Index

• Abilities:
  • broad and narrow (see also individual tests)
  • CHC (see CHC theory)
• Ability/achievement comparison procedures
  • academic knowledge/achievement
  • amplio lenguaje oral/achievement
  • oral language/achievement
  • other ability/achievement
• Academic Applications cluster
• Academic Fluency cluster
• Academic Knowledge cluster
  • factors that can affect performance
• Academic Knowledge/achievement comparison procedure. See Ability/achievement comparison procedures
• Academic Skills cluster
• Accommodations
  • for behavioral/attention disorders
  • for English language learners (see also Cognitive Academic Language Proficiency [CALP])
  • for learning/reading disabilities
  • for physical impairments
  • for preschoolers
  • for sensory impairments
• Achievement. See specific achievement area
• ADHD. See Attention Deficit Hyperactivity Disorder (ADHD)
• Administration
  • audio-recorded tests
  • basal/ceiling rules
  • cautions
  • complete page, testing by
  • confidentiality
  • errors, common
  • modifying standardized procedures of
  • rapport
  • Response Booklet (RB)
  • selective testing
  • and special needs individuals (see Accommodations)
  • starting points
  • testing environment
  • testing materials
  • testing order
  • timed tests
  • time requirements
  • See also individual tests
• Age-based norms. See Norms, age
• Age equivalents. See Scores, age and grade equivalents (AE/GE)
• Age profile. See Profiles, age/grade
• Age range
• Alternate forms of achievement. See Parallel forms of achievement
• Amplio lenguaje oral cluster
• Applied Problems test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Arithmetic. See Mathematics
• Attention. See also interpretation of individual tests
• Attention Deficit Hyperactivity Disorder (ADHD)
• Audio-recorded tests. See also specific tests
• Auditory Memory Span cluster
• Auditory Processing (Ga). See also CHC theory
• Automaticity

• Background information. See under Case report, format of
• Basals. See also individual tests
• Basic interpersonal communication skills. See Cognitive Academic Language Proficiency
• Basic Reading Skills cluster
• Basic Writing Skills cluster
• Behavior disorder. See Accommodations, behavioral/attention disorders
• BICS. See Cognitive Academic Language Proficiency
• Brief Achievement cluster
• Broad Achievement cluster
• Broad Mathematics cluster
• Broad Oral Language cluster
• Broad Reading cluster
• Broad Written Language cluster

• Calculation test:
  • administration
    • fine points of
  • interpretation
  • scoring
• CALP. See Cognitive Academic Language Proficiency (CALP)
• Carroll, John. See CHC theory
• Case report, format of
  • background information
  • behavioral observations
  • reason for referral
  • recommendations
  • test results and interpretation
• Case studies:
  • Bryan (reading disability)
  • Evan (math disability)
  • Veronica (accommodations for graduate school)
• Cattell, Raymond. See CHC theory
• Cattell-Horn-Carroll theory of cognitive abilities. See CHC theory
• Ceilings. See also individual tests
• CHC theory. See also specific abilities
  • related to mathematics. See also individual tests and clusters
  • related to oral language. See also individual tests and clusters
  • related to reading. See also individual tests and clusters
  • related to written language. See also individual tests and clusters
• Checklists:
  • test-by-test
  • test session observations
  • qualitative observations
• Clinical applications
  • and generalized low/high performance
  • and learning disabilities
    • math
    • oral language
    • reading
    • written language
  • research
• Clusters. See specific clusters
• Cognitive Academic Language Proficiency (CALP)
• Cognitive Processing Speed (Gs). See also CHC theory
• Comparative Language Index (CLI)
• Comparison procedures. See Ability/Achievement Comparison Procedures
• Comprehension-Knowledge (Gc). See also CHC theory
• Comprensión auditiva cluster
• Computer scoring. See Woodcock-Johnson online scoring and reporting program
• Confidence bands
• Confidentiality, test materials
• Co-norming
  • best practice
• Content, of tests and clusters. See also individual tests and clusters
• Correct and incorrect keys
• Cross-domain clusters
• Crystallized Intelligence. See Comprehension-Knowledge (Gc)

