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Woodcock-Johnson

III (WJ III

)
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Volume discountsdetails on page 40
Woodcock Family of Tests
Richard W. Woodcock, Kevin S. McGrew, Nancy Mather, 2001
FACTS IN BRIEF
Purpose: To provide a co-normed set of tests for measuring general
intellectual ability, specific cognitive abilities, scholastic
aptitude, oral language, and academic achievement
Range: 2.090+ years / K.0graduate school
Time: Varies, about 5 minutes per test: Cognitive Standard
7 tests (3545 minutes); Achievement Standard 11 tests
(5565 minutes)
Scores: SS, GE, AE, PR, RPI, instructional ranges, developmental
level bands (Optional Scores: T score, NCE, Z Score,
stanine, CALP)
Qualification Level: Cognitive Achievement
The Woodcock-Johnson III (WJ III) consists of two distinct, co-normed
batteries: the WJ III Tests of Achievement and the WJ III Tests of
Cognitive Abilities. Both batteries are appropriate for ages 2 to 90+,
and together they provide a comprehensive system for measuring
general intellectual ability (g), specific cognitive abilities, scholastic apti-
tude, oral language, and achievement.
While tests are the basic administration components of the WJ III, test
interpretation is based primarily on clusters of tests. Cluster interpreta-
tion results in higher validity because scores are based on a broad,
multifaceted picture of each ability instead of on a single, narrow ability.
Features
The additional tests, clusters, and interpretive procedures in the WJ III,
as well as extensive renorming, have strengthened and increased the
instruments diagnostic capabilities. The WJ III includes the following
features that were not in the previous edition, WJ-R:
Expanded depth and coverage seven additional tests and eight
additional clusters in the Achievement battery; eight additional tests
and five additional clusters in the Cognitive battery.
Extended grade norms from K.0 to university graduate students
Comprehensive discrepancy procedures include three intra-individual
procedures and three ability/achievement procedures
Broader cognitive factor scores that measure narrow aspects of each
broad ability
Includes scoring software (WCPP) eliminates hand-scoring
Achievement battery Form B includes oral language tests
Allows comparison of Oral Language-Extended cluster to academic
performance to get an ability/achievement discrepancy evaluation
Expanded Broad Achievement clusters contain three tests measuring
basic skills, fluency, and application
Highlights
The Woodcock-Johnson III Tests of
Cognitive Abilities (WJ III COG) and Tests
of Achievement (WJ III ACH) have been
designed for use in Canada. During initial
development, all of the test items were
reviewed by Canadian professionals to
ensure fairness for Canadian subjects. In particular, Form B of the WJ III
Tests of Achievement was designed with metric items and contains
Canadian spellings.
The cognitive battery and the achievement battery were developed on
the same population sample, with over 8,800 subjects. The two batter-
ies are co-normed the strong sampling ties between the two batteries
permit the examiner to reliably link a subjects WJ III achievement test
results to the WJ III cognitive test results.
Examiners can pick and choose among the wide range of specific
subtests within each battery, to select the subtests of the WJ III that are
most relevant to each clients needs i.e., it is not necessary to adminis-
ter the entire battery of achievement tests, or the entire battery of cogni-
tive tests, to every subject. This allows the examiner a time-efficient
method for administering a select group of subtests that is most relevant
for each subject, to review and reflect upon the results, to discuss the
case with their colleagues if they wish, and then to administer additional
subtests and further extend the assessment if desired.
For examiners who wish to obtain a cognitive and ability perspective
from within a single battery of tests, the WJ III Tests of Achievement
Form B include a group of four subtests that relate to oral language
skills this allows the examiner to obtain additional insights into the
subjects performance, including prediction from the oral language skills
to the reading, math and language areas, while using only the achieve-
ment battery. (Please see page 6 for more information about Oral
Language and discrepancy analysis.)
All of the WJ III kits include a copy of the WJ III Compuscore and
Profiles Program, to provide a fast and reliable means for examiners to
score the tests. During the administration of each test, the examiner may
obtain Estimated Age Equivalent and Grade Equivalent scores from the
Test Record booklet, to help guide the examiner during the session.
The preliminary (estimated) scores are always followed up by obtaining
the clients specific scores from the scoring software (including AE, GE,
PR, SS, and many more). Data entry into the WJ III Compuscore and
Profiles Program is quick and easy, and the program offers the examiner
a selection of score reports and charts to assist in the interpretation of
the test results.
For examiners who prefer a more interpretive report, and for those who
wish to gather additional information from other sources, e.g. from a
childs parents or from the subjects self-report, the optional Report
Writer for the WJ III provides the features of the Compuscore and
See pages 4, 6, 10.
To order call 1-800-268-2222 assess.nelson.com
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Woodcock Family of Tests
Profiles Program, includes interpretive comments about the subjects
performance, and allows the examiner to easily incorporate additional
information based on checklist data that is obtained from other sources.
For more information about WJ III Compuscore and Profiles Program, or
the Report Writer for the WJ III, please refer to the following pages. To
obtain samples of selected score reports and charts by email or regular
mail, please contact Customer Support at Nelson Education.
Discrepancy Analysis
The WJ III is especially useful for identifying and documenting
ability/achievement discrepancies and intra-ability discrepancies. The
ability/achievement discrepancy is a commonly used method of evaluat-
ing an individuals eligibility for special programs. Professionals can
obtain ability/achievement discrepancies by administering both the WJ
III Tests of Cognitive Abilities and the WJ III Tests of Achievement. The
WJ III provides three types of ability/achievement discrepancies
general intellectual ability to achievement, predicted achievement to
achievement, and oral language to achievement.
The oral language to achievement discrepancy is a new measure
offered only in the WJ III. For the first time, professionals can calculate
an ability/achievement discrepancy using only the achievement battery.
The Oral Language-Extended cluster, which used to be in the cognitive
battery, can now be used as the ability score and compared to a
subjects achievement score. This measure is particularly useful for
reading and other oral language professionals.
The WJ III also provides intra-ability discrepancies, which include intra-
achievement discrepancies, intra-cognitive discrepancies, and intra-indi-
vidual discrepancies. Information gathered from intra-ability
discrepancies helps professionals to determine an individuals strengths
and weaknesses, diagnose and document language and learning
disabilities, and make intervention plans.
The intra-individual discrepancy procedure has several advantages over
traditional aptitude/achievement discrepancy procedures. It provides a
more comprehensive evaluation because examiners can analyze a vari-
ety of scores across cognitive and achievement clusters. The intra-
achievement discrepancy procedure examines the difference between
an individuals achievement score in a particular area with a prediction
estimated based on an average of all other achievement areas to help
professionals to identify learning disabilities, pinpoint specific problems,
and choose the most appropriate intervention for an individual. The
procedure is also particularly useful for identifying learning disabilities
early, before a child fails in school.
Reliability
Most of the WJ III tests show strong reliabilities of .80 or higher; several
are .90 or higher. The WJ III interpretive plan is based on cluster inter-
pretation. The WJ III clusters show strong reliabilities, most at .90 or
higher. The reliability characteristics of the WJ III meet or exceed basic
standards for both individual placement and programming decisions.
Phonological Awareness
Phonological awareness is one of the best predictors of early reading
acquisition better than IQ vocabulary, or listening comprehension; as
such, it is an important predictor of educational achievement. Deficits in
this area are a cause of severe reading problems.
Phonological awareness is the ability to focus on the sound structure of
language apart from its meaning. To learn to read and spell, we must
attend to the relationship between the sounds (phonemes) and the
letters (graphemes) of language. This knowledge of phoneme-
grapheme, or sound-symbol, relationships is a key to decoding and
encoding written language.
There are several types of phonological awareness, including word, sylla-
ble, rhyme, and phonemic awareness. The cognitive battery contains
Sound Blending, which requires a subject to synthesize speech sounds
to form a word, and Incomplete Words, in which a subject analyzes a
word with missing phonemes and identifies the complete word. The
WJ III Tests of Achievement Form B contain three tests that measure
phonological awareness. Word Attack and Spelling of Sounds assess a
subjects phoneme/grapheme knowledge to see if the subject can apply
both phonological and orthographical knowledge to identify and spell
words; Sound Awareness measures a subjects ability to rhyme words
and manipulate phonemes.
TEST CLUSTER
Sound Blending Auditory Processing
Phonemic Awareness
Auditory Attention Auditory Processing
Incomplete Words Phonemic Awareness
Sound Awareness Phonemic Awareness
Spelling of Sounds Phoneme-Grapheme
Knowledge
Word Attack Phoneme-Grapheme
Knowledge
Scoring
Each WJ III Test Kit includes the
WJ III Compuscore

