Download or read book Differences in Cognitive Abilities Scholastic Aptitudes and Achievement Levels Between Learning Disabled and Non disabled Fourth Fifth and Sixth Grade Students as Measured by the Woodcock Johnson Psycho educational Battery written by Debra Anne Fiebiger and published by . This book was released on 1982 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differences in Cognitive Abilities Scholastic Aptitudes and Achievement Levels Between Learning Disabled and Non disabled Students as Measured by the Woodcock Johnson Psycho educational Battery written by Gloria Ruth Opgrande Elder and published by . This book was released on 1980 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1981 with total page 882 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The ETS Test Collection Catalog written by Educational Testing Service and published by Greenwood. This book was released on 1990-01-01 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between the Woodcock Johnson Psycho educational Battery revised GF GC Cognitive Clusters and Writing Achievement in Learning Disabled and Non learning Disabled Students written by Patti Robinson and published by . This book was released on 1995 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Woodcock Johnson IV written by Nancy Mather and published by John Wiley & Sons. This book was released on 2016-01-26 with total page 617 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence-based strategies
Download or read book Woodcock Johnson III written by Nancy Mather and published by John Wiley & Sons. This book was released on 2002 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: A one-of-a-kind resource for evaluators using the Woodcock-Johnson® III The Woodcock-Johnson® III is one of the most widely used instruments for assessing both cognitive abilities and achievement in children and adolescents. Woodcock-Johnson® III: Reports, Recommendations, and Strategies is the only reference to provide valuable guidelines for preparing useful recommendations and writing effective, descriptive psychological and educational reports based on WJ III® scores, tasks analysis, and error patterns. Featuring the most up-to-date information available on the WJ III®, this essential resource offers an overview of the WJ III® scores and interpretive information, along with a review of the clusters, and tests. Numerous examples of diagnostic reports that depict a variety of common student learning problems are included, illustrating applications of the WJ III® in both educational and clinical settings. Drs. Nancy Mather and Lynne Jaffe also provide a wide variety of educational recommendations, along with summaries of proven methods and techniques for implementing successful examiner recommendations, which can easily be attached to a report. WJ III® examiners will find this volume invaluable in preparing psychoeducational reports about children's abilities, and teachers and educational therapists will find it helpful in converting recommendations into measurable goals and objectives for monitoring students' progress.
Download or read book The Achievement Test Desk Reference ATDR written by Dawn P. Flanagan and published by Allyn & Bacon. This book was released on 2002 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reference links the practice of academic and learning disability (LD) assessment across a variety of practitioners, including educational evaluators, LD specialists, and speech/language pathologists, and places it in a validated theoretical framework. Focus is on the use of tests of academic ac
Download or read book A Comparison of the WISC R PIAT and Woodcock Johnson Psycho Educational Battery Difference Scores in Learning Disabled Students written by Beverly Winter and published by . This book was released on 1984 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Noncognitive Skills in the Classroom written by Jeffrey A. Rosen and published by RTI Press. This book was released on 2010-09-27 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Download or read book WJ IV Clinical Use and Interpretation written by Dawn P Flanagan and published by Academic Press. This book was released on 2016-01-28 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt: WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV. Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals. Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture. Discusses the organization and content of all three batteries in the WJ-IV Reviews best practices for score interpretation Covers psychometric properties and predictive validity Explores clinical information that can be extracted from 60 individual subtests Includes diagnostic utility for learning disabilities, giftedness, and non-English speaking populations
Download or read book A Comparison of the WISC R and the Woodcock Johnson Test of Cognitive Ability with Learning Disabled Students written by and published by . This book was released on 1986 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beyond Individual Tests written by Jacqueline Marie Caemmerer and published by . This book was released on 2017 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students’ performance across several tests, including both cognitive and achievement tests, is often analyzed together to better understand their learning. This analysis is guided by the assumption that there are specific relations between students’ cognitive abilities and their reading, writing, and math skills. The research supporting this assumption is limited because cognitive-achievement research findings are mostly based on a single test, the Woodcock-Johnson tests (McGrew & Wendling, 2010), and previous studies involve analyzing a single intelligence and achievement test in isolation. Thus, findings are limited to the specific tests that are included in those analyses, and are not necessarily generalizable across other tests. Research that incorporates multiple intelligence and achievement tests, cross-battery analyses, can better address questions about the broader influences of children’s cognitive abilities on their achievement. Such cross-battery research can extend psychologists’ understanding of how intelligence and achievement relate beyond the test-level to the construct level. Six intelligence tests (KABC-II, WJ III, WISC-III, WISC-IV, WISC-V, and DAS-II) and three achievement tests (KTEA-II, WIAT-II, WIAT-III) were analyzed in a cross-battery cognitive-achievement analysis in the current study. Data were derived from seven of the tests’ standardization or linking samples; participants were 3,930 children and adolescents aged 6 to 16. In order to simultaneously analyze several tests a planned missingness approach and structural equation modeling were used. Six broad abilities (Gc, Gf, Gv, Gsm, Gs, and Glr) and g were modeled as latent variables; each broad ability latent variable was indicated by 7 – 14 subtests. Results suggest Gf and g were perfectly correlated and it was impossible to separate the two abilities statistically. The cognitive abilities were predictors of three achievement skills (basic reading, broad writing, and broad math), which were indicated by four to six subtests. Findings indicated Gc influenced all three academic skills; Gsm and Glr influenced basic reading and broad writing; Gs influenced broad writing and broad math; Gf exerted a significant effect on broad math; and Gv was not significantly related to any academic skill. Significant cognitive-achievement relations have implications for diagnostic decision-making regarding specific learning disabilities, assessment planning, and educational recommendations.
