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Woodcock-Johnson IV Test of Achievement (WJ-IV)

 

On the Letter-Word Identification subtest, (initial items) the student is required to identify letters that appear in large type. On the Letter-Word Identification subtest, (remaining items) the student was required to pronounce words correctly.

On the Reading Fluency subtest, the student is required to quickly read simple sentences and decide if the statement is true, and then circle Yes or No, with a three minute time limit.

On the Story Recall subtest, the student is required to recall increasingly complex stories and recall as many details of the story as he/she can remember.

 

On the Spelling subtest, (initial items) the student is required to draw lines and trace letters. On the Spelling subtest, (next items) the student was required to produce uppercase and lowercase letters.  On the Spelling subtest, (remaining items) the student is required to spell words.

On the Writing Fluency subtest, the student is required to quickly formulate and write as many simple sentences as possible, given a set of three words, with a seven minute time limit.

On the Passage Comprehension subtest, (initial items) the student is required to match a rebus (pictographic representation of a word) with an actual picture of the object. On the Passage Comprehension subtest, (next items) the items are presented in a multiple-choice format and require the student to point to the picture represented by a phrase. On the Passage Comprehension subtest, (remaining items) the student is required to read a short passage and identify a missing key word that makes sense in the context of that passage.

 

On the Writing Samples subtest, the student is required to produce written sentences evaluated with respect to the quality of expression.  Students are not penalized for errors in basic writing skills, such as spelling or capitalization.

On the Story Recall-Delayed subtest, the student is required to recall, after 30 or more minutes on the same day or up to 8 days after administration, the story elements presented in Test 3: Story Recall.

On the Word Attack subtest, (initial items) the student is required to produce the sounds for single letters. On the Work Attack subtest, (remaining items) the student is required to read aloud letter combinations that are phonically consistent, or regular, patterns in English orthography but are non-words or low-frequency words.

On the Picture Vocabulary subtest, the student was required to identify pictured objects.

On the Oral Comprehension subtest, the student is required to listen and comprehend a short passage and then supply the missing word using syntactic and semantic cues.

On the Editing subtest, the student is required to identify and correct errors in a written passage.  The error in the passage included incorrect punctuation or capitalization, inappropriate word usage, or a misspelling.

On the Reading Vocabulary subtest, the student is required to read a word and provide a synonym on the first subtest and read a word and provide an antonym on the second subtest. The third subtest requires the student to read three words of an analogy and then provide the fourth word to complete the analogy.

 

On the Spelling of Sounds subtest, (initial items) the student is required to write single letters of sounds. On the Spelling of Sounds subtest, (remaining items) the student is required to listen to the audio recording and then spell letter combinations that are regular patterns in English spelling. The items were non-words or low-frequency words.

On the Sound Awareness (Rhyming) subtest, the student is required to, for the initial items, respond by pointing, and for the remaining items, provide a word that rhymes with the stimulus that was presented orally.  The (Deletion) subtest requires the student to remove part or a compound word or a letter sound from a word to make a new word.  The (Substitution) subtest requires the student to substitute a word, a word ending, or a letter sound to create a new word. The (Reversal) subtest requires the student to first reverse parts of compound words and then reverse letter sounds of words to create new words.

 

 

Kaufman Test of Educational Achievement, Second Edition (KTEA-II)

 

On the Phonological Awareness subtest, the student is required to respond orally to items that required manipulation of sounds.  Tasks included rhyming, matching sounds, blending sounds, segmenting sounds, and deleting sounds.

On the Letter & Word Recognition subtest, the student is required to identify letters and pronounce words of gradually increasing difficulty. Most words were irregular to ensure that the subtest measures word recognition (reading vocabulary) more than decoding ability.

 

On the Nonsense Word Decoding subtest, the student is required to apply phonics and structural analysis skills to decode invented words of increasing difficulty.

 

On the Reading Comprehension subtest, for the easiest items, the student is required to read a word and point to its corresponding picture.  In the following items, the student was required to read a simple instruction and respond by performing the action.  In later items, the student is required to read passages of increasing difficulty and answer literal or inferential questions about them.  Finally, the student is required to rearrange five sentences into a coherent paragraph, and then answer questions about the paragraph.

On the Written Expression subtest, (kindergarten and pre-kindergarten) the student is required to trace and copy letters and write letters from dictation.

On the Written Expression subtest, (grades 1 and higher) the student is required to complete writing tasks in the context of an age-appropriate storybook format. Tasks included writing sentences from dictation, adding punctuation and capitalization, filling in missing words, completing sentences, combining sentences, writing compound and complex sentences, and writing an essay based on the story the student helped complete.

On the Spelling subtest, the student is required to write words dictated by the examiner from a steeply graded word list.  Early items required the student to write single letters that represent sounds.  The remaining items required the student to spell regular and irregular words of increasing complexity.

On the Listening Comprehension subtest, the student is required to listen to passages played on a CD and then respond orally to questions asked by the examiner.  Questions measure literal and inferential comprehension.

 

On the Word Recognition Fluency subtest, the student is required to read isolated words as quickly as possible for one minute.

On the Decoding Fluency subtest, the student is required to pronounce as many nonsense words as possible in one minute.

On the Associational Fluency subtest, the student was required to say as many words as possible in thirty seconds that belong to a semantic category or had a specified beginning sound.

On the Naming Facility subtest, the student was required to name objects, colors, and letters as quickly as possible.