The Woodcock-Johnson Tests of Cognitive Ability: Concurrent Validity with the WISC-R

Reeve, Ronald E.; Hall, Robert J.; Zakreski, Richard Scott

doi:10.2307/1510646

Cited by 50 publications

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“…Since its development, the Woodcock-Johnson Tests of Cognitive Abilities (1977) has received mixed reviews concerning its validity in relation to the WISC-R. Reeve, Hall, and Zakreski (1979) reported a correlation of .79 between the two instruments with a sample of learning disabled students. However, a discrepancy of almost one standard deviation was found between the two instruments, with the WISC-R being the higher.…”

Section: Columbia Yourh Services Columbiamentioning

confidence: 99%

“…Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.Since its development, the Woodcock-Johnson Tests of Cognitive Abilities (1977) has received mixed reviews concerning its validity in relation to the WISC-R. Reeve, Hall, and Zakreski (1979) reported a correlation of .79 between the two instruments with a sample of learning disabled students. However, a discrepancy of almost one standard deviation was found between the two instruments, with the WISC-R being the higher.…”

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Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

1985

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University of Missouri- Columbia Yourh Services ColumbiaUsing a sample of 100 behavior disordered male adolescents, correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the WoodcockJohnson Tests of Cognitive Abilities (WJTCA) were computed. All WISC-R subtests correlated with the W-J Broad Cognitive Ability score at the .0001 level. Analysis of the forward selection multiple regression procedure resulted in the inclusion of only WISC-R Verbal subtests for the first six steps. Implications of such results were discussed and a predictive equation reported.Since its development, the Woodcock-Johnson Tests of Cognitive Abilities (1977) has received mixed reviews concerning its validity in relation to the WISC-R. Reeve, Hall, and Zakreski (1979) reported a correlation of .79 between the two instruments with a sample of learning disabled students. However, a discrepancy of almost one standard deviation was found between the two instruments, with the WISC-R being the higher. These authors offered two hypotheses concerning the discrepancy. First, the WoodcockJohnson may be tapping an area of cognitive functioning in which children with learning problems have greater difficulty than normals. A second suggestion was that the norms of the WJTCA could be in error. Ysseldyke, Shinn, and Epps (1981) reported that the WJTCA had a higher correlation with the WISC-R Verbal IQ than with the WISC-R Performance IQ. Using a sample of 50 learning disabled students, a correlation of .67 was computed between the WISC-R VIQ and the WJTCA Broad Cognitive score, while the PIQ yielded a correlation of only .48. Further, the LD students in this sample scored 7.68 points lower on the WJTCA than they did on the WISC-R FSIQ. These authors concluded that the WJTCA assesses product-dominant or crystallized intelligence, rather than fluid intelligence, with fluid intelligence being the processes necessary for the acquisition of academic skills (Cattell, 1963). What is learned or acquired through these processes is product-dominant intelligence. McGrew (1983), using a sample of 52 elementary students referred to child study teams for a variety of problems, concluded that the WISC-R and WJTCA provided comparable ability estimates. The correlation between the WJTCA Broad Cognitive Ability score and the WISC-R FSIQ for this sample was .74. Phelps, Rosso, and Falasco (1984), using a sample of 55 behavior disordered adolescents, found a correlation of .84 between the WISC-R FSIQ and WJTCA Broad Cognitive Ability score. There was only a 2.33 point discrepancy between the mean scores of the two instruments, t(54)=2.23, p>.03, with the WISC-R FSIQ being the higher of the two. The authors further found that the Broad Cognitive score was more highly correlated with the WISC-R VIQ (.90) than with the WISC-R PIQ (.68). Analysis of Pearson product-moment correlations between each WISC-R subtest and the Broad Cognitive score resulted in a range of .42 to S O for the Performance subtests, while for the Verbal subtests the range w...

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Section: Columbia Yourh Services Columbiamentioning

confidence: 99%

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confidence: 99%

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

1985

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“…The Woodcock-Johnson Test of Cognitive Abilities (WJTCA) generally has received mixed reports about its concurrent validity in relation to the WISC-R, especially with learning disabled samples. Reeve, Hall, and Zakreski (1979) found a significant correlation (r=.79) using a sample of 51 learning disabled students; however, they noted that the mean WJTCA Broad Cognitive Ability Score was 13 points lower than the mean WISC-R FSIQ. The authors hypothesized that the discrepancy may be the result of errors in the norming of the W-J.…”

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confidence: 91%

“…Since its inception in 1977, the Woodcock-Johnson Psycho-educational Battery has gained in popularity among psychologists as an assessment device. The wide use of the Woodcock-Johnson has been partially fueled by the need for a norm-referenced test that provides information about intraindividual and extraindividual functioning levels across cognitive abilities, academic achievement, and scholastic and nonscholastic interest areas (Reeve, Hall, & Zakreski, 1979). Since all of the components of the W-J were normed on the same population, it enables the examiner to overcome the practical problem of interpreting ability and achievement measures that have been standardized on different populations.…”

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Correlations between the Woodcock-Johnson and the WISC-R for a behavior disordered population

Phelps¹,

Rosso²,

Falasco³

1984

Psychol. Schs.

