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- W1034263306 abstract "This chapter discusses the instructional implications from the Woodcock–Johnson III. This chapter begins with a review of the importance of both quantitative and qualitative observations in conjunction with considering a student's present instructional levels. Next, there is an illustration, which shows the patterns of cluster and test scores, and a comparison of oral language abilities to various areas of achievement can help inform instruction. Furthermore, it discusses the relationship between various cognitive factors and academic performance. The purpose of this chapter is to explore instructional implications from the WJ III. The focus of this chapter is on the WJ III Tests of Achievement (WJ III ACH); it incorporates some information from the WJ III Tests of Cognitive Abilities (WJ III COG) that can assist with interpretation and formulation of diagnostic hypotheses. The chapter concludes with the performance and instructional implications that addresses within three broad areas: academic skills; academic fluency; and oral language, knowledge, and academic applications. Also a case study presents to illustrate how these clusters can help identify a student's instructional needs." @default.
- W1034263306 created "2016-06-24" @default.
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- W1034263306 date "2003-01-01" @default.
- W1034263306 modified "2023-09-25" @default.
- W1034263306 title "Instructional Implications from the Woodcock-Johnson III" @default.
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- W1034263306 doi "https://doi.org/10.1016/b978-012628982-4/50004-0" @default.
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