Interpretive Features of the WJ III Report Writer - Assessment

WJ III Newsletter–Vol. 1The Woodcock-Johnson Tests ofCognitive Abilities: A Brief Historyby Fredrick A. Schrank, Ph.D., ABPPWhen the WJ III Tests of CognitiveAbilities was published in 2001, itbecame the third generation of one ofthe most well-known and widely usedmeasures of intellectual abilities. Theoriginal version of this test was Part One:Tests of Cognitive Ability of theWoodcock-Johnson Psycho-EducationalBattery (WJ) (Woodcock & Johnson,1977). In 1989 the authors revised thebattery and produced a second edition,the Woodcock-Johnson Tests of CognitiveAbility–Revised (WJ-R COG) (Woodcock& Johnson, 1989).1977 Woodcock-JohnsonThe Woodcock-Johnson Psycho-EducationalBattery, published in 1977, was a singlebattery with three parts—Part One: Testsof Cognitive Ability, Part Two: Tests ofAchievement, and Part Three: Tests ofInterest Level.The first cognitive battery containedtwelve tests that measured both verbaland nonverbal functions. The testsmeasured cognitive abilities falling on acontinuum from lower processes, such assimple operations, to higher processes,such as complex mental operations. Thefirst test developed was Visual-AuditoryLearning (Woodcock, 1958), which wasdesigned to predict how well someonecould learn to read. Analysis-Synthesiswas developed next, and it measured aperson’s ability to learn mathematics. Dr.Woodcock constructed the rest of thecognitive tests to measure a variety ofbroad and complex cognitive abilities.Dr. Woodcock began developing theWJ in 1973. Instead of applying an overalltheoretical model, he developed the testfollowing a scientific-empirical methodthat used a number of controlledexperiments to measure learning abilities.The battery was standardized from 1976through 1977. After standardization,Dr. Woodcock analyzed the factors andclusters and defined the following fourbroad areas of functioning that the batterymeasured: Knowledge-Comprehension,Reasoning-Thinking, Memory-Learning,and Discrimination-Perception.Dr. Richard WoodcockIn the 1970s, when people beganviewing the term intelligence quotient(IQ) in a negative light, the term BroadCognitive Ability (BCA) was introducedto refer to an individual’s overallcognitive score. The BCA was derived byweighting the twelve cognitive testsdifferentially instead of equally to give astatistically better estimate of a person’soverall cognitive ability.1989 Woodcock-Johnson–RevisedIn 1989 the Woodcock-Johnson Psycho-Educational Battery–Revised waspublished. The WJ-R was divided intotwo separate batteries: the Tests ofCognitive Ability and the Tests ofAchievement. The theory underlying therevised edition was based on Dr.Woodcock’s insights into John Horn’s1985 paper on the operationalrepresentation of Gf-Gc theory (Horn,1991). Dr. Woodcock planned andorganized the Tests of CognitiveAbility–Revised to better approximateHorn’s Gf-Gc theory. To accomplishthis, he developed ten new cognitivetests for the WJ-R COG. These newtests measured the following seven broadabilities identified in Gf-Gc theory:Long-term retrieval (Glr), short-termmemory (Gsm), processing speed (Gs),auditory processing (Ga), visualprocessing (Gv) comprehensionknowledge(Gc), and fluid reasoning(Gf). As a result, the WJ-R Tests ofCognitive Ability became the primarybattery of tests for measuring the sevenbroad abilities identified in Gf-Gc theory.In a 1990 paper (Woodcock, 1990),Dr. Woodcock showed that Gf-Gc theorycan be used to describe the factorstructure of other intelligence tests if abattery’s tests are compared to other testsin a study that is broad enough and deepenough to identify all the major Gf-Gcfactors. And soon people began usingGf-Gc theory to analyze and interpretother intelligence tests as well. Thishelped establish Gf-Gc theory as a majordescriptor of human intellectual abilitiesand a standard for evaluating tests ofintelligence (McGrew & Flanagan, 1998).2001 Woodcock-Johnson IIIIn 1993, John Carroll developed athree-stratum theory that categorizedhuman cognitive abilities into a threestratumhierarchy. In the first level(Stratum 1), Carroll identified 69specific, or narrow, abilities that weresimilar to the Well Replicated CommonFactor (WERCOF) abilities identified byHorn and associates in 1979 (Ekstrom,French, and Harman, 1979). ThenCarroll grouped those narrow abilitiesinto broader categories of cognitiveability. This second level (Stratum 2)closely resembled Horn’s Gf-Gc factors.The third level (Stratum 3) identifies ageneral intellectual ability (g) factor.Carroll published this theory in thebook, Human Cognitive Abilities: ASurvey of Factor-Analytic Studies(Carroll, 1993, 1998).The Cattell-Horn-Carroll researchbecame known as CHC theory. The6

