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Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate…mehr
Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide * Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement * Explains scores and various interpretive features * Offers a variety of types of diagnostic reports * Provides a wide variety of educational recommendations and evidence-based strategies
Produktdetails
- Produktdetails
- Verlag: John Wiley & Sons / Wiley
- 3rd edition
- Seitenzahl: 608
- Erscheinungstermin: 19. Januar 2016
- Englisch
- Abmessung: 274mm x 213mm x 30mm
- Gewicht: 1361g
- ISBN-13: 9781118860748
- ISBN-10: 1118860748
- Artikelnr.: 40620461
- Verlag: John Wiley & Sons / Wiley
- 3rd edition
- Seitenzahl: 608
- Erscheinungstermin: 19. Januar 2016
- Englisch
- Abmessung: 274mm x 213mm x 30mm
- Gewicht: 1361g
- ISBN-13: 9781118860748
- ISBN-10: 1118860748
- Artikelnr.: 40620461
NANCY MATHER, Ph.D., is a Professor at the University of Arizona in the Department of Disability and Psychoeducational Studies. She is a coauthor of the Woodcock-Johnson IV. LYNNE E. JAFFE, Ph.D., is in private practice specializing in psychoeducational evaluations, educational therapy, and consulting regarding interventions for students with learning problems.
INTRODUCTION 1 SECTION I: WJ IV 3 Introduction 3 Part 1: Descriptive and
Interpretive Information 4 Explanation of Major Broad Cognitive Abilities 4
Comprehension-Knowledge (Gc) 4 Fluid Reasoning (Gf) 4 Short-Term Working
Memory (Gwm) 5 Long-Term Memory and Learning Efficiency 6 Learning
Efficiency 6 Long-Term Retrieval (Glr) 6 Processing Speed (Gs) 6 Perceptual
Speed 7 Orthographic Processing 7 Visual Processing (Gv) 7 Auditory
Processing (Ga) 7 Phonetic Coding 7 Hierarchy and Explanation of Four Score
Levels of Information Available on the WJ IV 8 Level 1: Qualitative 8 Task
Analysis and Comparisons of Selected Tests 8 Level 2: Level of Development
8 W Scores 8 Age and Grade Equivalents 8 Some Cautions about Interpreting
Grade and Age Equivalents 10 Level 3: Degree of Proficiency 10 Relative
Proficiency Index (RPI) 11 Relative Proficiency Index, Standard Score, and
the Standard Deviation 11 Comparative Language Index 13 Cognitive-Academic
Language Proficiency (CALP) 13 Age/Grade Band Profiles 13 Level 4:
Comparison with Peers 13 Percentile Ranks (PR) 13 Standard Scores (SS) 14 Z
Scores 14 Standard Error of Measurement (SEM) 14 Score Terminology and
Explanation of Cluster Scores, Variations, and Comparisons 14 Score
Terminology 14 Actual Standard Score (SS) 14 Predicted SS 14 SS Difference
(SS Diff) 14 Discrepancy Standard Deviation (SD) 14 Discrepancy Percentile
Rank (PR) 14 Interpretation at ±1.50 SD (SEE: Standard Error of Estimate)
14 Cluster Scores 15 Variations 15 Explanation of Variations 15 Variation
Predicted Score 15 Comparisons 16 Scholastic Aptitude/Achievement
Comparisons 18 Sample Statements for Reporting Scores 18 Score Levels
Reported in Combination 18 Cognitive 18 Oral Language 19 Achievement 19
Level of Development 19 Grade and Age Equivalents 19 Relative Proficiency
Scores 19 Peer Comparison Scores 20 Overview of Tests and Task Demands (WJ
IV COG, WJ IV OL, WJ IV ACH) 23 Example Items 27 Score Equivalents,
Classification Labels, and Average Grade Placement for Age 32 Tips for
Interpretation 36 General Tips 36 Specific Comparisons 37 Memory 37
