WJ III/WJ IV Oral Language/Achievement Discrepancy Procedure
• Useful for ruling in or ruling out oral language as a major contributing cause of academic failure in reading/written expression
• Compares oral language ability with specific reading/written expression cluster scores
• Administer selected WJ III Achievement Cluster subtests (Basic Reading, Reading Comprehension, Written Expression…)
• Activate by clicking on Oral Language/Achievement box under “Select Discrepancy Procedures” in Compuscore menu
• On the Compuscore report, examine the oral language/Achievement Discrepancy information for significance
In the example above, the Actual score represents the student’s standard score obtained for that Achievement Cluster. The Predicted score is a weighted standard score from the Oral Language Extended Cluster (subtests 3, 4, 14, 15) for that students age +- 1 month. The Difference score is the number of standard score points between the actual and predicted, higher or lower. The Discrepancy PR is the percentile rank of students the same age as the subject student, who evidenced a similar discrepancy in the norming sample. The SD column represents the standard deviation discrepancy between the predicted and actual scores. The Significance column indicates whether the discrepancy is statistically significant at the 1.5 sd level. Note that both negative discrepancies (student is performing lower than predicted level) and positive discrepancies (student is performing higher than expected) are represented.
If the Actual Score (Actual Achievement Cluster) is significantly higher than the Predicted Score (Oral Language prediction), then the focus on intervention and instruction must include oral language. Increasing a student’s oral language abilities should have a positive effect on achievement skills (reading/written expression). Consultation with a speech-language pathologist is indicated.
If the Predicted Score (Oral Language prediction), is significantly higher than the Actual Score (Actual Achievement Cluster), the focus on intervention and instruction should be on the achievement area (reading…), but with scrutiny and consideration after examining implications of significant weaknesses in basic psychological processes.
WJ III Oral Language Tests, from most complex (top) to less complex (bottom)
Author: Michael Herbert, UPDC, www.updc.org, 801-231-3876, firstname.lastname@example.org