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Correlations between the Woodcock-Johnson Test of Cognitive Abilities (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were evaluated on a sample of 55 behavior disordered males, 28 of whom were also diagnosed as learning disabled. Concurrent validity for this sample was demonstrated by only a 2.33 point difference between the mean WJTCA Broad Cognitive score and the mean WISC-R Full Scale IQ score. Analysis of Pearson product-moment correlations between each WISC-R subtest and each Woodcock-Johnson cluster score substantiated previous assertions that the WJTCA is unduly weighted with ProductDominant factors. Construct validity of some of the WJTCA clusters also was questioned. Implications of these results for behavior disordered populations were discussed.Psychologists and special educators frequently have utilized the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stanford-Binet (S-B) to provide information about the current level of intellectual functioning for a student. Since its inception in 1977, the Woodcock-Johnson Psycho-educational Battery has gained in popularity among psychologists as an assessment device. The wide use of the Woodcock-Johnson has been partially fueled by the need for a norm-referenced test that provides information about intraindividual and extraindividual functioning levels across cognitive abilities, academic achievement, and scholastic and nonscholastic interest areas (Reeve, Hall, & Zakreski, 1979). Since all of the components of the W-J were normed on the same population, it enables the examiner to overcome the practical problem of interpreting ability and achievement measures that have been standardized on different populations.In a small number of studies, the cognitive component of the W-J Psychoeducational Battery has been compared to other standard ability tests to assess its concurrent validity. The Woodcock-Johnson Test of Cognitive Abilities (WJTCA) generally has received mixed reports about its concurrent validity in relation to the WISC-R, especially with learning disabled samples. Reeve, Hall, and Zakreski (1979) found a significant correlation (r=.79) using a sample of 51 learning disabled students; however, they noted that the mean WJTCA Broad Cognitive Ability Score was 13 points lower than the mean WISC-R FSIQ. The authors hypothesized that the discrepancy may be the result of errors in the norming of the W-J.Using a sample of LD students, Ysseldyke, Shinn, and Epps (198 1) reported a correlation of .67 between the WISC-R FSIQ and the WJTCA Broad Cognitive Abilities Scores. With this sample, there was a discrepancy of approximately eight points between the mean WISC-R FSIQ and the mean WJTCA Broad Cognitive Ability Score. The discrepancies between the WISC-R and the WJTCA have raised concerns about the adequacy of the W-J, especially in the assessment of samples of learning disabled students. Woodcock (1980) has claimed that these findings may be the result of methodological errors. The observed discrepancies may have b...

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“…Working with 51 previously identified learning disabled (LD) students, Reeve, Hall, and Zakreski (1979) reported a correlation of .79 when the WJTCA Broad Cognitive Scale was compared to the WISC-R Full Scale IQ. Reeve, et al, noted that there was a 13-point difference between the mean WISC-R Full Scale IQ and the mean WJTCA Broad Cognitive score; LD children scored almost a full standard deviation lower on the Woodcock-Johnson.…”

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Concurrent validity of the Woodcock-Johnson tests of cognitive ability with the WISC-R: EMR children

Cummings

Sanville

1983

Psychol. Schs.

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The Wechsler Intelligence Scale for Children-Revised (WISC-R) and the WoodcockJohnson Tests of Cognitive Ability (WJTCA) were administered in a counterbalanced order to 30 children referred for a three-year reevaluation. All children were currently placed in an educable mentally retarded (EMR) program. The children ranged in age from 8-0 to 12-5 years, with a mean of 10-6. The correlation coefficient between the WISC-R and WJTCA was observed to be .72. Significant mean differences were found between the WISC-R and WJTCA full scale standard scores. The implications of the findings are discussed relative to the placement of children in classes for the mentally retarded. Explanations for the mean differences between the WJTCA and WISC-R also are explored.The Woodcock-Johnson Psycho-Educational Battery (Woodcock & Johnson, 1977) is a relatively new instrument for the assessment of cognitive ability, academic achievement, and general interests. The battery is broken into three parts. There are 12 cognitive ability subtests in Part One, ranging from simplistic visual matching to tasks of concept formation and reasoning with analogies. Cluster analyses were used to break the cognitive subtests into four factors. Part Two contains 10 subtests designed to assess scholastic achievement; i.e., reading, mathematics, and written language. Part Three consists of five subtests that measure performance for scholastic and nonscholastic activities. This paper will focus on Part One, the Woodcock-Johnson Tests of Cognitive Ability (WJTCA).When the WJTCA Broad Scale scores have been compared to scores obtained on other commonly used intelligence tests, the correlation coefficients have been relatively high: r=.83 with the Stanford-Binet for a sample of preschoolers, and r=.76 with trainable mentally retarded students; r= .79 with the Wechsler Intelligence Scale for Children-Revised for a sample from grades three and five; and r= .83 with the Wechsler Adult Intelligence Scale for a sample of twelfth graders (Woodcock, 1978). Data comparing the mean scores on the WJTCA and the anchor intelligence tests for the above criterion-related studies were not reported by Woodcock in the technical supplement.Independent studies also have confirmed the relatively high degree of shared variance between the WJTCA and the WISC-R. Working with 51 previously identified learning disabled (LD) students, Reeve, Hall, and Zakreski (1979) reported a correlation of .79 when the WJTCA Broad Cognitive Scale was compared to the WISC-R Full Scale IQ. Reeve, et al., noted that there was a 13-point difference between the mean WISC-R Full Scale IQ and the mean WJTCA Broad Cognitive score; LD children scored almost a full standard deviation lower on the Woodcock-Johnson. In another study of schoolaged LD children, Ysseldyke, Shinn, and Epps (1981) reported a correlation of .67 between the WISC-R Full Scale and WJTCA Broad Cognitive scores. Again it was

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The Woodcock-Johnson Tests of Cognitive Ability: Concurrent Validity with the WISC-R

Cited by 50 publications

References 6 publications

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

Multiple regression data using the WISC-R and the Woodcock-Johnson tests of cognitive ability

Correlations between the Woodcock-Johnson and the WISC-R for a behavior disordered population

Concurrent validity of the Woodcock-Johnson tests of cognitive ability with the WISC-R: EMR children

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