Academic Fluency/Processing Speed 37 Oral Language 38 Phonological
Awareness to Print 38 Basic Reading and Writing Skills 39 Reading
Comprehension 40 Written Expression 40 Handwriting 41 Mathematics 41 Part
2: Score Forms 43 Tests and Clusters Score Forms 44 Cluster Descriptions
and Scores 49 Strengths and Weaknesses Profile--RPI and SS 52 RPI Profile
of Cluster and Test Scores 57 WJ IV Dyslexia Profile of Scores 64 SECTION
II: REPORTS 67 Introduction 67 Types of Evaluations 67 Depth of Information
68 Types of Scores 68 Recommendations 68 Discrepancy and Variation
Interpretation 69 Sources and Uses of Information 69 Outline for Reports 69
Identifying Information 69 Reason for Referral 69 Background Information 69
Classroom Observations 70 Assessment Procedures Used 70 Behaviors during
Testing 70 Intellectual / Cognitive Abilities, Oral Language, and / or
Achievement: Results and Interpretation 71 Summary (optional) 71
Recommendations 71 General Stylistic Suggestions 71 Assessment Report
Rubric 72 Diagnostic Reports 74 SECTION III: RECOMMENDATIONS 273
Introduction 273 COGNITIVE AND LINGUISTIC FACTORS 274 Fluid Reasoning 274
Memory 275 Cognitive Processing/Perceptual Speed 278 Visual Processing and
Visual Perception/VisualDetail 279 Phonemic Awareness/Phonological
Awareness 282 Oral Language 289 ACHIEVEMENT 304 Basic Reading Skills 304
Reading Rate and Fluency 312 Reading Comprehension 317
Handwriting/Visual-Motor 327 Basic Writing Skills 336 Written Expression
343 Mathematics: Basic Skills 353 Mathematics: Problem Solving 368
Knowledge / Content Areas / Study Strategies 373 GENERAL 378 Behavior
Management and Intervention 378 Homework 384 Response to Intervention (RtI)
390 Technology 392 Testing/Test-Taking 409 Transitions 413 SOCIAL/ADVOCACY
417 Self-Esteem 417 Self-Advocacy 420 Social Skills 423 SPECIAL POPULATIONS
426 Attention Deficit/Hyperactivity Disorder (ADHD) and Attentional
Challenges 426 Autism Spectrum Disorder (ASD) 438 English Language Learners
(ELL) 444 Gifted and Twice-Exceptional 455 Hearing Impairment 469 Visual
Impairment 479 SECTION IV: STRATEGIES 491 Introduction 491
Addition/Multiplication Facts: Instructional Sequence 492 Addition Facts:
Organizational Structure for Memorization 492 Alternate Pronunciation for
Spelling 493 Anticipation Guide 494 Behavior Rating Chart 495 Behavioral
Contracts 499 Behavioral Interventions for the Whole Class 499 Classroom
Rules: Guidelines 501 Cohesive Devices: Types 501 Collaborative Strategic
Reading 502 Content Area Instruction: Components of Effective Lessons 504
Context Clues 505 Directed Reading-Thinking Activity 506 Directed
Vocabulary-Thinking Activity 507 Dolch Story and Word List 508 Elkonin
Procedure (Adapted) 513 Error Monitoring Strategy (COPS) 514 Flow List for
Reading and Spelling Words 516 Glass-Analysis for Decoding Only 518 Instant
Words 521 Instructional Accommodations Survey 527 Kerrigan's Integrated
Method of Teaching Composition 529 K-W-L-S Strategy: Know-Want to
Know-Learned-Still Need to Learn 529 Letter Pattern Recognition:
Instruction 530 Letter Patterns: Games to Reinforce Recognition 532
Look-Sign-Fingerspell-Write (LSFW) 533 Look-Spell-See-Write 537 Math
Computation Form: Large 538 Math Computation Form: Small 539 Math
Problem-Solving Strategy 540 Memory Strategy Instruction 540 Mnemonic
Strategies 541 Multisensory Structured Language Approaches to Teaching