Download or read book Validity of the Woodcock Johnson Tests of Cognitive Ability written by Pamela Lee Thompson and published by . This book was released on 1982 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of Cattell Horn Carroll Cognitive Abilities Relating to Academic Achievement Among Students in Grades First Through Fifth written by Mertie Miller-Gomez and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Relations between cognitive abilities and areas of achievement were analyzed in a review of archival data study. The participants in this study were students from grades 1 through 5 who were referred for an initial psycho-educational evaluation due to academic concerns by their school staff or by their parents and were identified as students with a Specific Learning Disability. Subtests from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) and the Batería III Woodcock-Muñoz: Pruebas de habilidades cognitivas (Batería III COG) and Woodcock-Johnson III Tests of Achievement (WJ III ACH) and Batería III Woodcock-Muñoz: Pruebas de aprovechamiento (Batería III ACH) were analyzed for their contribution to basic reading, reading comprehension, math calculation, math reasoning, and written expression ability. The present study examined 684 records of student who met the inclusion criteria. The participants included 386 males (56.4%) and 298 females (43.6%). The ethnic distribution of the sample was: Hispanic (n = 470, 68.7%), African American (n = 200, 29.2%), and White (n = 14, 2.0%). Students included in this study were enrolled in grades 1 (6.3%), 2 (19%), 3 (25.9%), 4 (28.5%), and 5 (20.3%). Students identified as Limited English Proficient accounted for 46.2% of the sample. Multiple regressions were used to examine cognitive and achievement relations. Results indicated that the best predictors for Basic Reading for students assessed in English were Associative Memory (MA), Phonetic Coding 1 (PC), and Perceptual Speed 1 (P) and for students assessed in Spanish were Working Memory (MW), Perceptual Speed 1 (P), and Lexical Knowledge (VL). Results indicated that the best predictors for Reading Comprehension for students assessed in English were Associative Memory (MA), Lexical Knowledge (VL), Phonetic Coding 1 (PC), and Memory Span (MS) and in Spanish were Lexical Knowledge (VL), Perceptual Speed 1 (P), Associative Memory (MA), and Phonetic Coding1 (PC). Results indicated that the best predictors for Math Calculation for students assessed in English when controlling for LEP were Perceptual Speed 1 (P), General Sequential Reasoning (RG), Perceptual Speed 2 (P), Ideational Fluency (FI), Visualization (Vz), and Lexical Knowledge (VL) and in Spanish were Working Memory (MW), Perceptual Speed 1 (P), and Visualization (Vz). Results indicated that the best predictors for Math Reasoning for students assessed in English when controlling for LEP were General Sequential Reasoning (RG) Lexical Knowledge (VL), Perceptual Speed 1 (P), Visualization (Vz), Working Memory (MW), and Phonetic Coding 1 (PC) and in Spanish were Lexical Knowledge (VL), Working Memory (MW), Visual Memory (MV), Perceptual Speed 1 (P), and General Sequential Reasoning (RG). Results indicated that the best predictors for Written Expression for students assessed in English when controlling for LEP were Lexical Knowledge (VL), Perceptual Speed 1 (P), Phonetic Coding 1 (PC), Associative Memory (MA), and General Sequential Reasoning (RG) and in Spanish were Perceptual Speed 1 (P), Phonetic Coding 1 (PC), Associative Memory (MA), and General Sequential Reasoning (RG). Moreover, the predictive worth of cognitive abilities on academic outcomes is evidenced by the significant relations between cognitive variables and academic factors in a sample of students with learning disabilities.
Download or read book The Woodcock Johnson Three and Math Learning Disabilities written by Emily Bacal and published by . This book was released on 2010 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the link between the cognitive clusters from the Woodcock-Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock-Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension-Knowledge (Gc), Short-Term Memory (Gsm), and Long-Termm Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual-Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers.