• Developmental delay. See Performances generalized low/high
• Developmental trends
• Disabilities:
  • diagnostic indicators of
  • learning
  • See also specific disabilities
• Discrepancies:
  • ability/achievement (see Ability/achievement comparison procedures)
  • intra-achievement (see Intra-ability variation procedures)
  • significance of
• Dyscalculia. See also Mathematics
• Dysgraphia. See also Written Language
• Dyslexia. See also Reading

• Editing test:
  • administration
    • fine points of
  • interpretation
  • scoring
• ELL. See English language learners
• English language learners. See also Cognitive Academic Language Proficiency (CALP)
• Error analysis
• Examiner, qualifications of
• Examiner's Manual
• Expressive language
• Extended Battery, administration of

• FAQs. See Questions, frequently asked.
• Fluid intelligence. See Fluid reasoning (Gf)
• Fluid Reasoning (Gf). See also CHC theory

• Gf-Gc theory. See CHC theory
• Giftedness. See Performance, generalized low/high
• Grade-based norms. See Norms, grade
• Grade equivalents. See Scores, age and grade equivalents (AE/GE)
• Grade placement, calculation of
• Grade profile. See Profiles, age/grade
• Grade range

• Headphones
• Hearing impairments. See also Accommodations
• Horn, John. See CHC theory
• Humanities test:
  • administration
    • fine points of
  • interpretation
  • scoring

• IDEA. See Individuals with Disabilities Education Improvement Act (IDEA)
• Individuals with Disabilities Education Improvement Act (IDEA)
  • areas corresponding to WJ IV ACH tests
• Informal Reading Inventory (IRI)
• Instructional implications for:
  • mathematics
  • oral language
  • reading
  • written language
• Instructional zones
• Interpretation:
  • cluster (see also individual clusters)
  • discrepancies (see also Ability/achievement comparisons; Intra-ability variation procedures)
  • error analysis
  • general guidelines
  • instructional ranges (see also Profiles, interpretation of)
  • levels of information
  • math tests and clusters
  • reading tests and clusters
  • standard score/percentile rank confidence bands
  • steps in
  • test (see also individual tests)
  • written language tests and clusters
• Intra-ability variation procedures
  • Academic Skills/Academic Fluency/Academic Applications
  • Intra-achievement
  • Intra-oral language
  • other intra-ability variations
  • purpose of
• Item scoring

• Language dominance, See Cognitive Academic Language Proficiency
• Learning Disability (LD). See Disabilities, learning
• Lenguaje oral cluster
• Letter-Word Identification test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Listening Comprehension cluster
• Long-Term Retrieval (Glr). See also CHC theory

• Math Calculation Skills cluster
• Math Facts Fluency test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Math Problem Solving cluster
• Mathematics:
  • abilities measured
  • clinical applications of
  • developmental trends in
  • disability
    • behaviors associated with
  • factors affecting performance in
  • individuals with low:
    • characteristics of
    • instructional implications for
• Mathematics cluster
• Mathematics tests:
  • administration of (see individual tests)
  • categories of problems on
  • CHC factors influencing
  • clusters
  • interpretation of
  • skills measured by (see also individual tests and clusters)
• Memory. See Short-Term Working Memory (Gwm)
• Modifications, caution on using

• Norms:
  • age
  • grade
  • selecting age or grade
  • using same norm reference
• Number Matrices test:
  • administration
    • fine points of
  • interpretation
  • scoring

• Observations, behavioral. See also under Case report, format of
• Oral Comprehension and Comprensión oral test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Oral Expression cluster
• Oral Language cluster
• Oral Reading test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Orthographic awareness/coding

