{"product_id":"woodcock-johnson-iv-isbn-9781118860748","title":"Woodcock-Johnson IV","description":"\u003cp\u003e\u003cb\u003eIncludes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eWoodcock-Johnson IV: Reports, Recommendations, and Strategies\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eThis essential guide\u003c\/p\u003e \u003cul\u003e \u003cli\u003eFacilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral\u003cbr\u003e Language, and Tests of Achievement\u003c\/li\u003e \u003cli\u003eExplains scores and various interpretive features\u003c\/li\u003e \u003cli\u003eOffers a variety of types of diagnostic reports\u003c\/li\u003e \u003cli\u003eProvides a wide variety of educational recommendations and evidence-based strategies \u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eINTRODUCTION 1\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSECTION I: WJ IV 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 3\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1: Descriptive and Interpretive Information 4\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eExplanation of Major Broad Cognitive Abilities 4\u003c\/p\u003e \u003cp\u003eComprehension-Knowledge (Gc) 4\u003c\/p\u003e \u003cp\u003eFluid Reasoning (Gf) 4\u003c\/p\u003e \u003cp\u003eShort-Term Working Memory (Gwm) 5\u003c\/p\u003e \u003cp\u003eLong-Term Memory and Learning Efficiency 6\u003c\/p\u003e \u003cp\u003eLearning Efficiency 6\u003c\/p\u003e \u003cp\u003eLong-Term Retrieval (Glr) 6\u003c\/p\u003e \u003cp\u003eProcessing Speed (Gs) 6\u003c\/p\u003e \u003cp\u003ePerceptual Speed 7\u003c\/p\u003e \u003cp\u003eOrthographic Processing 7\u003c\/p\u003e \u003cp\u003eVisual Processing (Gv) 7\u003c\/p\u003e \u003cp\u003eAuditory Processing (Ga) 7\u003c\/p\u003e \u003cp\u003ePhonetic Coding 7\u003c\/p\u003e \u003cp\u003eHierarchy and Explanation of Four Score Levels of Information Available on the WJ IV 8\u003c\/p\u003e \u003cp\u003eLevel 1: Qualitative 8\u003c\/p\u003e \u003cp\u003eTask Analysis and Comparisons of Selected Tests 8\u003c\/p\u003e \u003cp\u003eLevel 2: Level of Development 8\u003c\/p\u003e \u003cp\u003eW Scores 8\u003c\/p\u003e \u003cp\u003eAge and Grade Equivalents 8\u003c\/p\u003e \u003cp\u003eSome Cautions about Interpreting Grade and Age Equivalents 10\u003c\/p\u003e \u003cp\u003eLevel 3: Degree of Proficiency 10\u003c\/p\u003e \u003cp\u003eRelative Proficiency Index (RPI) 11\u003c\/p\u003e \u003cp\u003eRelative Proficiency Index, Standard Score, and the Standard Deviation 11\u003c\/p\u003e \u003cp\u003eComparative Language Index 13\u003c\/p\u003e \u003cp\u003eCognitive-Academic Language Proficiency (CALP) 13\u003c\/p\u003e \u003cp\u003eAge\/Grade Band Profiles 13\u003c\/p\u003e \u003cp\u003eLevel 4: Comparison with Peers 13\u003c\/p\u003e \u003cp\u003ePercentile Ranks (PR) 13\u003c\/p\u003e \u003cp\u003eStandard Scores (SS) 14\u003c\/p\u003e \u003cp\u003eZ Scores 14\u003c\/p\u003e \u003cp\u003eStandard Error of Measurement (SEM) 14\u003c\/p\u003e \u003cp\u003eScore Terminology and Explanation of Cluster Scores, Variations, and Comparisons 14\u003c\/p\u003e \u003cp\u003eScore Terminology 14\u003c\/p\u003e \u003cp\u003eActual Standard Score (SS) 14\u003c\/p\u003e \u003cp\u003ePredicted SS 14\u003c\/p\u003e \u003cp\u003eSS Difference (SS Diff) 14\u003c\/p\u003e \u003cp\u003eDiscrepancy Standard Deviation (SD) 14\u003c\/p\u003e \u003cp\u003eDiscrepancy Percentile Rank (PR) 14\u003c\/p\u003e \u003cp\u003eInterpretation at ±1.50 SD (SEE: Standard Error of Estimate) 14\u003c\/p\u003e \u003cp\u003eCluster Scores 15\u003c\/p\u003e \u003cp\u003eVariations 15\u003c\/p\u003e \u003cp\u003eExplanation of Variations 15\u003c\/p\u003e \u003cp\u003eVariation