and Profiles
Program (WCPP) at no addi-
tional charge. With this
program, you enter
the raw scores, and the
software quickly and
accurately provides all
derived scores for tests
and clusters and elimi-
nates hand-scoring errors. The
Summary Report contains a brief narrative description of test perform-
ance and incorporates observations from the Test Session Observations
Checklist. The report and table of scores can be easily imported into a
word-processing program for integration into a more extensive report.
There is no hand-score option for WJ III.
WJ III
Achievement
WJ III
Cognitive
See pages 4, 6, 10.
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4
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Volume discountsdetails on page 40
Woodcock Family of Tests
The development of an intermediate set of norms prior to a major
content revision of a test battery is a significant advancement in
individual cognitive and educational assessment. The WJ III Normative
Update (WJ III NU ) is based on a recalculation of the original WJ III
normative data, and it reflects changes in general population
characteristics reported in the final U.S. census statistics, which were
released in 2005. 8,782 of the original 8,818 WJ III subjects were
selected for inclusion in the normative update, and the 8,782 subjects
were re-weighted to match the final U.S. census statistics.
Significant changes have occurred between the year 2000 U.S. Census
projections (used in the WJ III) and the year 2000 census final statistics
(used in the WJ III NU ), which became available in 2005 the latest
census information is reflected in the WJ III NU norms. New processes
were also part of the development of the new norms, including the
bootstrap statistical technique, a method for assigning measures of
accuracy to sampling data. The completed demographic update
provides a more current and accurate measure of an individuals
cognitive and achievement scores.
The WJ III NU uses continuous-year norms to yield normative data at
10 points in each grade, for Kindergarten through Grade 12, two-year
college, and four-year college, including graduate school. The WJ III
NU also provides age-based norms by month for ages 24 months to
90+ years.
The WJ III Normative Update provides a set of tools and procedures for
integration of norm-referenced academic and cognitive measures in a
three-tiered model of assessment and intervention. No other battery of
cognitive and achievement tests is more comprehensive for assessment
of academic achievement and cognitive processing.
The WJ III NU provides new norms for the following kits: WJ III
Cognitive Form A; the WJ III Diagnostic Supplement to the WJ III
Cognitive kit; and WJ III Achievement Forms A, B, and C. Please see
page 8 for news about Form C.
In general, a review of the WJ III NU indicates that, when a significant
difference in the average Standard Score (SS) is present between the
original WJ III norms and the WJ III NU norms, that difference is
typically in the direction of the WJ III NU SS being lower. The trend for
the differences in the average SS is largest (in the direction of the WJ III
NU norms being lower) at the youngest (preschool) and oldest (adult)
age groups, particularly the former, for some but not all tests. Also, in
general, for the preschool age ranges, the SS differences become larger
the younger the subjects. Considering preschool, school-age, and adult
ages, the SS differences tend to be the least different for the school-
age population, ages 6-18. Assessment Service Bulletin #9 is available
for WJ III and NU Score Differences please see page 5. The WJ III
NU Technical Manual includes additional information about some other
changes in the WJ III NU scores (refer to page 30 of the manual) and it
also provides new sources of validity information, particularly for clinical
groups.
Principles of psychological associations suggest that assessments,
intervention decisions, and recommendations should be based on an
instruments most current norms this suggests that examiners should
move to the WJ III NU norms as soon as practicable. However, in
limited instances where growth and change across time are being
measured, and where the subjects pre-test was completed and scored
with the original WJ III norms, the original WJ III norms should be used
as the subjects post-change measure, but only for that purpose.
WJ III NU Compuscore Scoring and
Reporting Software, Version 3.1
(Windows and Mac)
WJ III NU Compuscore V3.1 scores all subjects with the latest norms
from the WJ III Normative Update
The Summary Report has been improved for more flexibility, and
includes Form C test-by-test behaviour observations
A new optional Parent Report is available, to clearly identify
proficiency levels (including limited vs. very limited, etc.)
V3.1 is more user-friendly for navigation and data entry, and offers an
expanded set of variation/discrepancy procedures
If desired, V3.1 can be installed separately, alongside an existing
installation of Compuscore V1.1b, V2.0, or V2.1
WJ III NU Compuscore is included with each WJ III COG Kit and WJ
III ACH Kit, and with the WJ III Diagnostic Supplement Kit (page 14).
Woodcock-Johnson III Normative Update (NU)
NEW
Assessment Service Bulletin #9 Woodcock-Johnson III /
Woodcock-Johnson III Normative Update Score
Differences: What the User Can Expect and Why is
available on the web at assess.nelson.com click on
Woodcock-Johnson III. Copies of ASB #9 are also available
in print or via e-mail, on request from Nelson Education
Customer Support at 1-800-268-2222.
To update your existing WJ III kit, please consider ordering
the WJ III Normative Update Package, code 1099058.
This package includes the WJ III NU Technical Manual and
the WJ III NU Compuscore software. Please see page 16 for
pricing.
The Woodcock Interpretation and Instructional
Interventions Program, (WIIIP) is a new report writer that
incorporates the WJ III NU norms. The WIIIP is outlined on
page 12.
For minimum system requirements (PC and Mac), please
refer to page 16.
Prices for the WJ III Compuscore software and the WIIIP are
included on page 16.
To order call 1-800-268-2222 assess.nelson.com
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5
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Woodcock Family of Tests
WJ III NORMATIVE UPDATE NEWS:
Organization
The WJ III Tests of Achievement Form B are divided into two batteries
the Standard and Extended. The Standard Battery includes tests 1
through 12 that provide a broad set of scores. The 10 tests in the
Extended Battery provide more in-depth diagnostic information on
specific academic strengths and weaknesses. Examiners can administer
the Standard Battery either alone or with the Extended Battery.
Features
The WJ III Tests of Achievement Form B include:
Seven new tests (compared to WJ-R kits)
Eight new clusters
Four oral language tests
Expanded broad achievement clusters with three tests to measure
basic skills, fluency, and application
A revised procedure for evaluating intra-achievement discrepancies
that now includes oral language
Expanded reading tests containing more items to measure early
reading performance
Eligibility Determination
Practitioners can now use the WJ III Tests of Achievement to help assess
students for learning disabilities and to determine if they are eligible for
special services. The Individuals With Disabilities Education Act (IDEA) is
legislation that defines the terms under which students may be declared
eligible for special services. IDEA defines learning disability as a severe
discrepancy between intellectual ability and achievement in one or more
areas (see chart below). The WJ III Tests of Achievement include clusters
that directly parallel these IDEA areas and provide sound procedures for
determining discrepancies between a students abilities and achieve-
ment in each area.
IDEA AREA WJ III CLUSTER
Oral Expression Oral Expression
Listening Comprehension Listening Comprehension
Written Expression Written Expression
Basic Reading Skills Basic Reading Skills
Reading Comprehension Reading Comprehension
Mathematics Calculation Mathematics Calculation Skills
Mathematics Reasoning Math Reasoning
Clusters
Practitioners now can get interpretive information from 21 test cluster
scores to help measure performance levels, determine educational
progress, and identify strengths and weaknesses. The Standard Battery
provides 11 cluster scores. The Extended Battery provides 10 additional
cluster scores (see chart on page 7).
Diagnostic Capabilities Increased with
New Fluency Measures
The importance of fluency, often referred to as automaticity, in academic
tasks has been recognized for some time. How automatic is the process
of identifying words, recalling math facts, or writing? If all of an individ-
uals information-processing resources are used for decoding words, for
example, he or she may have little, if any, resources left for comprehend-
ing the passage.
The WJ III Tests of Achievement Form B offers three tests of fluency:
Reading Fluency, Math Fluency, and Writing Fluency. A new cross-
academic cluster, Academic Fluency, comprised of these three tests
represents an overall index of academic fluency.
Oral Language/Achievement
Discrepancy Procedure now Available in
the WJ III Tests of Achievement Form B
Ability/achievement discrepancy is the most common method used for
determining eligibility for special programs. The WJ III provides several
options for calculating ability/achievement discrepancies. For the first
time, an ability/achievement discrepancy can be calculated by using
only the WJ III Tests of Achievement Form B.
The oral language tests, formerly in the cognitive battery, are now part of
the achievement battery. The Oral Language cluster is used as the
ability score and is then compared to the achievement clusters. In this
scenario, the individuals oral language ability becomes the predictor of
his or her academic achievement.
The WJ III Tests of Achievement Form B includes five oral language
tests: Story Recall, Understanding Directions, Picture Vocabulary, Oral
Comprehension, and Story Recall-Delayed. Various combinations of
these tests create the following clusters: Oral Language-Standard, Oral
Language-Extended, Listening Comprehension, and Oral Expression.
The Oral Language-Extended cluster, the broadest measure of the
ability, is used in the ability/achievement discrepancy calculation.
Woodcock-Johnson III (WJ III) Tests of Achievement Form B