• Parallel forms of achievement
• Passage Comprehension test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Pattern of strengths and weaknesses (PSW)
• Percentile ranks. See Scores, percentile rank (PR)
• Perceptual Speed. See Cognitive Processing Speed
• Performance, generalized low/high
• Phoneme-grapheme knowledge
  • cluster of
• Phonemic awareness. See Phonological awareness
• Phonetic Coding cluster
• Phonic elements charts
• Phonics terminology
• Phonological awareness. See also Auditory Processing and Phonetic Coding
• Physical impairments. See also Accommodations
• Picture Vocabulary and Vocabulario sobre dibujos test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Preschoolers.
• Processing disorder
• Processing Speed. See Cognitive Processing Speed.
• Profiles:
  • age/grade
  • interpretation of
  • purpose of
  • standard score/percentile rank
• Proofreading. See Editing test
• Prosody
• Psuedowords:
  • decoding (see Word Attack test)
  • encoding (see Spelling and Spelling of Sounds test)

• Qualifications. See Examiner, qualifications of
• Qualitative information
• Quantitative Knowledge (Gq). See also CHC theory
• Questions, frequently asked

• Rapid Picture Naming test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Rapport. See under Administration
• Raw scores. See Scores, raw
• RB. See Response Booklet (RB)
• Reading:
  • and clinical applications of WJ IV ACH
  • developmental trends in
  • dyslexia (see also Case studies, Bryan)
  • early identification of individuals at risk for
  • factors affecting performance in
  • individuals with low:
    • characteristics of
    • instructional implications for
  • interpretation of reading tests and clusters
  • predictors of
• Reading cluster
• Reading Comprehension cluster
• Reading Fluency cluster
• Reading Rate cluster
• Reading Recall test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Reading tests:
  • administration of (see individual tests)
  • CHC factors influencing
  • clusters
  • interpretation of
  • phonic elements in
  • phonic terms
  • skills measured by (see also individual tests and clusters)
• Reading Vocabulary test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Reading/Writing Ability (Grw). See also CHC theory
• Receptive language
• Regression, correction for. See also Co-norming
• Relative proficiency index (RPI). See under Scores
• Reliability
• Report writing. See Case report, format of
• Response Booklet (RB). See also specific tests
• Retrieval Fluency test:
  • administration
    • fine points of
  • interpretation
  • scoring
• RPI. See Scores, relative proficiency index (RPI)

• Science test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Score reports
• Scores:
  • age and grade equivalents (AE/GE)
  • CALP levels
  • comparative language index (CLI)
  • discrepancy percentile rank
  • discrepancy standard deviation
  • global, caution when using
  • normal curve equivalent (NCE)
  • percentile rank (PR)
  • raw
  • relative proficiency index (RPI)
  • standard error of measurement (SEM)
  • standard score (SS)
  • stanines
  • T-score
  • W difference score
  • W score
  • of zero
  • z-score
  • converting to PR/SS
• Scoring:
  • general guidelines
  • item-level (see also individual tests)
  • manual (see also Scores, age and grade equivalents [AE/GE])
  • multiple responses
  • on-line scoring. See Woodcock-Johnson online scoring and reporting program
  • overlay, scoring guide
  • scoring reminders for tests
  • step-by-step procedures
  • tests requiring special procedures
• Segmentation test:
  • administration
    • fine points of
  • instructional sequence
  • interpretation
  • scoring
• Selective Testing
• Sensory impairments. See also Accommodations
• Sentence Reading Fluency test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Sentence Repetition test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Sentence Writing Fluency test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Short-Term Working Memory (Gwm). See also CHC theory
• Social Studies test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Sound Awareness test:
  • administration
    • fine points of
  • interpretation
  • scoring
  • sequence of rhyming development
  • sequence of skill development for phonological awareness
• Sound Blending test:
  • administration
    • fine points of
  • interpretation
  • scoring
  • sequence for teaching sound blending
• Spanish language tests
  • administration
  • interpretation
  • scoring
• Special needs, testing individuals with. See Accommodations
• Specific learning disability. See Disabilities
• Speed of Lexical Access cluster
• Spelling of Sounds test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Spelling test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Standard Battery, administration of
• Standard error of measurement (SEM). See under Scores
• Standardization
• Standard score/percentile rank profiles. See Profiles, standard score/percentile rank
• Standard scores. See Scores, standard score (SS)
• Standards for Educational and Psychological Testing
• Starting Points, Suggested. See also individual tests
• Subtests. See specific tests