Reading 544 Multisensory Study Method for Irregular Words 545 Organization
of Materials and Assignments 546 Phonics Check-off Chart (1) 548 Phonics
Check-off Chart (2) 549 Precision Teaching 550 Principles of Spelling
Instruction for Struggling Spellers 552 Question-Answer Relationship 553
Reading Rate: Words Correct Per Minute 556 Repeated Reading 557
Self-Management Strategy for Improving Adolescent Behavior 560
Self-Regulated Strategy Development 561 Semantic Feature Analysis 566
Sentence Types 566 Speed Drills for Reading Fluency and Basic Skills 567
SQ3R 568 STORE the Story for Reading 569 Strategy Instruction 571 Syllable
Types 572 Talk-to-Yourself Chart 574 Telling Time Strategy 574 Test-Taking
Strategy: PIRATES 575 Token Economy Systems 576 Token Economy with Response
Cost 577 Vocabulary Games 578 Word Bank Activities 579 Word Mapping
Strategy 579 Word Problems: Visualization Strategy 580 Writing Process with
Concept Mapping 581 TESTS CITED IN THIS BOOK 583 REFERENCES 584 ABOUT THE
ONLINE RESOURCES 590
Interpretive Information 4 Explanation of Major Broad Cognitive Abilities 4
Comprehension-Knowledge (Gc) 4 Fluid Reasoning (Gf) 4 Short-Term Working
Memory (Gwm) 5 Long-Term Memory and Learning Efficiency 6 Learning
Efficiency 6 Long-Term Retrieval (Glr) 6 Processing Speed (Gs) 6 Perceptual
Speed 7 Orthographic Processing 7 Visual Processing (Gv) 7 Auditory
Processing (Ga) 7 Phonetic Coding 7 Hierarchy and Explanation of Four Score
Levels of Information Available on the WJ IV 8 Level 1: Qualitative 8 Task
Analysis and Comparisons of Selected Tests 8 Level 2: Level of Development
8 W Scores 8 Age and Grade Equivalents 8 Some Cautions about Interpreting
Grade and Age Equivalents 10 Level 3: Degree of Proficiency 10 Relative
Proficiency Index (RPI) 11 Relative Proficiency Index, Standard Score, and
the Standard Deviation 11 Comparative Language Index 13 Cognitive-Academic
Language Proficiency (CALP) 13 Age/Grade Band Profiles 13 Level 4:
Comparison with Peers 13 Percentile Ranks (PR) 13 Standard Scores (SS) 14 Z
Scores 14 Standard Error of Measurement (SEM) 14 Score Terminology and
Explanation of Cluster Scores, Variations, and Comparisons 14 Score
Terminology 14 Actual Standard Score (SS) 14 Predicted SS 14 SS Difference
(SS Diff) 14 Discrepancy Standard Deviation (SD) 14 Discrepancy Percentile
Rank (PR) 14 Interpretation at ±1.50 SD (SEE: Standard Error of Estimate)
14 Cluster Scores 15 Variations 15 Explanation of Variations 15 Variation
Predicted Score 15 Comparisons 16 Scholastic Aptitude/Achievement
Comparisons 18 Sample Statements for Reporting Scores 18 Score Levels
Reported in Combination 18 Cognitive 18 Oral Language 19 Achievement 19
Level of Development 19 Grade and Age Equivalents 19 Relative Proficiency
Scores 19 Peer Comparison Scores 20 Overview of Tests and Task Demands (WJ
IV COG, WJ IV OL, WJ IV ACH) 23 Example Items 27 Score Equivalents,
Classification Labels, and Average Grade Placement for Age 32 Tips for
Interpretation 36 General Tips 36 Specific Comparisons 37 Memory 37
Academic Fluency/Processing Speed 37 Oral Language 38 Phonological
Awareness to Print 38 Basic Reading and Writing Skills 39 Reading
Comprehension 40 Written Expression 40 Handwriting 41 Mathematics 41 Part
2: Score Forms 43 Tests and Clusters Score Forms 44 Cluster Descriptions
and Scores 49 Strengths and Weaknesses Profile--RPI and SS 52 RPI Profile
