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WJ-IV > Interpretation > Flashcards

Interpretation Flashcards

1
Q

Four Hierarchical Levels of Information

A

Level 1:
- Qualitative, error analysis: Aids instructional planning
- Test Session Observations Checklist: Aids behavioral observations
Level 2:
- Age equivalents: Help to determine level of development
- Grade equivalents: Help to determine level of instruction
Level 3:
- RPIs, CALP levels: Help to determine level of proficiency
- Instructional zone: Provides a range (easy to difficult)
Level 4:
- Standard scores, percentile ranks: Show relative standing compared to peers

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2
Q

Reading/Writing Ability (Grw)

A

Depth of lexical knowledge, including spelling,

vocabulary, language comprehension, and English language usage.

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3
Q

Quantitative Knowledge (Gq)

A

Store of acquired mathematical declarative and procedural knowledge.

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4
Q

Comprehension-Knowledge (Gc)

A

Breadth and depth of a person’s acquired knowledge of a culture and the effective application of this knowledge (i.e., crystallized intelligence).

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5
Q

Fluid Reasoning (Gf )

A

Mental operations an individual uses when faced with a novel task that cannot be performed automatically. Inductive and deductive reasoning are indicators of Gf. Typically requires deliberate and flexible control of attention to solve “on the spot” problems.

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6
Q

Long-Term Retrieval (Glr)

A

Storage and consolidation of information in long- term memory and fluent retrieval of it later through association. This is not the store of knowledge (Gc or Gq), but rather the process of storing and retrieving that information.

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7
Q

Short-Term Working Memory (Gwm)

A

Apprehension, manipulation, and retention of information in immediate awareness and then use of it within a few seconds.

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8
Q

Cognitive Processing Speed (Gs)

A

fluent performance of cognitive tasks automatically, especially when under pressure to maintain focused attention and concentration.

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9
Q

Auditory Processing (Ga)

A

Perception, analysis, and synthesis of auditory stimuli (includes phonological awareness abilities).

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10
Q

Visual Processing (Gv)

A

Perception, analysis, synthesis, and manipulation of visual stimuli (includes thinking with visual patterns).

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11
Q

Characteristics of Individuals With Low Reading Performance

A

An individual with low basic reading skills:
• Has poor phonological awareness
• Has poor orthographic awareness (knowledge of spelling patterns)
• Has trouble learning sight words
• Has difficulty sounding out words
• Has trouble applying strategies for word analysis
• Overrelies on context clues when reading
• Reads slowly
• Hesitates and repeats words and phrases
• Loses place when asked to read aloud
• Misreads words
• Avoids reading

An individual with low reading comprehension skills:
• Has difficulty recalling what is read
• Has trouble using syntactic and semantic cues
• Has trouble understanding what is read
• Has a limited vocabulary
• Becomes easily frustrated with tasks requiring reading
• May read well orally but does not comprehend
• Has weaknesses in oral language comprehension
• Has difficulty with all academic tasks involving reading

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12
Q

Skills Measured by (12) Reading Recall

A

Meaningful Memory

Reading Comprehension

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13
Q

Skills Measured by (4) Passage Comprehension

A

Reading Comprehension

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14
Q

Skills Measured by (17) Reading Vocabulary

A

Lexical Knowledge (Isolated Words)

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15
Q

Skills Measured by (15) Word Reading Fluency

A 
Lexical Knowledge (Isolated Words 
Speed and Rate (Automaticity)
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16
Q

Skills Measured by (8) Oral Reading

A

Reading Decoding (Connected Text)

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17
Q

Skills Measured by (9) Sentence Reading Fluency

A

Reading Decoding (Connected Text)
Comprehension (Connected Text)
Speed and Rate (Automaticity)

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18
Q

Skills Measured by (1) Letter-Word Identification

A 
Reading Decoding (Isolated Words)
Phonetic Coding (Segmenting/Blending)
Sound/Letter Knowledge
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19
Q

