Log in

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

To see the other types of publications on this topic, follow the link: Woodcock-Johnson III Cognitive Abilities Assessment.

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

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 26 journal articles for your research on the topic 'Woodcock-Johnson III Cognitive Abilities Assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

11

Jones, W. Paul, Scott A. Loe, S. Kathleen Krach, Rhiannon Y. Rager, and Heather M. Jones. "Automated Neuropsychological Assessment Metrics (Anam) and Woodcock-Johnson III Tests of Cognitive Ability: A Concurrent Validity Study." Clinical Neuropsychologist 22, no. 2 (2008): 305–20. http://dx.doi.org/10.1080/13854040701281483.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Bulut, Okan, Damien C. Cormier, Alexandra M. Aquilina, and Hatice C. Bulut. "Age and Sex Invariance of the Woodcock-Johnson IV Tests of Cognitive Abilities: Evidence from Psychometric Network Modeling." Journal of Intelligence 9, no. 3 (2021): 35. http://dx.doi.org/10.3390/jintelligence9030035.

Full text

Abstract:

The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) is a comprehensive assessment battery designed to assess broad and narrow cognitive abilities, as defined by the Cattell-Horn-Carroll (CHC) theory of intelligence. Previous studies examined the invariance of the WJ assessments across sex and age groups using factor analytic methods. Psychometric network modeling is an alternative methodology that can address both direct and indirect relationships among the observed variables. In this study, we employed psychometric network modeling to examine the invariance of the WJ IV COG acros

APA, Harvard, Vancouver, ISO, and other styles

13

Maddocks, Danika L. S. "Cognitive and Achievement Characteristics of Students From a National Sample Identified as Potentially Twice Exceptional (Gifted With a Learning Disability)." Gifted Child Quarterly 64, no. 1 (2019): 3–18. http://dx.doi.org/10.1177/0016986219886668.

Full text

Abstract:

It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I classified school-age participants ( N = 3,865) in the nationally representative standardization sample for the Woodcock-Johnson IV (WJ IV) Tests of Cognitive Abilities and Achievement as potentially gifted, 2e-LD, or of average ability based on their

APA, Harvard, Vancouver, ISO, and other styles

14

Sotelo-Dynega, Marlene, Samuel O. Ortiz, Dawn P. Flanagan, and William F. Chaplin. "ENGLISH LANGUAGE PROFICIENCY AND TEST PERFORMANCE: AN EVALUATION OF BILINGUAL STUDENTS WITH THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES." Psychology in the Schools 50, no. 8 (2013): 781–97. http://dx.doi.org/10.1002/pits.21706.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Taub, Gordon E., and Kevin S. McGrew. "A Confirmatory Factor Analysis of Cattell-Horn-Carroll Theory and Cross-Age Invariance of the Woodcock-Johnson Tests of Cognitive Abilities III." School Psychology Quarterly 19, no. 1 (2004): 72–87. http://dx.doi.org/10.1521/scpq.19.1.72.29409.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Carroll, Bridgette, and Amanda Gordon. "A-209 Cognitive Effects of Sickle Cell Disease in Children." Archives of Clinical Neuropsychology 37, no. 6 (2022): 1365. http://dx.doi.org/10.1093/arclin/acac060.209.

Full text

Abstract:

Abstract Objective: Multiple contributors to neurocognitive impairment in individuals with sickle cell disease (SCD) have been identified. Research indicates that a history of cerebrovascular accidents are associated with greater cognitive decline among children with sickle cell disease, specifically among visual-spatial tasks. Studies have also indicated the presence of age effects within this population. The purpose of this research is to examine the specific cognitive domains impacted by disease severity and age. Method: Archival data from the National Institutes of Health’s Cooperative Stu

APA, Harvard, Vancouver, ISO, and other styles

17

Krach, S. Kathleen, Scott A. Loe, W. Paul Jones, and Autumn Farrally. "Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) Using the Woodcock—Johnson Tests of Cognitive Ability, Third Edition (WJ-III) With University Students." Journal of Psychoeducational Assessment 27, no. 5 (2009): 355–65. http://dx.doi.org/10.1177/0734282909331749.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Larson, Kera, Jessica Wilbur, and Elizabeth Hamilton. "A-146 Parent Responses on the Behavior Rating Inventory of Executive Function-2 Are more Reflective of Child Cognitive Functioning than Teacher Responses." Archives of Clinical Neuropsychology 36, no. 6 (2021): 1200. http://dx.doi.org/10.1093/arclin/acab062.164.

Full text

Abstract:

Abstract Objective The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is widely used to assess executive processes in children and adolescents. The BRIEF-2 manual (2015) indicates small correlations between executive functioning and intellectual performance on the Wechsler Intelligence Scales for Children, Fourth Edition, but no studies have evaluated the BRIEF-2 and the Woodcock Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV-Cog). The current study examined whether parent and teacher BRIEF-2 responses were linked to WJ-IV-Cog indices in a rural school-b

APA, Harvard, Vancouver, ISO, and other styles

19

Deng, Lucy, Nicholas Wood, Kristine Macartney, et al. "Developmental outcomes following vaccine-proximate febrile seizures in children." Neurology 95, no. 3 (2020): e226-e238. http://dx.doi.org/10.1212/wnl.0000000000009876.

