Hearing Impairments	Visual Impairments	Physical Impairments
Be sure hearing aid is worn and functioning.	Place yellow acetate over test pages to reduce glare.	Provide rest periods or breaks during testing session.
Use examinee's mode of communication (e.g., American Sign Language, Signed English, written responses).	Make environmental modifications (e.g., positioning lamp to provide additional light or dimmed illumination).	Modify response mode when necessary (e.g., allow oral responses when individual is unable to write).
Use interpreter if examiner is not proficient in examinee's mode of communication.	Allow examinee to hold test pages closer or alter position of Test Book. Enlarge test materials. If available, use the Braille version of the test when necessary.	When appropriate, allow use of special equipment (e.g., keyboard for writing responses).

Administration Considerations

The goal of standardized testing is to see how well a person can respond when given instructions identical to those presented to individuals in the norm sample. If you are learning to administer the WJ IV ACH, study the contents of the Test Book, paying particular attention to the information after the tabbed page, the specific instructions on the test pages, and the boxes with special instructions. In addition, Appendix C of the WJ IV ACH Examiner's Manual (Mather & Wendling, 2014a) includes a reproducible test-by-test checklist designed to help you build competency with administration of the achievement tests. You can use the checklist as a self-study or observation tool. Administer several practice tests, treating them as if they were actual administrations. Strive for administrations that are both exact and brisk.

Order of Administration

In many cases, you will follow the order of tests as they are presented in the easel Test Books, particularly the core set of tests, Tests 1 through 6. The tests have been ordered so that tasks alternate between different formats and achievement areas (e.g., writing versus math). However, you may administer the tests in any order. As a general rule, you would not administer two timed tests or two tests involving sustained writing (such as the Writing Samples and Sentence Writing Fluency tests) in a row. For example, Tests 9 through 11 in the WJ IV ACH Standard Battery are all timed tests. If you wish to administer these three fluency measures, intersperse them with other types of tasks. Also, consider the likes and dislikes of the person being evaluated. For example, if a student struggles with math, separate administration of the math tests. In addition, you may discontinue testing between the administration of any two tests and resume on another day, if needed.

Suggested Starting Points

Using the Suggested Starting Points with basal and ceiling levels helps to reduce testing time. The Suggested Starting Points are located in the Test Book following the tabbed title page for each test. Select a starting point based on an estimate of the examinee's actual achievement level rather than by the current age or grade placement. For example, individuals who are low-functioning will need to begin with a lower item than indicated by their present grade placement, whereas an individual participating in a gifted education program would usually be started at a higher level.

Time Requirements

As a general rule, experienced examiners require about 40 minutes to administer the core set of tests (Tests 1–6). The Writing Samples test requires approximately 15 minutes to administer, whereas the other tests, on average, require about 5 minutes each. The tests in the Extended Battery require an additional 5 to 10 minutes each. The amount of time varies depending on an examinee's particular characteristics, age, and speed of response. When testing, allow a reasonable amount of time for a person to respond and then suggest moving on to the next item. If requested, you may provide more time on a specific item, provided that the test directions allow for additional time. For example, on the Letter-Word Identification test, instructions say to move on if the person has not responded within 5 seconds. If, when asked to try the next one, the person responds that he is still trying to figure out the current word, you would allow more time. Essentially, Letter-Word Identification is not a timed test and the 5-second guideline is provided to keep the pace moving. Rarely would an individual read the word correctly if he did not respond within 5 seconds.

As another example, on Passage Comprehension, an individual may reread the sentences several times. Although you would note this behavior, rereading is perfectly acceptable on an untimed test. This would not, however, be acceptable on a test like Reading Recall, in which the examinee is instructed to read through the passage one time only.

Basal and Ceiling Rules

The purpose of basal and ceiling rules is to limit the number of items administered but still be able to estimate, with high probability, the score that would have been obtained if all items had been administered. Test items span a wide range of difficulty, with the easiest item presented first and the most difficult item last. Consequently, a number of items in the test will be beyond a given individual's operating range (the set of items between the basal and ceiling levels). The basal level is the point below which a person is very likely to respond correctly to all items. The ceiling level is the point above which there is almost no chance the person will respond correctly to any items.

Criteria for basal and ceiling levels are included at the beginning of each test in the Test Book and are stated briefly at the top of each test in the Test Record. Before testing, review the starting and stopping points of each test and choose an appropriate starting point by consulting the Suggested Starting Points table. Many of the achievement tests indicate that the basal level is established after six consecutive correct responses. If an examinee responds correctly to the first six or more consecutive items administered, continue testing until the ceiling criterion is met. If you do not obtain a basal when the first six items are administered, test backward page by page until six consecutive items are correct or until the page with Item 1 has been administered. Then return to the point at which testing was interrupted and continue testing from there until the ceiling criterion of failing the six highest-numbered consecutive items is met, or until you have administered the page with the last test item.

The best practice is to test by complete pages when stimulus material appears on the examinee's side of the easel. Because examinees do not see any of the pages that fall below the basal level or above the ceiling level, they are essentially unaware of the other test questions in the Test Book. If an individual reaches a ceiling in the middle of a test page and there is no material on the examinee's side, you may discontinue testing.

If a basal has not been established, then Item 1 serves as the basal. Some examiners mistakenly think that if a basal cannot be established, then the test cannot be given. This is not the case. If a young child missed the first item, got the next two correct, and then missed the next six items (the ceiling), the number correct would be recorded as two. Similarly, when a ceiling is not reached, the last item on the test serves as the ceiling.

In a case where there appears to be two basals, use the six lowest-numbered consecutive correct responses as the true basal. Conversely, when there appears to be two ceilings, use the six highest-numbered consecutive incorrect responses as the ceiling. The best procedure for estimating a person's true score is to take into account all items passed and all items missed. The basal and ceiling rules are simply guides to minimize testing time and reduce frustration.

Figure 2.2 illustrates how a basal and a ceiling were determined on Test 1: Letter-Word Identification for an eighth-grade girl, Crystal, who was referred for reading difficulties.

Step 1. The examiner estimated Crystal's reading level to be at Grade 5 to 6. The Suggested Starting Points table indicates testing should begin with Item 38. Crystal answered Items 38 to 42 correctly, but missed Item 43. Although she missed Item 43, the examiner administered the rest of the page, following the complete page rule. Crystal answered Item 44 correctly but missed Item 45, so no basal was established.
Step 2. The examiner then flipped back one page and presented Items 30 to 37. Although Crystal missed Item 36, a basal level was established. She correctly answered the six consecutive lowest-numbered items (30–35).
Step 3. The examiner returned to the point at which testing was interrupted and resumed testing with Item 46. Crystal missed Items 46 to 51. Although Crystal had now missed six consecutive items (46–51), the examiner completed the page because there was stimulus material visible on the examinee's side of the Test Book. In the process of completing the page, Crystal missed Item 52 but answered Item 53 correctly. Therefore, a ceiling was not established (six consecutive highest-numbered items administered incorrect) and testing continued.
Step 4. The examiner administered all the items on the next page (54–61) and obtained a ceiling when Crystal mispronounced them all. Although Crystal had missed six items (54–59), the page had to be completed.
Step 5. The examiner stopped testing with Item 61 because the ceiling level had been reached and the page had been completed.
Step 6. The examiner calculated the number correct by totaling the number of items read correctly and included all items below the basal. The number correct was 43.

