Woodcock-Johnson IV

The Woodcock-Johnson IV contains three co-normed batteries that measure strengths and weaknesses and diagnose learning abilities. The batteries are: the WJ IV Tests of Cognitive Abilities, WJ IV Tests of Achievement, and WJ IV Tests of Oral Language. The WJ IV Tests of Cognitive Abilities also includes a new Gf-Gc Composite that allows administrators to compare with other cognitive abilities and achievement. The WJ IV assesses oral language, reading, mathematics, and writing.


Phonemic awareness, Phonics, Comprehension, Vocabulary, Writing, Fluency, Additional Topics, Risk Indicator

Administration information

Most subtests are not timed. Sentence Reading Fluency: 3 minutes; Word Reading Fluency: 3 minutes; Phonological Processing-Word Fluency: 1 minute; Sentence Writing Fluency: 5 minutes
"WJ-IV Complete Achievement (Form A, B, C) without case (Includes: WJ IV Ach Examiner's Manual, Technical Manual CD, Ach Examiner's Training Workbook, Ach Extended Test Book, Ach Extended Audio CD, Standard Test Book Form A, Form B, Form C, Standard and E
Online support available
"Level B (Purchasing requires a master's degree in psychology, education, speech language pathology, occupational therapy, social work, counseling, or field related to assessment, and formal training in the ethical adminitration, scoring, and interpretat

Access and Use

Instrument Use in Peer-Reviewed Studies

Leow, C., Wen, X., & Korfmacher, J. (2015). Two-Year versus One-Year Head Start Program Impact: Addressing Selection Bias by Comparing Regression Modeling with Propensity Score Analysis. Applied Developmental Science, 19(1), 31–46. https://doi.org/10.1080/10888691.2014.977995

Pilkauskas, N. V., Brooks-Gunn, J., & Waldfogel, J. (2018). Maternal Employment Stability in Early Childhood: Links with Child Behavior and Cognitive Skills. Developmental Psychology, 54(3), 410–427. https://doi.org/10.1037/dev0000438

Cormier, D. C., Bulut, O., McGrew, K. S., & Frison, J. (2016). The Role of Cattell-Horn-Carroll (CHC) Cognitive Abilities in Predicting Writing Achievement during the School-Age Years. Psychology in the Schools, 53(8), 787–803. https://doi.org/10.1002/pits.21945 

Schirmer, B. R., Schaffer, L., Therrien, W. J., & Schirmer, T. N. (2016). Effect of the Reread-Adapt and Answer-Comprehend Intervention on the Reading Achievement of Middle and High School Readers Who Are Deaf. Reading Psychology, 37(4), 650–663. https://doi.org/10.1080/02702711.2015.1105338

Barnard-Brak, L., Johnsen, S. K., Hannig, A. P., & Wei, T. (2015). The Incidence of Potentially Gifted Students within a Special Education Population. Roeper Review, 37(2), 74–83. https://doi.org/10.1080/02783193.2015.1008661

Robinson, S. A. (2018). A Study Designed to Increase the Literacy Skills of Incarcerated Adults. Journal of Correctional Education, 69(1), 60–72.

Jung, P.-G., McMaster, K. L., & delMas, R. C. (2017). Effects of Early Writing Intervention Delivered within a Data-Based Instruction Framework. Exceptional Children, 83(3), 281–297. https://doi.org/10.1177/0014402916667586

Lewis, K., Sandilos, L. E., Hammer, C. S., Sawyer, B. E., & Méndez, L. I. (2016). Relations among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers. Early Education and Development, 27(4), 478–494. https://doi.org/10.1080/10409289.2016.1082820

Abry, T., Granger, K. L., Bryce, C. I., Taylor, M., Swanson, J., & Bradley, R. H. (2018). First Grade Classroom-Level Adversity: Associations with Teaching Practices, Academic Skills, and Executive Functioning. School Psychology Quarterly, 33(4), 547–560. https://doi.org/10.1037/spq0000235

Meng, C. (2015). Classroom Quality and Academic Skills: Approaches to Learning as a Moderator. School Psychology Quarterly, 30(4), 553–563. https://doi.org/10.1037/spq0000108

Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015). Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors. Exceptional Children, 81(3), 350–369. https://doi.org/10.1177/0014402914563700

Hur, E., Buettner, C. K., & Jeon, L. (2015). The Association between Teachers’ Child-Centered Beliefs and Children’s Academic Achievement: The Indirect Effect of Children’s Behavioral Self-Regulation. Child & Youth Care Forum, 44(2), 309–325. https://doi.org/10.1007/s10566-014-9283-9

Cormier, D. C., Bulut, O., Singh, D., Kennedy, K. E., Wang, K., Heudes, A., & Lekwa, A. J. (2018). A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations. Journal of Psychoeducational Assessment, 36(4), 337–353. https://doi.org/10.1177/0734282916678336


Computer scoring
Manual scoring
Open Access
Resources on Psychometric Properties

McGrew, K., LaForte, E., & Schrank, F. (2014). Woodcock-Johnson IV Technical Manual. Houghton Mifflin Harcourt. Retrieved from https://www.wjscore.com/Files/WJIVTechnicalManual.PDF

Reynolds, M. R., & Niileksela, C. R. (2015). Test Review: Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock-Johnson IV Tests of Cognitive Abilities. Journal of Psychoeducational Assessment, 33(4), 381–390. https://doi.org/10.1177/0734282915571408

Villarreal, V. (2015). Test Review: Woodcock-Johnson IV Tests of Achievement. Journal of Psychoeducational Assessment. http://dx.doi.org/10.1177/0734282915569447

McGill, R. J. (2015). Incremental Criterion Validity of the WJ-III COG Clinical Clusters: Marginal Predictive Effects beyond the General Factor. Canadian Journal of School Psychology, 30(1), 51–63. https://doi.org/10.1177/0829573514553926

McGill, R. J., & Busse, R. T. (2015). Incremental Validity of the WJ III COG: Limited Predictive Effects beyond the GIA-E. School Psychology Quarterly, 30(3), 353–365. https://doi.org/10.1037/spq0000094