Predicted Score 15\u003c\/p\u003e \u003cp\u003eComparisons 16\u003c\/p\u003e \u003cp\u003eScholastic Aptitude\/Achievement Comparisons 18\u003c\/p\u003e \u003cp\u003eSample Statements for Reporting Scores 18\u003c\/p\u003e \u003cp\u003eScore Levels Reported in Combination 18\u003c\/p\u003e \u003cp\u003eCognitive 18\u003c\/p\u003e \u003cp\u003eOral Language 19\u003c\/p\u003e \u003cp\u003eAchievement 19\u003c\/p\u003e \u003cp\u003eLevel of Development 19\u003c\/p\u003e \u003cp\u003eGrade and Age Equivalents 19\u003c\/p\u003e \u003cp\u003eRelative Proficiency Scores 19\u003c\/p\u003e \u003cp\u003ePeer Comparison Scores 20\u003c\/p\u003e \u003cp\u003eOverview of Tests and Task Demands (WJ IV COG, WJ IV OL, WJ IV ACH) 23\u003c\/p\u003e \u003cp\u003eExample Items 27\u003c\/p\u003e \u003cp\u003eScore Equivalents, Classification Labels, and Average Grade Placement for Age 32\u003c\/p\u003e \u003cp\u003eTips for Interpretation 36\u003c\/p\u003e \u003cp\u003eGeneral Tips 36\u003c\/p\u003e \u003cp\u003eSpecific Comparisons 37\u003c\/p\u003e \u003cp\u003eMemory 37\u003c\/p\u003e \u003cp\u003eAcademic Fluency\/Processing Speed 37\u003c\/p\u003e \u003cp\u003eOral Language 38\u003c\/p\u003e \u003cp\u003ePhonological Awareness to Print 38\u003c\/p\u003e \u003cp\u003eBasic Reading and Writing Skills 39\u003c\/p\u003e \u003cp\u003eReading Comprehension 40\u003c\/p\u003e \u003cp\u003eWritten Expression 40\u003c\/p\u003e \u003cp\u003eHandwriting 41\u003c\/p\u003e \u003cp\u003eMathematics 41\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2: Score Forms 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTests and Clusters Score Forms 44\u003c\/p\u003e \u003cp\u003eCluster Descriptions and Scores 49\u003c\/p\u003e \u003cp\u003eStrengths and Weaknesses Profile—RPI and SS 52\u003c\/p\u003e \u003cp\u003eRPI Profile of Cluster and Test Scores 57\u003c\/p\u003e \u003cp\u003eWJ IV Dyslexia Profile of Scores 64\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSECTION II: REPORTS 67\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 67\u003c\/p\u003e \u003cp\u003eTypes of Evaluations 67\u003c\/p\u003e \u003cp\u003eDepth of Information 68\u003c\/p\u003e \u003cp\u003eTypes of Scores 68\u003c\/p\u003e \u003cp\u003eRecommendations 68\u003c\/p\u003e \u003cp\u003eDiscrepancy and Variation Interpretation 69\u003c\/p\u003e \u003cp\u003eSources and Uses of Information 69\u003c\/p\u003e \u003cp\u003eOutline for Reports 69\u003c\/p\u003e \u003cp\u003eIdentifying Information 69\u003c\/p\u003e \u003cp\u003eReason for Referral 69\u003c\/p\u003e \u003cp\u003eBackground Information 69\u003c\/p\u003e \u003cp\u003eClassroom Observations 70\u003c\/p\u003e \u003cp\u003eAssessment Procedures Used 70\u003c\/p\u003e \u003cp\u003eBehaviors during Testing 70\u003c\/p\u003e \u003cp\u003eIntellectual \/ Cognitive Abilities, Oral Language, and \/ or\u003c\/p\u003e \u003cp\u003eAchievement: Results and Interpretation 71\u003c\/p\u003e \u003cp\u003eSummary (optional) 71\u003c\/p\u003e \u003cp\u003eRecommendations 71\u003c\/p\u003e \u003cp\u003eGeneral Stylistic Suggestions 71\u003c\/p\u003e \u003cp\u003eAssessment Report Rubric 72\u003c\/p\u003e \u003cp\u003eDiagnostic Reports 74\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSECTION III: RECOMMENDATIONS 273\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 273\u003c\/p\u003e \u003cp\u003eCOGNITIVE AND LINGUISTIC FACTORS 274\u003c\/p\u003e \u003cp\u003eFluid Reasoning 274\u003c\/p\u003e \u003cp\u003eMemory 275\u003c\/p\u003e \u003cp\u003eCognitive Processing\/Perceptual Speed 278\u003c\/p\u003e \u003cp\u003eVisual Processing and Visual Perception\/VisualDetail 279\u003c\/p\u003e \u003cp\u003ePhonemic Awareness\/Phonological Awareness 