**Figure 2.2** Determination of Basal and Ceiling Levels for Crystal, an Eighth Grader, on Test 1: Letter-Word Identification

Copyright © 2014 by The Riverside Publishing Company. Reproduced from the *Woodcock-Johnson^® IV* (*WJ IV^®*), *WJ IV^® Tests of Achievement.* Reprinted with permission of The Riverside Publishing Company. All rights reserved.

Tests Requiring the Response Booklet

You will need the WJ IV ACH Response Booklet (RB) when administering any of the following tests: Test 3: Spelling, Test 5: Calculation, Test 6: Writing Samples, Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence Writing Fluency, Test 15: Word Reading Fluency, and Test 16: Spelling of Sounds. In addition, the RB also contains a worksheet to use with Test 2: Applied Problems and Test 13: Number Matrices. Give the examinee the RB and a pencil when directed to do so by instructions in the Test Book.

Timed Tests

The following tests are timed: Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence Writing Fluency, and Test 15: Word Reading Fluency. The time limit is 3 minutes each for Sentence Reading Fluency, Math Facts Fluency, and Word Reading Fluency, and 5 minutes for Sentence Writing Fluency. The guidelines for determining whether to administer the test or for stopping early on the four timed tests are:

Sentence Reading Fluency: Three or fewer correct on the Practice Exercise (Samples C–F)
Math Facts Fluency: Three or fewer correct after 1 minute
Sentence Writing Fluency: Zero on Samples B through D or three or fewer correct after 2 minutes
Word Reading Fluency: One or zero correct on the Practice Exercise (Samples C–F)

Use a stopwatch or the stopwatch feature on a smartphone to administer these tests. If a stopwatch is unavailable, use a watch or clock with a second hand. In this case, write down the exact starting and stopping times in minutes and seconds in the spaces provided in the Test Record rather than depending on memory. Enter the times and number correct in the online scoring program to generate the scores for these tests. Enter the exact finishing time because early finishers who do well will receive a higher score than individuals who continue to work for the full time limit.

Audio-Recorded Tests

Test 16: Spelling of Sounds is the only WJ IV ACH test that is presented using an audio recording. When administering this test, use high-quality audio equipment and, if available, headphones or earbuds. Use audio equipment with a good speaker so that a clear reproduction of the test items is produced. If using a computer to administer the audio tests, make sure that the sound quality is clear. Good quality external speakers or good quality headphones are beneficial and help ensure the sound quality.

Use of the test audio recording is expected and headphones are recommended unless the person being tested resists wearing headphones or has difficulty attending to a recorded presentation. Although you may present the test items using live voice, make sure to practice pronouncing the nonsense words accurately.

Behavioral and Qualitative Observations and Recording Errors

Because standardized testing occurs in a one-on-one situation, you can gain valuable insights by noting the examinee's reaction to the tests and the response style, as well as how he or she responds to items as they increase in difficulty. The WJ IV ACH includes two types of observation checklists: the Test Session Observations Checklist and Qualitative Observation Checklists for Tests 1 through 11. Information from these checklists can be entered into the scoring program for inclusion in the score report. In addition, you can analyze any errors after testing is completed.

Test Session Observations Checklist. This checklist on the first page of the Test Record is a brief, seven-category behavior rating scale intended to systematize and document a number of general observations. The categories include levels of conversational proficiency, cooperation, level of activity, attention and concentration, self-confidence, care in responding, and response to difficult tasks. Each category has a range of possible responses in order to help identify whether the behavior is typical or atypical for the age or grade of the individual being assessed. Complete this checklist at the end of the testing session.

Qualitative Observation Checklists. Each of the 11 tests in the Standard Batteries (Forms A, B, C) has a Qualitative Observation Checklist in the Test Record. These checklists are designed to document examinee performance on the test through qualitative observations, or in the case of Test 8: Oral Reading, a quantitative observation. Although optional, use of these checklists can provide important insights about how the individual completed the task. For example, on Test 1: Letter-Word Identification, you may observe that the examinee lacked automaticity when reading the words, reading them accurately but slowly. Or, you may observe that the examinee did not apply phoneme–grapheme relationships. Figure 2.3 illustrates the Qualitative Observation Checklist for Test 1: Letter-Word Identification.

Figure 2.3 Qualitative Observation Checklist for Test 1: Letter-Word Identification

Copyright © 2014 by The Riverside Publishing Company. Reproduced from the Woodcock-Johnson^® IV (WJ IV^®), WJ IV^® Tests of Achievement. Reprinted with permission of The Riverside Publishing Company. All rights reserved.

Qualitative Observation

On Letter-Word Identification, which of the following best describes the ease with which the individual identified words? (Mark only one response.)

__ 1. Identified words rapidly and accurately with little effort (automatic word identification skills)
__ 2. Identified initial items rapidly and accurately and identified more difficult items through increased application of phoneme-grapheme relationships (typical)
__ 3. Identified the initial items rapidly and accurately but had difficulty applying phoneme-grapheme relationships to latter items
__ 4. Required increased time and greater attention to phoneme-grapheme relationships to determine the correct response (nonautomatic word identification skills)
__ 5. Was not able to apply phoneme-grapheme relationships
__ 6. None of the above, not observed, or does not apply

Qualitative observation data. During standardization, data were collected on 9 of the 11 tests with Qualitative Observation Checklists. Data are not available for Test 7: Word Attack or Test 8: Oral Reading, which offers a quantitative tally of types of errors made by the examinee. This information, described in Chapter 5 of the WJ IV ACH Examiner's Manual (Mather & Wendling, 2014a), helps determine whether an examinee's response to the task is typical or atypical compared to agemates. For example, on the Letter-Word Identification test, at age 10, 5% of children identified words rapidly and accurately with little effort (Rating 1); 74% had the typical behavior in Rating 2; 11% identified initial items rapidly and accurately but had difficulty applying phoneme–grapheme relationships to latter items (Rating 3); 6% required increased time and greater attention to determine the correct response (Rating 4); 4% were not able to apply phoneme–grapheme relationships (Rating 5), and 1% were not observed or none of the ratings applied (Rating 6). If an examinee receives a rating of 2, his performance is typical for his agemates. However, if an examinee receives a rating of 5, his performance is atypical because only 4% of agemates received a rating that low.

Recording errors. It is often helpful to write down any errors that the examinee makes for later analysis, which can assist in making specific recommendations and planning an instructional program. Attempt to analyze the types of errors across tests rather than just within a single test. For example, a third-grade girl's errors on the Letter-Word Identification and Word Attack tests indicated that she was having trouble with short vowel sounds, whereas a fourth-grade boy's errors on Calculation and Math Facts Fluency indicated that he was experiencing difficulty with multiplication facts.

