WJ III®
at lower levels
Here is the original question and Dr. McGrew's answer.
[ Note that in Dr. McGrew's answer he refers to
"DS." This is in reference to the Woodcock-Johnson III Tests of
Cognitive Abilities - Diagnostic Supplement (Diagnostic Supplement; Woodcock
et al., 2003)]
I have contacted Riverside for additional information
about the norms and
reliability of the WJ-III at the lower ends of the scale (for potential use
of the assessment with lower-achieving preschool and K students in a
longitudinal study). I was told that this information is not available.
The WJ-III is the most promising of the assessment we've reviewed and we'd
like to use it but need to know we won't have the kinds of problems we had
when we tried to use the Battelle in a study a few years ago. I found the
IAP website but no contact information there. Could some one tell me how to
get in touch with, or forward this message to, Dr. Kevin McGrew - I'd hate
to give up on using the WJ-III this easily.
First, I examined a series of analyses we
completed were we examined the bottom of WJ III/DS tests at ages 2-3. I know
your population is more likely around age 4, so these analyses only deal with
the tests that have the best bottom for very young kids (or the lowest
functioning four year olds). You could consider these as those tests that
would provide the best discrimination for your population from within the WJ
III and DS system. Briefly, we examined how many SDs of measurement below the
mean a test provided for a raw score of one. Using this criterion, listed
below are your best cognitive and achievement tests (WJ III or DS is
noted...I've also attached a table that may help you understand what each test
measures.....Laurie's text will do a better job). In this case "best" means a
good bottom....not necessarily the best predictors of achievement....that will
be in a separate list.
BEST DISCRIMINATION AT LOWER LEVELS -
COGNITIVE BATTERY
Memory for Names (DS)
Visual Closure (DS)
Rapid Picture Naming (WJ III)
Memory for Sentences (DS)
General Information (WJ III)
Retrieval Fluency (WJ III)
Picture Recognition (WJ III)
Memory for Words (WJ III)
BEST DISCRIMINATION AT LOWER LEVELS -
ACHIEVEMENT BATTERY
Picture Vocabulary (WJ III)
Academic Knowledge (WJ III)
Understanding Directions (WJ III)
Oral Comprehension (WJ III)
Letter-Word Identification (WJ III)
Applied Problems (WJ III)
Spelling (WJ III)
Now, there are other tests that would probably
provide "adequate" discrimination for four year olds. These are:
ADEQUATE DISCRIMINATION AT LOWER LEVELS -
COGNITIVE BATTERY
General Information (WJ III)
Incomplete Words (WJ III)
Visual Matching (WJ III)
Block Rotation (DS)
ADEQUATE DISCRIMINATION AT LOWER LEVELS -
ACHIEVEMENT BATTERY
Quantitative Concepts (Concepts subtest) (WJ
III)
Word Attack (WJ III)
Sound Awareness (WJ III)
Of course, there is no way you can give all
these tests. I urge you to carefully examine each WJ III test, as well as the
DS test description material. Another consideration is which tests are most
likely to be the best predictors of kids who may be "at risk." I've generated
my list below which is based on a review of concurrent validity information
presented in the WJ III and DS technical manuals, results from
post-publication research that has recently been completed with the WJ III/DS
tests, and a review of the relevant literature. Below are the tests I would
suggest you examine if a major goal is prediction of being "at risk." I've
also tried to factor in other non-technical considerations which are too many
to list. Laurie can provide you more. She may also provide you a slightly
different list. Mine is based primarily on empirical/technical
considerations...her list would also integrate clinical/practical information.
I urge you to pick her brain. Also, there is overlap in my two lists.
IN READING:
Letter-Word Identification
Word Attack
Spelling
Rapid Picture Naming
Picture Vocabulary
Memory for Names
Memory for Sentences
Academic Knowledge
Sound Awareness
IN MATH:
Applied Problems
Quantitative Concepts (Concepts half)
Block Rotation
Understanding Directions
Academic Knowledge
Memory for Sentences
Visual Matching
Memory for Names
I hope this helps. I realize this is a
considerable amount of information to digest. This is the reason I'm not going
to deluge you with all kinds of statistical information. These are my best
recommendations based on a review of the psychometric characteristics of the
tests and the relevant literature. No sense having you do what I have just
done.
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