of Cluster and Test Scores 57 WJ IV Dyslexia Profile of Scores 64 SECTION
II: REPORTS 67 Introduction 67 Types of Evaluations 67 Depth of Information
68 Types of Scores 68 Recommendations 68 Discrepancy and Variation
Interpretation 69 Sources and Uses of Information 69 Outline for Reports 69
Identifying Information 69 Reason for Referral 69 Background Information 69
Classroom Observations 70 Assessment Procedures Used 70 Behaviors during
Testing 70 Intellectual / Cognitive Abilities, Oral Language, and / or
Achievement: Results and Interpretation 71 Summary (optional) 71
Recommendations 71 General Stylistic Suggestions 71 Assessment Report
Rubric 72 Diagnostic Reports 74 SECTION III: RECOMMENDATIONS 273
Introduction 273 COGNITIVE AND LINGUISTIC FACTORS 274 Fluid Reasoning 274
Memory 275 Cognitive Processing/Perceptual Speed 278 Visual Processing and
Visual Perception/VisualDetail 279 Phonemic Awareness/Phonological
Awareness 282 Oral Language 289 ACHIEVEMENT 304 Basic Reading Skills 304
Reading Rate and Fluency 312 Reading Comprehension 317
Handwriting/Visual-Motor 327 Basic Writing Skills 336 Written Expression
343 Mathematics: Basic Skills 353 Mathematics: Problem Solving 368
Knowledge / Content Areas / Study Strategies 373 GENERAL 378 Behavior
Management and Intervention 378 Homework 384 Response to Intervention (RtI)
390 Technology 392 Testing/Test-Taking 409 Transitions 413 SOCIAL/ADVOCACY
417 Self-Esteem 417 Self-Advocacy 420 Social Skills 423 SPECIAL POPULATIONS
426 Attention Deficit/Hyperactivity Disorder (ADHD) and Attentional
Challenges 426 Autism Spectrum Disorder (ASD) 438 English Language Learners
(ELL) 444 Gifted and Twice-Exceptional 455 Hearing Impairment 469 Visual
Impairment 479 SECTION IV: STRATEGIES 491 Introduction 491
Addition/Multiplication Facts: Instructional Sequence 492 Addition Facts:
Organizational Structure for Memorization 492 Alternate Pronunciation for
Spelling 493 Anticipation Guide 494 Behavior Rating Chart 495 Behavioral
Contracts 499 Behavioral Interventions for the Whole Class 499 Classroom
Rules: Guidelines 501 Cohesive Devices: Types 501 Collaborative Strategic
Reading 502 Content Area Instruction: Components of Effective Lessons 504
Context Clues 505 Directed Reading-Thinking Activity 506 Directed
Vocabulary-Thinking Activity 507 Dolch Story and Word List 508 Elkonin
Procedure (Adapted) 513 Error Monitoring Strategy (COPS) 514 Flow List for
Reading and Spelling Words 516 Glass-Analysis for Decoding Only 518 Instant
Words 521 Instructional Accommodations Survey 527 Kerrigan's Integrated
Method of Teaching Composition 529 K-W-L-S Strategy: Know-Want to
Know-Learned-Still Need to Learn 529 Letter Pattern Recognition:
Instruction 530 Letter Patterns: Games to Reinforce Recognition 532
Look-Sign-Fingerspell-Write (LSFW) 533 Look-Spell-See-Write 537 Math
Computation Form: Large 538 Math Computation Form: Small 539 Math
Problem-Solving Strategy 540 Memory Strategy Instruction 540 Mnemonic
Strategies 541 Multisensory Structured Language Approaches to Teaching
Reading 544 Multisensory Study Method for Irregular Words 545 Organization
of Materials and Assignments 546 Phonics Check-off Chart (1) 548 Phonics
Check-off Chart (2) 549 Precision Teaching 550 Principles of Spelling
Instruction for Struggling Spellers 552 Question-Answer Relationship 553
Reading Rate: Words Correct Per Minute 556 Repeated Reading 557
