A Postsecondary Case Study: Use of the WJ V Dyslexia Test Set and Other Tests to Inform Recommendations for Accommodations in Higher Education
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| Title: | A Postsecondary Case Study: Use of the WJ V Dyslexia Test Set and Other Tests to Inform Recommendations for Accommodations in Higher Education |
|---|---|
| Language: | English |
| Authors: | Deborah Schneider (ORCID |
| Source: | Journal of Psychoeducational Assessment. 2025 43(8):933-947. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cognitive Ability, Cognitive Tests, Achievement Tests, Dyslexia, Academic Accommodations (Disabilities), Testing Accommodations, Higher Education, College Students, College Entrance Examinations, Medical Schools, Educational Assessment, Educational Psychology, Reading Fluency, Spelling, Decoding (Reading) |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Cognitive Ability, Woodcock Johnson Tests of Achievement, Woodcock Johnson Psycho Educational Battery, Medical College Admission Test |
| DOI: | 10.1177/07342829251355504 |
| ISSN: | 0734-2829 1557-5144 |
| Abstract: | Dyslexia is a lifelong neurodevelopmental disorder characterized by persistent difficulties in word reading, reading fluency, and spelling despite adequate intellectual abilities and educational opportunities. This case study examines the cognitive and academic profile of CP, a high-achieving 21-year-old university student with a well-documented history of dyslexia, as she prepares for the Medical College Admission Test (MCAT; Association of American Medical Colleges, 2017). CP has experienced persistent deficits in word reading, reading fluency, and spelling, which have necessitated individualized accommodations throughout her academic career. Despite years of intensive, evidence-based reading intervention, CP continues to struggle with decoding and spelling, impacting her reading efficiency and written expression. A comprehensive psychoeducational evaluation, including the WJ V (McGrew et al., 2025) and other tests, confirmed significant ongoing weaknesses in basic reading skills, reading fluency, and spelling, consistent with a diagnosis of dyslexia. Her case underscores the importance of ongoing academic accommodations, such as extended time on tests and access to assistive technologies, to ensure that individuals with dyslexia are able to fully demonstrate their knowledge and abilities in competitive academic and professional environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491271 |
| Database: | ERIC |
| Abstract: | Dyslexia is a lifelong neurodevelopmental disorder characterized by persistent difficulties in word reading, reading fluency, and spelling despite adequate intellectual abilities and educational opportunities. This case study examines the cognitive and academic profile of CP, a high-achieving 21-year-old university student with a well-documented history of dyslexia, as she prepares for the Medical College Admission Test (MCAT; Association of American Medical Colleges, 2017). CP has experienced persistent deficits in word reading, reading fluency, and spelling, which have necessitated individualized accommodations throughout her academic career. Despite years of intensive, evidence-based reading intervention, CP continues to struggle with decoding and spelling, impacting her reading efficiency and written expression. A comprehensive psychoeducational evaluation, including the WJ V (McGrew et al., 2025) and other tests, confirmed significant ongoing weaknesses in basic reading skills, reading fluency, and spelling, consistent with a diagnosis of dyslexia. Her case underscores the importance of ongoing academic accommodations, such as extended time on tests and access to assistive technologies, to ensure that individuals with dyslexia are able to fully demonstrate their knowledge and abilities in competitive academic and professional environments. |
|---|---|
| ISSN: | 0734-2829 1557-5144 |
| DOI: | 10.1177/07342829251355504 |
