WJ V Technical Manual Abstract assessment service bulletin now available for download - #WJV #technicalmanual #schoolpsychologists #schoolpsychology #SLD #SPED #assessment #achievement #intelligence

Click on image to enlarge

The WJ V Technical Manual Abstract assessment service bulletin is now available via Riverside Insights (click here to download and read).  Think of it as an abridged version of the massive WJ V Technical Manual (LaForte, Dailey & McGrew, 2025).  Required reading for anyone interested in the WJ V.  Of course, reading the complete “manifesto” is highly recommended.

 

This is a technical abstract for the Woodcock-Johnson® V (WJ V™; McGrew, Mather, LaForte, & Wendling, 2025), a comprehensive assessment system for measuring general intellectual ability (g), specific cognitive abilities, oral language abilities, and academic achievement from age 4 through 90+. It describes the updates, organization, and technical aspects of the WJ V, including reliability information and evidence to support the validity of the WJ V test and cluster score interpretations. While this document provides a high-level summary of these topics, readers should consult the Woodcock-Johnson V Technical Manual (LaForte et al., 2025) for more comprehensive documentation.

Research Byte: #Measurementinvariance of the #Woodcock-Johnson® V (#WJV) Achievement Battery: An Exploratory Graph Analysis (#EGA) Approach - #schoolpsychology #schoolpsychologists #sld #SPED #achievement

 

Journal of Psychoeducational Assessment

Hyeonjoo Oh and Tong Wu

Abstract

The Woodcock-Johnson V (WJ V) test evaluates general intelligence and cognitive abilities using the Cattell–Horn–Carroll (CHC) theory framework. While measurement invariance is often tested using structural equation modeling (SEM), few studies have applied exploratory graph analysis (EGA), particularly in intelligence assessments. This study addresses that gap by examining configural and metric invariance of the WJ V achievement battery across age, race, and gender using normative data and a novel EGA approach. Results show that the WJ V maintains a consistent structure across diverse groups, supporting its validity in measuring the same constructs. Stability analyses further supported these findings, with test-to-community assignments remaining highly consistent in bootstrapped samples. Minor variation was observed only in the Oral Language Sample, which showed slightly lower but acceptable stability above 0.70.

Conflict of interest disclosure.  I’m the senior non-royalty earning author of the WJ V, which means I’ve already received payment for my services and don’t make a penny on any sales.

Research Byte: Domain-specific and domain-general skills as predictors of #arithmetic #fluency development—New #WJV will have similar measure—#MagnitudeComparison test

 Domain-specific and domain-general skills as predictors of arithmetic fluency development

Author links open overlay panel, , , , , 

Link to PDF appears available at journal page (click here to go directly to PDF)

Abstract

We investigated Norwegian children's (n = 262) development in arithmetic fluency from first to third grade. Children's arithmetic fluency was measured at four time points, domain-specific (i.e., symbolic magnitude processing and number sequences) and domain-general skills (i.e., working memory, rapid naming, non-verbal reasoning, and sustained attention) once in the first grade. Based on a series of growth mixture models, one developmental trajectory best described the data. Multigroup latent growth curve models showed that girls and boys developed similarly in their arithmetic fluency over time. Symbolic magnitude processing and number sequence skills predicted both initial level and growth in arithmetic fluency, and working memory predicted only initial level, similarly for boys and girls. Mother's education level predicted the initial level of arithmetic fluency for boys, and rapid naming predicted growth for girls. Our findings highlight the role of domain-specific skills in the development of arithmetic fluency.

As an FYI, the forthcoming WJ V (Q1, 2025) has a new test (Magnitude Comparison) that measures abilities similar to the symbolic magnitude processing ability measure used in this study (COI - I’m a coauthor of the WJ V)

https://www.sciencedirect.com/science/article/pii/S104160802400178X