. Rdg. & Flu. Math. Flu. Expr. Ach. Oral Language Clusters Oral Language 0.79 Oral Expression 0.68 Listening Comprehension 0.75

Reading Achievement Clusters Reading 0.78 0.75 0.74 Broad Reading 0.79 0.72 0.80 Basic Reading Skills 0.86 0.86 0.74 Reading Comprehension 0.54 0.50 0.60 Reading Fluency 0.78 0.72 0.77 Reading Speed 0.66 0.61 0.72

Math Achievement Clusters Math 0.84 0.42 Broad Math 0.76 0.68 Math Calculation 0.58 0.72 Math Problem Solving 0.79 0.45



Note. font designates correlations >= .70

Contemporary CHC (Schneider & McGrew, 2012) broad and narrow ability content coverage by WJ-IV Oral Language



(A3)



(RC)

Reading speed (RS)


English usage (EU)


Writing speed (WS)




Induction (I)

General sequential

reasoning (RG)


Memory span (MS)






Visualization (Vz)

Visual Memory (MV)




(Gq)


Comp -Knowledge

(Gc)




Auditory Processing

(Ga)



Number Facility (N)




(Gkn)

Geography ach. (A5)

Shading designates abilities measured by WJ IV OL battery


(LD)



(UM)

Word Fluency (FW)


ST Working Mem (Gwm)


Median reliabilities (across all technical age groups) for

WJ IV OL clusters

Oral Language 0.90 Broad Oral Language 0.92 Oral Expression 0.89 Listening Comprehension 0.90 Phonetic Coding 0.95 Speed of Lexical Access 0.89 Vocabulary 0.93

CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 PPVT-4

WJ IV Measures Core Rec. Expr. Lang. Lang. Work. Lang. Lang Lang. Con. Struc. Mem.

Oral Language Clusters Oral Language 0.63 0.59 0.64 0.67 0.67 0.50 0.74 Oral Expression 0.74 0.64 0.72 0.67 0.73 0.58 0.70 Listening Comprehension 0.64 0.62 0.63 0.63 0.68 0.59 0.69 Speed of Lexical Access 0.31 0.37 0.32 0.35 0.38 0.57 0.43

Bold font correlations > = .60

WJ IV OL / CELF-4 and PPVT-4 composite select score

correlations—Ages 5-8 (n = 50)

CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 CELF-4 PPVT-4

WJ IV Measures Core Rec. Expr. Lang. Lang. Work. Lang. Lang Lang. Con. Struc. Mem.

Oral Language Clusters Oral Language 0.75 0.46 0.69 0.49 0.65 0.17 0.76 Oral Expression 0.83 0.56 0.79 0.49 0.74 0.33 0.62 Listening Comprehension 0.76 0.50 0.68 0.42 0.69 0.30 0.55 Speed of Lexical Access 0.42 0.19 0.36 0.18 0.39 0.23 0.14

. Bold font correlations > = .60

WJ IV OL / CELF-4 and PPVT-4 composite select score correlations—Ages 10-18 (n = 56)

CASL

OWLS

Core Basic Sent. Syntax Parag. Prag. Oral List. Oral

WJ IV Measures Comp. Conc. Comp Constr Comp Judge Comp Comp Exp Oral Language Clusters

Oral Language 0.60 0.56 0.57 0.47 0.41 0.49 0.60 0.42 0.61 Oral Expression 0.48 0.43 0.51 0.42 0.41 0.31 0.46 0.31 0.49 Listening Comprehension

0.58 0.60 0.53 0.49 0.44 0.46 0.57 0.44 0.55

Speed of Lexical Access

0.48 0.41 0.36 0.43 0.36 0.40 0.24 0.07 0.33

Note. n = 50 for all measures except WJ IV Phonological Processing (n = 48). All correlations with WJ IV Phonological Processing have n = 48 sample size.

WJ IV OL / CASL & OWLS composite score correlations in ages 3-6 sample

WJ IV Oral Language Clusters Oral Oral Oral Listening Speed of

CASL/OWLS Measures Language Comp. Expression Comp. Lex. Acc. CASL Measures

Core Composite 0.85 0.82 0.72 0.76 0.57 Antonyms 0.82 0.78 0.64 0.75 0.39 Synonyms 0.71 0.73 0.55 0.70 0.32 Sentence Completion 0.76 0.73 0.66 0.68 0.51 Idiomatic Language 0.82 0.80 0.75 0.72 0.42 Syntax Construction 0.71 0.68 0.57 0.64 0.47 Paragraph Comprehension 0.66 0.70 0.54 0.75 0.56 Grammitcal Morphemes 0.63 0.60 0.53 0.56 0.47 Sentence Comprehension 0.59 0.60 0.58 0.57 0.47 Grammaticality Judgement 0.67 0.65 0.70 0.58 0.57 Nonliteral Language 0.67 0.63 0.64 0.54 0.40 Meaning from Context 0.77 0.74 0.63 0.67 0.56 Inference 0.70 0.70 0.62 0.67 0.42 Amibgious Sentences 0.72 0.73 0.58 0.70 0.45 Pragmatic Judgement 0.52 0.47 0.34 0.42 0.48

OWLS Measures Oral Composite 0.68 0.68 0.62 0.64 0.41 Listening Comprehension 0.53 0.57 0.50 0.56 0.25 Oral Expression 0.67 0.64 0.60 0.59 0.45

Bold font are correlations >= .70

WJ IV OL / CASL & OWLS score correlations in ages 7-17 sample (n = 50)

The New WJ IV Battery: Introduction and...

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