Self-Management Strategy for Improving Adolescent Behavior 560
Self-Regulated Strategy Development 561 Semantic Feature Analysis 566
Sentence Types 566 Speed Drills for Reading Fluency and Basic Skills 567
SQ3R 568 STORE the Story for Reading 569 Strategy Instruction 571 Syllable
Types 572 Talk-to-Yourself Chart 574 Telling Time Strategy 574 Test-Taking
Strategy: PIRATES 575 Token Economy Systems 576 Token Economy with Response
Cost 577 Vocabulary Games 578 Word Bank Activities 579 Word Mapping
Strategy 579 Word Problems: Visualization Strategy 580 Writing Process with
Concept Mapping 581 TESTS CITED IN THIS BOOK 583 REFERENCES 584 ABOUT THE
ONLINE RESOURCES 590
INTRODUCTION 1 SECTION I: WJ IV 3 Introduction 3 Part 1: Descriptive and
Interpretive Information 4 Explanation of Major Broad Cognitive Abilities 4
Comprehension-Knowledge (Gc) 4 Fluid Reasoning (Gf) 4 Short-Term Working
Memory (Gwm) 5 Long-Term Memory and Learning Efficiency 6 Learning
Efficiency 6 Long-Term Retrieval (Glr) 6 Processing Speed (Gs) 6 Perceptual
Speed 7 Orthographic Processing 7 Visual Processing (Gv) 7 Auditory
Processing (Ga) 7 Phonetic Coding 7 Hierarchy and Explanation of Four Score
Levels of Information Available on the WJ IV 8 Level 1: Qualitative 8 Task
Analysis and Comparisons of Selected Tests 8 Level 2: Level of Development
8 W Scores 8 Age and Grade Equivalents 8 Some Cautions about Interpreting
Grade and Age Equivalents 10 Level 3: Degree of Proficiency 10 Relative
Proficiency Index (RPI) 11 Relative Proficiency Index, Standard Score, and
the Standard Deviation 11 Comparative Language Index 13 Cognitive-Academic
Language Proficiency (CALP) 13 Age/Grade Band Profiles 13 Level 4:
Comparison with Peers 13 Percentile Ranks (PR) 13 Standard Scores (SS) 14 Z
Scores 14 Standard Error of Measurement (SEM) 14 Score Terminology and
Explanation of Cluster Scores, Variations, and Comparisons 14 Score
Terminology 14 Actual Standard Score (SS) 14 Predicted SS 14 SS Difference
(SS Diff) 14 Discrepancy Standard Deviation (SD) 14 Discrepancy Percentile
Rank (PR) 14 Interpretation at ±1.50 SD (SEE: Standard Error of Estimate)
14 Cluster Scores 15 Variations 15 Explanation of Variations 15 Variation
Predicted Score 15 Comparisons 16 Scholastic Aptitude/Achievement
Comparisons 18 Sample Statements for Reporting Scores 18 Score Levels
Reported in Combination 18 Cognitive 18 Oral Language 19 Achievement 19
Level of Development 19 Grade and Age Equivalents 19 Relative Proficiency
Scores 19 Peer Comparison Scores 20 Overview of Tests and Task Demands (WJ
IV COG, WJ IV OL, WJ IV ACH) 23 Example Items 27 Score Equivalents,
Classification Labels, and Average Grade Placement for Age 32 Tips for
Interpretation 36 General Tips 36 Specific Comparisons 37 Memory 37
Academic Fluency/Processing Speed 37 Oral Language 38 Phonological
Awareness to Print 38 Basic Reading and Writing Skills 39 Reading
Comprehension 40 Written Expression 40 Handwriting 41 Mathematics 41 Part
2: Score Forms 43 Tests and Clusters Score Forms 44 Cluster Descriptions
and Scores 49 Strengths and Weaknesses Profile--RPI and SS 52 RPI Profile
of Cluster and Test Scores 57 WJ IV Dyslexia Profile of Scores 64 SECTION
II: REPORTS 67 Introduction 67 Types of Evaluations 67 Depth of Information
68 Types of Scores 68 Recommendations 68 Discrepancy and Variation
Interpretation 69 Sources and Uses of Information 69 Outline for Reports 69
