I have used this instrument for two years now. I have some concerns about several of the newly added items to the comprehension subtest. I am finding that my students NEVER get 2-3 of these right, and this is a concern when I am teaching and my students are scoring higher on an informal reading inventory, but this does not show on the almighty standard score.
There is one about a mother eagle teaching her baby eagle to fly. The sentence says something to the effect that “the mother understands her baby’s _______.” Every single child I test answers this question as though “baby’s” is the contracted form of “baby is.” Indeed we do talk that way, all the time. The correct response to the question requires that the child interpret “baby’s” as a possessive. Every one of my students who misses this item can read it and can comprehend, but their misinterpretation based on their vernacular guides them to giving an unacceptable response.
Oddly enough only one child has answered the question about “if someone is standing right in front of you, but you cannot see them, they would be invisible.” They all know the meaning of the word, but for some reason, I know care how well they can read the sentences and how strong their verbal IQ is (usually in average range), they never think of that word.
There are 1 or 2 more that are equally brutal. Do any of you find a similar response pattern?
Re: Woodcock Johnson III, achievement
In 4th grade in Mass. students study colonial America; they learn about colonial tradesmen, including blacksmiths.
Re: Woodcock Johnson III, achievement
In fourth grade in Florida students learn all about the history of Florida. I am sure the word blacksmith is no where to be found!!! I don’t think my son has studied colonial history yet (but my daughter did in NY in third grade).
Now my son is familiar with blacksmiths because we have visited an Amish Reproduction Village in Illinois while visiting my parents.
Beth
Re: Woodcock Johnson III, achievement
True, however that is a rhyme! Probably half of the students I test do get it right. They should be able to catch on to the rhyme (though if they have auditory processing deficits they may not) and fit in the word that rhymes.
Re: Woodcock Johnson III, achievement
I think rational thinking steps in for “invisiblt.” I mean, if a person were *really* standing in front of you, and you coudnl’t see them…. then the room is dark or you are blind. Sorry, people aren’t invisible!!! (And in test taking situations, kids are far more likely to restrict their thinking to “facts and truth” and not wax creative.)
It really sounds like the testers had their heads in dictionaries, not in the world.
Re: Woodcock Johnson III, achievement
Yup, I think one child, maybe, has answered this correctly. Take three of these kinds of really bad questions and you may have the potential to show little to no gain in a year and poof, you didn’t provide FAPE. Well, that may be an over simplification, but the word on the street is that we must increase standard scores.
This is probably a stupid question
I’ve often wondered why my daughter couldn’t rhyme - knew it was “LD related” never knew why. So it’s b/c of auditory processing deficit?
Yes
More specifically, phonological processing. That is an auditory process of sounds in language as opposed to general sounds of the world.
No
I’m so sorry. By the title, it looked as if I was saying that your question is a stupid one. No, it is not stupid. Now, however, I simply appear on the surface to be undecided… :-)
stupid question
I must admit at first I thought, GEEZ, it must have been a really stupid question, but after I read your post, I understood you were saying Yes to the APD, NOT the question.Besides, I’ve had to much experience with you on the BB to know you would never post that!
BTW, I talked to Jami’s OT today about the soccer situation and she agrees with you if it were motor planning, it would definitely be showing up and she would see it. In fact, Jami is doing so well, that she is virtually at the discharge point after 20 months of wkly private OT! She also agreed with you re: competition can skew a person’s perspective. She suggested we do try the ADD meds during a game (not telling the coach when she’s on them and when she’s not) to see if he still sees a difference. I know that she has a really hard time blocking out background noise, etc., so it may be there’s a lot more distraction to sort out at the game. (Jami says Concerta “makes all the noise in the room go away, so I can read better”). She hears clocks ticking, people scratching their arm, etc. from across the room! Also, evening practice is 5:30 to 7:00 p.m. and so the ADD meds are out of her system by then.
I also talked with her gen ed teacher who said that Jami had FOR THE 1ST TIME - HOORAY finished a full writing assignment with planning and organization (BY HAND - the clincher) within 5 minutes of the allotted 45 minute time. In other words it only took her about 5 minutes more than all the other students in the class. This is EXTRAORDINARY. Of course, the first thing the school is going to say is - she now longer needs “use of computer for written assignments” on her IEP.
Said all this to say, if she’s doing well academically, I am NOT going to worry about a coach’s comments on her performance.
Susan, I truly appreciate your willingness to answer ALL my questions :-).
I remember the days...
It wasn’t so long ago that I was trying to put the pieces together…without people on the Internet to help me. It was a lonely business. I can appreciate how parents want to know things because I’m still trying to know things.
:-)
I also have a problem with the “Blacksmith, blacksmith, I’ve come to you” question. I’ve been testing for many years and have yet to meet a student who knows what a blacksmith is. It’s amazing what is assumed about a student’s knowledge base!