Woodcock‐Johnson III Tests of Achievement

By R. Dumont, John O. Willis. 2008

783 citations recorded by the source corpus.

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Citations in the corpus

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, methodology): “…with interitem score reliability norms for North American 5-year-olds speaking English or Spanish at or above .83 for the Applied Problems and Letter-Word Identification subscales and at or above .68 for the Picture Vocabulary subscale (Mather & Woodcock, 2001; Woodcock & Muñoz- Sandoval, 1996).”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, methodology): “As with the Auditory Working Memory subtest, W-scores were used because they utilize Rasch-based measurement models to create equal-interval scale characteristics (Mather & Woodcock, 2001b).”
The Relationship between Linguistic Skills and Arithmetic Knowledge. (2013, methodology): “The Calculation test of the WJ-III: Research Edition (Woodcock, McGrew, & Mather, 1999) measures the degree to which students have mastered addition and subtraction facts and are able to use procedural skills to solve whole number arithmetic problems.”
Does Access Matter? Time in General Education and Achievement for Students With Disabilities (2013, methodology): “…(at or above 131 = very superior, 121–130 = superior, 111–120 = high average, 90–110 = average, 80–89 = low average, 70–79 = low, 69 or below = very low; Mather & Woodcock, 2001) are used as an independent variable and can accurately take into account a student’s prior achievement.1 The Wave 4…”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, methodology): “These sub-tests comprise the Math Reasoning cluster of the mathematics assessments.”
Preschool instruction and children's emergent literacy growth (2006, methodology): “For analysis purposes, raw scores were converted to W scores, which are a " special transformation of the Rasch ability scale " (Mather & Woodcock, 2001, p. 72).”
Parents supporting learning: a non-intensive intervention supporting literacy and numeracy in the home learning environment (2016, methodology): “In addition, subtests were drawn from the Woodcock-Johnson III battery of tests of cognition and achievement (Mather and Woodcock 2001a, 2001b; McGrew, Woodcock, and Mather 2001).”
Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. (2007, methodology): “W-scores were used in analyses for all three achievement tests based on a centered W-score of 500, which is the average achievement level for a 10-year-old child (Mather & Woodcock, 2001).”
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes (2018, methodology): “Academic achievement, specifically reading and math, was assessed using the Woodcock–Johnson III Test of Achievement (WJ III ACH; Mather & Woodcock, 2001), a standardized measure of reading and math achievement.”
Executive Function Skills, Early Mathematics, and Vocabulary in Head Start Preschool Children (2017, background): “…and WM accounted for unique variance in preschool children’s arithmetic mathematical performance on the Applied Problems scale of the Woodcock– Johnson III Tests of Achievement (Woodcock et al., 2001) after they controlled for child age, receptive vocabulary ability, and maternal education level.”