Full text

Abstract:

ObjectiveTo compare the developmental and behavioral outcomes of children experiencing an initial vaccine-proximate (VP) febrile seizure (FS) to those having a non–VP-FS (NVP-FS) and controls who have not had a seizure.MethodsIn this prospective multicenter cohort study, children with their first FS before 30 months of age between May 2013 and April 2016 were recruited from 4 Australian pediatric hospitals and classified as having VP-FS or NVP-FS. Similar-aged children with no seizure history were recruited as controls. The Bayley Scales of Infant and Toddler Development, Third Edition (Bayley

APA, Harvard, Vancouver, ISO, and other styles

20

Palmer, S., D. Wallace, M. Bonner, et al. "A longitudinal study of processing speed among children treated for medulloblastoma (MB), supratentorial primitive neuroectodermal tumor (SPNET), or atypical teratoid rhabdoid tumor (ATRT)." Journal of Clinical Oncology 27, no. 15_suppl (2009): 10028. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.10028.

Full text

Abstract:

10028 Background: Indicating a strong relationship to intelligence, processing speed parallels with the rate of knowledge acquisition. To further our understanding of the etiology of deficits in intellectual ability that continues to plague this group of children, the current study prospectively examined longitudinal changes in an underlying cognitive ability, processing speed. Methods: The study included 174 patients (median age at diagnosis = 9.0) enrolled on a multi-site protocol (SJMB03) for MB, SPNET or ATRT. Patients were treated with post-surgical risk-adapted craniospinal irradiation (

APA, Harvard, Vancouver, ISO, and other styles

21

Chandran, Monisha, and Devi Neelamegarajan. "Auditory working memory measures in children with hearing impairment: a systematic review." Egyptian Journal of Otolaryngology 40, no. 1 (2024). http://dx.doi.org/10.1186/s43163-024-00593-6.

Full text

Abstract:

AbstractAuditory working memory (AWM) is the process by which information is held in the brain for a brief duration of time until either it is employed to complete a task, deleted after a short period, or transferred to long-term memory. AWM deficits have been noticed even in children with milder hearing impairments. It is essential to incorporate AWM assessment as a part of the standard audiological battery to minimize the detrimental effects of working memory deficits. The present study systematically reviews the articles published between 2011–2021 regarding test tools available to assess A

APA, Harvard, Vancouver, ISO, and other styles

22

Dombrowski, Stefan C., Ryan J. McGill, and Grant B. Morgan. "Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory." Assessment, August 20, 2019, 107319111986982. http://dx.doi.org/10.1177/1073191119869828.

Full text

Abstract:

Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell–Horn–Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the

APA, Harvard, Vancouver, ISO, and other styles

23

Czekóová, Kristína, and Tomáš Urbánek. "Validity of Intelligence Assessment Among the Roma Minority Population." Journal of Psychoeducational Assessment, November 13, 2023. http://dx.doi.org/10.1177/07342829231213791.

Full text

Abstract:

An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language Interpretative Matrix (C-LIM), have not been empirically substantiated. We tested the applicability of the C-LIM in the European context, by comparing selected test scores from the Woodcock-Johnson-IV Test of Cognitive Abilities (WJ-IV) between Roma children aged

APA, Harvard, Vancouver, ISO, and other styles

24

McGill, Ryan J. "Confirmatory Factor Analysis of the WJ IV Cognitive: What Does the Standard Battery Measure at School Age?" Journal of Psychoeducational Assessment, February 23, 2023, 073428292311594. http://dx.doi.org/10.1177/07342829231159440.

Full text

Abstract:

This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory (Crystallized Ability, Fluid Reasoning, Short-Term Memory/Working Memory), provided the best fit to the WJ IV COG normative data. Whereas the preferred CHC interpretive structure was largely replicated, indices of interpretive relevance indicated that,

APA, Harvard, Vancouver, ISO, and other styles

25

Voelbel, Gerald T., Hannah M. Lindsey, Giulia Mercuri, Tamara Bushnik, and Joseph Rath. "The effects of neuroplasticity-based auditory information processing remediation in adults with chronic traumatic brain injury." NeuroRehabilitation, August 14, 2021, 1–12. http://dx.doi.org/10.3233/nre-218025.

Full text

Abstract:

BACKGROUND: Adults with chronic traumatic brain injury (TBI) may experience long-term deficits in multiple cognitive domains. Higher-order functions, such as verbal memory, are impacted by deficits in the ability to acquire verbal information. OBJECTIVE: This study investigated the effects of a neuroplasticity-based computerized cognitive remediation program for auditory information processing in adults with a chronic TBI. METHODS: Forty-eight adults with TBI were randomly assigned to an intervention or control group. Both groups underwent a neuropsychological assessment at baseline and post-t

APA, Harvard, Vancouver, ISO, and other styles

26

Floyd, Randy G., Renee Bergeron, Gloria Hamilton, and Gilbert R. Parra. "How do executive functions fit with the Cattell-Horn-Carroll model? Some evidence from a joint factor analysis of the Delis-Kaplan Executive Function System and the Woodcock-Johnson III tests of cognitive abilities." Psychology in the Schools, June 8, 2010, n/a. http://dx.doi.org/10.1002/pits.20500.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!