Median WJ III cognitive and achievement test reliabilities across eight in .NET

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TABLE 14.7 Median WJ III cognitive and achievement test reliabilities across eight
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adolescent/adult age groups (from 14 to 80+ years) Standard Cognitive Battery Tests Test 1: Verbal Comprehension Test 2: Visual Auditory Learning Test 3: Spatial Relations Test 4: Sound Blending Test 5: Concept Formation Test 6: Visual Matching Test 7: Numbers Reversed Test 8: Incomplete Words Test 9: Auditory Working Memory Test 10: Visual Auditory Delayed Recall Median Reliability 0.95 0.91 0.83 0.92 0.95 0.92 0.90 0.88 0.86 0.94 Standard Achievement Battery Tests Test 1: Letter Word Identification Test 2: Reading Fluency Test 3: Story Recall Test 4: Understanding Directions Test 5: Calculation Test 6: Math Fluency Test 7: Spelling Test 8: Writing Fluency Test 9: Passage Comprehension Test 10: Applied Problems Test 11: Writing Samples Test 12: Story Recall-Delayed Extended Cognitive Battery Tests Test 11: General Information Test 12: Retrieval Fluency Test 13. Picture Recognition Test 14: Auditory Attention Test 15: Analysis Synthesis Test 16: Decision Speed Test 17: Memory for Words Test 18: Rapid Picture Naming Test 19: Planning Test 20: Pair Cancellation Median Reliability 0.94 0.91 0.79 0.88 0.94 0.90 0.85 0.97 0.74 0.84 Extended Achievement Battery Tests Test 13: Word Attack Test 14: Picture Vocabulary Test 15: Oral Comprehension Test 16: Editing Test 17: Reading Vocabulary Test 18: Quantitative Concepts Test 19: Academic Knowledge Test 20: Spelling of Sounds Test 21: Sound Awareness Test 22: Punctuation and Capitalization Median Reliability 0.94 0.90 0.88 0.89 0.89 0.91 0.95 0.92 0.86 0.94 0.90 0.82 Median Reliability 0.87 0.90 0.89 0.89 0.92 0.94 0.91 0.82 0.83 0.88
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Copyright 2001 by The Riverside Publishing Company. Adapted from the Woodcock-Johnson III (WJ III by Richard W. ) Woodcock, Kevin S. McGrew and Nancy Mather, with permission of the publisher. All rights reserved.
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analyses, including expert consensus-based task analyses of the WJ III tests. Structural Validity: Norm-Based Studies The design of both the WJ-R and WJ III paid particular attention to the extent to which the relations among test scores (and/or their compo-
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nents) conformed to the relations implied by the CHC theoretical construct domain. This is typically referred to as internal or structural validity (AEAR, 1999; Benson, 1998). Structural validity research focuses on answering the question: Do the observed measures behave in a manner consistent with the theoretical domain definition of intelligence Although it would be possible to report and discuss the patterns of test and cluster correlations
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TABLE 14.8 Median WJ III cognitive and achievement cluster reliabilities across eight
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adolescent/adult age groups (from 14 to 80+ years) Standard Cognitive Battery Clusters General Intellectual Ability (Std) Brief Intellectual Ability Verbal Ability (Std) Thinking Ability (Std) Cognitive Efficiency (Std) Phonemic Awareness Working Memory Median Reliability 0.98 0.97 0.95 0.97 0.94 0.94 0.93 Standard Achievement Battery Clusters Total Achievement Oral Language (Std) Broad Reading Broad Mathematics Broad Written Language Academic Skills Academic Fluency Academic Applications Extended Cognitive Battery Clusters General Intellectual Ability (Ext) Verbal Ability (Ext) Thinking Ability (Ext) Cognitive Efficiency (Ext) Comprehension Knowledge (Gc) Long-Term Retrieval (Glr) Visual Spatial Thinking (Gv) Auditory Processing (Ga) Fluid Reasoning (Gf ) Processing Speed (Gs) Short-Term Memory (Gsm) Broad Attention Cognitive Fluency Executive Processes Delayed Recall Knowledge Phonemic Awareness 3 Median Reliability 0.99 0.97 0.98 0.95 0.97 0.93 0.85 0.94 0.97 0.95 0.92 0.94 0.97 0.95 0.93 0.97 0.95 Extended Achievement Battery Clusters Oral Language (Ext) Oral Expression Listening Comprehension Basic Reading Skills Reading Comprehension Math Calculation Skills Mathematics Reasoning Basic Writing Skills Written Expression Phoneme/Grapheme Knowledge Median Reliability 0.98 0.92 0.94 0.96 0.97 0.97 0.94 0.96 Median Reliability 0.95 0.91 0.94 0.95 0.94 0.94 0.97 0.95 0.94 0.90
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Copyright 2001 by The Riverside Publishing Company. Adapted from the Woodcock-Johnson III (WJ III by Richard W. ) Woodcock, Kevin S. McGrew and Nancy Mather, with permission of the publisher. All rights reserved.