WJ III Newsletter–Vol. 1Table 1.CHC Theory AbilitiesMeasured by the WJ IIICOGStratum I Stratum II Stratum IIILexical Knowledge/Language Development Comprehension/Knowledge General Intellectual AbilityGeneral (verbal) InformationAssociate MemoryIdeational FluencyLong-Term RetrievalVisualizationSpatial RelationsSpatial ScanningSpeech-Sound DiscriminationResistance to Auditory Stimulus DistortionPhonetic CodingInductionSequential ReasoningSemantic Processing SpeedPerceptual SpeedNaming FacilityMemory SpanVisual-Spatial ThinkingAuditory ProcessingFluid ReasoningProcessing SpeedShort-Term MemoryWJ III authors used this theory tocreate broader factors so the factorscores could be generalized to othersituations, thus making them more valid.To accomplish this, for most factors, theauthors created the factor score bycombining two or more tests ofqualitatively different narrow abilities. Abroader measure of each factor providesa more valid CHC factor score becausethe practical implications of anindividual’s cluster score performancecan be generalized to more situations.For example, in the WJ III, the Gvcluster is composed of a measure ofvisualization (Test 3: Spatial Relations)and a measure of memory (Test 13:Picture Recognition). Table 1 shows thebroad and narrow CHC abilities that theWJ III COG measures.The WJ III Tests of Cognitive Abilitiesmeasures broad CHC factor scores toprovide diagnostic information to analyzewithin-individual variability. But in caseswhere the individual tests in a cluster differsignificantly, the qualitative differencesbetween the narrow abilities measured byeach test can provide additional valuableinterpretive information.Although some intelligence scholars,including Horn, do not recognize apsychometric g as a psychological entity,many professionals have indicated theneed for a general intellectual abilityscore. So the WJ III authors added afirst-principal component (g) score to theTests of Cognitive Abilities to answer thisneed. The general intellectual ability, orGIA, score in the WJ III is different fromthe full-scale scores in other intelligencetests. In other tests, the full-scale scoresare only an arithmetic mean of all tests orsubtests in the battery. While in theWJ III, the factors that make up the GIAscore are weighted based on how mucheach contributes to the g.ReferencesCarroll, J. B. (1993). Human cognitiveabilities: A survey of factor-analyticstudies. New York: Cambridge.Carroll, J. B. (1998). Human cognitiveabilities: A critique. In J. J. McArdle& R. W. Woodcock (Eds), Humancognitive abilities in theory andpractice (pp. 5–24). Mahwah, NJ:Lawrence Erlbaum.Ekstrom, R. B., French, J. W., &Harman, M. H. (1979). Cognitivefactors: Their identification andreplication. Multivariate BehavioralResearch Monographs, 79(2).Horn, J. (1991). Measurement ofintellectual capabilities: A review oftheory. In McGrew, K. S., Werder, J.K., and Woodcock, R. W., WJ-RTechnical Manual (pp. 197–232).Itasca, IL: Riverside.McGrew, K. S., & Flanagan, D. P.(1998). The intelligence test deskreference. Boston: Allyn & Bacon.Woodcock, R. W. (1958). Anexperimental prognostic test forremedial readers. Journal ofEducational Psychology, 49, 23–27.Woodcock, R. W. (1990). Theoreticalfoundations of the WJ-R measures ofcognitive ability. Journal ofPsychoeducational Assessment, 8,231–258.Woodcock, R. W., & Johnson, M. B.(1977). Woodcock-Johnson Psycho-Educational Battery. Itasca, IL:Riverside.Woodcock, R. W., & Johnson, M. B.(1989). Woodcock-Johnson Psycho-Educational Battery–Revised. Itasca,IL: Riverside.7

WJ III Newsletter–Vol. 1Several Training Options Available to WJ III UsersExaminers can develop their testingcompetency on the Woodcock-Johnson IIIusing several different types of trainingmaterials.WJ III University Training PackageThis training package is designed to helpuniversity professors and trainingprofessionals teach others how to usethe new Woodcock-Johnson III. TheWJ III Training CD-ROM can be usedwith either Windows ® or Macintosh ®operating systems and contains videoclips of administration and scoringprocedures as well as pre- and post-teststo help examiners who are learning theWJ III target their strengths andweaknesses. This training packageincludes presentation materials, such asslides and handouts, in PowerPointformat, that instructors and trainers canedit and customize.(Code: 9-23635)WJ III Self-Study Training PackageThis package is designed to helpexaminers learn to administer and usethe new WJ III on their own. TheWJ III Self-Study CD-ROM also can beused with either Windows or Macintoshoperating systems. It contains video clipsof test administration and scoringprocedures and pre-and post-tests, but itdoes not include presentation materials.