Empowering Bilingual Assessment with WJ V and Batería IV
School psychologists are tasked with evaluating bilingual students in ways that are fair, accurate, and culturally responsive. One of the most effective ways to do this is by pairing the Woodcock-Johnson V (WJ V) with the Batería IV. These two tools, though normed separately, are both grounded in Cattell-Horn-Carroll (CHC) theory—allowing for aligned structure and construct comparability across languages.
By using WJ V to assess English-language skills and Batería IV to assess Spanish-language skills, psychologists can build a more complete picture of a student’s learning profile—one that reflects how they process information in both language contexts.
Why this approach works:
- Helps differentiate between language acquisition and a possible learning disability
- Follows best practices for evaluating multilingual learners
- Avoids outdated tools—no need to default to WJ IV when evaluating in Spanish
- Supports clear, confident interpretation using today’s most current assessments
While WJ V and Batería IV are normed independently, their shared theoretical foundation ensures aligned constructs and test structure. This makes it possible to interpret results meaningfully across languages—especially when supported by professional judgment and an understanding of the student’s linguistic and cultural background. Using both tools together allows you to take full advantage of the most up-to-date norms, without sacrificing validity or defensibility.
What you’ll find in the guide:
- Clinical rationale for using WJ V and Batería IV together
- Tips for interpreting results across both tools
- Guidance on navigating norming differences
- A framework for building a bilingual learner’s profile
Click Here to Download the Guide!
Using Batería IV and WJ V Together:
A Quick Reference for School Psychologists