Richard W. Woodcock, Kevin S. McGrew, Nancy Mather, 2001


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Volume discountsdetails on page 40
Woodcock Family of Tests
See page 16 for pricing. See page 8 for Form C.
To order call 1-800-268-2222 assess.nelson.com
(
7
)
Woodcock Family of Tests
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S t a n d a r d B a t t e r yE x t e n d e d B a t t e r y
WJ III Tests of Achievement
Form B
(
8
)
Volume discountsdetails on page 36
Woodcock Family of Tests
The WJ III NU Achievement Form C is a valid and reliable companion to
the WJ III ACH Form B kit that is widely used by examiners in Canada.
Form C is a parallel form consisting of nine of the most-frequently-used
tests from the set of 22 tests in WJ III ACH Form B. All of the items in
Form C are new, offering examiners a valuable opportunity to reduce
over-exposure to the items in WJ III ACH Form B. The new Form C can
also be used independently of Form B.
Form C includes four new brief clusters that are useful for re-
evaluation and progress monitoring (see table on next page). Two new
intra-achievement variation procedures are also included in the new
Compuscore V3.1 scoring software.
The Form C Test Records and Subject Response Booklets/Worksheets
are available in two styles: one set includes all nine tests, and another
abbreviated or screening set is for use when Tests 1, 2, and 3 are to
be administered. The first three tests in Form C usually take about 15
minutes in total. All nine tests can be administered in about 35-45
minutes.
The Form C Test Records incorporate qualitative, brief, observation
checklists for each of the tests, helping examiners to record and
document important behaviour during testing this can enhance the
interpretation of test results. The Test Records for Form B have not
been modified and continue to be used please note that the
estimated age and grade equivalents in all test records are estimates,
and that the Compuscore software is used to obtain all reported scores.
Woodcock-Johnson III (WJ III) Tests of Achievement Form C

WJ III ACH Form C is co-normed with WJ III ACH Form B (page 6)