(Code: 9-23640)WJ III Training Video PackagesThere are two different training videopackages—one for the WJ III Tests ofCognitive Abilities and one for theWJ III Tests of Achievement. The videosare in VHS format and contain testadministration clips, generaladministration rules, scoring procedures,and interpretive options, such as age/grade profiles. They also feature theauthors discussing important aspects ofthe tests.(Code: 9-23645 – Achievement,Code: 9-23647 – Cognitive)Examiner Training WorkbooksThe University Training Package andthe Self-Study Training Package containcopies of both the Cognitive andAchievement Examiner TrainingWorkbooks. A copy of the ExaminerTraining Workbook for the appropriateWJ III battery is included in eachTraining Video Package. Theseworkbooks contain step-by-stepexamples showing how to establishbasals and ceilings, score items,calculate raw scores, obtain estimatedage and grade equivalents, and read theWJ III software score report. Theworkbooks also contain practiceexercises and reproducible checkliststhat can be used as self-study orobservation tools. These workbooks arealso available for separate purchase inpackages of five.(Code: 9-23533 – Achievement,Code: 9-23534 – Cognitive)WJ III WorkshopsMany workshops are scheduled eachyear. Costs may vary. To get on our listto be notified of upcoming workshopsin your area, email us atvicki.vanderburgh@nelson.com.WJ III Delayed Recall Tests Best Interpreted With z ScoresThe Woodcock-Johnson III uses z scores toreport the discrepancy between predictedand actual scores on delayed recall (DR)tests (Visual-Auditory Learning in theWJ III Tests of Cognitive Abilities andStory Recall in the WJ III Tests ofAchievement). Examiners can administerdelayed recall tests anywhere from 30minutes to 8 days after administering theinitial test.The WJ III Compuscore and ProfilesProgram calculates the predicted DRscore using the subject’s age or grade, theinitial test score, and the time intervalbetween when the initial and delayedtests were administered. The programinterprets the delayed recall test based onthe difference between the predicted DRscore and the actual DR score. Then itevaluates this difference like an ability/achievement discrepancy to see if thesubject’s DR score is within normal limitsfor his or her age or grade, initial score,and delay interval.A z score indicates the number ofstandard deviation units that separatethe predicted and actual scores. On thesoftware report, a z score correspondsto the Discrepancy SD score reportedin the Discrepancies section anddiscussed in the Examiner’s Manuals. Anegative z score indicates that theactual delayed score was less thanpredicted, and a positive z scoreindicates that the actual delayed scorewas higher than predicted. Scoresbetween. –1.00 (PR = 16) and +1.00(PR = 84) are often considered withinthe normal range.8

WJ III Newsletter–Vol. 1WJ III Interpretive Books Available SoonAssessment professionals will soon havefour new resource books available to helpthem interpret the Woodcock-Johnson III.Look for the Essentials of WJ IIICognitive Abilities Assessment and theEssentials of WJ III Tests of AchievementAssessment. These two books are part ofthe Essentials series of primers publishedby John Wiley. Each of the WJ III bookspresents a concise overview of theadministration, scoring, and interpretationof the featured battery. The clinicalapplications and case studies chaptersprovide information not found in anyother published resource. The authors ofthe cognitive essentials book are FredrickA. Schrank, Dawn P. Flanagan, RichardW. Woodcock, and Jennifer T. Mascolo.Nancy Mather, Barbara J. Wendling, andRichard W. Woodcock are the authors ofthe achievement essentials book. Alan andNadeen Kaufman are the sponsors andeditors of this series of short books.Woodcock-Johnson III: Recommendationsand Reports, authored by Nancy Matherand Lynne Jaffe, is another John Wileypublication that will be available soon.WJ III examiners will find this volumeuseful in converting WJ III test resultsinto meaningful recommendations,measurable goals, and concrete objectivesfor monitoring student progress. Thebook includes numerous examples ofeffective diagnostic reports, summariesthat can be attached to a methods report,and techniques for implementingrecommendations effectively.ReferencesMather, N., & Jaffe, L. (2001). Woodcock-Johnson III: Recommendations andReports. New York: Wiley.Schrank, F. A., Flanagan, D. P,Woodcock, R. W., & Mascolo, J. T.