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Journal of Psychoeducational Assessment
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Use of the Woodcock-Johnson-Revised Writing Tests with Students with Learning Disabilities

Nancy Mather

University of Arizona

Susan A. Vogel

Northern Illinois University

Ruth B. Spodak

McClean School

Kevin S. McGrew

St. Cloud State University

This study investigated the performance of 47 sixth-through eighth-grade students with learning disabilities on the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) writing tests (Woodcock &Johnson, 1989). The purposes were to investigate the construct and concurrent validity of these new tests. The students' WJ-R writing cluster scores were compared to those of a random sample of 47 students selected from the WJ-R standardization group. In addition, interrater reliability for the WJ-R Writing Samples tests was investigated, and the correlations among the WJ-R writing clusters and tests and several other writing tests were examined. The results supported findings of previous studies; students with learning disabilities have significantly more difficulty with basic writing skills than do their non-learning-disabled peers. The intercorrelations and interrater reliability study provide further support for the validity of the WJ-R writing tests.

Journal of Psychoeducational Assessment, Vol. 9, No. 4, 296-307 (1991)
DOI: 10.1177/073428299100900401
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