282\u003c\/p\u003e \u003cp\u003eOral Language 289\u003c\/p\u003e \u003cp\u003eACHIEVEMENT 304\u003c\/p\u003e \u003cp\u003eBasic Reading Skills 304\u003c\/p\u003e \u003cp\u003eReading Rate and Fluency 312\u003c\/p\u003e \u003cp\u003eReading Comprehension 317\u003c\/p\u003e \u003cp\u003eHandwriting\/Visual-Motor 327\u003c\/p\u003e \u003cp\u003eBasic Writing Skills 336\u003c\/p\u003e \u003cp\u003eWritten Expression 343\u003c\/p\u003e \u003cp\u003eMathematics: Basic Skills 353\u003c\/p\u003e \u003cp\u003eMathematics: Problem Solving 368\u003c\/p\u003e \u003cp\u003eKnowledge \/ Content Areas \/ Study Strategies 373\u003c\/p\u003e \u003cp\u003eGENERAL 378\u003c\/p\u003e \u003cp\u003eBehavior Management and Intervention 378\u003c\/p\u003e \u003cp\u003eHomework 384\u003c\/p\u003e \u003cp\u003eResponse to Intervention (RtI) 390\u003c\/p\u003e \u003cp\u003eTechnology 392\u003c\/p\u003e \u003cp\u003eTesting\/Test-Taking 409\u003c\/p\u003e \u003cp\u003eTransitions 413\u003c\/p\u003e \u003cp\u003eSOCIAL\/ADVOCACY 417\u003c\/p\u003e \u003cp\u003eSelf-Esteem 417\u003c\/p\u003e \u003cp\u003eSelf-Advocacy 420\u003c\/p\u003e \u003cp\u003eSocial Skills 423\u003c\/p\u003e \u003cp\u003eSPECIAL POPULATIONS 426\u003c\/p\u003e \u003cp\u003eAttention Deficit\/Hyperactivity Disorder (ADHD)\u003c\/p\u003e \u003cp\u003eand Attentional Challenges 426\u003c\/p\u003e \u003cp\u003eAutism Spectrum Disorder (ASD) 438\u003c\/p\u003e \u003cp\u003eEnglish Language Learners (ELL) 444\u003c\/p\u003e \u003cp\u003eGifted and Twice-Exceptional 455\u003c\/p\u003e \u003cp\u003eHearing Impairment 469\u003c\/p\u003e \u003cp\u003eVisual Impairment 479\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSECTION IV: STRATEGIES 491\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction 491\u003c\/p\u003e \u003cp\u003eAddition\/Multiplication Facts: Instructional Sequence 492\u003c\/p\u003e \u003cp\u003eAddition Facts: Organizational Structure for Memorization 492\u003c\/p\u003e \u003cp\u003eAlternate Pronunciation for Spelling 493\u003c\/p\u003e \u003cp\u003eAnticipation Guide 494\u003c\/p\u003e \u003cp\u003eBehavior Rating Chart 495\u003c\/p\u003e \u003cp\u003eBehavioral Contracts 499\u003c\/p\u003e \u003cp\u003eBehavioral Interventions for the Whole Class 499\u003c\/p\u003e \u003cp\u003eClassroom Rules: Guidelines 501\u003c\/p\u003e \u003cp\u003eCohesive Devices: Types 501\u003c\/p\u003e \u003cp\u003eCollaborative Strategic Reading 502\u003c\/p\u003e \u003cp\u003eContent Area Instruction: Components of Effective Lessons 504\u003c\/p\u003e \u003cp\u003eContext Clues 505\u003c\/p\u003e \u003cp\u003eDirected Reading-Thinking Activity 506\u003c\/p\u003e \u003cp\u003eDirected Vocabulary-Thinking Activity 507\u003c\/p\u003e \u003cp\u003eDolch Story and Word List 508\u003c\/p\u003e \u003cp\u003eElkonin Procedure (Adapted) 513\u003c\/p\u003e \u003cp\u003eError Monitoring Strategy (COPS) 514\u003c\/p\u003e \u003cp\u003eFlow List for Reading and Spelling Words 516\u003c\/p\u003e \u003cp\u003eGlass-Analysis for Decoding Only 518\u003c\/p\u003e \u003cp\u003eInstant Words 521\u003c\/p\u003e \u003cp\u003eInstructional Accommodations Survey 527\u003c\/p\u003e \u003cp\u003eKerrigan’s Integrated Method of Teaching Composition 529\u003c\/p\u003e \u003cp\u003eK-W-L-S Strategy: Know–Want to Know–Learned–Still Need to Learn 529\u003c\/p\u003e \u003cp\u003eLetter Pattern Recognition: Instruction 530\u003c\/p\u003e \u003cp\u003eLetter Patterns: Games to Reinforce Recognition 532\u003c\/p\u003e \u003cp\u003eLook-Sign-Fingerspell-Write (LSFW) 533\u003c\/p\u003e \u003cp\u003eLook-Spell-See-Write 537\u003c\/p\u003e \u003cp\u003eMath Computation Form: Large 538\u003c\/p\u003e \u003cp\u003eMath Computation Form: Small 