and WJ III COG (page 10).
See page 16 for pricing.
NEW
To order call 1-800-268-2222 assess.nelson.com
(
9
)
Woodcock Family of Tests
WJ III Tests of Achievement
Form C
(
10
)
Volume discountsdetails on page 40
Woodcock Family of Tests
Organization
The WJ III Tests of Cognitive Abilities are based on the Cattell-Horn-
Carroll (CHC) theory of cognitive abilities, which combines Cattell and
Horns Gf-Gc theory and Carrolls three-stratum theory. The CHC theory
provides the most comprehensive framework available for understand-
ing the structure of human cognitive abilities.
The Standard Battery consists of tests 1 through 10, and the Extended
Battery includes tests 11 through 20. Depending on the purpose and
extent of the assessment, examiners can use the Standard Battery alone
or in conjunction with the Extended Battery.
Features (compared to WJ-R Kits)
Eight additional tests that measure information-processing abilities,
including tests of working memory, planning, naming speed, and
attention
Five additional cognitive clusters; two additional clusters available
when cognitive and achievement batteries are used together
Modified organization and interpretation plan that increases depth
and breadth of coverage
Expanded cognitive factor structure so that two-to-three tests clearly
measure different narrow aspects of a broader ability
Clusters and tests grouped into three broad cognitive areas: Verbal
Ability, Thinking Ability, and Cognitive Efficiency
Expanded procedures for evaluating ability/achievement
discrepancies
Brief Intellectual Ability
The WJ III Tests of Cognitive Abilities provide a brief measure of intelli-
gence with the Brief Intellectual Ability (BIA) score, complete with its
own test record. The BIA takes about 10 to 15 minutes to administer and
is especially useful for screenings, re-evaluations that dont require a
comprehensive intellectual assessment, or research that needs a short
but reliable measure of intelligence. If examiners need to test a subject
more thoroughly or focus on a specific area of concern, they can admin-
ister additional co-normed tests from the WJ III Tests of Cognitive
Abilities. Because examiners dont have to start testing all over again,
the BIA saves time and effort.
The BIA score is derived from three cognitive tests: Verbal
Comprehension, Concept Formation, and Visual Matching. It provides a
mixed measure of three abilities: Comprehension-Knowledge (Gc), Fluid
Reasoning (Gf ), and Processing Speed (Gs), which represent the best
sample of an individuals verbal ability, thinking ability, and efficiency in
performing cognitive tasks.
General Intellectual Ability
The WJ III Tests of Cognitive Abilities provide a more comprehensive
assessment of general ability (g) than most other measures of intelli-
gence. The General Intellectual Ability (GIA) score in the WJ III is based
on a weighted combination of tests that best represents a common abil-
ity underlying all intellectual performance. Examiners can get a GIA-Std
score by administering the first seven tests in the Cognitive Battery or a
GIA-Ext score by administering all 14 cognitive tests. Each of the cogni-
tive tests represents a different broad CHC factor. These factor scores
provide important diagnostic information and the best analysis of intra-
individual variability. With the WJ III scoring software, practitioners can
calculate both CHC broad factors scores and a GIA score.
Clusters
The WJ III Tests of Cognitive Abilities provide interpretive information
from 23 clusters to measure cognitive performance. Please refer to the
chart on page 11.
Improved Measures
The WJ III Tests of Cognitive Abilities include additional measures of
executive functioning and working memory that provide an overall index
of attention to cognitive tasks. Three cognitive tests Planning, Pair
Cancellation, and Concept Formation measure aspects of executive
functioning including mental control and forethought, interference
control, and cognitive flexibility. Planning and Pair Cancellation are both
new tests.
Attention problems and working memory also affect cognitive function-
ing and performance. The WJ III measures both attention and working
memory with several additional tests and clusters. The additional Broad
Attention cluster contains four tests Numbers Reversed, Auditory
Working Memory, Auditory Attention, and Pair Cancellation. These tests
measure attentional capacity, ability to divide information in short-term
memory into distinct sequences, attending to and discriminating speech
sounds while dealing with auditory distortion, and how well a person can
stay on task. Auditory Working Memory, Auditory Attention, and Pair
Cancellation are all new tests. The Working Memory cluster measures
the ability to hold information in awareness while performing a mental
operation on it and includes the Numbers Reversed and Auditory
Working Memory tests.
Broad CHC Factors
The WJ III contains broad CHC factors, which include two qualitatively
different narrow abilities in each. The broad factors allow scores to be
generalized to more situations, making them more valid.
Woodcock-Johnson III (WJ III) Tests of Cognitive Abilities

Richard W. Woodcock, Kevin S. McGrew, Nancy Mather, 2001


See page 16 for pricing.
To order call 1-800-268-2222 assess.nelson.com
(
11
)
Woodcock Family of Tests
WJ III Tests of Cognitive Abilities
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S t a n d a r d B a t t e r yE x t e n d e d B a t t e r y
Riverside Publishing has developed an expanded and improved report
writer called the Woodcock-Johnson Interpretation and Instructional
Interventions Program.
The WIIIP is a computer software program designed to help
professional examiners create comprehensive psychological and
educational reports that describe the performance of individuals who
were administered one or more of the following test batteries (and
others):
Woodcock-Johnson III Tests of Cognitive Abilities (Normative
Update) (WJ III COG)
Diagnostic Supplement (DS) to the WJ III Tests of Cognitive Abilities
(Normative Update)
Woodcock-Johnson III Tests of Achievement (Normative Update)
(WJ III ACH) Forms A, B, and C
The WIIIP calculates scores, and produces a wide variety of interpretive
reports, including: a Comprehensive Report, a Summary and Score
Report, a Score Report, a Proficiency Profile Report, an Age/Grade
Profile, a Standard Score/ Percentile Rank Profile, and a Diagnostic
Worksheet. Eight reproducible criterion-referenced checklists are
included, for documenting and integrating contextual information from
direct observations of the individual, as well as relevant information
from parents, teachers, and, if appropriate, the individual himself or
herself.
The WIIIP includes the Reason for Referral Checklist, Parents Checklist,
Teachers Checklist, Classroom Behaviour Observation Form, Self-
Report Checklist for Adolescents/Adults, Academic Processes Checklist
(for WJ III ACH Forms A & B), Executive Processes and Cognitive
Fluency Checklist (for WJ III COG), and the Writing Evaluation Scale.
The reproducible checklists are from one to seven pages in length, and
each has from seven to 64 items or questions.
The Comprehensive Report allows examiners to capture a broad range
of qualitative, developmental, proficiency, and peer-comparison
information in a detailed narrative. This report is based primarily on a
cluster-level interpretation of the WJ III Normative Update. Examiners
can use the recommended report options or make selections about
which scores to include, the level of narrative detail desired, and the
type of descriptive terms used to describe an individuals test
performance. For students who demonstrate limited proficiency on one
or more WJ III tests, targeted instructional interventions are offered to
the examiner, and can be selected and incorporated into the report.
(
12
)
Volume discountsdetails on page 40
Woodcock Family of Tests
NEW
See page 16 for pricing.
The Comprehensive Report expands the diagnostic usefulness of the
WJ III by providing comparative information obtained from all three
ability/achievement discrepancy procedures: Predicted
Achievement/Achievement, General Intellectual Ability/Achievement,
and Oral Language Ability/Achievement. Examiners can also use full-
scale scores from the Universal Nonverbal Intelligence Test (UNIT) to
calculate estimated ability/achievement discrepancies with the WJ III
ACH (Normative Update). Discrepancies for Bilingual Verbal Ability
Tests/WJ III NU ACH can be calculated based on updated norms (WJ III
NU norms) for the BVAT. Sensory-motor tests from the Dean-Woodcock
Neuropsychological Battery can also be scored by the WIIIP, and a
narrative description can be incorporated into the Comprehensive
Report.
The Comprehensive Report draws from a very large library of evidence-
based instructional interventions that are related to limited proficiency
on the WJ III tests and clusters. Based on the individuals performance,
when proficiency on a test or cluster is limited-to-average or lower,
targeted interventions can be selected to appear in the Comprehensive
Report.
The Comprehensive Report option can be used by a team of
professionals. For example, one professional can administer the WJ III
COG, another examiner can administer the WJ III ACH, a third team
member can observe the student in the classroom, if applicable, and
yet another professional, such as a case manager, can be responsible
for gathering information from teachers and parents with the checklists.
Information from each team member is integrated into the
Comprehensive Report.
For many applications, proficiency-based information may provide the
most useful insights about an individuals test performance. The WIIIP
allows examiners to request proficiency labels in the reports: labels
describe how proficient the individual is with tasks that are of average
difficulty for others of the same age or grade, e.g. very limited,
advanced.
The WIIIPs database contains hundreds of interventions that are
targeted at addressing each individuals specific limitations in
proficiency on the WJ III tests and clusters. From the list that is
suggested by the WIIIP, evaluators may select their preferred set of
interventions (or all) to be included in the report. The WIIIP manual has
extensive references to research studies that were used to generate the
interventions, as sources of more information for implementation.
The Summary and Score Report, Score Report, Age/Grade Profile,
and Standard Score/Percentile Rank Profile in the WIIIP all
correspond to the reports in the WJ III Normative Update Compuscore
and Profiles Program V3.1 (which is included with each WJ III kit).
However, three reports are unique to the WIIIP: the Comprehensive
Report (outlined above), the Proficiency Profile Report, and the
Diagnostic Worksheet.
The Proficiency Profile Report is a profile of the individuals proficiency
in selected areas assessed by the WJ III COG and WJ III ACH. This brief
report contains a graph of proficiency information based on the
individuals cluster scores. The report may also include certain test-level
information if a test is administered that does not contribute to one of
the WJ III clusters. The individuals national percentile rank in each area
is included. A brief narrative, plus test and cluster definitions, provide
important information to other professionals or to parents.
The Diagnostic Worksheet is helpful in describing an individuals
performance from an information processing perspective. The
worksheet is a modification of the WJ III Information Processing Model
that was developed as a diagnostic aid to help clinicians evaluate
cognitive and noncognitive information about an individual.
To order call 1-800-268-2222 assess.nelson.com
(
13
)
Woodcock Family of Tests
Checklists in the WIIIP
Teachers Checklist
Classroom Behaviour Observation Form
Parents Checklist
Self-Report Checklist
Reason for Referral Checklist
Academic Processes Checklist
Executive Processes and Cognitive Fluency Checklist
Writing Evaluation Scale
Richard W. Woodcock, Kevin S. McGrew, Nancy Mather,
Fredrick A. Schrank, 2003
FACTS IN BRIEF
Purpose: Provides further diagnostic capabilities to the WJ III Tests
of Cognitive Abilities
Range: 290+ years
Time: Varies, about 5 minutes per subtest
Scores: SS, GE, AE, PR, RPI, instructional ranges, developmental
level bands (optional scores: T score, NCE, Z score,
stanine, CALP)
The Diagnostic Supplement (DS) expands on the diagnostic capabili-
ties of the WJ III Tests of Cognitive Abilities with 11 new tests, new clus-
ters, and new interpretive procedures. The DS provides an opportunity
to obtain additional information about an individuals relative cognitive
strengths and weaknesses. It is designed for use in educational, clinical,
or research settings with individuals aged 2 to 90+ and is ideal for bilin-
gual assessment, early childhood assessment, or situations where a
language-reduced cognitive ability score is required.
Features
Eleven new tests, new clusters, new interpretive procedures
A General Intellectual Ability-Bilingual Scale (GIA-Bil)
A Broad Cognitive Ability-Low Verbal Cluster (BCA-LV)
A General Intellectual Ability-Early Development Scale (GIA-Edev)
Memory for Names, a popular subtest from the WJ-R