(2001). Essentials of WJ III CognitiveAbilities Assessment. New York: Wiley.Wendling, B. J., Mather, N. &Woodcock, R. W. (2001). Essentials ofWJ III Tests of Achievement Assessment.New York: Wiley.Contact John Wiley & Sons Canada(1-800-567-4797) for these books.Contact Nelson Thomson Learning(1-800-268-2222) for test materials.WJ III Tests of Cognitive Abilities Materials GrantsTo date, three Canadian Universities havetaken advantage of the WJIII Tests ofCognitive Abilities Materials GrantsProgram to School Psychology trainingprograms. These grants are sponsored byNelson Thomson Learning, TheRiverside Publishing Company andMeasurement/Learning/Consultants.MLC is a company founded by theauthor of the WJ III, Dr. RichardWoodcock. The purpose of the grants isto encourage the development of modelcourses in intellectual assessment, usingthe WJ III as the primary or co-primaryinstrument. Each grant recipient receives12 WJ III Cognitive complete kits. Theschools participating are:University of SaskatchewanDr. Don SaklofskeUniversity of British ColumbiaDr. William McKeeMount Saint Vincent UniversityDr. Frederick FrenchIn 2001, Nelson and each participatinguniversity hosted a WJ III workshop. Toapply for the grant, your SchoolPsychology department head shouldcontact peter.cameron@nelson.com forfurther details.Universities using the WJ III or othertest materials as part of their academicprogram or research activities may beeligible for a discount of up to 30%.Some restrictions apply. Contact Nelsonfor further information.9

WJ III Newsletter–Vol. 1IAP WebsiteIs a ValuableResourceDr. Kevin McGrew,Director of theInstitute for AppliedPsychometricsThe Institute for Applied Psychometrics(IAP) website at www.IAPsych.com isone place to look for WJ III interpretiveassessment resource information. The sitewas created by WJ III co-author, KevinMcGrew, to link psychological,psychometric, measurement, andstatistical theory and methods withapplied practice to solve problems inpsychology and education. The site has aspecial focus on the use of the Cattell-Horn-Carroll Theory of CognitiveAbilities in intelligence test developmentand interpretation. To date, almost16,000 users have visited the IAP homeweb page. The IAP mailing list now has232 subscribers, and the CHC DiscussionList currently has 167 subscribers.If you haven’t visited the site recently,you’ll note that it has been updated andnow has a new look and improvedorganization. The table of contents wasreorganized into broad categories. ACHC discussion listserv was added, thevirtual bookstore was expanded, andusers can now download free PowerPointslides for educational and trainingpurposes. The IAP site also postsworkshop agendas and registration.The Favorite IAP Links section of thesite contains links to sites withinformation on topics such as tests,training, special education issues,intelligence, disabilities, central auditoryprocessing disorders, statistics, dataanalysis, neurology, and neuropsychology.... continued on p. 11Customers Are Asking . . .Q: Are the audio cassettes for the WJ III taped tests available on CD-ROM?A: The WJ III audio cassettes are not currently available on CD-ROM.However, this project is in development, and the audio materials shouldbe available on CD-ROM within a year.Q: When scoring Reading Fluency, why is the score calculated by subtractingthe number incorrect from the number correct? It seems like students arebeing punished for guessing.A: You are correct. This method of scoring reduces the “guess factor.” SinceReading Fluency requires subjects to mark each item Yes or No, subjectscan guess and have a 50 percent chance of getting the items correct. Sothe test is scored by evaluating the correct and incorrect responses withinthe range of attempted items. But because the norms are based on thisprocedure, subjects are not punished.Q: Why don’t the scoring tables on the WJ III Test Records match thescores on the scoring software report?A: Scores don’t always match because the scoring tables on the WJ III TestRecords use estimated scores. The scoring software calculates scores usingadditional available variables, such as time limits, test sections, ageequivalents,grade equivalents, and delay times, that cannot be built intothe printed scoring tables. This is another reason for the WJ III to becomputer-scored only.Q: On Planning, is the subject allowed to correct his or her answers byerasing?A: No. If the subject makes a mistake on the Planning sample items, you canerase the subject’s incorrect tracing and ask him or her to try the sampleitem again. This is the only erasing