Woodcock-Johnson II NU: Tests of Cognitive Abilities

In addition to the clear and accurate Woodcock-Johnson III NU cognitive function test guide, seven new features were added to the test (Woodcock & Johnson, 1989). Woodcock-Johnson III NU: The cognitive ability test contains 8 new tests to test information processing abilities (Keith, Kranzler, & Flanagan, 2001). These tests include tests on working memory, planning, naming speed and attention (Woodcock, McGrew, & Mather, 2001b). There are also five new cognitive clusters in this release (McGrew, Werder, & Woodcock, 1991).

The purpose of this project was to investigate patterns of cognitive, social and executive functions of children with specific learning disabilities (SLD). The required archive data includes Woodcock Johnson III cognitive ability test (WJ - III recognition), Woodcock Johnson III achievement test (WJ - III achievement), Child behavior analysis system - 2nd edition, parent rating scale (BASC - 2 PR) and the performance evaluation scale of the execution function evaluation scale (called PR)

Identify specific learning disability profiles: Patterns considering cognitive, academic, social emotions, and administrative variables Amanda M. Garrett, Orthopedic Philadelphia College, agarrett @ crsd.org

The most commonly used comprehensive achievement tests include Woodcock - Johnson IV (WJ IV), Wechsler Individual Achievement Test II (WIAT II), Wide Range Achievement Test III (WRAT III), and Stanford Achievement Test - The 10th edition is included. These tests include measurements in many academic fields that are reliable to identify difficult areas. In the field of reading there is also a special test that can be used to obtain detailed information about a specific reading disorder. Measurements in multiple interpretation areas include gray diagnostic interpretation test - 2nd edition (GDRT II) and Stanford diagnostic reading interpretation assessment. Grade speaking reading test IV - fourth edition (GORT IV), gray silent reading test, speech processing comprehensive test (CTOPP), speaking reading and reading ability test (TORCS), reading comprehension test 3 (TORC -)It is included. 3), word reading efficiency test (TOWRE) and reading fluency test

Standardized IQ tests (such as those used in psychoeducational evaluation) also include fluid intelligence testing. In the Woodcock-Johnson cognitive test, Gf was evaluated by two tests. Concept formation in standard cell (test 5) and analysis synthesis in extended cell (test 15). In the concept formation task, individuals have to apply concepts by inferring potential "rules" to solve visual puzzles presented in increasingly difficult situations. Pre-school individuals must point out different shapes from others in the group. As difficulty increases, individuals are more aware of important differences (or "rules") solving puzzles, including one-on-one comparisons, and constituting projects that later determine common differences between project groups It will be like. For more difficult projects, individuals need to understand the concept of "and" (eg