Woodcock-Johnson IV

Contact
800-323-9540

The Woodcock-Johnson IV contains three co-normed batteries that measure strengths and weaknesses and diagnose learning abilities. The batteries are: the WJ IV Tests of Cognitive Abilities, WJ IV Tests of Achievement, and WJ IV Tests of Oral Language. The WJ IV Tests of Cognitive Abilities also includes a new Gf-Gc Composite that allows administrators to compare with other cognitive abilities and achievement. The WJ IV assesses oral language, reading, mathematics, and writing.

Grades
Pre-K-12
Languages
English
Spanish
Topic
Subtopics
Basic concepts,
Comprehension,
Fluency,
Phonics,
Phonemic awareness,
Risk indicator,
Vocabulary,
Writing
Length
Most subtests are not timed. Sentence Reading Fluency: 3 minutes; Word Reading Fluency: 3 minutes; Phonological Processing-Word Fluency: 1 minute; Sentence Writing Fluency: 5 minutes
Price
"WJ-IV Complete Achievement (Form A, B, C) without case (Includes: WJ IV Ach Examiner's Manual, Technical Manual CD, Ach Examiner's Training Workbook, Ach Extended Test Book, Ach Extended Audio CD, Standard Test Book Form A, Form B, Form C, Standard and E
Training
Online support available
Qualifications
Level B
Open Access
No
Administration
Individual
Scoring
Computer scoring
Manual scoring
Referencing
Norm-referenced
Resources on Psychometric Properties

McGrew, K., LaForte, E., & Schrank, F. (2014). Woodcock-Johnson IV Technical Manual. Houghton Mifflin Harcourt. Retrieved from https://www.wjscore.com/Files/WJIVTechnicalManual.PDF

Reynolds, M. R., & Niileksela, C. R. (2015). Test Review: Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock-Johnson IV Tests of Cognitive Abilities. Journal of Psychoeducational Assessment, 33(4), 381–390. https://doi.org/10.1177/0734282915571408

Villarreal, V. (2015). Test Review: Woodcock-Johnson IV Tests of Achievement. Journal of Psychoeducational Assessment. http://dx.doi.org/10.1177/0734282915569447

McGill, R. J. (2015). Incremental Criterion Validity of the WJ-III COG Clinical Clusters: Marginal Predictive Effects beyond the General Factor. Canadian Journal of School Psychology, 30(1), 51–63. https://doi.org/10.1177/0829573514553926

McGill, R. J., & Busse, R. T. (2015). Incremental Validity of the WJ III COG: Limited Predictive Effects beyond the GIA-E. School Psychology Quarterly, 30(3), 353–365. https://doi.org/10.1037/spq0000094

Instrument Use in Peer-Reviewed Studies

Leow, C., Wen, X., & Korfmacher, J. (2015). Two-Year versus One-Year Head Start Program Impact: Addressing Selection Bias by Comparing Regression Modeling with Propensity Score Analysis. Applied Developmental Science, 19(1), 31–46. https://doi.org/10.1080/10888691.2014.977995

Pilkauskas, N. V., Brooks-Gunn, J., & Waldfogel, J. (2018). Maternal Employment Stability in Early Childhood: Links with Child Behavior and Cognitive Skills. Developmental Psychology, 54(3), 410–427. https://doi.org/10.1037/dev0000438

Cormier, D. C., Bulut, O., McGrew, K. S., & Frison, J. (2016). The Role of Cattell-Horn-Carroll (CHC) Cognitive Abilities in Predicting Writing Achievement during the School-Age Years. Psychology in the Schools, 53(8), 787–803. https://doi.org/10.1002/pits.21945 

Schirmer, B. R., Schaffer, L., Therrien, W. J., & Schirmer, T. N. (2016). Effect of the Reread-Adapt and Answer-Comprehend Intervention on the Reading Achievement of Middle and High School Readers Who Are Deaf. Reading Psychology, 37(4), 650–663. https://doi.org/10.1080/02702711.2015.1105338

Barnard-Brak, L., Johnsen, S. K., Hannig, A. P., & Wei, T. (2015). The Incidence of Potentially Gifted Students within a Special Education Population. Roeper Review, 37(2), 74–83. https://doi.org/10.1080/02783193.2015.1008661

Robinson, S. A. (2018). A Study Designed to Increase the Literacy Skills of Incarcerated Adults. Journal of Correctional Education, 69(1), 60–72.

Jung, P.-G., McMaster, K. L., & delMas, R. C. (2017). Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework. Exceptional Children, 83(3), 281–297. https://doi.org/10.1177/0014402916667586

Lewis, K., Sandilos, L. E., Hammer, C. S., Sawyer, B. E., & Méndez, L. I. (2016). Relations among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers. Early Education and Development, 27(4), 478–494. https://doi.org/10.1080/10409289.2016.1082820

Abry, T., Granger, K. L., Bryce, C. I., Taylor, M., Swanson, J., & Bradley, R. H. (2018). First Grade Classroom-Level Adversity: Associations with Teaching Practices, Academic Skills, and Executive Functioning. School Psychology Quarterly, 33(4), 547–560. https://doi.org/10.1037/spq0000235

Meng, C. (2015). Classroom Quality and Academic Skills: Approaches to Learning as a Moderator. School Psychology Quarterly, 30(4), 553–563. https://doi.org/10.1037/spq0000108

Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015). Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors. Exceptional Children, 81(3), 350–369. https://doi.org/10.1177/0014402914563700

Hur, E., Buettner, C. K., & Jeon, L. (2015). The Association between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-Regulation. Child & Youth Care Forum, 44(2), 309–325. https://doi.org/10.1007/s10566-014-9283-9

Cormier, D. C., Bulut, O., Singh, D., Kennedy, K. E., Wang, K., Heudes, A., & Lekwa, A. J. (2018). A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations. Journal of Psychoeducational Assessment, 36(4), 337–353. https://doi.org/10.1177/0734282916678336