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Copyright © 2009 by The Riverside Publishing Company. All rights reserved. No part of this work may bereproduced or transmitted in any form or by any means, electronic or mechanical, including photocopyingand recording or by any information storage or retrieval system without the prior written permission ofThe Riverside Publishing Company unless such copying is expressly permitted by federal copyright law.Address inquiries to Permissions, The Riverside Publishing Company, 3800 Golf Road, Suite 100, RollingMeadows, IL 60008-4015.Printed in the United States of America.Woodcock-Johnson, WJ III, and the WJ III logo are registered trademarks of Houghton Mifflin HarcourtCompany, and the WJ III NU logo is a trademark of Houghton Mifflin Harcourt Company.Reference Citation■ To cite this document, use:Schrank, F. A., & Wendling, B. J. (2009). Educational interventions and accommodations related tothe Woodcock-Johnson ® III Tests of Cognitive Abilities and the Woodcock-Johnson III DiagnosticSupplement to the Tests of Cognitive Abilities (Woodcock-Johnson III Assessment Service BulletinNo. 10). Rolling Meadows, IL: Riverside Publishing.For technical information, please call 800.323.9540 or visit our website at www.woodcock-johnson.com.1 2 3 4 5 6 7 8 9 10-XBS-12 11 10 09
Educational Interventions andAccommodations Related to the Woodcock-Johnson III Tests of Cognitive Abilities and theWoodcock-Johnson III Diagnostic Supplement tothe Tests of Cognitive AbilitiesThe Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) (Woodcock, McGrew,& Mather, 2001, 2007) and the Woodcock-Johnson III Diagnostic Supplement to the Tests ofCognitive Abilities (DS) (Woodcock, McGrew, Mather, & Schrank, 2003, 2007) include 31tests for measuring general intellectual ability, broad and narrow cognitive abilities, andaspects of executive functioning. The WJ III COG includes 20 tests. The DS provides 11additional tests.Each of the WJ III COG and DS tests provide norm-referenced measures of one ormore narrow, or specific, psychometrically defined cognitive abilities as informed by theindependent research efforts of Horn (1965, 1988, 1989, 1991), Horn and Stankov (1982),Cattell (1941, 1943, 1950), Carroll (1987, 1990, 1993, 2003), and Woodcock (1998). Thisbody of research has been interpreted conjointly as CHC theory (McGrew, 2005).The WJ III COG and DS measure seven broad CHC abilities: Comprehension-Knowledge (Gc), Long-Term Retrieval (Glr), Visual-Spatial Thinking (Gv), AuditoryProcessing (Ga), Fluid Reasoning (Gf ), Processing Speed (Gs), and Short-Term Memory(Gsm). These seven broad abilities are differentially related to reading, math, and writingachievement (Evans, Floyd, McGrew, & Leforgee, 2002; Floyd, Evans, & McGrew, 2003;Floyd, McGrew, & Evans, 2008).Each of the WJ III COG and DS tests can also be interpreted as measuring one ormore cognitive processes (McGrew, Schrank, & Woodcock, 2007; Schrank, 2006).The cognitive processes required for performance on each of the tests can providecues to interventions that may enhance performance on similar educational tasks. “Animplication, borne out in research, is that student performance should improve whenteachers structure instruction and academic work to cue effective processing” (Wong,Harris, Graham, & Butler, 2003, p. 392).CHC Abilities, Constituent Cognitive Processes, and RelatedEducational Interventions and AccommodationsAlthough it is generally accepted that an identified weakness in a particular cognitiveability is useful for describing why a student is struggling in one academic areabut not another, the relationship between the identified weakness, the cognitive
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