Relevant bibliographies by topics / Woodcock-Johnson III Cognitive Abilities Assessment

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Academic literature on the topic 'Woodcock-Johnson III Cognitive Abilities Assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Woodcock-Johnson III Cognitive Abilities Assessment"

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Huff, Elisa, Jody Sorenson, and Jess Dancer. "Relation of Reading Rate and Rapid Automatic Naming among Third Graders." Perceptual and Motor Skills 95, no. 3 (2002): 925–26. http://dx.doi.org/10.2466/pms.2002.95.3.925.

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The relation of reading rate and rapid automatic naming (RAN) for pictures was investigated for 31 third graders. Reading rate was measured as the number of seconds required for reading aloud a third-grade passage. Rapid automatic naming was assessed with the RAN portion of the Woodcock Johnson III Tests of Cognitive Abilities. A moderate correlation of −.61 between the sets of scores suggests RAN assessment may be useful in screening for reading deficits in third-grade children.
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Bérubé, Dominique, and Sophie Laurence. "Reading Comprehension Abilities in the Anglophone Aging Population with Post-Secondary Education." Diversity of Research in Health Journal 4, no. 1 (2021): 19. http://dx.doi.org/10.28984/drhj.v4i1.336.

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Literacy skills such as reading comprehension are essential in order to understand written information and complete daily tasks. Low literacy skills are common in the aging population thus affecting quality of life, independence and social integration. Reading comprehension is a complex activity that requires processing at many different levels. According to Kintsch’s construction-integration model, three levels of representations of a text must be achieved in order to fully comprehend a text. Previous studies often considered the aging population as a single group and compared this group to y
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Rizza, Mary G., David E. McIntosh, and Alice McCunn. "Profile analysis of the Woodcock-Johnson III tests of cognitive abilities with gifted students." Psychology in the Schools 38, no. 5 (2001): 447–55. http://dx.doi.org/10.1002/pits.1033.

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Hajovsky, Daniel B., Christopher R. Niileksela, Sunny C. Olsen, and Morgan K. Sekula. "Do Cognitive–Achievement Relations Vary by General Ability Level?" Journal of Intelligence 11, no. 9 (2023): 177. http://dx.doi.org/10.3390/jintelligence11090177.

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Cognitive–achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive–achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive–achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman’s Law of Diminishing Returns, it would be expected that genera
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McGill, Ryan J. "Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement." Journal of Educational and Developmental Psychology 7, no. 1 (2017): 265. http://dx.doi.org/10.5539/jedp.v7n1p265.

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Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between
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Ramos, Erica, Vincent C. Alfonso, and Susan M. Schermerhorn. "Graduate students' administration and scoring errors on the Woodcock-Johnson III Tests of Cognitive Abilities." Psychology in the Schools 46, no. 7 (2009): 650–57. http://dx.doi.org/10.1002/pits.20405.

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Keith, Timothy Z., Matthew R. Reynolds, Puja G. Patel, and Kristen P. Ridley. "Sex differences in latent cognitive abilities ages 6 to 59: Evidence from the Woodcock–Johnson III tests of cognitive abilities." Intelligence 36, no. 6 (2008): 502–25. http://dx.doi.org/10.1016/j.intell.2007.11.001.

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8

Cormier, Damien C., Okan Bulut, Deepak Singh, et al. "A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations." Journal of Psychoeducational Assessment 36, no. 4 (2016): 337–53. http://dx.doi.org/10.1177/0734282916678336.

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The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is important, considering the high-stakes nature of these assessments. Therefore, the linguistic demand of spoken test directions from the following commonly used cognitive test batteries was examined and compared: Wechsler Intelligence Scale for Children, Fifth
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Schatz, Jeffrey, Melita Stancil, Tal Katz, and Carmen E. Sanchez. "EXAMINER Executive Function Battery and Neurologic Morbidity in Pediatric Sickle Cell Disease." Journal of the International Neuropsychological Society 20, no. 1 (2013): 29–40. http://dx.doi.org/10.1017/s1355617713001239.

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AbstractSickle cell disease (SCD) is blood disorder with a high risk for cerebral vascular morbidities that impact neurocognitive functioning. Specific cognitive abilities are known to be more sensitive to neurologic effects of SCD than IQ scores, yet there is little consensus about which measures to use to assess neurocognitive functioning. We evaluated the ability of the Executive Abilities: Methods and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) Battery to detect neurologic effects in SCD. Thirty-two youth with SCD and sixty demographically-matched comparison youth co
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Harrison, Gina L., Lauren D. Goegan, and Sarah J. Macoun. "Common Examiner Scoring Errors on Academic Achievement Measures." Canadian Journal of School Psychology 34, no. 2 (2018): 98–112. http://dx.doi.org/10.1177/0829573518763484.

