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The Understanding Directions test is perhaps the most complex test in the new WJ III battery. Many practitioners have waited a long time for such a test. It can safely be assumed that the multiple language, memory and problem-solving demands embedded there accurately represent many of the psycholinguistic demands of the typical regular education classroom, 3rd grade and beyond. The attached tables have been developed in an effort to assist examiners with item analysis/error analysis of student performance and to facilitate instructional/language intervention. Not every psycholinguistic variable is accounted for; those chosen are felt to be the most obvious and most easily addressed in an instructional setting. The best use of these tables appears to be post-hoc analysis of examinee responses. Following testing, the examiner uses these tables to glean insight into the psycholinguistic factors missed/misunderstood, looking for patterns/consistencies in performance. With error patterns identified, either (a) those errors are of the frequency and severity to warrant referral for more formal, complete language evaluation, followed by language services/support where appropriate, or (b) those errors are addressed through direct instruction ’mini units’ within the context of the regular education or special education setting. This template have been developed in an effort to assist examiners with item analysis/error analysis of student performance and to facilitate instructional/language intervention. Not every psycholinguistic variable is accounted for; those chosen are felt to be the most obvious and most easily addressed in an instructional setting.
Please send me an email if you download the template. I will be happy to answer any questions you may have. Please do not distribute the template to anyone else.
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