that is allowed on this test. Thesubject is not allowed to erase, or even pick up his or her pencil from thepaper, while completing the Planning test items.Q: When do I enter an X in the WJ III Compuscore and Profiles Programscoring software?A: For tests that contain groups of items (Story Recall, StoryRecall–Delayed, Understanding Directions, and Planning), enter thenumber of points (or errors) in the scoring software for each group ofitems you administer. Enter an X (not a zero) to indicate groups of itemsyou did not administer. Do not enter an X in a test if you did notadminister it. Simply skip over that test and leave it blank when youenter data in the computer software program.Q: When I tried to enter the date of testing in the WJ III Compuscore, thenumbers all ran together and wouldn’t go into the month, day, and yearfields correctly.A: To complete any of the date fields in the scoring software, you must typein the month and the day as two-digit numbers and the year as a fourdigitnumber. For example, if your date of testing is April 1, 2001, youwould type 04/01/2001.10

WJ III Newsletter–Vol. 1Q: I administered the WJ III Tests of Cognitive Abilities over two days. Onthe first day I entered a date in the Date of Testing field. On the secondday, when I administered Visual-Auditory Learning (a test with a Date ofTesting field), the WJ III Compuscore would not let me enter that day’sdate but kept defaulting to the first date of administration.A: The WJ III Compuscore is programmed so that all tests with date fieldsdefault to the first date of administration. You will need to enter the firstdate of administration in all date fields or change the date in the first Dateof Testing field to match your second date of testing.If you have to adjust the testing date for Visual-Auditory Learningand/or Story Recall, then remember to adjust the testing date for thedelayed recall tests (Visual-Auditory Learning–Delayed and/or StoryRecall–Delayed) to maintain the correct delay interval. The softwareincorporates the delay time when calculating the predicted delayed recallscore, so it is important that that interval is correct.Q: What is the difference in scores between the 2-minute and the 7-minuteversions of Writing Fluency?A: This test should almost always be given for the full 7-minute time limit.The score the software calculates for a 2-minute sample is a predictedestimate of how the subject would do if he or she were to test for 7minutes.Q: How do you score false basals and ceilings?A: There is only one true basal and one true ceiling. Therefore, you shoulduse the lowest basal, or Item 1, and the highest ceiling, or the last item.Basal and ceiling rules limit the span of items administered while allowingan examiner to estimate, with high probability, the score a subject wouldhave obtained if he or she had taken all the items in the test.Q: Why don’t I get standard scores for the delayed recall tests?A: The delayed recall tests give z scores instead of standard scores becausethe delayed test is comparing a subject to himself or herself, not to thenorms. For more information on z scores, see the article, “WJ III DelayedRecall Tests Best Interpreted With z Scores.”Q: How do I get the score report to show z scores for the delayed tests(Visual-Auditory Learning–Delayed and Story Recall–Delayed)?A: To show z scores on the score report, click on the Options menu, selectProgram Options, and click on the Report Options tab. In theAdditional Score Column section, choose “z score,” and click OK. Thez scores will then show in the last column of the score report.IAP WEBSITE... continued from p. 10The site also contains the IAPReference Database, a literature trackingand database reference system that tracksall journals in the Current Contents onDiskette system as well as a variety ofprofessional journals, like SchoolPsychology Review, Assessment,Psychological Methods, and Intelligence, ona weekly basis. The database containsreferences to articles on topics likeintelligence theory, neuropsychology,reading instruction/intervention,learning disabilities, genetics, cognitiveabilities, mental retardation, specialeducation, multivariate statistics, and IRTprocedures. It also includes a “recentliterature of interest” page.REPORT WRITER... continued from p. 5ConclusionWith the Report Writer for the WJ III,examiners can spend a minimal amountof time inputting data and informationand reap maximum interpretive benefits.The program synthesizes test scores,checklist feedback, and discrepancyinformation and quickly producesaccurate narratives to help assessmentprofessionals write comprehensivepsycho-educational or educationalevaluations.Q: In the last section of Sound Awareness (Reversal), the examiner presentsboth sample items using the individual sounds. But what about Items 4through 9?A: Items 4 through 9 in the Reversal section of Sound Awareness are not onthe audio cassette. The examiner should say these items as whole words.The subject is then supposed to say the whole word backwards (creatinganother word) as a correct response.... continued on back page11

