Introductory Information
Test name: Woodcock Johnson III Diagnostic Reading Battery
Publisher: Richard Woodcock, Nancy Mather, and Frederick A. Schrank, 2004
Purpose of Test: The Woodcock Johnson III measures the skills and abilities required for reading.
Construction Methodology
The Woodcock Johnson III Diagnostic Reading Battery consists of ten subtests taken from the Woodcock-Johnson Test of Achievement III. The subtests include subtests administered in the standard fashion, with the examiner reading directions and prompts to the student; subtests that require audio presentations with headphones; and timed subtests (Overton, 2016). The following subtests of the Woodcock-Johnson III Tests of Achievement (WJ III) are included in the …show more content…
population from ages 24 months to 90 years. Normative data for the test were gathered from 8,818 subjects in over 100 geographically diverse communities in the United States. Individuals were randomly selected within the stratified sampling design that controlled for ten specific community and individual variables and thirteen socioeconomic status variables. The WJ III uses continuous-year norms to yield normative data at ten points in each grade. It provides age-based norms by month from ages 24 months to 19 years and by year from ages 2 to 90 years. It provides grade-based norms for kindergarten through 12th grade, 2-year college, and 4-year college, including graduate school. According to Houghton, Mifflin, and Harcourt (2016), the WJ III DRB clusters show strong reliabilities, most at .90 or higher. Scores obtained by using the WJ III DRB: AE, GE, instructional zone, RPI, PR, SS. And optional scores: W score, T score, NCE, Z score, Stanine, and CALP. According to Houghton, Mifflin, and Harcourt (2016), the WJ III DRB assesses specific attributes of reading achievement and important abilities related to reading, giving the examiner valuable diagnostic …show more content…
Cons According to Reviewers
According to Houghton, Mifflin, and Harcourt (2016), the WJ III DRB test 's validity depends on two factors: 1) how closely its norming sample represents the population to which the test results will be compared, and 2) how carefully the data were gathered from that sample. However, diagnoses of ADHD using tests of cognitive ability, like the Woodcock-Johnson III, have primarily relied on mean differences between individuals with and without ADHD. Until the current investigation, only three discriminant validity studies had explored the relationship between the WJ III and ADHD (Frazier, et al.,
Test name: Woodcock Johnson III Diagnostic Reading Battery
Publisher: Richard Woodcock, Nancy Mather, and Frederick A. Schrank, 2004
Purpose of Test: The Woodcock Johnson III measures the skills and abilities required for reading.
Construction Methodology
The Woodcock Johnson III Diagnostic Reading Battery consists of ten subtests taken from the Woodcock-Johnson Test of Achievement III. The subtests include subtests administered in the standard fashion, with the examiner reading directions and prompts to the student; subtests that require audio presentations with headphones; and timed subtests (Overton, 2016). The following subtests of the Woodcock-Johnson III Tests of Achievement (WJ III) are included in the …show more content…
population from ages 24 months to 90 years. Normative data for the test were gathered from 8,818 subjects in over 100 geographically diverse communities in the United States. Individuals were randomly selected within the stratified sampling design that controlled for ten specific community and individual variables and thirteen socioeconomic status variables. The WJ III uses continuous-year norms to yield normative data at ten points in each grade. It provides age-based norms by month from ages 24 months to 19 years and by year from ages 2 to 90 years. It provides grade-based norms for kindergarten through 12th grade, 2-year college, and 4-year college, including graduate school. According to Houghton, Mifflin, and Harcourt (2016), the WJ III DRB clusters show strong reliabilities, most at .90 or higher. Scores obtained by using the WJ III DRB: AE, GE, instructional zone, RPI, PR, SS. And optional scores: W score, T score, NCE, Z score, Stanine, and CALP. According to Houghton, Mifflin, and Harcourt (2016), the WJ III DRB assesses specific attributes of reading achievement and important abilities related to reading, giving the examiner valuable diagnostic …show more content…
Cons According to Reviewers
According to Houghton, Mifflin, and Harcourt (2016), the WJ III DRB test 's validity depends on two factors: 1) how closely its norming sample represents the population to which the test results will be compared, and 2) how carefully the data were gathered from that sample. However, diagnoses of ADHD using tests of cognitive ability, like the Woodcock-Johnson III, have primarily relied on mean differences between individuals with and without ADHD. Until the current investigation, only three discriminant validity studies had explored the relationship between the WJ III and ADHD (Frazier, et al.,