Don't Forget

Qualitative Information

Observe behavior during testing. Note reactions to the various tests, response style, level of effort, attention, persistence, level of cooperation, and conversational proficiency.
Use the Test Session Observations Checklist included on each WJ IV Test Record to facilitate the collection of observational data.
Use the Qualitative Observation Checklists in the Test Record for Tests 1 through 11 to document how the examinee performed on each task.
Use the qualitative observation data (Chapter 5 of the WJ IV ACH Examiner's Manual) to determine how typical or atypical an examinee's performance was compared to agemates.
Record errors for further analysis. Error analysis often provides important information for developing educational recommendations and planning instruction.

How to Administer the Standard Battery, Forms A, B, and C

Test 1: Letter-Word Identification

Letter-Word Identification measures the examinee's word identification skills. The task ranges from identification of letters to reading aloud isolated letters and words. The examinee does not need to know the meaning of the words.

Administration. Select an appropriate starting point by consulting the Suggested Starting Points table located on the page after the tab in the Test Book. Establish a basal by testing in complete pages until the six consecutive lowest-numbered items are correct or until Item 1 has been administered. Continue testing by complete pages until the examinee misses the six highest-numbered items administered or until the page with the last item has been administered.

Know the correct pronunciation of each item. Following some of the more difficult items, correct pronunciations are shown in parentheses in the Test Book. Refer to a standard dictionary for additional assistance. Do not tell or help the examinee with any letters or words during this test or read any items.

If the examinee sounds out the word first and then says the correct word fluently, score it as correct. This is not a test of automatic word recognition. Many examinees need to employ decoding strategies to read unfamiliar words, and they are not penalized for this. For example, if the examinee reads the stimulus word island as is-land and then says, “Oh, that's island” (pronouncing the word correctly), you would score the item as correct. However, if the examinee reads island as is-land and does not blend it together to pronounce the word correctly, score the item as incorrect. If the examinee's last response to an item is read phoneme by phoneme or syllable by syllable, score that item 0 and then suggest that the examinee “first read the word silently and then say the whole word smoothly.” Give this reminder only once during the test.

To keep administration brisk, use the 5-second guideline shown in the Error or No Response boxes to encourage a response if no response has been given. However, if the examinee is still attempting to read the word or requests more time, you would allow more time. The 5-second guideline is not a time limit.

If unsure of a response to a specific item, do not ask the examinee to repeat that item. Instead, have the person repeat all of the items on that page. Score only the item in question; do not rescore the other items.

Record incorrect responses for later error analysis. This analysis can provide valuable insights into the examinee's knowledge of phoneme–grapheme relationships. Rapid Reference 2.1 lists the key administration points for Letter-Word Identification.

Qualitative observation checklist. Check the one statement that best describes the ease with which the examinee identified and read the words. Although this checklist is optional, it provides important qualitative information that informs instructional planning. If using the data in Chapter 5 of the WJ IV ACH Examiner's Manual, determine whether the examinee's performance was typical or atypical compared to agemates.

Item scoring. Score each correct response 1 and each incorrect response 0. Do not penalize an examinee for mispronunciations resulting from articulation errors, dialects, or regional speech patterns. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) having the examinee repeat a specific word, (b) failing to complete a page, (c) accepting responses that are sounded out but not blended back together, (d) treating the 5-second guideline as a time limit, and (e) telling the examinee letters or words on the test.

Rapid Reference 2.1

Key Administration Points for Test 1: Letter-Word Identification

Materials needed: Standard Battery Test Book and Test Record.
Use Suggested Starting Points.
Follow basal/ceiling rules: six consecutive correct/six consecutive incorrect.
Know the exact pronunciation of each word.
Do not tell the examinee any words or letters.
Do not ask the examinee to repeat a specific word.
Only accept correct responses that are pronounced as a complete word.
Remember to complete the page, even after a ceiling has been reached. If the examinee gives any correct responses in the process of completing the page, continue testing to reach a new ceiling.
Record errors for analysis.
Allow more than 5 seconds if the examinee requires more time to respond.
Do not penalize for articulation errors or regional/dialectical speech differences.

Test 2: Applied Problems

Applied Problems requires the individual to analyze and solve practical math problems. The examiner presents each item orally, so the examinee is not required to read.

Administration. Using the table in the Test Book, select a starting point based on an estimate of the examinee's present level of math skill. When prompted, give the examinee a pencil with an eraser and the RB. Provide these materials prior to the prompt if the examinee requests them or appears to need them. Test by complete pages until the examinee correctly answers the five lowest-numbered items administered, or until the page with Item 1 has been administered. Continue testing by complete pages until the examinee misses the five highest-numbered items administered or you have administered the page with the last item. Upon request by the examinee, you may repeat any item. The optional Qualitative Observation Checklist helps describe the examinee's performance on this test and compares the examinee's performance to that of agemates. Rapid Reference 2.2 lists the key administration points for Applied Problems.

Item scoring. Score each correct response with a 1 and each incorrect response with a 0. Unit labels (e.g., hours, inches, dollars) are not required unless specified in the correct key. If the unit label is required, both the answer and the label must be correct to receive credit. If the unit label is not required and the examinee gives a correct answer and provides a correct label, score the item as correct. However, if an incorrect label is given, required or not, score the item as incorrect. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) forgetting to test by complete pages, (b) not repeating items upon request, and (c) not scoring items correctly based on the rules governing unit labels.

Test 3: Spelling

Spelling requires the examinee to write words that are presented orally. Initial items measure prewriting skills followed by items that require the examinee to write individual upper- and lowercase letters. All remaining items measure the person's ability to spell words correctly.

Administration. Before administering this test, be sure to know the pronunciation of all test items. Using the table in the Test Book, select a starting point based on an estimate of the examinee's present level of spelling skill. When prompted, give the examinee a sharpened pencil with an eraser and the RB. Printed responses are requested because they are typically more legible than cursive responses, but cursive responses are acceptable. Administer the test following the basal and ceiling rules: either six consecutive lowest-numbered items correct or Item 1, and either six consecutive highest-numbered items failed or the last item. The complete page rule does not apply to this test. Completing the optional Qualitative Observation Checklist helps describe the examinee's automaticity on this task and you can compare performance to that of agemates by consulting Chapter 5 of the WJ IV ACH Examiner's Manual. Rapid Reference 2.3 lists key administration points for the Spelling test.

Item scoring. Score each correct response with a 1 and each incorrect response with a 0. Accept upper- or lowercase letters unless case is specified. Do not penalize for reversed letters as long as the letter does not become a new letter. For example, a reversed lowercase c is not penalized, but a reversed lowercase letter b would be penalized because it becomes the letter d. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) mispronouncing words, (b) scoring items incorrectly, or (c) penalizing for reversed letters that do not become new letters.

Test 4: Passage Comprehension

Passage Comprehension requires the examinee to silently read a short passage and then supply a key missing word that makes sense in the context of the passage. Initial items involve symbolic learning (matching a rebus to a picture) followed by items that require pointing to a picture that goes with a printed phrase.