, with new and


more colourful space creatures ideal for younger children
Additional and expanded measures of certain broad and narrow CHC
abilities
Technical
The DS includes normative data from over 8,800 individuals in over 100
geographically diverse communities that are representative of the U.S.
population from ages 290+, including college and university under-
graduate and graduate students the same norming sample from the
WJ III. Because the DS is co-normed with the WJ III, it provides more
accurate and valid comparisons between and among the CHC abilities
than would be possible by comparing separately normed instruments.
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Volume discountsdetails on page 40
Woodcock Family of Tests
TEST BROAD CHC ABILITY NARROW CHC ABILITY
Memory for Names Long-Term Retrieval (Glr) Associative Memory
Visual Closure Visual-Spatial Thinking (Gv) Closure Speed
Sound PatternsVoice Auditory Processing (Ga) Sound Discrimination
Number Series Fluid Reasoning (Gf ) Quantitative Reasoning
Number Matrices Fluid Reasoning (Gf ) Quantitative Reasoning
Cross Out Processing Speed (Gs) Perceptual Speed
Memory for Sentences Short-Term Memory (Gsm) Auditory Memory Span
Block Rotation Visual-Spatial Thinking (Gv) Visualization
Sound PatternsMusic Auditory Processing (Ga) Sound Discrimination
Memory for NamesDelayed Long-Term Retrieval (Glr) Associative Memory
Bilingual Verbal Comprehension-Knowledge (Gc) Lexical Knowledge and
Comprehension Language Development
New Tests and Clusters
Diagnostic Supplement to the WJ III

Tests of Cognitive Abilities


See page 16 for pricing.
Additional WJ III Resources
WJ III Audio CDs
The WJ III and DS Audio CDs contain the complete audio portions of
the Woodcock-Johnson III and are ideal for test administrators who
prefer to use a CD instead of a cassette. These CDs offer a convenient
way to administer portions of the WJ III that require audio recordings,
especially due to the random access feature of the CD.
WJ III Examiner Training Workbook
The Examiner Training Workbook (included with each WJ III kit) can
also be purchased in packages of five for professionals conducting train-
ing workshops and needing extra copies. The workbook is filled with
step-by-step examples showing how to establish basals and ceilings,
score items, calculate raw scores, and obtain estimated age and grade
equivalents. Other examples show how to read the Score Report gener-
ated by the WJ III scoring software. Practice Exercises give examiners an
opportunity to test their abilities, and two reproducible checklists can be
used as self-study or observation tools. We recommend that each exam-
iner have their own copy of the Examiner Training Workbook, and that
they follow the exercises and mark up the workbook to make it their own.
WJ III University Training Package
The WJ III University Training Package is designed to help university
professors and training professionals teach others how to use the
Woodcock-Johnson III. The WJ III Training CD-ROMcan be used with
either Windows or Macintosh operating systems and contains video
clips of administration and scoring procedures as well as pre- and post-
tests to help examiners learning the WJ III target their strengths and
weaknesses. This university version of the CD-ROM also includes presen-
tation materials in PowerPoint format that instructors and trainers can use,
such as slides and handouts.
In addition, the package contains a copy of the Achievement and
Cognitive Examiner Training Workbooks (included with each WJ III kit).
WJ III Training Video Packages
The WJ III Training Videos (VHS format) contain information on test
administration and scoring of either the Tests of Achievement or the
Tests of Cognitive Abilities. They feature actual test administration clips
and include general administration rules, scoring procedures, and inter-
pretive options, such as age/grade profiles. They also feature the WJ III
authors discussing important aspects of the test.
A copy of the Examiner Training Workbook for the appropriate WJ III
battery accompanies each video.
WJ III Self-Study Training Package
The WJ III Self-Study Training Package is similar to the WJ III University
Training Package, but it is designed to help individuals learn how to
administer and use the new Woodcock-Johnson III on their own. The
CD-ROM contains approximately two hours of video clips of test admin-
istration and scoring procedures as well as pre- and post-tests to help
examiners learning the WJ III target their strengths and weaknesses;
however, no presentation materials are included.
See page 16 for pricing.
Additional Web Resources
Available from assess.nelson.com click on Woodcock-Johnson III
(WJ III)
Assessment Service Bulletins
ASB #1: Comparative Features of the WJ III Tests of Cognitive Abilities
and the Wechsler Intelligence Scales
ASB #3: Use of the WJ III Discrepancy Procedures for Learning
Disabilities Identification and Diagnosis
ASB #6: Calculating Discrepancies between the WJ III GIA-Std Score
and Selected WJ III Tests of Cognitive Abilities Clusters
ASB #7: Specification of the Cognitive Processes involved in
Performance on the Woodcock-Johnson III
ASB #8: Educational Interventions Related to the Woodcock-Johnson
III Tests of Achievementrs
Other Website Links:
Institute for Applied Psychometrics - http://iapsych.com/
Intelligence Testing Blog
www.intelligencetesting.blogspot.com
Woodcock-Muoz Foundation
www.woodcock-munoz-foundation.org
To order call 1-800-268-2222 assess.nelson.com
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Woodcock Family of Tests
(
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Volume discountsdetails on page 40
Woodcock Family of Tests
Woodcock-Johnson

