The Woodcock-Johnson tests of Achievement, Fourth Edition (WJ-IV) were

administered on December 3, 2014. These tests are a measure of Williams skills in

reading, written expression, and math.

Williams reading skills, when measuring decoding, comprehension, and reading

speed are in the average range. His word-identification skills, as measured on the LetterWord Identification subtest, are in the Low Average Range, and within 1 standard
deviation of the mean. His Passage Comprehension subtest score, which focuses more on
comprehension, is in the Average Range and within 1 standard deviation of the mean. He
also scored in the Average Range and within 1 standard deviation of the mean on the
Sentence Reading Fluency subtest, which measures reading rate and processing speed.
Williams ability to both read text quickly and comprehend what he has read, are
considered in the average range as demonstrated by the Reading, Broad Reading, and
Reading Fluency clusters. When measuring his sentence reading accuracy and prosody,
on the Oral Reading subtest, William scored in the Average Range and within 1 standard
deviation of the mean. His score on the Oral Reading subtests and Sentence Reading
Fluency subtests were comparable, which emphasizes the lack of an impact that time
constraints have on his reading comprehension skills and his strength in reading
automaticity.
Though William performs mostly in the average range when comprehending
words and passages, his ability to use phonics and structural analysis is not nearly as
developed. When measuring his ability to apply phonic and structural analysis skills to
pronunciation of unfamiliar words on the Word Attack subtest, he scored in the Low

Average Range and within 1 standard deviation of the mean. Due to his performance on
both the Word Attack and Letter-Word Identification subtests, it can be determined that
Williams sight vocabulary and ability to analyze words is considered low-average. This
can also be supported by his diagnosis of, and IEP for, dyslexia when he was at the age of
six.

Williams inability to analyze and break down words when reading correlates
directly with his weakness in spelling. On the Spelling subtest, William scored in the
Borderline Range and more than 1 standard deviation below the mean. However,
Williams skills in expressing himself through writing are in the higher end of the
Average Range and within 1 standard deviation of the mean, as demonstrated on the
Writing Samples subtest. William also scored in the Average Range and within 1 standard
deviation of the mean on the Sentence Writing Fluency subtest, with extremely
comparable scores to his Writing Samples subtest. Williams ability to write
meaningfully, with expression and fluently is in the higher end of the Average Range and
within 1 standard deviation of the mean. His struggle with spelling is consistent with his
performance on the Word Attack and Letter Word Identification subtests, as well as his
Dyslexia diagnosis.

Williams score on the Math Calculation cluster, which is an aggregate measure of

computation skill and automaticity with basic math facts, is in the Low Average range
and within 1 standard deviation of the mean. He scored in the higher end of the Low
Average Range and within 1 standard deviation of the mean on the Calculation subtest,

which measures his ability to perform mathematical computations, from simple addition
to calculus. He experienced increased difficulty when it came to solving problems at the
higher level, such as calculuswhich is typical. While his score on the Math Facts
Fluency subtest was very similar to his Calculation subtest score, and also in the Low
Average Range and within 1 standard deviation of the mean, he does not demonstrate the
same automaticity in math, that he does in reading and writing. He worked at a slower
pace during his Math Facts Fluency test, struggling with some of the latter problems, but
still answering them correctly. Williams strength in reading comprehension may have
helped to contribute to his success on his Applied Problems subtest, where he scored in
the higher end of the Average Range and within 1 standard deviation of the mean. The
Applied Problems subtest requires the individual to analyze the information given and
eliminate any extraneous variables, which is very similar to some of the required work in
the reading and writing subtests.

Summary
Williams strengths seem to lie in his ability to comprehend and analyze
information given to him, with his abilities being in the higher end of the average range
in both reading and math. When math problems are presented to him in a language rich
and verbal manner, he performs very strongly. He also demonstrates automaticity with his
sentence writing and reading comprehension, with time constraints not impacting his
abilities. Williams diagnosis of Dyslexia, and the reasoning behind it, is portrayed in his
lack of ability to analyze words- either for reading them or spelling them.