Administration. Using the table in the Test Book, select a starting point based on an estimate of the examinee's present level of reading skill. Test by complete pages until the examinee correctly answers the six lowest-numbered items administered or until Item 1 has been administered. Continue testing by complete pages until the examinee misses the six highest-numbered items administered or until the page with the last item has been administered.

The passages should be read silently. Some individuals, especially younger ones, may read aloud. When this happens, remind the examinee to read silently. If the person continues to read aloud, do not insist on silent reading. Do not help the examinee with any words on this test. The examinee needs only to identify the specific word that goes into the blank. If the examinee reads the sentence aloud with the correct answer, say “Tell me the one word that should go in the blank.” If the examinee cannot provide the word, score the response as incorrect. For Items 12 and higher, if the examinee does not respond after 30 seconds, encourage a response. If there is still no response, score the item 0, point to the next item, and say “Try this one.” The 30 seconds is a guideline, not a time limit. If the examinee requests more time on an item, you would allow more time. Results on the optional Qualitative Observation Checklist help describe the examinee's performance on this task. Rapid Reference 2.4 lists the key administration points for Passage Comprehension.

Item scoring. Score each correct response 1 and each incorrect response 0. Unless noted in the key, accept only one-word responses. If a person gives a two-word or longer response, ask for a one-word answer. Responses are correct when they differ from the correct response only in verb tense or number (singular/plural). Score the response as incorrect if the examinee substitutes a different part of speech, such as a noun for a verb. Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) providing help with words, (b) not completing queries, (c) not asking for a one-word response when a longer response is given, (d) penalizing for responses that differ only in verb tense or number, and (e) counting responses that are a different part of speech as correct.

Test 5: Calculation

Calculation measures the ability to perform mathematical computations, ranging in difficulty from simple addition facts to complex equations.

Administration. Using the Suggested Starting Points located in the Test Book, select an appropriate starting point based on the examinee's present estimated level of math skills. When prompted, give the examinee a pencil with an eraser and the RB. If the examinee misses one or both sample items, discontinue testing and score the test a 0. Administer the test following the basal and ceiling rules: six consecutive lowest-numbered items correct or until Item 1 has been administered, and six consecutive highest-numbered items incorrect or until the last item has been administered. The complete page rule does not apply to this test. Do not draw the examinee's attention to the operation signs in the problems. The results on the optional Qualitative Observation Checklist can help describe the examinee's rate and automaticity on this task. Rapid Reference 2.5 lists key administration points for Calculation.

Item scoring. Score each correct calculation 1 and each incorrect response 0. Score any items the examinee skipped before the last completed item as 0. Do not penalize for poorly formed or reversed numbers on this test; however, score a transposition of numbers (e.g., 13 for 31) as incorrect. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) failing to complete queries; (b) failing to establish a basal or ceiling; and (c) providing inappropriate guidance, such as alerting the examinee to pay attention to the signs.

Test 6: Writing Samples

Writing Samples measures the examinee's skill in writing sentences in response to a variety of demands that increase in complexity. Responses are evaluated based on quality of expression.

Administration. To begin, select a starting point based on an estimate of the examinee's present level of writing ability. You may administer this test to a small group of two or three individuals at one time if, in your judgment, it will not affect any individual's performance and the examinees are taking the same block of items.

Administer the appropriate block of items as indicated on the table in the Test Book on the page after the Writing Samples tab. When prompted, give the examinee a pencil with an eraser and the RB. If an examinee's response to an item is illegible or difficult to read, ask the person to write as neatly as possible. Do not, however, ask the examinee to read aloud what was written for scoring purposes. Score illegible responses as 0. If requested by the examinee, you may read any words during this test or repeat the instructions. When an examinee asks if spelling is important or how to spell a word, encourage the examinee to just do the best he or she can. The overall quality of the examinee's written sentences can be described by completing the Qualitative Observation Checklist in the Test Record. Rapid Reference 2.6 lists the key administration points for Writing Samples.

Item scoring. Score Writing Samples after the testing is completed. Items 1 through 6 are scored 1 or 0. Items 7 and higher may be scored 2, 1.5, 1, 0.5, or 0 points using a modified holistic procedure that requires examiner judgment. Because scoring of this test is more involved and subjective than the scoring of other WJ IV ACH tests, special rating and scoring procedures are provided in Appendix B of the WJ IV ACH Examiner's Manual that accompanies the test. The Scoring Guide for all three forms of this test is in Appendix B so be sure to consult the pages that correspond to the form administered (Form A, B, or C). This section presents a summary of item-scoring procedures, and Chapter 3 presents additional details regarding scoring.

Items 1 through 6
- 1 point: Standard response that meets task requirements.
- 0 points: Inadequate response that does not meet task requirements.
Items 7 through 28
- 2 points: A 2-point response is a superior response. Excluding beginning items, it is a complete sentence that satisfies task demands and includes additional descriptive words or embellishments.
- 1.5 points: A response scored 1.5 points is a borderline response that does not fit the exact pattern of the Scoring Guide. If it is not clear whether a response is superior (2 points) or standard (1 point), credit the response with a score of 1.5 points.
- 1 point: A 1-point response is a standard response. Excluding beginning items, it is a complete sentence with adequate content.
- 0.5 points: A response scored 0.5 points is a borderline response that does not fit the exact pattern of the Scoring Guide. If it is not clear whether a response is standard (1 point) or inadequate (0 points), credit the response with a score of 0.5 points.
- 0 points: A no-credit response is an inadequate response. It may be an incomplete sentence, a sentence with minimal content, an illegible response, or a sentence that does not follow the task demands.

If the individual's raw score falls within one of the seven shaded areas in the Scoring Table, administer the additional items that are noted in the Adjusted Item Blocks chart in the Test Record. Base the examinee's score on just one block of items, even if more than one block was administered. The block of items that falls more in the middle of the range of scores (unshaded areas) provides the most accurate representation of the examinee's writing ability. If the individual's score for a block of items ends in a .5, for example 15.5, round to the nearest even number. In this case the score would be 16. If in another case the score is 16.5, it also would be 16 since that is the nearest even number.

Common examiner errors. Common examiner errors include: (a) failing to administer the appropriate block of items, (b) scoring the items incorrectly, (c) being either too lenient or too harsh when evaluating responses, (d) failing to administer additional items when necessary, (e) calculating the raw score incorrectly, (f) asking the examinee to read his or her written response for scoring purposes, and (g) rounding a score that ends in .5 up, rather than to the nearest even number.

Test 7: Word Attack

Word Attack requires the examinee to read aloud nonsense or low-frequency words that conform to English spelling patterns. Initial items require the examinee to produce the sound a letter makes. Remaining items require the examinee to apply phonic and structural analysis skills in reading the nonsense words.

Administration. Review the correct pronunciation of all items before administering this test. Pronunciation for the more difficult items is shown in parentheses following the item in the Test Book. Refer to a standard dictionary for additional assistance. If the examinee has any special speech characteristics resulting from articulation errors or dialect, an examiner who is familiar with the examinee's speech pattern should administer this test.