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This study examined the scoring errors across three widely used achievement tests (Kaufman Test of Educational Achievement–Second Edition [KTEA-2], Woodcock–Johnson Tests of Achievement–Third Edition [WJ-III], and the Wechsler Individual Achievement Test–Third Edition [WIAT-III]) by novice examiners. A total of 114 protocols were evaluated for differences between the measures on the frequency and type of scoring errors. Within-measure analyses were also conducted to identify particular composites or subtests that might be more prone to error. Among the three measures, the WIAT-III was found to
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Dissertations / Theses on the topic "Woodcock-Johnson III Cognitive Abilities Assessment"

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M?l, Dalva Alice Rocha. "Avalia??o das habilidades cognitivas em crian?as com e sem indica??o de Dificuldades de Aprendizagem pela Bateria Woodcock-Johnson III." Pontif?cia Universidade Cat?lica de Campinas, 2007. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/387.

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Made available in DSpace on 2016-04-04T18:29:36Z (GMT). No. of bitstreams: 1 Dalva Alice Rocha Mol.pdf: 3149572 bytes, checksum: f806553a69f59c46eb1df3caf215be1e (MD5) Previous issue date: 2007-05-18<br>The assessment of cognitive abilities of children who have learning disabilities (slow learners) is a major topic in psychology research. This doctorate thesis investigates the cognitive abilities of schoolchildren who have difficulty learning. Two different groups of informants were analyzed. The first group comprised 60 7- and 8-year-old schoolchildren of both genders 30 slow learners a
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Chiodi, Marcelo Gulini. "Escala de Intelig?ncia Wechsler para crian?as e Bateria de Habilidades Cognitivas Woodcock Johnson-III: compara??o de instrumentos." Pontif?cia Universidade Cat?lica de Campinas, 2007. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/205.

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Made available in DSpace on 2016-04-04T18:27:38Z (GMT). No. of bitstreams: 1 Marcelo Gulini Chiodi.pdf: 363388 bytes, checksum: 0578a0c625e8841b1da092c135b88eb8 (MD5) Previous issue date: 2007-12-14<br>Pontif?cia Universidade Cat?lica de Campinas<br>The study of intellectual evaluation has shown great diversity through out the time. Currently, the theory recognized as the most extensive to explain the mental functioning is the C-H-C (Cattell-Horn-Carroll). Among the tests internationally availables, the only one that meets this proposal is the theoretical battery Woodcock Johnson III (WJ -
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Metz, Brittany Leigh. "A comparison of the WJ-III Test of Cognitive Abilities and WAIS-III." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=627.

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Norman, Prater Kimberly. "A WISC-III short form and the Woodcock-Johnson III tests of cognitive abilities : correlations with gifted children." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292036.

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The overall purpose of this study was to investigate the nature of the relationship between a recently revised, multidimensional intelligence test (WJ III COG) and a short form of an older, well-established intelligence test (WISC-III) with intellectually gifted children. As such, this study examined the implications of using a theoretically and empirically sound choice (WJ III COG) as compared to a more practical alternative (i.e., WISC-III short form); it also explored the impact of different cut-off and eligibility criteria upon eligibility decisions. Participants were solicited from a grou
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Salava, Jennifer Anne. "Concurrent validity of the differential ability scales and the Woodcock-Johnson-III Tests of Cognitive Abilities for young children." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001salavaj.pdf.

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Adkins, Carrie M. "The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.

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Shaw, Lindsay Anne. "The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population." NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/65.

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This research involves an investigation of the construct validity of the Wechsler Intelligence Scale for Children-; Fourth Edition (WISC-IV) when compared to the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) to provide evidence for the utility of using the WISC-IV in assessing cognitive abilities according to the Cattell-Horn-Carroll (CHC) theory. The study was conducted using archival data consisting of 92 children and adolescents between the ages of 6 years and 16 years, 11 months referred for a comprehensive neuropsychological evaluation at a university-affiliated assessmen
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McGill, Ryan J. "Beyond g| Assessing the Incremental Validity of the Cattell-Horn-Carroll (CHC) Broad Ability Factors on the Woodcock-Johnson III Tests of Cognitive Abilities." Thesis, Chapman University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621595.

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<p> Despite their widespread use, controversy remains about how to best interpret norm-referenced tests of cognitive ability. Due to the fact that contemporary cognitive measures appraise performance at multiple levels (e.g., subtest, factor, full-scale), a multitude of inferences about individual functioning are possible. Because school psychologists primarily utilize intelligence tests for predicting achievement outcomes, the cognitive variables that provide the most optimal weighting for prediction are of greatest importance. This study examined the predictive validity of the Cattell-Horn-C
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Chiodi, Marcelo Gulini. "Estudo de adapta??o e valida??o da bateria de habilidades cognitivas Woodcock-Johnson-III vers?o ampliada." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/445.