WJ III Newsletter–Vol. 1ASBs: More Tools for the WJ III ToolboxIf you woul like more information on theWoodcock-Johnson III, a series ofAssessment Service Bulletins (ASBs)provides technical WJ III resourceinformation. ASBs 1, 2, and 3 are currentlyavailable, and ASB 4 is in development.ASB Number 1 compares the WJ IIITests of Cognitive Abilities to the Wechslerintelligence scales (the Wechsler AdultIntelligence Scale ® –Third Edition, theWechsler Intelligence Scale forChildren ® –Third Edition, and theWechsler Preschool and Primary Scale ofIntelligence TM –Revised). The ASB consistsof a series of tables that concisely showcomparisons between the WJ III COGand the Wechslers in the following fiveareas:■ content features■ administration features■ interpretation features■ technical features■ coverage of Cattell-Horn-Carroll(CHC) broad and narrow cognitiveabilitiesThese comparisons may help cliniciansprovide better test interpretation andbetter assess variations in test performance.ASB Number 2 provides technicalinformation on the WJ III. It gives abrief, but comprehensive summary ofthe WJ III Technical Manual,highlighting the procedures used todevelop and validate the WJ III,including standardization information,sampling characteristics, normsconstruction, reliability statistics, andvalidity information.ASB Number 3 discusses the WJ IIIdiscrepancy procedures and how to usethem to identify and diagnose learningdisabilities. See the “Educated Guesses: AGuide to Choosing WJ III DiscrepancyProcedures” article for detailed informationabout the WJ III discrepancy procedures.ASB Number 4 will be available soon.It will include a step-by-step procedurefor calculating ability/achievementdiscrepancies when using the WISC-IIIwith the WJ III Tests of Achievement.The procedure outlined corrects for theeffects of regression to the mean. Thecorrelations that are used in the ASB arebased on a broad sample of individualsranging in age from 6 to 17. (Thesediscrepancy calculations are automated inthe Report Writer for the WJ III.)Similar ASBs will be made available forcalculating ability/achievementdiscrepancies between the UNIT and theWJ III Tests of Achievement and the CASand the WJ III Tests of Achievement.Copies of all ASBs are available at:http://assess.nelson.comCUSTOMERS ARE ASKING... continued from p. 9Q:Why is only Form B of theachievement test available in Canada?A: When Nelson and Riverside reviewedthe two achievement batteries (FormsA and B) of the new test, it was clearthat Form B was the most internationalin its content. It was determined thatCanadian items would be created formany of the questions in the AppliedProblems test of Form B to make thetest appropriate for use in Canada. Noother changes were deemed to benecessary. However, Form A of the WJIII contains much more U.S.-specificcontent, and as such it will be moredifficult to create a version appropriatefor use in Canada. It is anticipated thata Canadian version of the Form Aachievement test will be available at alater date.Q:Are there Canadian norms for theWJ III?A: As part of the WJ III test developmentprocess, an equating study wasdesigned and undertaken to determineif unique Canadian norms were neededfor the WJ III COG and WJ III ACH.This study involved 334 Englishspeakingschool-aged children, ingrades 1-13, selected from threegeographical areas in Canada (WesternCanada, Central Canada, and theMaritime Provinces). Communitieswere sampled by census region andtype of community. Standardizationequatingdata were obtained from sixprovinces. Communities were targetedfor selection based on thecharacteristics of geographicdistribution, size of community, andSES characteristics (high, average, andlow SES communities). Catholicschools were also included in theequating sample to further represent across section of the community. Thirtyfourschools were included in thestudy. As a concurrent validity measure,the WISC III was administered to 106of the individuals included in the WJIII Canadian sample.1120 Birchmount Road, Toronto, ON M1K 5G4 • (416) 752-9448 or 1-800-268-2222 • Fax (416) 752-8101 or 1-800-430-4445Email: inquire@nelson.com • Internet: www.nelson.com