• Taped tests, See Audio-Recorded tests
• Technical Manual
• Test of Word Reading Efficiency-2
• Test Session Observations Checklist
• Time requirements
• Timed tests. See also individual tests
• TOWRE-2. See Test of Word Reading Efficiency-2
• Trends. See Age trends

• Understanding Directions test:
  • administration
    • fine points of
  • interpretation
  • scoring
• University level

• Validity
• Variation procedures. See Intra-ability variation procedures.
• Visual impairments. See also Accommodations
• Visual processing (Gv). See also CHC theory
• Vocabulary cluster

• Wechsler Intelligence Scale for Children–Fifth Edition (WISC V)
• WISC V. See Wechsler Intelligence Scale for Children–Fifth Edition (WISC V)
• WJ-R. See Woodcock-Johnson–Revised (WJ-R)
• WJ III. See Woodcock-Johnson III (WJ III)
• WJ III ACH. See Woodcock-Johnson III (WJ III)
• WJ III COG. See Woodcock-Johnson III (WJ III)
• WJ IV OL. See WJ IV Tests of Oral Language (WJ IV OL)
• Woodcock-Johnson online scoring and reporting program
  • cautions
  • interpretation and intervention package
  • score reports
• Woodcock-Johnson III (WJ III)
• Woodcock-Johnson IV Tests of Achievement (WJ IV ACH)
  • administration
  • basal/ceiling
  • case studies
  • changes from WJ III
  • clinical applications of
  • content of
  • history and development of
  • interpretation of. See also Case Studies
  • materials needed
  • misuse of
  • organization of
  • purposes and uses of
  • questions and answers concerning
  • resources
  • score reports
  • scores, types of
  • scoring
  • standardization of
  • strengths and weaknesses
    • interpretation
    • scoring
    • standardization, reliability and validity
    • test development
  • time requirements
  • theoretical foundation of (see also CHC theory)
• Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG)
• Woodcock-Johnson IV Tests of Oral Language (WJ IV OL)
  • abilities measured. See also individual tests
  • administration
  • audio-recorded tests
  • case studies
  • clinical applications
  • content
  • factors that can affect performance
  • instructional implications
  • interpretation
  • language exposure and use questionnaire
  • materials needed
  • organization
  • questions and answers concerning
  • score reports
  • scoring
  • Spanish language tests
  • strengths and weaknesses
  • time requirements
  • timed tests
• Woodcock-Johnson Psycho-Educational Battery
• Woodcock-Johnson–Revised (WJ-R)
• Word Attack test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Word Reading Fluency test:
  • administration
    • fine points of
  • interpretation
  • scoring
• Word retrieval
• Writing Samples test:
  • adjusted item blocks
  • administration
    • fine points of
  • half-point scores, rounding of
  • interpretation
  • scoring
• Writing Skills cluster. See Basic Writing Skills cluster
• Written Expression cluster
• Written Language:
  • abilities measured. See also individual tests
  • and clinical applications of WJ IV ACH
  • disability (see Dysgraphia)
  • factors affecting performance in
  • individuals with low:
    • characteristics of
    • instructional implications for
• Written Language cluster
• Written Language tests:
  • administration of (see individual tests)
  • CHC factors influencing
  • clusters
  • interpretation of
  • skills measured by (see also individual tests and clusters)

• Zero score. See under Scores
• Zone of proximal development (zpd)
• Zones, instructional. See Instructional zones
• z-score. See under Scores