Identifying Information 69 Reason for Referral 69 Background Information 69
Classroom Observations 70 Assessment Procedures Used 70 Behaviors during
Testing 70 Intellectual / Cognitive Abilities, Oral Language, and / or
Achievement: Results and Interpretation 71 Summary (optional) 71
Recommendations 71 General Stylistic Suggestions 71 Assessment Report
Rubric 72 Diagnostic Reports 74 SECTION III: RECOMMENDATIONS 273
Introduction 273 COGNITIVE AND LINGUISTIC FACTORS 274 Fluid Reasoning 274
Memory 275 Cognitive Processing/Perceptual Speed 278 Visual Processing and
Visual Perception/VisualDetail 279 Phonemic Awareness/Phonological
Awareness 282 Oral Language 289 ACHIEVEMENT 304 Basic Reading Skills 304
Reading Rate and Fluency 312 Reading Comprehension 317
Handwriting/Visual-Motor 327 Basic Writing Skills 336 Written Expression
343 Mathematics: Basic Skills 353 Mathematics: Problem Solving 368
Knowledge / Content Areas / Study Strategies 373 GENERAL 378 Behavior
Management and Intervention 378 Homework 384 Response to Intervention (RtI)
390 Technology 392 Testing/Test-Taking 409 Transitions 413 SOCIAL/ADVOCACY
417 Self-Esteem 417 Self-Advocacy 420 Social Skills 423 SPECIAL POPULATIONS
426 Attention Deficit/Hyperactivity Disorder (ADHD) and Attentional
Challenges 426 Autism Spectrum Disorder (ASD) 438 English Language Learners
(ELL) 444 Gifted and Twice-Exceptional 455 Hearing Impairment 469 Visual
Impairment 479 SECTION IV: STRATEGIES 491 Introduction 491
Addition/Multiplication Facts: Instructional Sequence 492 Addition Facts:
Organizational Structure for Memorization 492 Alternate Pronunciation for
Spelling 493 Anticipation Guide 494 Behavior Rating Chart 495 Behavioral
Contracts 499 Behavioral Interventions for the Whole Class 499 Classroom
Rules: Guidelines 501 Cohesive Devices: Types 501 Collaborative Strategic
Reading 502 Content Area Instruction: Components of Effective Lessons 504
Context Clues 505 Directed Reading-Thinking Activity 506 Directed
Vocabulary-Thinking Activity 507 Dolch Story and Word List 508 Elkonin
Procedure (Adapted) 513 Error Monitoring Strategy (COPS) 514 Flow List for
Reading and Spelling Words 516 Glass-Analysis for Decoding Only 518 Instant
Words 521 Instructional Accommodations Survey 527 Kerrigan's Integrated
Method of Teaching Composition 529 K-W-L-S Strategy: Know-Want to
Know-Learned-Still Need to Learn 529 Letter Pattern Recognition:
Instruction 530 Letter Patterns: Games to Reinforce Recognition 532
Look-Sign-Fingerspell-Write (LSFW) 533 Look-Spell-See-Write 537 Math
Computation Form: Large 538 Math Computation Form: Small 539 Math
Problem-Solving Strategy 540 Memory Strategy Instruction 540 Mnemonic
Strategies 541 Multisensory Structured Language Approaches to Teaching
Reading 544 Multisensory Study Method for Irregular Words 545 Organization
of Materials and Assignments 546 Phonics Check-off Chart (1) 548 Phonics
Check-off Chart (2) 549 Precision Teaching 550 Principles of Spelling
Instruction for Struggling Spellers 552 Question-Answer Relationship 553
Reading Rate: Words Correct Per Minute 556 Repeated Reading 557
Self-Management Strategy for Improving Adolescent Behavior 560
Self-Regulated Strategy Development 561 Semantic Feature Analysis 566
Sentence Types 566 Speed Drills for Reading Fluency and Basic Skills 567
SQ3R 568 STORE the Story for Reading 569 Strategy Instruction 571 Syllable