Skills Measured by (7) Word Attack

A 
Reading Decoding (Isolated Words)
Phonetic Coding (Segmenting/Blending)
Sound/Letter Knowledge
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20
Q

The Difference Between
Phonological and
Orthographic Awareness

A

Phonological awareness involves the ability to manipulate language sounds (phonemes). Orthographic awareness involves the ability to recall written letters and letter strings (graphemes)

21
Q

Phoneme:

A

a single speech sound (e.g., /s/, /m/) that combines with others to form
words

22
Q

Short (or lax) vowels

A

vowel sounds produced with little tension in the vocal

cords (e.g., man, tub)

23
Q

Long (or tense) vowels:

A

vowel sounds produced with more tension in the vocal

cords (e.g., tame, hose)

24
Q

Grapheme:

A

a letter or letter combination that spells a single phoneme (e.g., igh)

25
Q

Irregular or exception words:

A

words that contain a part that does not follow common English spelling rules or patterns (e.g., the ai in said)

26
Q

Consonant blend:

A

adjacent consonants before or after a vowel in a syllable that maintain their identity when pronounced (e.g., st in stop)

27
Q

Consonant digraph:

A

two consonant letters that make one new speech sound (e.g., ph = /f/)

28
Q

Vowel digraph

A

two vowel letters that make a single speech sound (e.g., ea = /E/)

29
Q

Vowel diphthong:

A

vowel sounds that have a glide when pronounced (e.g., ou, ow,
oi, oy)

30
Q

Syllable Types

A

Closed:
a syllable that includes a short vowel sound ending in one or more consonants (e.g., tap, bump)
Open:
a syllable that ends in a long vowel sound with a single vowel letter (e.g., no, return)
Vowel consonant silent e (VCe):
a syllable with a single vowel, a consonant, and then a silent e (e.g., ace, mice)
R-controlled:
a syllable with a single vowel that is followed by the letter r, which often affects the vowel sound (e.g., car, motor)
Vowel team:
a syllable that uses a vowel combination (a digraph or diphthong) for spelling (e.g., team, coin)
Consonant -le:
a final syllable that contains a consonant, plus le (e.g., candle, turtle)

31
Q

Affixes:

A 
a morpheme (the smallest meaning unit) added to the beginning (prefix)
or ending (suffix) of a word to change its meaning
32
Q

Multisyllabic:

A

having more than one syllable

33
Q

Instructional Implications for Individuals With Low Reading Achievement

A

• Match the level of instructional materials to the individual’s reading level.
• Provide support so that the individual can succeed while skills are being
developed.
• Match the type of instruction to the specific needs of the individual.
• Provide explicit instruction in phonological awareness and phoneme–grapheme relationships.
• Provide direct instruction to develop basic reading skills (both sight words and phonic skills).
• Use a procedure such as repeated reading to increase reading rate.
• Have the student engage in oral reading 10–15 minutes daily, receiving immediate
corrective feedback for errors.
• Develop oral language abilities.
• Teach and provide practice with comprehension strategies.
• Teach self-monitoring techniques.

34
Q

Characteristics of Individuals With Low Math Achievement

A

Individual with low basic math skills:
• Appears anxious or resistant to solving math problems
• Lacks confidence when presented with math problems
• Uses finger counting long after it is developmentally appropriate
• Reverses and transposes numbers (e.g., 12 for 21)
• Does not attend to signs
• Has trouble understanding the number line
• Has trouble determining differences in the magnitude of numbers
• Has difficulty aligning numbers when performing calculations
• Has difficulty remembering steps in computing or solving problems
An individual with low math reasoning skills:
• Has limited math vocabulary
• Lacks age-appropriate quantitative concepts
• Has trouble with estimation
• Has limited strategies for solving math problems
• Does not recognize or self-correct errors
• Has difficulty recognizing relevant information in word problems
• Has difficulty eliminating extraneous information from word problems

