Woodcock-Johnson Psycho-Educational Test Battery Profiles: A Comparative Study of College Freshmen With and Without Learning Disabilities

1988 ◽  
Vol 21 (9) ◽  
pp. 567-570 ◽  
Author(s):  
Connie Dalke
Keyword(s):  
Learning Disabilities ◽  
Comparative Study ◽  
College Freshmen ◽  
Test Battery ◽  
Educational Test ◽  
Woodcock Johnson

Diagnosing Written Language Disabilities Using the Woodcock-Johnson Tests of Educational Achievement—Revised and the Wechsler Individual Achievement Test

2000 ◽  
Vol 87 (1) ◽  
pp. 197-204 ◽  
Author(s):  
Michael B. Brown ◽  
Marc J. Giandenoto ◽  
Larry M. Bolen
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Educational Achievement ◽  
Achievement Test ◽  
Written Expression ◽  
Special Education Services ◽  
Specific Test ◽  
Education Services ◽  
Individual Achievement ◽  
Woodcock Johnson

The writing portions of the Woodcock-Johnson Tests of Educational Achievement–Revised and the Wechsler Individual Achievement Test are often administered when establishing eligibility for special education services due to learning disabilities. The scores on these measures are typically regarded as equivalent although little is known about how scores on the two measures differ for the same students. Differences of only a few points, however, may affect eligibility for special education services. These tests were administered to 25 sixth grade students previously diagnosed with learning disabilities in written expression only. Students' Wechsler scores were consistently higher on the overall writing composite, while there was no difference in the mean scores on the language mechanics subtests. The WIAT Written Expression subtest mean, however, was significantly higher than the Woodcock-Johnson Writing Samples subtest mean. Use of the Wechsler test would be less likely to identify children for special education services in written expression when point discrepancy criteria are utilized for eligibility. Clinicians should be cognizant of the effect of the specific test chosen on eligibility outcome.

The Woodcock-Johnson Tests of Cognitive Ability: Concurrent Validity with the WISC-R

1979 ◽  
Vol 2 (2) ◽  
pp. 63-69 ◽  
Author(s):  
Ronald E. Reeve ◽  
Robert J. Hall ◽  
Richard S. Zakreski
Keyword(s):  
Learning Disabilities ◽  
Standard Deviation ◽  
Cognitive Ability ◽  
Concurrent Validity ◽  
Full Scale ◽  
Intelligence Test ◽  
Scale Scores ◽  
Woodcock Johnson

The Woodcock-Johnson Psycho-Educational Battery (WJ) is gaining in use in the assessment of youngsters with suspected learning disabilities. This study reports on the Tests of Cognitive Ability of the battery, which are intended to be the equivalent of an intelligence test. The correlation between full scale scores on the WISC-R and the WJ was found to be .79, suggesting considerable overlap. However, differences in mean full scale scores of approximately one standard deviation were found. Possible explanations and implications for the findings are discussed.

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