Clinical Interpretation of the Woodcock–Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV

Journal of Psychoeducational Assessment ◽

10.1177/07342829211023325 ◽

2021 ◽

pp. 073428292110233

Author(s):

Jason R. Parkin

Keyword(s):

Oral Language ◽

Structural Equation ◽

Task Demands ◽

Written Expression ◽

Equation Modeling ◽

School Age ◽

Specific Task ◽

Reading And Writing ◽

Technical Manual ◽

Woodcock Johnson

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.

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Woodcock Johnson Tests of Cognitive Abilities, Third Edition

Encyclopedia of Autism Spectrum Disorders ◽

10.1007/978-1-4419-1698-3_101575 ◽

2013 ◽

pp. 3393-3393

Author(s):

James Luiselli ◽

Francesca Happé ◽

Hillary Hurst ◽

Stephanny Freeman ◽

Gerald Goldstein ◽

...

Keyword(s):

Cognitive Abilities ◽

Woodcock Johnson

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Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

Science Letters ◽

10.24191/sl.v15i2.13831 ◽

2021 ◽

Vol 15 (2) ◽

pp. 90-101

Author(s):

Norsuhaila Rosmimi Rosli ◽

◽

Tengku Shahrul Anuar engku Ahmad Basri ◽

Mohd Ilham Adenan ◽

Roziah Mohd Janor ◽

...

Keyword(s):

Academic Achievement ◽

Undergraduate Students ◽

Cognitive Abilities ◽

Grade Point ◽

Dopaminergic Pathway ◽

Allele Specific ◽

Hardy Weinberg Equilibrium ◽

Comt Polymorphism ◽

The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

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Speech fluency: a result of oral language proficiency?

Linguistica ◽

10.4312/linguistica.52.1.87-100 ◽

2012 ◽

Vol 52 (1) ◽

pp. 87-100 ◽

Cited By ~ 1

Author(s):

Vesna Požgaj Hadži ◽

Damir Horga ◽

Tatjana Balazic Bulc

Keyword(s):

Language Proficiency ◽

Oral Language ◽

Cognitive Abilities ◽

Speech Rate ◽

Corpus Analysis ◽

Articulation Rate ◽

Speech Fluency ◽

Research Participants ◽

Oral Language Proficiency

The aim of this paper is to answer the question of the influence of language proficiency on speech fluency in relation to speakers’ other cognitive abilities by comparing the speech of research participants who speak Slovenian as L1 and Croatian as LF. By using the method of acoustic and corpus analysis, the values of speech rate, articulation rate, mean length of runs and the length and frequency of certain pauses are presented.

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