Types 572 Talk-to-Yourself Chart 574 Telling Time Strategy 574 Test-Taking
Strategy: PIRATES 575 Token Economy Systems 576 Token Economy with Response
Cost 577 Vocabulary Games 578 Word Bank Activities 579 Word Mapping
Strategy 579 Word Problems: Visualization Strategy 580 Writing Process with
Concept Mapping 581 TESTS CITED IN THIS BOOK 583 REFERENCES 584 ABOUT THE
ONLINE RESOURCES 590
Interpretive Information 4 Explanation of Major Broad Cognitive Abilities 4
Comprehension-Knowledge (Gc) 4 Fluid Reasoning (Gf) 4 Short-Term Working
Memory (Gwm) 5 Long-Term Memory and Learning Efficiency 6 Learning
Efficiency 6 Long-Term Retrieval (Glr) 6 Processing Speed (Gs) 6 Perceptual
Speed 7 Orthographic Processing 7 Visual Processing (Gv) 7 Auditory
Processing (Ga) 7 Phonetic Coding 7 Hierarchy and Explanation of Four Score
Levels of Information Available on the WJ IV 8 Level 1: Qualitative 8 Task
Analysis and Comparisons of Selected Tests 8 Level 2: Level of Development
8 W Scores 8 Age and Grade Equivalents 8 Some Cautions about Interpreting
Grade and Age Equivalents 10 Level 3: Degree of Proficiency 10 Relative
Proficiency Index (RPI) 11 Relative Proficiency Index, Standard Score, and
the Standard Deviation 11 Comparative Language Index 13 Cognitive-Academic
Language Proficiency (CALP) 13 Age/Grade Band Profiles 13 Level 4:
Comparison with Peers 13 Percentile Ranks (PR) 13 Standard Scores (SS) 14 Z
Scores 14 Standard Error of Measurement (SEM) 14 Score Terminology and
Explanation of Cluster Scores, Variations, and Comparisons 14 Score
Terminology 14 Actual Standard Score (SS) 14 Predicted SS 14 SS Difference
(SS Diff) 14 Discrepancy Standard Deviation (SD) 14 Discrepancy Percentile
Rank (PR) 14 Interpretation at ±1.50 SD (SEE: Standard Error of Estimate)
14 Cluster Scores 15 Variations 15 Explanation of Variations 15 Variation
Predicted Score 15 Comparisons 16 Scholastic Aptitude/Achievement
Comparisons 18 Sample Statements for Reporting Scores 18 Score Levels
Reported in Combination 18 Cognitive 18 Oral Language 19 Achievement 19
Level of Development 19 Grade and Age Equivalents 19 Relative Proficiency
Scores 19 Peer Comparison Scores 20 Overview of Tests and Task Demands (WJ
IV COG, WJ IV OL, WJ IV ACH) 23 Example Items 27 Score Equivalents,
Classification Labels, and Average Grade Placement for Age 32 Tips for
Interpretation 36 General Tips 36 Specific Comparisons 37 Memory 37
Academic Fluency/Processing Speed 37 Oral Language 38 Phonological
Awareness to Print 38 Basic Reading and Writing Skills 39 Reading
Comprehension 40 Written Expression 40 Handwriting 41 Mathematics 41 Part
2: Score Forms 43 Tests and Clusters Score Forms 44 Cluster Descriptions
and Scores 49 Strengths and Weaknesses Profile--RPI and SS 52 RPI Profile
of Cluster and Test Scores 57 WJ IV Dyslexia Profile of Scores 64 SECTION
II: REPORTS 67 Introduction 67 Types of Evaluations 67 Depth of Information
68 Types of Scores 68 Recommendations 68 Discrepancy and Variation
Interpretation 69 Sources and Uses of Information 69 Outline for Reports 69
Identifying Information 69 Reason for Referral 69 Background Information 69
Classroom Observations 70 Assessment Procedures Used 70 Behaviors during
Testing 70 Intellectual / Cognitive Abilities, Oral Language, and / or
Achievement: Results and Interpretation 71 Summary (optional) 71
Recommendations 71 General Stylistic Suggestions 71 Assessment Report