539\u003c\/p\u003e \u003cp\u003eMath Problem-Solving Strategy 540\u003c\/p\u003e \u003cp\u003eMemory Strategy Instruction 540\u003c\/p\u003e \u003cp\u003eMnemonic Strategies 541\u003c\/p\u003e \u003cp\u003eMultisensory Structured Language Approaches to Teaching Reading 544\u003c\/p\u003e \u003cp\u003eMultisensory Study Method for Irregular Words 545\u003c\/p\u003e \u003cp\u003eOrganization of Materials and Assignments 546\u003c\/p\u003e \u003cp\u003ePhonics Check-off Chart (1) 548\u003c\/p\u003e \u003cp\u003ePhonics Check-off Chart (2) 549\u003c\/p\u003e \u003cp\u003ePrecision Teaching 550\u003c\/p\u003e \u003cp\u003ePrinciples of Spelling Instruction for Struggling Spellers 552\u003c\/p\u003e \u003cp\u003eQuestion-Answer Relationship 553\u003c\/p\u003e \u003cp\u003eReading Rate: Words Correct Per Minute 556\u003c\/p\u003e \u003cp\u003eRepeated Reading 557\u003c\/p\u003e \u003cp\u003eSelf-Management Strategy for Improving Adolescent Behavior 560\u003c\/p\u003e \u003cp\u003eSelf-Regulated Strategy Development 561\u003c\/p\u003e \u003cp\u003eSemantic Feature Analysis 566\u003c\/p\u003e \u003cp\u003eSentence Types 566\u003c\/p\u003e \u003cp\u003eSpeed Drills for Reading Fluency and Basic Skills 567\u003c\/p\u003e \u003cp\u003eSQ3R 568\u003c\/p\u003e \u003cp\u003eSTORE the Story for Reading 569\u003c\/p\u003e \u003cp\u003eStrategy Instruction 571\u003c\/p\u003e \u003cp\u003eSyllable Types 572\u003c\/p\u003e \u003cp\u003eTalk-to-Yourself Chart 574\u003c\/p\u003e \u003cp\u003eTelling Time Strategy 574\u003c\/p\u003e \u003cp\u003eTest-Taking Strategy: PIRATES 575\u003c\/p\u003e \u003cp\u003eToken Economy Systems 576\u003c\/p\u003e \u003cp\u003eToken Economy with Response Cost 577\u003c\/p\u003e \u003cp\u003eVocabulary Games 578\u003c\/p\u003e \u003cp\u003eWord Bank Activities 579\u003c\/p\u003e \u003cp\u003eWord Mapping Strategy 579\u003c\/p\u003e \u003cp\u003eWord Problems: Visualization Strategy 580\u003c\/p\u003e \u003cp\u003eWriting Process with Concept Mapping 581\u003c\/p\u003e \u003cp\u003eTESTS CITED IN THIS BOOK 583\u003c\/p\u003e \u003cp\u003eREFERENCES 584\u003c\/p\u003e \u003cp\u003eABOUT THE ONLINE RESOURCES 590\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNANCY MATHER, Ph.D.,\u003c\/b\u003e 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.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLYNNE E. JAFFE, Ph.D.,\u003c\/b\u003e is in private practice specializing in psychoeducational evaluations, educational therapy, and consulting regarding interventions for students with learning problems.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eA GUIDE FOR CREATING EFFECTIVE AND ACCURATE REPORTS BASED ON THE RESULTS OF THE WOODCOCK-JOHNSON IV BATTERY\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eWoodcock-Johnson IV: Reports, Recommendations, and Strategies\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eThis 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.\u003c\/p\u003e \u003cp\u003eThis essential guide\u003c\/p\u003e \u003cul\u003e \u003cli\u003eFacilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement\u003c\/li\u003e \u003cli\u003eExplains scores and various interpretive features\u003c\/li\u003e \u003cli\u003eOffers a variety of types of diagnostic reports\u003c\/li\u003e \u003cli\u003eProvides a wide variety of educational recommendations and evidence-based strategies\u003c\/li\u003e \u003c\/ul\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47990503080165,"sku":"NP9781118860748","price":139.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118860748.jpg?v=1761788088","url":"https:\/\/k12savings.com\/products\/woodcock-johnson-iv-isbn-9781118860748","provider":"K12savings","version":"1.0","type":"link"}