Unlocking the WJ V for Dyslexia Assessment: Patterns, Profiles, and the Story Behind the Scores

Unlocking the WJ V for Dyslexia Assessment: Patterns, Profiles, and the Story Behind the Scores 

What if the key to identifying dyslexia isn’t a single score—but a pattern hiding in plain sight? In this powerful, case study-driven session, we’ll unlock the full potential of the Woodcock-Johnson V (WJ V) to move beyond surface-level scores and into deep, meaningful dyslexia identification. Grounded in current research, CHC theory (2018+), the 2025 International Dyslexia Association (IDA) definition, and NASP-aligned best practices, this session brings evaluation to life through real data, real decisions, and real impact. 

But we don’t stop at identification. Through an engaging case study you’ll learn how to connect patterns of strengths and needs to real-world performance. Participants will explore how to use the WJ V Dyslexia Profile of Scores and Dyslexia Test Set. We will learn how to integrate Cognitive (COG), Achievement (ACH), and Virtual Test Library (VTL) measures to uncover the underlying processes driving reading difficulties. Special emphasis will be placed on phonological processing, rapid automatized naming, orthographic skills, working memory, and processing efficiency, and how these interact to create the dyslexia profile. 

This session reframes dyslexia evaluation as what it was always meant to be: Not a search for low scores, but a process of uncovering the “why” behind the struggle. Walk away with practical, immediately usable strategies to interpret with confidence, communicate with clarity, and recommend with purpose. 

Why Attend: 

• Learn how to see dyslexia patterns, not just low scores
• Strengthen your ability to make legally defensible, data-driven decisions
• Use WJ V tools (including RPI and VTL measures) with greater precision
• Walk away with a repeatable framework you can apply immediately
• Experience a case study that will stick with you long after the session ends 

Continuing Education Credit:
Participants who attend the live session will be eligible to receive CEUs. Additional details regarding CE credit requirements and documentation will be provided during the webinar.

Learning Objectives: 

1. Identify the primary academic characteristics of dyslexia and the underlying cognitive and linguistic risk factors (e.g., phonological processing, rapid naming, orthographic processing, working memory).
2. Apply the WJ V Dyslexia Profile of Scores and Dyslexia Test Set to organize and interpret cognitive, linguistic, and achievement data in a systematic, pattern-based manner.
3. Analyze WJ V data using Relative Proficiency Index (RPI) and comparison procedures to determine the presence of unexpected underachievement consistent with dyslexia.
4. Integrate multiple sources of data (e.g., assessment results, observations, instructional history, and performance data) to support comprehensive and nondiscriminatory evaluation practices.
5. Develop clear, instructionally relevant recommendations that align identified processing needs with evidence-based reading supports and accommodations. 

About the Speaker:

Becki Robertson, M.Ed. is a national presenter and experienced practitioner with more than 30 years of service as a public-school educational diagnostician, including leadership roles, preceded by work as both a general and special education teacher. She currently serves as Senior Product Advocate for the Woodcock-Johnson® V at Riverside Insights and as a field supervisor in an educational diagnostician certification program, supporting the preparation and professional growth of evaluation staff. Her professional interests include specific learning disability evaluations, assessment of low-incidence populations, and the application of learning theory to evidence-based evaluation and intervention practices. Outside of her professional work, Becki enjoys outdoor activities, running, crafting, and woodworking.