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WJWoodcock Johnson (psychoeducational battery)
WJWestjet (airline)
WJWest Jordan (Utah)
WJWater Jet
WJWalter Johnson High School (Bethesda, Maryland)
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Working memory for spoken language was assessed with the Woodcock Johnson Story Recall subtest of the Woodcock Johnson Tests of Achievement-III (WJ-III) [38].
Initial results demonstrate: (1) a significant effect of child care availability on the treatment impact on children's PPVT scores; (2) no statistically significant effects of neighborhood characteristics on Head Start impacts were found for children's Woodcock Johnson Letter Word Identification; and (3) neighborhood crime analyses reveal evidence for treatment moderation of Head Start's impact on children's PPVT scores.
Many other programs, such as the Woodcock Johnson, perform the same tasks and show comparable data when compared to the QRI (Barenbaum, 2001).
Table 1 Means and Standard Deviations for the Dependent Variables Group Cognitive Numeracy Art Oddity Scores (12 possible) Mean 11.00 9.81 10.11 SD 0.96 1.73 1.34 Seriation Scores (10 possible) Mean 8.56 6.96 6.67 SD 2.42 2.63 3.02 Conservation Scores (10 possible) Mean 7.07 4.77 5.15 SD 3.75 2.82 3.91 Numeracy (Woodcock Johnson III) Scores Mean 20.25 18.56 17.48 SD 3.75 2.82 3.91 O-LSAT Oddity Scores (12 possible) Mean 8.00 6.70 6.78 SD 2.57 2.97 2.81 Table 2 Pearson Product-Moment Correlations Between Scores on Five Dependent Variables Conser- Woodcock- Seriation vation Johnson III OLSAT Oddity, .234 * .397 ** .311 ** .461 ** Seriation .357 ** .367 ** .406 ** Conservation .445 ** .456 ** Woodcock- .395 ** Johnson III * Correlation is significant at the .05 level.
They found significant differences between mean scores on academic achievement measures such as the Woodcock Johnson III Tests of Achievement--Third Addition (WJIII) and the Dynamic Indicators of Basic Literacy Skills (DIBELS) across various ethnic groups and between those youth identified as special education and those not identified.
In addition, the children took a phonics test from the Woodcock Johnson Psycho-Educational Battery, wherein they "read" a list of non-words.10 We observed language arts instruction in the children's classrooms and interviewed principals and teachers to learn their perceptions of the reading program in use.
Concurrent validity with respect to the Woodcock Johnson at first grade was .57 with Letter-Word Identification, .64 with Word Attack, .43 with Passage Comprehension, and .69 with Total Reading.
The interns recorded Woodcock Johnson scores, curriculum-based measurement scores, and other informal reading and math scores.
Using this criteria, the following comparisons yielded meaningful effect sizes in the moderate to large ranges: The WRAT-m at the 6th grade level (d = .67), the short version of the MAST at the 7th grade level (d = .71), 8th grade level (d = .74), and 10th grade level (d = .81); the Woodcock-Johnson Letter Word Identification at the 10th grade level (d = .55), and the Woodcock Johnson Word Attack at the 10th grade level (d = .65).
The participants were administered the UNIT and the Woodcock Johnson Tests of Achievement - Revised (WJ-R; Woodcock & Johnson, 1989b).