Using the table in the Test Book, select a starting point based on an estimate of the individual's present level of reading skill. Test by complete pages until the examinee has responded correctly to six consecutive items, or until Item 1 has been administered. Continue testing until the examinee has missed six consecutive items, or until the last item has been administered.

If a response to a specific item is unclear, do not ask the examinee to repeat the specific item. Instead, complete the entire page and then ask the examinee to repeat all of the items on that page. Score only the item in question and not the other items.

If the examinee pronounces the word phoneme-by-phoneme or syllable-by-syllable instead of reading it in a natural and fluent way, score the item 0 and suggest that the examinee “first read the word silently and then say the whole word smoothly.” Give this reminder only once during the administration of this test. However, if the examinee first sounds out the stimulus word and then pronounces it correctly, score the item 1. Score the last response given. Record incorrect responses for error analysis and complete the Qualitative Checklist in the Test Record to describe how the examinee performed the task. Rapid Reference 2.7 lists the key administration points for Word Attack.

Item scoring. Score each correct response 1 and each incorrect response 0. Do not penalize the examinee for mispronunciations resulting from articulation errors, dialects, or regional speech patterns. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) failing to know the correct pronunciation of all of the items, (b) accepting responses that are sounded out and not blended back together, and (c) failing to have the examinee repeat an entire page when one response was not heard.

Test 8: Oral Reading

Oral Reading is a measure of word reading accuracy and prosody. The examinee reads aloud sentences that gradually increase in difficulty. Performance is scored for both accuracy and fluency of expression.

Administration. Oral Reading is composed of a set of sentences that gradually increase in difficulty. Although the sentences are not presented in a paragraph, the set is organized around one specific content area theme: bees (Form A), whales (Form B), and trees (Form C). There are two different starting points based on an individual's estimated reading level. This test uses continuation instructions rather than basal and ceiling rules. The continuation instructions are found at the bottom of each examiner page in the Test Book and also on the Test Record. For example, when starting with Item 1, if the examinee has 5 or fewer points on Items 1 through 5, testing is discontinued. If the examinee has 6 or more points on Items 1 through 5, testing continues with Items 6 through 10. Rapid Reference 2.8 lists key administration points for Oral Reading.

Item scoring. As the examinee is reading a sentence, mark all errors with a slash at the point in the sentence where the error occurs. This process is simplified because the sentences are reproduced in the Test Record. The types of errors that are marked include: mispronunciations, omissions, insertions, substitutions, hesitations of 3 seconds, repetitions, transpositions, and ignoring punctuation. For all error types except insertions, place the slash mark on the word or punctuation mark that was incorrect. For insertions, place the slash mark between the two printed words where the insertion occurred. If the examinee self-corrects within 3 seconds, do not count the word as an error. Also, if an examinee repeats a word or words as part of the self-correction, do not count the repetition as an error. As an option, record and total each error type on the Qualitative Observation Tally that is in the Test Record. Analyses of the error types can assist in instructional planning.

For scoring purposes, a sentence with no errors receives a 2, a sentence with one error receives a 1, and a sentence with two or more errors receives a 0. Record the number of points for each group of sentences administered in the corresponding Number of Points boxes on the Test Record. Use those totals for entry in the online scoring program and for obtaining an estimated age or grade equivalent in the Scoring Table in the Test Record. Enter an X for any group of sentences that was not administered.

When first learning to administer and score this test, it may be helpful to complete several practice administrations. During these practice administrations, record the examinee's reading of the sentences to check your scoring accuracy. Some examinees read quickly and it may be difficult to write down and classify the error types until you are more familiar with the process. It is recommended that you only do this during practice administration. If testing someone who reads quickly, you can remind the examinee to read carefully, not as fast as he or she can. In some cases, you may need to ask the examinee to pause after each sentence, giving you time to record the errors.

Common examiner errors. Common examiner errors include: (a) not knowing the correct pronunciation of a specific word, (b) marking a self-correction that is done within 3 seconds as an error, (c) failing to mark the different types of reading errors accurately, and (d) not following the continuation instructions.

Test 9: Sentence Reading Fluency

Sentence Reading Fluency is a timed test that requires the examinee to silently and quickly read and comprehend simple sentences. The examinee must decide if the statement is true or false and then circle Yes or No in the Response Booklet.

Administration. All examinees begin this test with the sample items. If the examinee has three or fewer correct answers on Practice Exercises C through F, discontinue testing and record a score of 0 in the Sentence Reading Fluency Number Correct box in the Test Record. You may administer this test to a small group of two or three individuals at one time if, in your judgment, it will not affect any individual's performance.

When you are ready to begin the test, give the examinee a sharpened pencil and the Response Booklet. The 3-minute time limit begins with the administration of Item 1. Be sure to record the exact starting time in minutes and seconds if a stopwatch is not being used. During the test, if the examinee appears to be answering items without reading the sentences, remind him or her to read each sentence. If the examinee stops at the bottom of a page, remind him or her to continue to the top of the next column or on to the next page. Due to the way this test is scored, examinees need to read the sentences in order, only skipping the ones that cannot be read. If the examinee stops to erase an answer, remind him or her to just quickly cross out the incorrect one, rather than erasing.

Discontinue testing after exactly 3 minutes and collect the pencil and RB. Record the exact finishing time, because early finishers who do well will receive higher scores than individuals who work for the full 3 minutes. Complete the optional Qualitative Checklist in the Test Record to describe how the examinee performed the task. Rapid Reference 2.9 lists the key administration points for Sentence Reading Fluency.

Item scoring. Score each correct response 1 and each incorrect response 0. A scoring guide overlay is provided for convenience and accuracy. Ignore skipped items. Record the total number of correct items and the total number of incorrect items.

Common examiner errors. Common examiner errors include: (a) failing to record exact starting or finishing times in minutes and seconds when not using a stopwatch, (b) failing to provide appropriate guidance during the test, (c) providing help on reading words or sentences, (d) counting skipped items as errors, and (e) failing to record two totals: number correct and number incorrect.

Rapid Reference 2.9

Key Administration Points for Test 9: Sentence Reading Fluency

Materials needed: Standard Battery Test Book, Test Record, RB, two pencils, and stopwatch or watch with second hand.
Administer sample items to all examinees.
Do not administer test if the examinee has three or fewer correct on Practice Exercises C through F.
Begin with Item 1 for all examinees.
Observe the 3-minute time limit.
When not using a stopwatch, record exact starting time in minutes and seconds.
Remind examinees to try to read the sentences if it appears they are simply circling answers randomly.
Do not help the examinee with any words on this test.
Remind examinees to continue working if they stop at the bottom of a page.
Remind examinees to work in numerical order if it appears they are skipping around. It is acceptable to skip items that are not known.
Remind examinees to quickly cross out (rather than erase) responses they wish to change.

Test 10: Math Facts Fluency

Math Facts Fluency is a timed test that requires rapid calculation of simple, single-digit addition, subtraction, and multiplication facts.

