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For more detailed descriptions of the different CHC abilities, please reference pages 8-10 of this document.  \nTEST  \nTest 1: Oral Vocabulary  \n\n| CHC ABILITY\u003Cbr>Measures the\u003Cbr>broad ability of comprehensionknowledge (Gc) and the narrow abilities of vocabulary and language development (VL/LD) . | DESCRIPTION\u003Cbr>Includes two subtests: Synonyms and Antonyms, which each measure an aspect of vocabulary knowledge of spoken English. Synonyms requires the examinee to listen to a word and then provide an appropriate word with the same or a similar meaning. Antonyms requires the examinee to hear a word and then provide an appropriate word with an opposite meaning. |\n| --- | --- |\n\nCONSIDERATIONS FOR INCLUSION IN EVALUATION PLAN1  \nContributes to the General Intellectual Ability (GIA) score.  \nContributes to the Brief Intellectual Ability (BIA) score. Contributes to the Gf-Gc Composite.  \nMay have clinical utility for examinees who present with difficulties with:  \n• Acquiring vocabulary  \n• Comprehending oral and written language  \n• Using prior knowledge to support learning  \n• Finding the right words to use/say  \nContributes to predicted achievement in:  \n• Reading  \n• Broad Reading  \n• Basic Reading Skills  \n• Reading Comprehension  \n• Reading Fluency  \n• Reading Rate  \n• Mathematics  \n• Broad Mathematics  \n• Math Calculation Skills  \n• Math Problem Solving Skills  \n• Written Language  \n• Broad Written Language  \n• Basic Writing Skills  \n• Written Expression  \n[riversideinsights.com](riversideinsights.com)  \n| TEST\u003Cbr>Test 2: Number Series | CHC ABILITY\u003Cbr>Measures the broad ability of fluid reasoning (Gf) and the narrow abilities of quantitative reasoning (RQ) and inductive reasoning (I) . | DESCRIPTION\u003Cbr>The examinee is presented with a series of numbers with one number missing in the series. The examinee must determine the missing number. | CONSIDERATIONS FOR INCLUSION IN EVALUATION PLAN1\u003Cbr>Contributes to the General Intellectual Ability (GIA) score.\u003Cbr>Contributes to the Brief Intellectual Ability (BIA) score. Contributes to the Gf-Gc Composite.\u003Cbr>May have clinical utility for examinees who present with difficulties with:\u003Cbr>• Creating solutions to novel problems\u003Cbr>• Transferring and generalizing learning\u003Cbr>• Problem solving through rule application\u003Cbr>• Higher level reasoning with numbers\u003Cbr>• Transforming and extending knowledge Contributes to predicted achievement in:\u003Cbr>• Mathematics\u003Cbr>• Broad Mathematics\u003Cbr>• Math Calculation Skills |\n| --- | --- | --- | --- |\n| Test 3: Verbal Attention | Measures the broad ability of short-term working memory (Gwm), sometimes described as verbal working memory. Taps attentional control (AC; controlled executive function), a critical ability necessary for efficient working memory. Also tests the narrow ability of working memory capacity (WM) . | The examinee must listen to an intermingled series or animals and digits presented on the audio recording.\u003Cbr>Rather than repeating the series or regrouping the items into animals and digits, the examinee must answer a specific question regarding the sequence. | Contributes to the General Intellectual Ability (GIA) score.\u003Cbr>Contributes to the Brief Intellectual Ability (BIA) score. May have clinical utility for examinees who present with difficulties with:\u003Cbr>• Following multi-step oral or written directions\u003Cbr>• Remembering information long enough to apply it\u003Cbr>• Remembering sequences of information\u003Cbr>• Maintaining one’s place during math problem solving or while writing\u003Cbr>• Listening to and comprehending lengthy discourse\u003Cbr>Contributes to predicted achievement in:\u003Cbr>• Basic Reading Skills\u003Cbr>• Basic Writing Skills |\n| Test 4: LetterPattern Matching | Measures the broad","cbCaidBR4aSlxJ3r","https://ap.wps.com/l/cbCaidBR4aSlxJ3r","pdf",256929,"English","# Test 1: Oral Vocabulary\n# Considerations for inclusion in evaluation plan\n# Test 2: Number Series\n# Considerations for inclusion in evaluation plan\n# Test 3: Verbal Attention\n# Considerations for inclusion in evaluation plan\n# Test 4: Letter-Pattern Matching\n# Considerations for inclusion in evaluation plan\n# Test 5: Phonological Processing\n# Test 6: Story Recall","[{\"question\":\"What does Test 1: Oral Vocabulary measure, and what are its subtests?\",\"answer\":\"It measures comprehension and vocabulary/language development (Gc; VL/LD). It includes Synonyms and Antonyms, assessing word meaning with similar and opposite meanings, respectively.\"},{\"question\":\"How is Test 2: Number Series administered?\",\"answer\":\"The examinee sees a number series with one missing value and determines the missing number.\"},{\"question\":\"What is Test 4: Letter-Pattern Matching focused on?\",\"answer\":\"It measures cognitive processing speed (Gs) and perceptual speed (P) by locating and circling two identical letter patterns among six in the response booklet.\"}]","Woodcock-Johnson IV Tests of Cognitive Abilities - Test Descriptions | PDF",1791183801,25]