35
Q

Skills Measured by (13) Number Matrices

A

Quantitative Reasoning

36
Q

Skills Measured by (2) Applied Problems

A

Quantitative Reasoning

Mathematical Knowledge

37
Q

Skills Measured by (5) Calculation

A

Numerical Facility
Basic Math Facts
Mathematical Operations

38
Q

Skills Measured by (10) Math Facts Fluency

A

Numerical Facility
Automaticity
Basic Math Facts

39
Q

Instructional Implications for Individuals With Low Math Achievement

A
  • Match materials to individual’s instructional level.
  • Provide a high-interest, success-oriented math curriculum.
  • Use manipulatives to help teach concepts.
  • Reduce the number of problems.
  • Provide additional time for completion of assignments.
  • Teach the use of a calculator.
  • Use graph paper to aid alignment and organization of calculation problems.
  • Provide systematic and extended practice to reinforce learning.
  • Be sure the individual understands the task by closely monitoring performance.
  • Use fact charts.
  • Teach meaningful applications of mathematics.
  • Use an evidence-based math program that teaches skills and concepts sequentially.
  • Develop math vocabulary.
  • Teach functional mathematics.
40
Q

Characteristics of Individuals With Low Written Language Achievement

A

An individual with low basic writing skills:
• Has poor phonological awareness
• Has poor orthographic awareness
• Usually has poor basic reading skills
• Has poor handwriting
• Reverses or transposes letters
• Has poor spelling
• Fails to self-monitor errors
• Uses simple vocabulary to avoid misspelling words
• Does poorly under time constraints
• Has limited editing skills
An individual with low written expression:
• Has a poor attitude toward writing
• Has poor basic skills that affect his or her ability to express ideas
• Has limited background knowledge, limited experiences, and low vocabulary
• Has low oral language abilities
• Has poor organizational skills
• Has low reasoning abilities

41
Q

Skills Measured by (6) Writing Samples

A

Written Expression

42
Q

Skills Measured by (14) Editing

A

English Usage

43
Q

Skills Measured by (11) Sentence Writing Fluency

A

Writing Speed

44
Q

Skills Measured by (3) Spelling

A

Spelling Ability

Orthographic Coding

45
Q

Skills Measured by (16) Spelling of Sounds

A

Spelling Ability
Orthographic Coding
Phonetic Coding

46
Q

Instructional Implications for Individuals With Low Written Language Achievement

A
  • Match instruction to the developmental level.
  • Teach the use of a computer, including the spell-check feature.
  • Provide alternatives to writing (e.g., oral responses).
  • Provide preferential seating for copying tasks, or limit or omit copying tasks.
  • Simplify or shorten spelling lists or other written assignments.
  • Teach the spellings of high-frequency words.
  • Teach a word-study strategy that will enhance spelling skill.
  • Teach editing skills.
  • Provide extended time for completing written tasks.
  • Teach different types of sentence structures.
  • Use sentence-combining exercises.
  • Help the individual increase vocabulary and other oral language abilities.
  • Use story frames or other graphic organizers.
  • Teach the student how to write various types of text structures (e.g., descriptive, compare–contrast, persuasive).
47
Q

Global scores

A

Use care when interpreting global scores that are composed of tests measuring many different skills or abilities, such as the Broad Achievement score. Although this score provides an estimate of general academic performance, it reveals little about the underlying scores upon which it is based. Examine how the person did on the clusters and tests to obtain information about the examinee’s unique achievement patterns.

48
Q

The Purpose of WJ IV Variation and Comparison Procedures

A

Intra-ability variations are designed for diagnosis.
• Used to identify strengths and weaknesses
• Used to help with early identification of problems • Used to help document a specific learning disability
Ability/achievement comparisons are designed for prediction.
• Used to estimate expected performance in the near term based on a selected ability
• Used to illustrate performance relative to peers
• Used to help document the concept of “unexpected” underachievement

WJ-IV (10 decks)

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