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reported for the adolescent and adult age ranges, factor analysis is typically used to objectively evaluate the structural validity of a battery of ability tests. In this regard, the WJ III structural evidence has the advantage of building on the
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internal exploratory and confirmatory factor analysis of the 1977 WJ and the WJ-R norm data (McGrew et al., 1991), as well as a series of joint cross-battery analyses with all other major intelligence batteries (see Flanagan & Ortiz, 2001, for
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the most recent synthesis). The extant structural analyses research supports the CHC broad factor structure of the WJ-R (McGrew, 1994; McGrew et al., 1991). Given that the design of the WJ III extended and refined the previously validated broad CHC ability structure of the WJ-R, confirmatory factor analyses (CFA) studies were used almost exclusively in the evaluation of the structural validity of the WJ III. Across the entire standardization sample, the WJ III operational CHC measurement model was determined to be the best fitting model when compared to six alternative models (McGrew & Woodcock, 2001). The six alternative models included a null, g-only, dichotomous Gf Gc, and three four-factor models that operationalized the intelligence measurement models represented by the PASS, SB-IV, and WAIS-III. The factor loadings for the best fitting CHC models for one adolescent and two adult norm samples are presented in Table 14.9. In all three samples, the WJ III CHC measurement model was the best fitting model (McGrew & Woodcock, 2001). Similar to the WJ-R CFA analyses, the models reported for the oldest samples (ages 40 100) were the poorest fitting models (in an absolute sense). These findings suggest that additional research is needed to determine if alternative models may better represent the CHC structure of cognitive functioning during middle to late adulthood. The results summarized in Table 14.9 indicate that, in general, most WJ III tests are relatively strong and invariant indicators of the same CHC abilities across the adolescent and adult age ranges. A few exceptions are noted. First, in the Gc domain, the Understanding Direction test is a mixed measure of Gc (LS, listening ability) and Gsm (MW, working memory) during the adolescent and young adult age ranges, but taps more Gsm (MW) during middle to late adulthood. Similarly, the Quantitative Concepts test is a consistent mixed indicator of Gq (KM, mathematical knowledge) and Gf (RQ, quantitative reasoning) during the adolescent and young adult age ranges, with a greater emphasis on Gf during middle to late adulthood. Although some
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age-related changes are observed for a few WJ III reading and writing (viz., Reading Vocabulary and Spelling of Sounds) and Glr (Story Recall and Retrieval Fluency) tests, these changes appear unsystematic in nature. The only Gv test that changes noticeably across the three age groups is Planning. The Planning test demonstrates a slight increase in Gv (SS, Spatial Scanning) with age. However, it is important to note that this test has more unique than common variance (at all age ranges) and is likely measuring other variables outside the boundaries of the WJ III CHC construct domain (e.g., cognitive style; planning; attention and concentration). With the possible exception of the Auditory Attention test (which appears to increase in Ga variance with age), all WJ III Ga and Gf tests are relatively invariant CHC-domain specific indicators. The WJ III Gs tests demonstrate the most interesting variations with age. In general, the Visual Matching, Decision Speed, and Pair Cancellation tests show increased reliance on Gs abilities with increasing age, particularly after age 40. This is particularly noticeable for Pair Cancellation, a test deliberately designed to assess sustained concentration or vigilance. This finding suggests that the Pair Cancellation test may become an increasingly important diagnostic test for detecting changes in cognitive efficiency during the later adult years. In the case of Visual Matching, the increase in Gs ability (P, perceptual speed) is associated with a decrease in a minor Gq (N, number facility) influence. Finally, Rapid Picture Naming appears to be a relatively moderate indicator of Gs (R9, rate-oftest-taking) and a weak indicator of Glr (NA, naming facility) during the adolescent and young adult ages, with the Glr abilities measured diminishing after age 40. Given the prominent role processing speed (Gs) plays in theories of changes in adult intelligence (Bashore, Ridderinkhof, & van der Molen, 1998; Kail, 1991a, 1991b; Kail & Salthouse, 1994; Salthouse, 1996), the findings for Pair Cancellation and Rapid Picture Naming are particularly interesting. Additional research
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