Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in…

Sixty-three Woodcock-Johnson IV Tests of Achievement protocols, administered by 26 school psychology trainees, were examined to determine the frequency of examiner errors. Errors were noted on all protocols and ranged from 8 to 150 per administration. Critical (e.g., start, stop, and calculation) errors were noted on roughly 97% of protocols.…

Eighty Woodcock-Johnson IV Tests of Achievement protocols from 40 test administrators were examined to determine the types and frequencies of administration and scoring errors made. Non-critical errors (e.g., failure to record verbatim) were found on every protocol (M = 37.2). Critical (e.g., standard score, start point) errors were found on 98.8%…

Although phonemic awareness is an essential skill in learning to decode written words, practitioners may question which phonemic awareness tasks best operationalize their relationship with orthographic mapping, the process that converts a decoded word into one instantly recognized on sight. Tests from the "Woodcock-Johnson IV" were used…

The Computer-based Orthographic Processing Assessment (COPA) is a newly developed assessment to measure orthographic processing skills, including rapid perception, access, differentiation, correction, and arrangement. In this study, cognitive diagnostic models were used to test if the dimensionality of the COPA conforms to theoretical expectation,…

The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast…

This article addresses conceptual and methodological shortcomings regarding conducting and interpreting intelligence test factor analytic research that appeared in the Decker, S. L., Bridges, R. M., Luedke, J. C., & Eason, M. J. (2020). Dimensional evaluation of cognitive measures: Methodological confounds and theoretical concerns.…

The present study examined whether global ability influences on reading, writing, and math achievement are generalizable across gender in children and adolescents in Grades 1 to 4 (n = 1,276), 5 to 8 (n = 1,265), and 9 to 12 (n = 1,042) using multiple group structural equation modeling with the standardization samples for the Woodcock-Johnson IV.…

This study investigated the extent to which standardized reading performance, individual perceptions of reading and test taking skills, and test anxiety predict the amount of extended time needed to equalize test access for college students with disabilities. Thirty-seven college students with a specific learning disorder (LD) and/or an attention…

Given the importance of math in today's society, it is critical that children who are at risk for math difficulty are identified early. We developed and validated a prekindergarten math subtest (i.e., CIRCLE Progress Monitoring [CPM] Math Subtest). This teacher-completed measure evaluates domains considered important for later math development.…

Many students struggle with the basic skill of writing, yet schools lack technically adequate screening measures to identify students at risk in this area. Measures that allow for valid screening decisions that identify students in need of interventions to improve performance are greatly needed. The purpose of this study was to evaluate the…

The Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ IV ACH) is purported to align with Cattell-Horn-Carroll (CHC) theory and offers upward of 20 scores within its interpretive and scoring system. The Technical Manual does not furnish validity evidence for the scores reported by the scoring system, suggesting that evidentiary support may…

The Child Observation Record (COR), initially developed in 1993 by HighScope Educational Research Foundation, is an observation-based instrument that provides systematic assessment of young children's knowledge and abilities in all major areas of development. Teachers or caregivers spend a few minutes each day writing brief notes or…

Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is…

W scores are used in a number of commercially available tests. Due to their complex nature, it can be hard for applied researchers and practitioners to understand them or even acquire information about them beyond what is provided in technical manuals. In this article, we provide information regarding the background and derivation of W scores that…