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]