III (WJ III

)
ITEM PRICE CODE
COMPLETE BATTERY
WJ III Complete Battery without cases . . . . . . . . . . $1895.00 9-235CNC
(Includes Cognitive Standard and Extended Test Books, Examiners
Manual, Audio Cassette, Examiners Training Workbook, 25 Test Records
and 25 Subject Response Booklets, 5 BIA Test Records.
Achievement Form B Standard and Extended Test Books, Examiners
Manual, Audio Cassette, Examiners Training Workbook, 25 Test Records
and 25 Subject Response Booklets, WCPP Scoring Software (Windows

and Macintosh

), Canadian pages, Scoring Guides, and Technical Manual.)


WJ III Complete Battery with carrying cases . . . . . $2199.00 9-235CWC
(Includes components listed above plus one carrying case.)
ACHIEVEMENT BATTERY FORM B
WJ III Achievement Battery Form B without case . $ 875.00 9-23580CP
(Includes Achievement Form B Standard and Extended Test Books,
Canadian pages, Examiners Manual, Examiners Training Workbook,
Audio Cassette, 25 Test Records and 25 Subject Response Booklets,
WCPP Scoring Software (Windows

and Macintosh

),
Technical Manual, and Scoring Guides.)
WJ III Achievement Battery Form B with case . . . . $ 999.00 9-23581CP
(Includes components listed above plus a carrying case.)
WJ III Achievement Form B Test Records and . . . . $ 129.00 9-23577
Subject Response Booklets (Pkg. 25 each)
COGNITIVE BATTERY
WJ III Cognitive Abilities Battery without case . . . $1175.00 9-23610
(Includes Cognitive Standard and Extended Test Books,
Examiners Manual, Examiners Training Workbook, Audio Cassette,
25 Test Records and 25 Subject Response Booklets, 5 BIA Test Records,
WCPP Scoring Software (Windows

and Macintosh

),
Technical Manual, and Scoring Guides.)
WJ III Cognitive Abilities with case. . . . . . . . . . . . . . $1299.00 9-23611
(Includes components listed above plus a carrying case.)
WJ III Cognitive Test Records and . . . . . . . . . . . . . . . $ 129.00 9-23607
Subject Response Booklets (Pkg. 25 each)
WJ III Brief Intellectual Ability (BIA) . . . . . . . . . . . . $ 60.00 9-23634
Test Records (Pkg. 25)
DIAGNOSTIC SUPPLEMENT
Diagnostic Supplement to the WJ III Tests . . . . . . . $ 505.00 9-23670
of Cognitive Abilities
(Includes Test Book, Examiners Manual, 25 Test Records,
Audio Cassette, WCPP Version 3.1 Scoring Guides.)
WJ III DS Test Records (Pkg. 25) . . . . . . . . . . . . . . . . . . $ 103.95 9-23678
ITEM PRICE CODE
ACHIEVEMENT BATTERY FORM C
WJ III NU Achievement Form C complete Kit
(incl. manuals, test records, 3.1 software) . . . . . . . . . . . . $ 590.00 9-23773
WJ III NU Achievement Form C Test Records (25)
and Subject Response Booklets (25) . . . . . . . . . . . . . . . . . $ 84.00 9-23774
WJ III NU Achievement Form C Screening Test
Records (25), Subject Worksheets (25) . . . . . . . . . . . . . . . . $ 63.00 9-23785
COMPUTER SCORING AND REPORTING
Report Writer for the WJ III (WIIIP, pg 12) . . . . . . . . . . . . $680.00 1037184
WJ III Compuscore and Profiles Program (WCPP) . . $250.00 1062142
(see page 3 and 4 for details)
ADDITIONAL RESOURCES FOR WJ III
WJ III Audio CD (Cognitive and Diagnostic Supplement) . . . . . . . . . $ 39.80 9-23697
WJ III Audio CD (Achievement Form B) . . . . . . . . . . . . . . . . . . . . . $ 39.80 9-23560
Cognitive Examiner Training Workbooks (Pkg. 5) . . . . . . . . $ 20.35 9-23534
Achievement Form B Examiner Training
Workbooks (Pkg. 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 20.35 9-23533
Cognitive Training Video Package. . . . . . . . . . . . . . . . . . . . $ 61.05 9-23647
Achievement Form B Training Video Package . . . . . . . . . $ 61.05 9-23645
University Training Package (CD-ROM) . . . . . . . . . . . . . . . . . $270.10 9-23635
Self-Study Training Package (CD-ROM) . . . . . . . . . . . . . . . . . $172.05 9-23640
WJ III NU Normative Update Package
(WJ NU Technical Manual, Compuscore V3.1 software) . $340.00 1099058
For replacement items for any of the batteries,
call Nelson Customer Support.
MINIMUM SYSTEM REQUIREMENTS FOR COMPUSCORE V3.x
AND FOR THE WIIIP REPORT WRITER
Windows: 98 SE / NT / 2000 / XP operating system, 128 MB free
RAM, 10 MB free hard disk space, CD-ROM drive, printer supported
by Microsoft Windows
Macintosh