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Made available in DSpace on 2016-04-04T18:29:56Z (GMT). No. of bitstreams: 1 Marcelo Gulini Chiodi.pdf: 2654186 bytes, checksum: 8afcc46d0d34b2195ce3af9b190696ab (MD5) Previous issue date: 2012-02-28<br>Pontif?cia Universidade Cat?lica de Campinas<br>The study on how the different intellectual abilities interact and operate has always aroused man's curiosity due to his need to explain individual differences in the use of information. In this sense, this paper aims to adapt and validate the ten subtests that make up the extended version of the Woodcock-Johnson III Cognitive Abilities Batter
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Hunt, Madeline S. "A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.

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The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young
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Books on the topic "Woodcock-Johnson III Cognitive Abilities Assessment"

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A, Schrank Fredrick, ed. Essentials of WJ III cognitive abilities assessment. Wiley, 2002.

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Woodcock, Richard W. Woodcock-Johnson III tests of cognitive abilities. Riverside Pub., 2001.

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Mather, Nancy. Woodcock-Johnson III tests of cognitive abilities examiner's manual. Riverside Pub., 2001.

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Schrank, Fredrick A. Woodcock-Johnson III diagnostic supplement to the Tests of Cognitive Abilities: Manual. Riverside Pub., 2003.

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Schrank, Fredrick A., Richard W. Woodcock, Dawn P. Flanagan, and Jennifer T. Mascolo. Essentials of WJ III Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2008.

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Schrank, Fredrick A., Richard W. Woodcock, Dawn P. Flanagan, and Jennifer T. Mascolo. The Essentials of WJ III Cognitive Abilities Assessment. Wiley, 2001.

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Schrank, Fredrick A., Richard W. Woodcock, Barbara J. Wendling, and Daniel C. Miller. Essentials of WJ III Cognitive Abilities Assessment. Wiley & Sons, Incorporated, John, 2012.

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Schrank, Fredrick A., and Dawn P. Flanagan. WJ III Clinical Use and Interpretation: Scientist-Practitioner Perspectives. Elsevier Science & Technology Books, 2003.

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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Intellectual Assessment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0009.

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Intellectual assessment includes the broad range of cognitive skills and processes as measured by major intelligence tests. Intelligence testing is an integral part of the assessment process; however, it is often misunderstood. A great deal of weight is assigned to the scores, and decisions are often made that are not justified by the results. It is important for the clinician to understand the nature of the process, the types and interpretations of the scores, and the limitations, to avoid common fallacies. Two of the predominant tests, the Wechsler Intelligence Scale for Children-V and the W
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Book chapters on the topic "Woodcock-Johnson III Cognitive Abilities Assessment"

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Vought, Jennifer R., and Raymond S. Dean. "Woodcock-Johnson III Tests of Cognitive Abilities." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3096.

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Miller, Daniel C., James Whitaker, and Richard W. Woodcock. "Woodcock–Johnson IV Tests of Cognitive Abilities (WJ-IV-COG)." In The SAGE Handbook of Clinical Neuropsychology: Clinical Neuropsychological Assessment and Diagnosis. SAGE Publications Ltd, 2023. http://dx.doi.org/10.4135/9781529789539.n19.

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Braden, Jeffery P., and Vincent C. Alfonso. "The Woodcock-Johnson III Tests of Cognitive Abilities in Cognitive Assessment Courses." In WJ III Clinical Use and Interpretation. Elsevier, 2003. http://dx.doi.org/10.1016/b978-012628982-4/50013-1.

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Floyd, Randy Granville, Renee B. Shaver, and Kevin S. McGrew. "Interpretation of the Woodcock-Johnson III Tests of Cognitive Abilities." In WJ III Clinical Use and Interpretation. Elsevier, 2003. http://dx.doi.org/10.1016/b978-012628982-4/50002-7.

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Ford, Laurie, Timothy Z. Keith, Randy Granville Floyd, Cheryl Fields, and Fredrick A. Schrank. "Using the Woodcock-Johnson III Tests of Cognitive Abilities with Students with Attention Deficit/Hyperactivity Disorder." In WJ III Clinical Use and Interpretation. Elsevier, 2003. http://dx.doi.org/10.1016/b978-012628982-4/50011-8.

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Pfeiffer, Steven I., and Jordy B. Yarnell. "Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness." In WJ IV Clinical Use and Interpretation. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-802076-0.00011-6.

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