Administration. All examinees begin this test with Item 1. When prompted, give the examinee a sharpened pencil and the Response Booklet. If the examinee has three or less correct after 1 minute, discontinue testing and record a time of 1 minute in the Test Record as well as the number correct (0 to 3). For all others, discontinue testing after exactly 3 minutes and then collect the pencil and RB. Once testing has started, do not point to the signs or remind the examinee to pay attention to the signs.

If the examinee finishes in less than 3 minutes, record the exact finishing time in minutes and seconds on the Test Record. Exact finishing times are important because early finishers who do well will receive higher scores than individuals who continue to work for the full 3 minutes. Complete the optional Qualitative Checklist in the Test Record to describe how the examinee performed the task. Rapid Reference 2.10 lists the key administration points for Math Facts Fluency.

Item scoring. Score each correct response 1 and each incorrect response 0. A scoring guide overlay is provided to facilitate scoring. Do not penalize for poorly formed or reversed numerals. Transposed numbers (e.g., 41 for 14) are incorrect.

Common examiner errors. A common examiner error is providing inappropriate guidance during the test, such as pointing out the signs or reminding a student that he or she knows how to solve that type of problem.

Test 11: Sentence Writing Fluency

Sentence Writing Fluency is a timed test that requires formulating and writing simple sentences quickly. Each sentence must relate to a given stimulus picture and incorporate a given set of three words.

Administration. Complete the sample items and then begin with Item 1 for all examinees. If the examinee receives a zero on Samples B through D after error correction, discontinue testing and record a score of 0 for the test. If the examinee has three or fewer correct within the first 2 minutes, you may discontinue testing. Record a time of 2 minutes and enter the number correct (0 to 3). For all other examinees, discontinue testing after exactly 5 minutes and collect the pencil and RB. If the examinee finishes before the 5-minute time period has elapsed, record the actual finishing time in minutes and seconds on the Test Record. Exact finishing times are important because early finishers who do well will receive higher scores than individuals who continue to work for the full 5 minutes. In this test, you may read the stimulus words to the examinee if requested. You may administer this test to a small group of two or three individuals at one time if, in your judgment, this procedure will not affect any examinee's performance. Complete the optional Qualitative Checklist in the Test Record to describe how the examinee performed the task. Rapid Reference 2.11 lists key administration points for the Sentence Writing Fluency test.

Item scoring. Score each correct response with a 1 and each incorrect response with a 0. Score any items skipped prior to the last item the examinee completed as incorrect. Do not penalize for errors in spelling, punctuation, or capitalization or for poor handwriting, unless the writing on an item is illegible. Sometimes it may not be immediately apparent whether to score an item as correct or incorrect. To receive credit for an item the examinee must: (a) use the three stimulus words in a complete sentence, (b) not change the stimulus words in any way, and (c) provide a response that is a reasonable sentence. Stimulus words that are miscopied or misspelled can still receive credit if the word has not changed tense, number, part of speech, or become a different word, and the examinee wrote a reasonable, complete sentence. For example, if a person wrote “The foot is litle,” the misspelling of little would not be penalized. Awkward sentences (if the meaning is clear) and sentences with the understood subject “you” are scored as correct. Sentences that use alternate characters such as an ampersand (&) or a plus sign (+) for the word and or an abbreviation like “w/” instead of the full word with are scored as correct if the response meets all other criteria. If the examinee omits a word that is critical to the sentence meaning, score the response as incorrect. Do not penalize for an accidental omission of a less meaningful word (e.g., a, the, an) in a sentence, unless it is one of the stimulus words.

If, after reviewing these guidelines, it is still unclear how to score one or more items, balance the scores given to these responses. For example, if two items are unclear, score one item with a 1 and the other with a 0.

Common examiner errors. Examiner errors include: (a) being too lenient or too stringent on scoring the sentences, (b) failing to note that the examinee has changed or not included one of the three stimulus words, and (c) counting a miscopied stimulus word as an error in every case.

Rapid Reference 2.11

Key Administration Points for Test 11: Sentence Writing Fluency

Materials needed: Standard Battery Test Book, Test Record, RB, two pencils, and stopwatch or watch with second hand.
Test may be administered to a small group of two to three individuals.
Complete sample items with all examinees.
Discontinue testing if examinee has a 0 on Samples B through D after error correction.
Begin test with Item 1 for all examinees.
Observe the 5-minute time limit.
Testing may be discontinued if the examinee has three or fewer correct in the first 2 minutes.
Read any word requested by the examinee.
To receive credit, the examinee must use three stimulus words and may not change them.
Do not penalize for poor writing or errors in capitalization, punctuation, or spelling, as long as the response is legible.
Score all skipped items as 0.

Administration of the Extended Battery

Test 12: Reading Recall

Reading Recall requires the examinee to silently read a short story one time and then retell as much of the story as he or she can recall.

Administration. Use the examinee's present level of reading ability as an estimate of where to begin testing. Consult the table in the Test Book to choose the appropriate starting point. The examinee is asked to read a story once silently. If necessary, remind the examinee of this rule. Turn the page after the examinee has completed reading the story once. Prompt the examinee as directed to retell the story. Do not tell the examinee any words on this test. This test uses continuation instructions rather than basal and ceiling rules. The continuation instructions are presented after each set of two stories, and they provide direction regarding whether additional stories should be administered or testing should be discontinued. The administration of this test is very similar to the Story Recall test in the WJ IV COG. Rapid Reference 2.12 lists the key administration points for Reading Recall.

Item scoring. On the Test Record, slashes (/) separate the story elements. When scoring the test, place a check mark over each element recalled correctly. Each element is scored based on a key word or words shown in bold type. The examinee must recall the bold word or words exactly, or a synonym that preserves meaning, to receive credit for the element. If the examinee gives a derivation of a proper name, allow credit for the element (e.g., Annie for Ann). If the examinee gives a response that differs from the correct response only in verb tense or number (singular/plural) or uses possessive case (e.g., Joe's instead of Joe), give credit for the element. The examinee may recall the elements in any order.

In addition, do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns (e.g., browing for blowing).

Record the number of correctly recalled elements for each story and then the cumulative total for each set of two stories administered in the appropriate Number of Points boxes on the Test Record. The number of points for the last two sets of stories administered is used to obtain an estimated age and grade equivalent from the Scoring Table in the Test Record. Record the numbers for each set of stories in the Score Entry table in the Test Record, and enter X for sets of stories that were not administered. Follow this same procedure when entering scores into the scoring program.

Common examiner errors. Common examiner errors include: (a) not scoring the elements correctly and (b) not following the continuation instructions.

Rapid Reference 2.12

Key Administration Points for Test 12: Reading Recall

Materials needed: Extended Battery Test Book, Test Record.
Use the examinee's current level of reading achievement to estimate a starting point.
Select the appropriate starting point from the table in the Test Book.
The examinee reads the story through silently one time.
The examinee must recall elements in bold type exactly (except for examples previously noted) to receive credit.
In the Test Record, place a check mark over each element the examinee correctly recalled.
The elements may be recalled in any order.
Follow the continuation instructions to determine when to administer additional stories or when to discontinue testing.
Enter the number of points in the Score Entry section of the Test Record and into the online scoring program for each set of two stories administered. Enter an X for any set not administered.