: Apple system software versions 10.2.x to 10.5.x, 128 MB


free RAM, 15 MB free hard disk space, CD-ROM drive, Macintosh-
compatible printer
To order call 1-800-268-2222 assess.nelson.com
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Woodcock Family of Tests
FACTS IN BRIEF
Purpose: Assesses reading achievement and important related
abilities
Range: Grades K.018.0
Time: 50-60 minutes
The WJ III DRB is comprised of 10 tests from the WJ III Tests of
Achievement, Form B and Tests of Cognitive Abilities. There are eight
clusters available for interpretation: Basic Reading Skills, Reading
Comprehension, Phonics Knowledge, Phonemic Awareness, Oral
Language Comprehension, Brief Reading, Broad Reading, and Total
Reading. Any of the tests or clusters can be used for progress monitor-
ing or outcome research.
All the tests are drawn from Form B of the WJ III Tests of Achievement,
with the exception of Test 8: Sound Blending. Several new clusters are
available that are not seen on the WJ III ACH, including Brief Reading,
Phonics Knowledge, Phonemic Awareness, Oral Language
Comprehension, and Total Reading.
Features
Individually administered and norm-referenced
Assesses growth over a wide age and grade span
Provides continuous age or grade norms
Guides development of long and short-term goals for educational
programming
Evaluates specific reading and reading-related strengths and weak-
nesses within the same battery
Measures phonemic awareness, phonics, fluency, vocabulary, and
reading comprehension
Scoring software is included with each test kit
Content
The WJ III DRB is a comprehensive measure of reading achievement.
The WJ III DRB tests correspond to the five essential components of
Reading First at either the cluster or test level. Eight interpretive clusters
are available. Brief Reading is a screening measure that can be used with
children as young as age 3 years, 6 months, and it provides an adequate
floor to be useful as a pre-reading measure. Broad Reading is a
combined measure of reading decoding (reading speed) and compre-
hension skills. Basic Reading Skills is a combined measure of reading
vocabulary and phonic and structural analysis skills. Reading
Comprehension is a broad measure of reading vocabulary and passage
comprehension skills. The Phonics Knowledge cluster measures sound-
symbol correspondences. Phonemic Awareness measures the ability to
analyze and synthesize phonemic information. Oral Language
Comprehension measures oral language comprehension at the word
and passage levels. Total Reading is a comprehensive measure of read-
ing achievement.
Interpretation
The WJ III DRB assesses specific attributes of reading achievement and
important abilities related to reading, giving the examiner valuable diag-
nostic information. Important comparisons can be made between clus-
ters and tests which help to determine the reasons for reading
difficulties.
The WJ III DRB Scoring and Reporting Programis included with each
test kit and provides several types of interpretative reports. A narrative
summary report communicates test results to teachers and other profes-
sionals. A Parent Report is also available from the scoring software. This
brief report includes a profile by the subject proficiency and a brief
explanation that is useful for reporting the results of testing to parents.
The Classroom Report from the software program rank orders each
subject in a defined group, such as a classroom.
ITEM PRICE CODE
WJ III Diagnostic Reading Battery
Complete Test Kit with Carrying Case . . . . . . . . . . . . $645.00 9-23750
(Includes Test Book, Audio CD package, Comprehensive Manual,
Software Package, Test Records [Pkg. 25], Subject Response
Booklets [Pkg. 25])
WJ III DRB Test Records and Subject
Response Booklets (Pkg. 25 of each). . . . . . . . . . . . . . . . . $108.00 9-23758
WJ III DRB Administration-Scoring
Video VHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $46.25 9-23771
WJ III DRB Administration-Scoring
CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $64.75 9-23772
MINIMUM SYSTEM REQUIREMENTS
Windows

: 98, NT 4.0, ME, 2000, XP; 486 processor; 16 MB of RAM;


5 MB free hard disk space
Mac Classic: Apple Macintosh with a PPC processor, Apple system
software version 8.6 through 9.2.2, 16 MB of RAM, 10 MB free hard
disk space
Mac OS X: Apple Macintosh with a PPC processor, Apple system
software version 10.2 through 10.2.8, 16 MB of RAM, 10 MB free hard
disk space
WJ III

Diagnostic Reading Battery (WJ III DRB)


