The Woodcock-Johnson Assessment

Introduction
The Woodcock-Johnson Assessment utilizes achievement and cognitive measures that involve the entire representation of what is actually happening intellectually with a child. This information can be used to determine the diagnosis of a disability. The Woodcock-Johnson Tests of Achievement has four different versions with the latest being the VI. In 1977, the first version of the test was written and consisted of twenty-two subtest by Richard Woodcock and Mary E. Bonner Johnson (Woodcock, McGrew, Mather 2001). The assessment can be used with individuals of all ages and is given to one subject at a time and the administration is simple to manage (Blackwell, 2001). For the purpose of this paper, reliability and validity of the Woodcock-Johnson

The WJ III is made up of seven tests that were standard and three more which were supplemental. The version of this assessment was meant for subjects who were ages two to ninety and over (Keith et al., 2001). The research from Keith, Kranzler and Flanagan (2001) listed the following test: Short-Term/Working Memory, Processing Speed, Comprehension Knowledge, Visual-Spatial Thinking, Auditory Processing, Long Term Retrieval and Fluid Reasoning, and finally planning and Auditory Attention. Floyd, McGrew, Barry, Rafael and Rogers (2009) stated in research that the WJ III with its seven composite scores is better than any other intelligence battery test at the given time. The general abilities of the assessment seem to be appropriate from the research

The findings were based on students with language disorders, head injuries, Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), Mild Intellectual Disability, and Specific Learning Disability in math and/or reading (Abu-Hamour et al., 2012). The assessment given as a study with language disorders included one hundred and fifty six students, and it was determined through the process that a language disorder is usually linked to lower cognitive ability scores (Abu-Hamour et al., 2012). Results recorded from the manual of WJ III (as cited by Abu-Hamour et al., 2012) reported students with head injuries had the lowest scores on the test and their processing speed and working memory was affected. ADHD was reported to look similar to those with learning disabilities, head injuries or social emotional problems (Abu-Hamour et al., 2012). Torgesen (as citied by Abu-Hamour 2012) reported that 80% of all SLD involved reading. Finally, mild intellectual disability was recorded as being the lowest scores in all subtests (Abu-Hamour