Test Review: Woodcock, R. W., McGrew, K. S., &amp; Mather, N. (2001). Woodcock-Johnson® III Test. Riverside Publishing Company. Itasca, IL

Blackwell, Terry L.

doi:10.1177/003435520104400407

Cited by 31 publications

(18 citation statements)

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“…Split-half reliability has been reported as .80 (Dunn & Dunn, 1981), and scores on the PPVT-Rand PPVT-III have shown good concurrent (Hodapp & Gerken, 1999; Zucker & Riordan, 1988) and predictive (Zucker & Riordan, 1990) validity, including among diverse populations of children (Campbell, Bell, & Keith, 2001; Washington & Craig, 1999). Second, children completed three of the subtests of the Woodcock-Johnson III Tests of Achievement (WJ-III; Woodcock, McGrew, & Mather, 2001) targeting language development (Letter-Word Identification and Sound Awareness) and math development (Applied Problems). Both the reliability and validity of the WJ-III are adequate (Woodcock et al, 2001), and construct validity has been demonstrated for diverse groups of children (Edwards & Oakland, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…Second, children completed three of the subtests of the Woodcock-Johnson III Tests of Achievement (WJ-III; Woodcock, McGrew, & Mather, 2001) targeting language development (Letter-Word Identification and Sound Awareness) and math development (Applied Problems). Both the reliability and validity of the WJ-III are adequate (Woodcock et al, 2001), and construct validity has been demonstrated for diverse groups of children (Edwards & Oakland, 2006). Finally, children were administered the Story and Print Concepts (SPC; Administration on Children, Youth, and Families [ACYF], 2003), which measures book and print knowledge as well as story comprehension.…”

Section: Methodsmentioning

confidence: 99%

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Teacher (mis)perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes.

Baker¹,

Tichovolsky²,

Kupersmidt³

et al. 2015

Journal of Educational Psychology

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Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Teacher (mis)perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes.

Baker¹,

Tichovolsky²,

Kupersmidt³

et al. 2015

Journal of Educational Psychology

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“…All participants (including Controls) completed four proficiency measures: (a) a written self-report measure where they were asked to rate their proficiency level on a scale from 1 to 7 in listening comprehension, reading comprehension, pronunciation, fluency, vocabulary, and grammatical ability; (b) a written C-test (Italian version: Kra s, 2008), where they were asked to fill in the blanks in five short texts in which twenty words in each text had been partially deleted; (c) a written error-detection test designed specifically for this study, where participants had to detect and correct a number of errors in two separate texts; and lastly, (d) a timed verbal semantic fluency task where participants were asked to produce as many vocabulary items from two categories ("animals" and "fruits and vegetables") as possible within 1 min. Participants also completed (a) a timed reading fluency task where they had to silently read and answer as many true-false statements as possible in 3 min (Woodcock, McGrew, Mather, & Schrank, 2003; adapted into Italian for this study); and (b) the letter-number-sequencing task from the Italian WAIS-IV as a measure of working memory (Orsini & Pezzuti, 2013). The purpose of these tasks was to ensure that group differences were not due to differences in reading speed and/or working memory capacity, given the rapid-serial-visual presentation mode of the sentence stimuli during the ERP experiment.…”

Section: Behavioral Measuresmentioning

confidence: 99%

First Language Attrition Induces Changes in Online Morphosyntactic Processing and Re‐Analysis: An ERP Study of Number Agreement in Complex Italian Sentences

2016

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First language (L1) attrition in adulthood offers new insight on neuroplasticity and the role of language experience in shaping neurocognitive responses to language. Attriters are multilinguals for whom advancing L2 proficiency comes at the cost of the L1, as they experience a shift in exposure and dominance (e.g., due to immigration). To date, the neurocognitive mechanisms underlying L1 attrition are largely unexplored. Using event‐related potentials (ERPs), we examined L1‐Italian grammatical processing in 24 attriters and 30 Italian native‐controls. We assessed whether (a) attriters differed from non‐attriting native speakers in their online detection and re‐analysis/repair of number agreement violations, and whether (b) differences in processing were modulated by L1‐proficiency. To test both local and non‐local agreement violations, we manipulated agreement between three inflected constituents and examined ERP responses on two of these (subject, verb, modifier). Our findings revealed group differences in amplitude, scalp distribution, and duration of LAN/N400 + P600 effects. We discuss these differences as reflecting influence of attriters’ L2‐English, as well as shallower online sentence repair processes than in non‐attriting native speakers. ERP responses were also predicted by L1‐Italian proficiency scores, with smaller N400/P600 amplitudes in lower proficiency individuals. Proficiency only modulated P600 amplitude between 650 and 900 ms, whereas the late P600 (beyond 900 ms) depended on group membership and amount of L1 exposure within attriters. Our study is the first to show qualitative and quantitative differences in ERP responses in attriters compared to non‐attriting native speakers. Our results also emphasize that proficiency predicts language processing profiles, even in native‐speakers, and that the P600 should not be considered a monolithic component.