Richard W. Woodcock, Nancy Mather, Fred Schrank, 2004
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Volume discountsdetails on page 40
Woodcock Family of Tests
Richard W. Woodcock, Ana F. Muoz-Sandoval, 2005
FACTS IN BRIEF
Purpose: To establish language proficiency level in English
Range: 2.0 years to Adult; Grade Norms for K.0 to 18.0
Time: Approximately 5 to 10 minutes per subtest
Scores: SS, GE, AE, PR, RPI and CALP (Cognitive-Academic
Language Proficiency) levels
The Woodcock-Muoz Language Survey Revised (WMLS-R) is an indi-
vidually-administered series of tests that provides a norm-referenced
measure of listening, speaking, reading, writing and comprehension.
As with the first edition, the WMLS-R is designed to measure the cogni-
tive-academic language proficiency (CALP). As a student progresses
from a beginning level to an advanced level of proficiency, the CALP
score increases as well your students progress can be tracked through
repeated administration as their English proficiency develops.
The WMLS-R English Form A Complete Kit has age norms from age two
to 90+ years and grade norms for grades K.0 to 18.0.
Form A Kits can be extended, through the English Form B Add-On,
resulting in two parallel forms in English, to permit pre-testing and post-
testing within a relatively short interval, using different questions in each
form.
This major revision has expanded from four tests to seven. The tests in
the WMLS-R can be used selectively or together, as required for each
student, and they combine to provide the related cluster scores (see
chart below).
In addition to the test and cluster scores, WMLS-R also helps to gather
qualitative information with a Language Exposure Questionnaire, a
Language Use Questionnaire, Social Language Observations, and a Test
Session Observations Checklist.
The estimated administration time for the Broad English Ability
Standard Cluster is 20 minutes (four tests). For the Broad English
AbilityExtended Cluster the administration time is about 45 minutes
(seven tests).
The WMLS-R test books are reusable only the Test Record Forms, with
their accompanying worksheets, are consumable. The WMLS-R English
Form A Complete Kit includes CDs that contain the audio passages and
scoring software.
The WMLS-R Scoring and Reporting Software Programis included
with the Form A Complete Kit. It provides all derived scores for individ-
ual tests and clusters. The program prints the students scores and a
narrative report of the students language competence. Additionally,
the program provides age or grade profiles, as well as standard score or
percentile rank profiles. The estimated time to input and record a
students scores, and obtain a narrative report, is less than five minutes.
(This software is for Windows computers only see page 17 for mini-
mum system requirements for Windows systems.)
Covering ages from two to 90+ years, with grade norms for Grades K
through 12 and beyond, the WMLS-R will address the assessment needs
for all of your students, including:
Assess the level of English Language Proficiency (ELP)
Measure cognitive-academic language proficiency (CALP)
Determine eligibility for ESL services
Plan instructional programs
Monitor progress
Evaluate program effectiveness.
WMLS-R Kits and Test Records (2005)
ITEM PRICE CODE
*WMLS-R Form A Complete Kit (English) includes software . $505.00 9-23800
*WMLS-R Form B Add-On Kit (English) . . . . . . . . . . . . . . . . $255.00 9-23837
WMLS-R Form A Test Records, package of 25 (English) . . . . $ 67.25 9-23807
WMLS-R Form B Test Records, package of 25 (English) . . . . $ 60.00 9-23824
WMLS-R Training CD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 64.75 9-23818
WMLS-R Scoring and Reporting Software
(included with each Form A Kit) . . . . . . . . . . . . . . . . . . . . . . $206.00 9-23835
* Note: Each kit includes 25 test records and 25 worksheets.
* Note: Add-on kit requires Form A Complete Kit as a prerequisite.
Selective Testing Table ACADEMIC LANGUAGE CLUSTERS
Woodcock-Munoz
Language Survey
Revised - WMLS-R
O
R
A
L
L
A
N
G
U
A
G
E
R
E
A
D
I
N
G
-
W
R
I
T
I
N
G
B
R
O
A
D
E
N
G
L
I
S
H
A
B
I
L
I
T
Y
L
I
S
T
E
N
I
N
G
O
R
A
L
E
X
P
R
E
S
S
I
O
N
R
E
A
D
I
N
G
W
R
I
T
I
N
G
L
A
N
G
U
A
G
E
C
O
M
P
R
E
H
E
N
.
A
P
P
L
I
E
D
L
A
N
G
.
P
R
O
F
I
C
I
E
N
C
Y
O
R
A
L
L
A
N
G
U
A
G
E
-
T
O
T
A
L
B
R
O
A
D
E
N
G
.
A
B
I
L
I
T
Y
-
T
O
T
A
L
Woodcock-Munoz
Language Survey
Revised - WMLS-R
Test 1: PICTURE VOCABULARY
Test 2: VERBAL ANALOGIES
Test 3: LETTER-WORD IDENTIFICATION
Test 4: DICTATION
Test 5: UNDERSTANDING DIRECTIONS
Test 6: STORY RECALL
Test 7: PASSAGE COMPREHENSION
2005, Riverside Publishing Company -- All Rights Reserved
Woodcock-Muoz Language Survey-Revised (WMLS-R)
To order call 1-800-268-2222 assess.nelson.com
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Woodcock Family of Tests
Dean-Woodcock
Neuropsychological Battery (DW)
Raymond Dean, Richard W. Woodcock, 2003
FACTS IN BRIEF
Purpose: A comprehensive assessment of sensory-motor functioning
Range: 4Adult (including geriatric population)
Time: 4045 minutes
Scores: W, W Diff, impairment levels
The Dean-Woodcock Neuropsychological Battery (DW) is a compre-
hensive assessment of sensory-motor functioning that expands the
psychologists range of assessment and provides standardized proce-
dures and normative information to typically unstandardized measures
used in neuropsychology. The DWis comprised of three parts:
Structured Interview
Emotional Status Exam
Sensory-Motor Battery
During the Structured Interview, clinicians assess an individuals personal
history. The Emotional Status Exam focuses on psychiatric signs and
symptoms covering most major disorders found in the DSM-IV, as well as
clinical impressions. The Sensory-Motor Battery consists of 18 subtests.
The DWoffers different levels of interpretation that appeal to a wide
range of professionals, from school psychologists with little or no back-
ground in neuropsychology to neuropsychologists and neurologists with
extensive background in brain-behaviour relationships. The DWmay be
used in either a fixed, flexible, or process approach to assessment and
may be administered in schools, hospitals, mental health settings, or
private practice.
The DWis portable and efficient administration time is approximately
40 to 45 minutes. The DWprovides:
A summary of an individuals functional range of impairment within
normal limits or mildly, moderately, or severely impaired
Measures of simple and complex sensory and motor functioning for
more specific diagnostic capabilities
Valuable measures of important sensory-motor functions frequently
assessed in geriatric populations
Measures of both cortical and subcortical functions for a more
comprehensive assessment of neuropsychological fitness
An interpretive connection with the Woodcock-Johnson III Tests of
Cognitive Abilities and Tests of Achievement
The DW Complete Kit includes Carrying Case, Examiners Manual;
Stimulus Book; 25 Test Records; 25 Interview Forms; 25 Emotional Status
Forms; and a plastic Storage Box containing: comb, scissors, key, candle,
nail, paper clip, pen, ball, plastic fork, plastic spoon, stylus, eye occluder,
and three blindfolds. A dynamometer is not included.
ITEM PRICE CODE
DW Complete Kit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $495.00 9-23660
Test Records (Pkg. 25) . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 84.00 9-23691
Interview Forms (Pkg. 25) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 68.25 9-23689
Emotional Status Forms (Pkg. 25) . . . . . . . . . . . . . . . . . . . . . . $ 99.25 9-23687
Bender

Visual-Motor
Gestalt Test (Bender-Gestalt II)
Second Edition
Gary Brannigan, Scott Decker, 2003
FACTS IN BRIEF
Purpose: A brief test of visual-motor integration
Range: 485+ years
Originally published in 1938 by Lauretta Bender, M.D., the Bender
Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II) updates
this classic assessment and continues its tradition as a brief test of visual-
motor integration that may provide interpretive information about an
individuals development and psychological functioning.
Uses
A useful addition to a battery of tests in educational, psychological,
and neuropsychological assessment; provides useful information for
preschool screening as well as geriatric assessment
Provides validity information for ADHD, mental retardation, gifted,
learning disabilities, autism, and Alzheimers Disease
Administration
The Bender-Gestalt II consists of a series of stimulus cards, each displaying
a unique figure. The individual is asked to draw each figure as he or she
observes it. The Stimulus card is not removed until the drawing is complete.
New Features
Added items extend the range of ability assessed
New recall procedures assess visual-motor memory provide a more
comprehensive assessment of visual-motor skills
Supplemental tests of simple motor and perceptual ability
Comprehensive testing observations include physical demeanor,
drawing technique, and test-taking behaviour and attitude
A timing component option measures drawing time for each figure
Quick-and-easy comprehensive scoring criteriaAssessment Service
Bulletin #1 is available on the Web at http://assess.nelson.com
Technical
The Bender-Gestalt II was normed on over 4,000 individuals ranging in
age from four to 85+ years. The standardization sample is representative
of the 2000 U.S. population.
ITEM PRICE CODE
Bender-Gestalt II Complete Kit . . . . . . . . . . . . . . . . . . $215.50 9-20648
(Includes Stimulus Cards, Examiners Manual, 25 Test Records,
25 Motor Test Booklets, 25 Perception Test Booklets)
Test Records (Pkg. 25) . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 22.90 9-20643
Motor Test Booklets (Pkg. 25) . . . . . . . . . . . . . . . . . . . . . $ 22.90 9-20644
Perception Test Booklets (Pkg. 25) . . . . . . . . . . . . . . . . . $ 22.90 9-20645
Stimulus Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 76.80 9-20641
Examiners Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $115.65 9-20649