Test 13: Number Matrices

Number Matrices is a measure of quantitative reasoning. The examinee must identify the missing number in a matrix.

Administration. Number Matrices has two sample items. Sample A is for people with estimated math ability from kindergarten to grade 8, and Sample B is the starting point for grade 9 to adult. After administering Sample B, there are two suggested starting points. When beginning the test, provide the examinee with a pencil and the worksheet found in the Response Booklet. Some examinees may be confused by more than one matrix on a page. In these cases, it is permissible to show one matrix at a time by covering one with a paper or hand. Administer the test by complete pages following the basal and ceiling rules: six consecutive lowest-numbered items correct or until Item 1 has been administered, and six consecutive highest-numbered items incorrect or the last item has been administered. On Items 1 through 11, encourage a response after 30 seconds; on Items 12 through 30, encourage a response after 1 minute. These times are guidelines rather than time limits, so if an examinee is actively engaged in trying to solve a problem, allow for more time. Also, if the examinee provides a response that is not a whole number, request that he or she use whole numbers only to solve the problems. Rapid Reference 2.13 lists the key administration points of Number Matrices.

Item scoring. Score each item with a 1 for a correct response and with a 0 for an incorrect response. To be correct, the answer must solve the problem both horizontally and vertically. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) not following the instructions in the Error or No Response box, (b) not providing the examinee with a pencil and the worksheet in the RB, and (c) not prompting the examinee to move on after 30 seconds (Items 1–11) or 1 minute (Items 12–30) if he or she is not actively engaged in solving the matrix.

Test 14: Editing

Editing requires identifying and correcting errors in written passages. The error in the passage may be incorrect punctuation or capitalization, inappropriate word usage, or a misspelled word.

Administration. Administer Sample Items A through D to all individuals, then select a starting point based on an estimate of the examinee's present level of writing ability. If the examinee has a score of 0 correct on the four sample items, discontinue the test and record a score of 0 without administering any test items. Test by complete pages until the examinee correctly answers the six lowest-numbered items administered or until the page with Item 1 has been administered. Test by complete pages until the examinee misses the six highest-numbered items administered or until you have administered the page with the last item. If the examinee has a score of 0 correct on Items 1 through 4, discontinue testing and record a score of 0.

Do not tell the examinee any words on this test. If an examinee reads the sentence aloud and inadvertently corrects the error in context, say “Tell me how to correct the error.” If the examinee indicates the error without explaining how to correct it, say “How would you correct that mistake?” Unless the examinee can both identify and correct the error in the passage, score the item as incorrect. Rapid Reference 2.14 lists the key administration points for Editing.

Item scoring. Score each correct response as 1 and each incorrect response as 0. For a response to be correct, the examinee must indicate both where the error is located and how the mistake should be corrected. Record the total number of items answered correctly and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Common examiner errors include: (a) reading any words in the test items to the examinee, (b) failing to have the examinee both identify and correct the error, and (c) failing to query when necessary.

Test 15: Word Reading Fluency

Word Reading Fluency is a timed test that requires vocabulary knowledge and semantic fluency. The examinee must quickly mark two words that share a semantic relationship in a row of four words.

Administration. Place the Response Booklet in front of the examinee and administer the Sample Items and Practice Exercise. Follow all directions for error correction or no response during the administration of the Sample Items and Practice Exercise to ensure the examinee understands the task. If the examinee has one or no items correct on the Practice Exercise, record a score of 0 for the test and do not administer the test. Once the Practice Exercise has been completed, the person is given 3 minutes to work on the test items. Remind the examinee to continue to the next page or the next column if he or she stops at the bottom of a page. Do not tell the examinee any of the words on this test. If the examinee finishes before the 3-minute time period has elapsed, record the actual finishing time in minutes and seconds on the Test Record. Recording exact finishing times is important because early finishers who do well will receive higher scores than individuals who continue to work for the full 3 minutes. Rapid Reference 2.15 lists the main administration points for Word Reading Fluency.

Item scoring. Score each correct response 1 and each incorrect response 0. A scoring guide overlay is provided for convenience and accuracy.

Common examiner errors. Examiner errors include: (a) not reminding the examinee to keep going if he or she stops on an item or at the bottom of the page, (b) failing to stop the test at exactly 3 minutes, and (c) reading any of the words to the examinee.

Test 16: Spelling of Sounds

Spelling of Sounds requires the examinee to use both phonological and orthographic coding skills to spell nonwords that conform to English spelling patterns. Initial items require the examinee to write single letters that represent one speech sound.

Administration. Present Sample Items A through D and Items 1 through 5 orally. When a letter is printed within slashes, such as /m/, say the most common sound (phoneme) of the letter, not the letter name. Present the remaining items using the audio recording. Before beginning the test, locate Item 6 on the audio recording and adjust the volume to a comfortably loud level. When prompted, give the examinee a sharpened pencil with an eraser and the Response Booklet.

Select a starting point based on an estimate of the examinee's present spelling level. Test until the examinee correctly answers the six lowest-numbered items administered or until Item 1 has been administered. Continue testing until the examinee misses the six highest-numbered items administered or until the last test item has been administered. Because the examinee does not see the test item stimulus, the complete page rule does not apply to this test.

Although the audio recording provides adequate time for most individuals to write responses, pause or stop the audio recording if the examinee needs more time. You may replay items whenever the examinee requests. In rare cases when an examinee experiences difficulty with the audio recording, you may present the items orally.

The examinee is asked to repeat the sound or nonsense word before writing a response. The oral repetition is not used for scoring but does provide qualitative information. If the examinee mispronounces the item, do not repeat the item or ask the examinee to try again. Note the mispronunciation in the Test Record and then compare it to the written response to obtain instructional insights. For example, Martha, a high school student, repeated the nonsense word foy as voy and then proceeded to spell the word as voy. This type of error suggests difficulty discriminating between the /f/ and /v/ sounds, rather than problems with spelling. Rapid Reference 2.16 lists key administration points for Spelling of Sounds.

Item scoring. Score correct written responses as 1 and incorrect written responses as 0. Record the total number of correct responses and all items below the basal in the Number Correct box in the Test Record.

Do not penalize for reversed letters as long as the letter does not become a new letter. For example, a reversed lowercase c would not be penalized, but a reversed lowercase letter b would be penalized because it becomes a new letter, d.

The answers shown in the Test Book represent the most commonly occurring orthographic patterns (visual sequences of letters) in the English language and are the only correct responses. Although some responses may appear to be correct sound spellings, if they do not represent the most common and frequent orthographic pattern, the response is scored as incorrect. Use only the correct answers shown in the Test Book. For example, Todd, a sixth-grade student, spelled the nonsense word scritch as skrich. Although skrich is a correct sound spelling and indicates that he can put sounds in order, the /skr/ sound is nearly always spelled using the letters scr in English, and the letters tch are the most common spelling pattern of that sound in a one syllable word with a short vowel sound. Error analyses can help determine if the examinee is able to sequence sounds correctly but has difficulty recalling common orthographic patterns.