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“…Both groups completed four proficiency measures : (1) A written self-report measure where they rated their L1 proficiency level on a scale from 1 to 7 in listening, reading, pronunciation, fluency, vocabulary, and grammatical ability; (2) A written C -test (Italian version: Kraš, 2008), where they were asked to fill in the blanks in 5 short texts in which 20 words in each text had been partially deleted; (3) A written error-detection test (Kasparian, 2015), where they had to detect and correct errors in two texts; and (4) A timed verbal semantic fluency task where they were asked to produce as many vocabulary items a given semantic category within 1 min. They also completed (1) a timed reading fluency task where they silently read and answered as many true-false statements as possible in 3 min (adapted into Italian based on Woodcock et al, 2003), and (2) the letter-number-sequencing task from the Italian WAIS-IV as a measure of WM (Orsini and Pezzuti, 2013). The purpose of these tasks was to ensure that any group differences were not a result of reading speed and/or WM differences.…”

Section: Methodsmentioning

confidence: 99%

When the Second Language Takes the Lead: Neurocognitive Processing Changes in the First Language of Adult Attriters

Kasparian

Steinhauer

2017

Front. Psychol.

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Although research on multilingualism has revealed continued neuroplasticity for language-learning beyond what was previously expected, it remains controversial whether and to what extent a second language (L2) acquired in adulthood may induce changes in the neurocognitive processing of a first language (L1). First language (L1) attrition in adulthood offers new insight on neuroplasticity and the factors that modulate neurocognitive responses to language. To date, investigations of the neurocognitive correlates of L1 attrition and of factors influencing these mechanisms are still scarce. Moreover, most event-related-potential (ERP) studies of second language processing have focused on L1 influence on the L2, while cross-linguistic influence in the reverse direction has been underexplored. Using ERPs, we examined the real-time processing of Italian relative-clauses in 24 Italian-English adult migrants with predominant use of English since immigration and reporting attrition of their native-Italian (Attriters), compared to 30 non-attriting monolinguals in Italy (Controls). Our results showed that Attriters differed from Controls in their acceptability judgment ratings and ERP responses when relative clause constructions were ungrammatical in English, though grammatical in Italian. Controls’ ERP responses to unpreferred sentence constructions were consistent with garden path effects typically observed in the literature for these complex sentences. In contrast, due to L2-English influence, Attriters were less sensitive to semantic cues than to word-order preferences, and processed permissible Italian sentences as outright morphosyntactic violations. Key factors modulating processing differences within Attriters were the degree of maintained L1 exposure, length of residence in the L2 environment and L2 proficiency – with higher levels of L2 immersion and proficiency associated with increased L2 influence on the L1. To our knowledge, this is the first demonstration that high levels of L2 proficiency and exposure may render a grammatical sentence in one’s native language ungrammatical. These group differences strongly point to distinct processing strategies and provide evidence that even a “stabilized” L1 grammar is subject to change after a prolonged period of L2 immersion and reduced L1 use, especially in linguistic areas promoting cross-linguistic influence.

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Test Review: Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson® III Test. Riverside Publishing Company. Itasca, IL

Cited by 31 publications

References 0 publications

Teacher (mis)perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes.

Teacher (mis)perceptions of preschoolers’ academic skills: Predictors and associations with longitudinal outcomes.

First Language Attrition Induces Changes in Online Morphosyntactic Processing and Re‐Analysis: An ERP Study of Number Agreement in Complex Italian Sentences

When the Second Language Takes the Lead: Neurocognitive Processing Changes in the First Language of Adult Attriters

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