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The Woodcock-Johnson III Test Analysis

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General Information The Woodcock-Johnson III (WJIII) test is full battery of tests that when administered together provide a comprehensive, norm-referenced assessment of specific cognitive abilities, oral language, academic achievements, and general intellectual ability (Blackwell, 2001). The WJIII authors are Woodcock, McGrew and Mather (2001) and is published by Riverside. The WJIII is the third revision of the original Woodcock-Johnson Psycho-Educational Battery developed by Richard Woodcock and Mary E. Bonner Johnson (R. W. Woodcock & Johnson, 1977) and its revision the Woodcock-Johnson Psycho-Educational Battery-Revised (R. W. Woodcock & Johnson, 1989). The Woodcock-Johnson is currently in its fourth revision published in 2014…show more content…
Woodcock & McGrew, 2001) which covers both the cognitive and achievement batteries, and separate examiner's manuals and examiners training workbooks published in 2001 for both the cognitive and achievement batteries (Cizek, 2003). And there is the WJIII Clinical Use and Interpretations book that guides the testing of people with learning disabilities, Attention-Deficit Hyperactivity Disorder, neuropsychological problems, giftedness, very young children, and people from different linguistic and cultural settings (Schrank, Flanagan, Woodcock, & Mascolo, 2002). The WJIII COG and WJIII ACH batteries, standard and extended were separately normed between 1996 and 1999 using the same sample of 8818 participants representative of 100 geographical and economically diverse communities in the U.S. population (Cizek, 2003). The norm groups was chosen via a three stage sampling procedure from communities, schools within communities and students within schools. The samples included public and private as well as home-schooled students, students with disabilities and students that were English language learners (Cizek, 2003). There were 1143 preschool children (2-5 years old), 4783 children from 6 years old though to 18 year olds, 1165 college and university sample of undergraduates and graduates, and 1853 subjects in the adult sample (Schrank et al., 2002). The co-norming allows for greater confidence between ability and achievement scores because the errors introduced by sampling
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