Instructional Implications from the Woodcock-Johnson IV Tests of Achievement

The primary focus of the chapter is on the instructional implications that can be derived from the Woodcock–Johnson IV (WJ IV) Tests of Achievement. It also includes ways to incorporate information from both the WJ IV Tests of Cognitive Abilities and Tests of Oral Language. The importance of considering both qualitative and quantitative information is reviewed and two criterion-referenced scores, the relative proficiency index and the instructional zone, are highlighted. Patterns of cluster and test scores for three specific learning disability areas, reading, math, and written language, are presented within the context of three cross-domain clusters: academic skills, academic fluency, and academic applications (including oral language and knowledge). Instructional implications for each area, as well as the relationships among cognitive abilities, oral language, and academic performance are discussed. A case study is presented to illustrate how the WJ IV can be used to explore an individual’s cognitive and linguistic strengths and weaknesses to lead to informed instructional planning.

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