Rubric 72 Diagnostic Reports 74 SECTION III: RECOMMENDATIONS 273
Introduction 273 COGNITIVE AND LINGUISTIC FACTORS 274 Fluid Reasoning 274
Memory 275 Cognitive Processing/Perceptual Speed 278 Visual Processing and
Visual Perception/VisualDetail 279 Phonemic Awareness/Phonological
Awareness 282 Oral Language 289 ACHIEVEMENT 304 Basic Reading Skills 304
Reading Rate and Fluency 312 Reading Comprehension 317
Handwriting/Visual-Motor 327 Basic Writing Skills 336 Written Expression
343 Mathematics: Basic Skills 353 Mathematics: Problem Solving 368
Knowledge / Content Areas / Study Strategies 373 GENERAL 378 Behavior
Management and Intervention 378 Homework 384 Response to Intervention (RtI)
390 Technology 392 Testing/Test-Taking 409 Transitions 413 SOCIAL/ADVOCACY
417 Self-Esteem 417 Self-Advocacy 420 Social Skills 423 SPECIAL POPULATIONS
426 Attention Deficit/Hyperactivity Disorder (ADHD) and Attentional
Challenges 426 Autism Spectrum Disorder (ASD) 438 English Language Learners
(ELL) 444 Gifted and Twice-Exceptional 455 Hearing Impairment 469 Visual
Impairment 479 SECTION IV: STRATEGIES 491 Introduction 491
Addition/Multiplication Facts: Instructional Sequence 492 Addition Facts:
Organizational Structure for Memorization 492 Alternate Pronunciation for
Spelling 493 Anticipation Guide 494 Behavior Rating Chart 495 Behavioral
Contracts 499 Behavioral Interventions for the Whole Class 499 Classroom
Rules: Guidelines 501 Cohesive Devices: Types 501 Collaborative Strategic
Reading 502 Content Area Instruction: Components of Effective Lessons 504
Context Clues 505 Directed Reading-Thinking Activity 506 Directed
Vocabulary-Thinking Activity 507 Dolch Story and Word List 508 Elkonin
Procedure (Adapted) 513 Error Monitoring Strategy (COPS) 514 Flow List for
Reading and Spelling Words 516 Glass-Analysis for Decoding Only 518 Instant
Words 521 Instructional Accommodations Survey 527 Kerrigan's Integrated
Method of Teaching Composition 529 K-W-L-S Strategy: Know-Want to
Know-Learned-Still Need to Learn 529 Letter Pattern Recognition:
Instruction 530 Letter Patterns: Games to Reinforce Recognition 532
Look-Sign-Fingerspell-Write (LSFW) 533 Look-Spell-See-Write 537 Math
Computation Form: Large 538 Math Computation Form: Small 539 Math
Problem-Solving Strategy 540 Memory Strategy Instruction 540 Mnemonic
Strategies 541 Multisensory Structured Language Approaches to Teaching
Reading 544 Multisensory Study Method for Irregular Words 545 Organization
of Materials and Assignments 546 Phonics Check-off Chart (1) 548 Phonics
Check-off Chart (2) 549 Precision Teaching 550 Principles of Spelling
Instruction for Struggling Spellers 552 Question-Answer Relationship 553
Reading Rate: Words Correct Per Minute 556 Repeated Reading 557
Self-Management Strategy for Improving Adolescent Behavior 560
Self-Regulated Strategy Development 561 Semantic Feature Analysis 566
Sentence Types 566 Speed Drills for Reading Fluency and Basic Skills 567
SQ3R 568 STORE the Story for Reading 569 Strategy Instruction 571 Syllable
Types 572 Talk-to-Yourself Chart 574 Telling Time Strategy 574 Test-Taking
Strategy: PIRATES 575 Token Economy Systems 576 Token Economy with Response
Cost 577 Vocabulary Games 578 Word Bank Activities 579 Word Mapping
Strategy 579 Word Problems: Visualization Strategy 580 Writing Process with
Concept Mapping 581 TESTS CITED IN THIS BOOK 583 REFERENCES 584 ABOUT THE
ONLINE RESOURCES 590