Common examiner errors. Examiner errors include: (a) incorrectly scoring items, (b) giving credit for an answer that is not listed in the Test Book as a correct response, and (c) failing to replay items if the examinee asks for the item to be repeated.

Rapid Reference 2.16

Key Administration Points for Test 16: Spelling of Sounds

Materials needed: Extended Battery Test Book, Test Record, RB, audio recording, audio equipment, and two pencils.
Know pronunciation of samples and Items 1 through 5 before administering the test.
Select starting point based on the examinee's current spelling achievement level.
Administer Samples A through D and Items 1 through 5 orally.
Use the audio recording beginning with Item 6.
Give the examinee the RB and pencil when prompted.
Follow the basal/ceiling rules: six consecutive correct/six consecutive incorrect.
Score all items 1 or 0.
Use only the answers listed in the Test Book as correct responses.
Repeat items if the examinee requests.
Do not penalize examinee if he or she mispronounces the test item before writing it. Score only the written response.

Test 17: Reading Vocabulary

Reading Vocabulary presents two tasks: Synonyms and Antonyms. The examinee reads a stimulus word and then provides an appropriate synonym or antonym.

Administration. Review the correct pronunciation of all items while learning to administer the test. You must administer both subtests (Synonyms and Antonyms) to obtain a score for this test. For each subtest, administer the sample items to all examinees and then select a starting point based on an estimate of current reading ability. Test by complete pages until the examinee correctly answers the five lowest-numbered items administered or until you have administered the page with Item 1. For each subtest, test by complete pages until the examinee misses the five highest-numbered items administered or until the page with the last item has been administered. After administering the sample items, do not read any other items or tell the examinee any other words. Examinees are asked to read the stimulus words out loud, but do not use this for scoring purposes. The score is based only on the synonym or antonym the examinee provides. It may be helpful to make note of oral reading errors for error analysis and instructional planning. For example, Renee, a fifth-grade student, responded that the opposite of cellar was buyer. This response may be more indicative of spelling difficulties than poor vocabulary knowledge. The administration of the test is similar to Test 1: Oral Vocabulary in the WJ IV COG. Comparing results from the parallel tasks of Oral Vocabulary and Reading Vocabulary can help pinpoint whether the examinee has difficulty with word knowledge or decoding or both areas. Rapid Reference 2.17 lists the key administration points for Reading Vocabulary.

Item scoring. Score each correct response 1 and each incorrect response 0. Unless noted, accept only one-word responses. If a person gives a two-word or longer response, ask for a one-word answer. Responses are correct when they differ from the correct response only in verb tense or number (singular/plural). A response is incorrect if the examinee substitutes a different part of speech, such as a noun for a verb. If an examinee responds to an antonym item by giving the stimulus word preceded by non- or un-, ask for another answer unless otherwise indicated by the scoring key. Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns. For each subtest, record the total number of correct responses and all items below the basal in the Number Correct box in the Test Record.

Common examiner errors. Examiner errors include: (a) reading items to examinees, (b) failing to administer both subtests, (c) failing to apply the basal/ceiling rules to each subtest, and (d) miscalculating the total score.

Tests 18 Through 20: Science, Social Studies, and Humanities

Science, Social Studies, and Humanities measure the examinee's knowledge in the corresponding area. These three tests compose the Academic Knowledge cluster. Science includes items related to anatomy, biology, chemistry, geology, medicine, and physics. Social Studies measures knowledge of history, economics, geography, government, and psychology. Humanities includes items related to art, music, and literature.

Administration. Review the exact pronunciation for all the words while learning to administer these three tests. The pronunciations for more difficult items follow in parentheses. For other items, consult a standard dictionary. Select a starting point for each test based on an estimate of the individual's present achievement level. For each test, test by complete pages until the examinee correctly answers the six lowest-numbered items administered or the page with Item 1 has been administered. For each test, test by complete pages until the examinee misses the six highest-numbered items administered or you have administered the page with the last item. You may repeat items if the examinee requests. Rapid Reference 2.18 lists the key administration points for the Science, Social Studies, and Humanities tests.

Item scoring. Score each correct response 1 and each incorrect response 0. Do not penalize for mispronunciations resulting from articulation errors, dialects, or regional speech patterns. Record the total number correct including all items below the basal in the Number Correct box for each test.

Common examiner errors. Examiner errors include: (a) mispronouncing items, (b) failing to ask any queries, and (c) failing to apply basal/ceiling rules.

Test Yourself

You must administer all of the tests in the Standard Battery before using the Extended Battery.
True or False?
Which test has two subtests that must be administered to get the score?
Which test requires the use of an audio recording?
List the timed tests.
All of the reading tests have the same basal/ceiling rules.
True or False?
Which test does not require the use of the Response Booklet?
1. Applied Problems
2. Editing
3. Number Matrices
4. Sentence Reading Fluency
The WJ IV ACH may not be used if the individual has physical or sensory impairments.
True or False?
What materials that are not included with the test kit may be needed to administer some of the tests?
On Letter-Word Identification, an examiner began the test with Item 30. The examinee got Items 30 to 35 correct, but missed Item 36. What should the examiner do?
1. Continue testing until the examinee misses six in a row.
2. Discontinue testing and give the examinee a 0.
3. Go back to Item 1 and administer Items 1 to 6.
4. Complete the page (Item 37) and then turn back one page and administer all items on that page beginning with the first item (Items 22–29).
How would you score the following items (using a 1 or a 0 for each item)?
1. On Calculation—correct answer is 14, examinee wrote 41.
2. On Calculation—correct answer is 3, examinee wrote a backward 3.
How would you score the following items?
1. On Passage Comprehension—correct answer is cars, examinee said car.
2. On Passage Comprehension—correct answer is lie, examinee said liar.
How would you score the following items?
1. On Letter-Word Identification—correct answer is island, examinee said i…i…land and did not pronounce the word as a whole.
2. On Spelling of Sounds—correct answer is gat, examinee wrote gate.
3. On Spelling—correct answer is table, examinee wrote tadle.
When a letter is shown between slashes as /m/, you would say the most common sound for that letter, not the letter name.
True or False?
Which two tests use continuation instructions instead of basal/ceiling rules?
If a sentence were read perfectly on Test 8: Oral Reading, it would be scored with a 0 indicating no errors.
True or False?

Answer: 1. False; 2. Test 17: Reading Vocabulary; 3. Test 16: Spelling of Sounds; 4. Test 9: Sentence Reading Fluency, Test 10: Math Facts Fluency, Test 11: Sentence Writing Fluency, Test 15: Word Reading Fluency; 5. False; 6. b; 7. False; 8. stopwatch, audio player, headphones or earbuds, pencils; 9. d; 10. a. 0, b. 1; 11. a. 1, b. 0; 12. a. 0, b. 0, c. 0; 13. True; 14. Test 8: Oral Reading and Test 12: Reading Recall; 15. False.