Chapter 3 - A Special Validity Study of the Woodcock–Johnson IV: Acting on Evidence for Specific Abilities

Abstract

The purpose of this chapter was to examine cognitive-achievement relations for the Woodcock–Johnson—Fourth Edition (WJ IV). We used a higher order model consistent with Cattell–Horn–Carroll (CHC) theory to examine cognitive-achievement relations for reading (Basic Reading Skills, Reading Rate, and Reading Comprehension), writing (Basic Writing Skills and Written Expression), and math (Math Calculation Skills and Math Applications). Consistent with previous WJ research, there were direct influences from broad CHC abilities and an indirect influence from general intelligence (g) on all academic skills. Cognitive-achievement relations for most academic skills were consistent with previous WJ research. Several findings supported changes made to the tests and constructs measured by the WJ IV, suggesting that the changes may be useful for understanding cognitive and academic strengths and weaknesses. Recommendations for assessment and interpretation of the WJ IV are made based on the results.