BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

144 related articles for article (PubMed ID: 23773135)

  • 1. Invariance of Woodcock-Johnson III scores for students with learning disorders and students without learning disorders.
    Benson N; Taub GE
    Sch Psychol Q; 2013 Sep; 28(3):256-272. PubMed ID: 23773135
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Structure of the Woodcock-Johnson III cognitive tests in a referral sample of elementary school students.
    Strickland T; Watkins MW; Caterino LC
    Psychol Assess; 2015 Jun; 27(2):689-97. PubMed ID: 25642925
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Incremental validity of the WJ III COG: Limited predictive effects beyond the GIA-E.
    McGill RJ; Busse RT
    Sch Psychol Q; 2015 Sep; 30(3):353-365. PubMed ID: 25313719
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Relationships between Cattell-Horn-Carroll (CHC) cognitive abilities and math achievement within a sample of college students with learning disabilities.
    Proctor B
    J Learn Disabil; 2012; 45(3):278-87. PubMed ID: 21571701
    [TBL] [Abstract][Full Text] [Related]  

  • 5. The effect of grade norms in college students: using the Woodcock-Johnson III Tests of Achievement.
    Cressman MN; Liljequist L
    J Learn Disabil; 2014; 47(3):271-8. PubMed ID: 23019071
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Traditional IQ is irrelevant to learning disabilities--intelligence is not.
    Naglieri JA; Reardon SM
    J Learn Disabil; 1993 Feb; 26(2):127-33. PubMed ID: 8463743
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Diagnosing written language disabilities using the Woodcock-Johnson Tests of Educational Achievement-Revised and the Wechsler Individual Achievement Test.
    Brown MB; Giandenoto MJ; Bolen LM
    Psychol Rep; 2000 Aug; 87(1):197-204. PubMed ID: 11026413
    [TBL] [Abstract][Full Text] [Related]  

  • 8. The identification and performance of gifted students with learning disability diagnoses: a quantitative synthesis.
    Lovett BJ; Sparks RL
    J Learn Disabil; 2013; 46(4):304-16. PubMed ID: 22057201
    [TBL] [Abstract][Full Text] [Related]  

  • 9. The WISC-R as a predictor of Woodcock-Johnson achievement cluster scores for learning-disabled students.
    Hutton JB; Davenport MA
    J Clin Psychol; 1985 May; 41(3):410-4. PubMed ID: 3998165
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Learning disabilities do not go away: 20- to 25-year study of cognition, academic achievement, and affective illness.
    Morris MA; Schraufnagel CD; Chudnow RS; Weinberg WA
    J Child Neurol; 2009 Mar; 24(3):323-32. PubMed ID: 19258291
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Uses of Rasch scaling in the measurement of cognitive development and growth.
    Roid GH; Woodcock RW
    J Outcome Meas; 2000; 4(2):579-94. PubMed ID: 11272618
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Differences in specific learning disability identification with the Woodcock-Johnson IV.
    Izumi JT; Burns MK; Frisby CL
    Sch Psychol; 2019 Nov; 34(6):603-611. PubMed ID: 31697146
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Cross-sectional comparisons of the mathematical performance of children with learning disabilities: are we on the right track toward comprehensive programming?
    Cawley JF; Miller JH
    J Learn Disabil; 1989 Apr; 22(4):250-4, 259. PubMed ID: 2786917
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Learning Disabilities and Emotional Intelligence.
    Zysberg L; Kasler J
    J Psychol; 2017 Jul; 151(5):464-476. PubMed ID: 28494197
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Diagnosing children's writing disabilities: different tests give different results.
    Mayes SD; Calhoun SL; Lane SE
    Percept Mot Skills; 2005 Aug; 101(1):72-8. PubMed ID: 16350611
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Differences between learning disability subtypes classified using the revised Woodcock-Johnson Psycho-Educational Battery.
    Davis JT; Parr G; Lan W
    J Learn Disabil; 1997; 30(3):346-52. PubMed ID: 9146100
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV.
    Hajovsky DB; Chesnut SR
    J Sch Psychol; 2022 Aug; 93():1-27. PubMed ID: 35934446
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Broad cognitive abilities of children with mental retardation: an analysis of group and individual profiles.
    Bergeron R; Floyd RG
    Am J Ment Retard; 2006 Nov; 111(6):417-32. PubMed ID: 17029499
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology.
    Dombrowski SC; McGill RJ; Canivez GL
    Sch Psychol Q; 2018 Jun; 33(2):235-250. PubMed ID: 28749159
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample.
    Nelson JM; Canivez GL
    Psychol Assess; 2012 Mar; 24(1):129-40. PubMed ID: 21823799
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 8.