Anyone here have a WJ-III ach. manual with you?

I cna run them on my classroom computer on the scoring profile tomorrow if no one responds sooner.

We have Open Court. Many teachers have used Project Read over the years. K likes Zoo Phonics.

That would be great if you don’t mind, Anitya. I’m not even sure the AE scores are accurate, because the SLP, who gave the subtests, did not have the CD for some reason. I also need her to give the other listening comp. subtest, Understanding Directions in order to see if there is any possibility of qualifying LD listening comprehension. We have some low TAPS-R scores and an APD diagnosis which (among other things) qualify her for speech/language services. If you can run them on the computer, that would be great. But I understand if you don’t have time. The evaluator should be the one giving me the scores. I just like to know them before I go into a meeting so I can think things through in advance.

The odd thing is, I was really wanting the WJ-III given at the end of the year. I was not expecting the SLP to be giving portions for her assessment. So now I have to have the std. scores to check on the listening comp since I now can’t have it given at the end of the school year.

Thanks,
Janis

Here are the standard scores for a 7-3 male:

Passage Comprehension: 91
Picture Vocabulary: 96
Oral Comprehension: 95

How very kind of you Anitya! Thanks!

I had no idea that the test was standardized by sex! I guess I did not tell you that this child is female. I wonder if the scores are different?

This does throw me off a little as I was looking for the 15 point discrepancy in listening comprehension and it looks more like we might get it in reading comprehension. I did call the school today to tell them that I could not meet without standard scores, so they were going to try to run them tomorrow and reschedule the meeting for Monday. There had been a problem with the computer on which the scoring program was loaded. I realize they will have to score the Reading Vocabulary subtest in addition to passage comp. in order to get a LD reading comprehension placement.

One more question, if a child has a WISC fullscale score of 106 and a TONI score of 111, would you use the WISC score or do another nonverbal in order to try and get the highest possible score? If I recall correctly, the TONI can’t be used for the IQ score in placement decisions. Many of the WJ will end up in the 90’s, so every point will count on the IQ portion.

Thanks again,
Janis

Yes, you input birthdate and sex into the compuscore program. I may try rerunning them with an “F” in the “gender” box after I get to work today.

You can look at the verbal IQ and the performance IQ score, separately. Also do consider the subtest scores. I would not necessarily find a listening comprehension LD based on the oral comprehension subtest of the WJ, it is just a fill-in-the-blank test that asks the child to listen to 1-2 sentences and then fill in the missing word.

Also, the evaluator told me that the Understanding Directions subtest has a lot of picture cues and is not a pure listening test. So that wasn’t helpful either. The TAPS-R showed much more difficulty with directions. If you see this in time, check also:

reading vocabulary, raw score 6

birthdate is 10/11/95

Thanks, Anitya!
Janis

I got busy today and never got the time to do the check.

The understanding directions subtest is interesting. I gave it a few times and stopped. I think I would have trouble with it! And, yes, you listen to instructions while looking at a very busy picture and point to things in the picture as per the instructions. Some instructions are delivered inversely, like “after you point to the picture of the duck that is not in the water, point to the bird that is in the tree then the dog that is not on the grass.” WHEW! So, while it involves listening and processing language, it also involves the visual component, I think all a WJ can do for listening comprehension, aka receptive language, is to screen and “suggest” students who may need a full language evaluation done by a therapist. They have the tests to more accurately pinpoint problems and the tools to teach.

I still contend that listening comprehension LDs should probably be seen by the SLP, and perhaps also the resource, if the language deficit also effects reading comprehension. Resource teachers usually lack the kind of training to really handle receptive language as the sole case carrier. They can support the efforts of the SLP.

Anitya, I agree with the SLP working on the listening comprehension since that does fall in the receptive language area. I just think it is interesting that it is a category of LD. Thanks again for checking the scores for me yesterday. I hopefully will be able to get them from the school next week.

Janis