Randy G. Floyd
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Differential competencies contributing to children's comprehension of narrative and expository texts
RM Best, RG Floyd, DS McNamara
Reading Psychology 29 (2), 137-164, 2008
Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years
RG Floyd, JJ Evans, KS McGrew
Psychology in the Schools 40 (2), 155-171, 2003
The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence
JJ Evans, RG Floyd, KS McGrew, MH Leforgee
School psychology review 31 (2), 246-262, 2002
Effects of general and broad cognitive abilities on mathematics achievement
GE Taub, TZ Keith, RG Floyd, KS McGrew
School Psychology Quarterly 23 (2), 187-198, 2008
Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge
DS McNamara, Y Ozuru, RG Floyd
International Electronic Journal of Elementary Education 4 (1), 229-257, 2011
Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey
NF Benson, RG Floyd, JH Kranzler, TL Eckert, SA Fefer, GB Morgan
Journal of School Psychology 72, 29-48, 2019
State learning disability eligibility criteria: A comprehensive review
KE Maki, RG Floyd, T Roberson
School Psychology Quarterly 30, 457-469, 2015
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills:g has indirect effects, more specific abilities have direct effects
RG Floyd, TZ Keith, GE Taub, KS McGrew
School Psychology Quarterly 22 (2), 200-233, 2007
The relative contributions of the Cattell‐Horn‐Carroll cognitive abilities in explaining writing achievement during childhood and adolescence
RG Floyd, KS McGrew, JJ Evans
Psychology in the Schools 45 (2), 132-144, 2008
Measurement properties of indirect assessment methods for functional behavioral assessment: A review of research
RG Floyd, RL Phaneuf, SM Wilczynski
School Psychology Review 34 (1), 58-73, 2005
Assessing Intelligence in Children and Adolescents: A Practical Guide
JH Kranzler, RG Floyd
Guilford Press, 2013
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 …
RG Floyd, R Bergeron, G Hamilton, GR Parra
Psychology in the Schools 47 (7), 721-738, 2010
Cattell‐Horn‐Carroll broad cognitive ability profiles of low math achievers
BE Proctor, RG Floyd, RB Shaver
Psychology in the Schools 42 (1), 1-12, 2005
Validation and decision accuracy of Early Numeracy Skill Indicators
SA Methe, JM Hintze, RG Floyd
School Psychology Review 37 (3), 359-373, 2008
The exchangeability of IQs: Implications for professional psychology
RG Floyd, MH Clark, WR Shadish
Professional Psychology: Research and Practice 39 (4), 414-423, 2008
Preliminary evidence of the technical adequacy of the Preschool Numeracy Indicators
RG Floyd, R Hojnoski, J Key
School Psychology Review 35 (4), 627-644, 2006
A review of the Beck Youth Inventories of Emotional and Social Impairment
JE Bose-Deakins, RG Floyd
Journal of School Psychology 42 (4), 333-340, 2004
Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders
RG Floyd, R Bergeron, VC Alfonso
Reading and Writing 19 (5), 427-456, 2006
World knowledge driving young readers' comprehension difficulties
DS McNamara, RG Floyd, R Best, M Louwerse
Proceedings of the 6th International Conference on Learning Sciences, 326-333, 2004
Classification agreement analysis of cross-battery assessment in the identification of specific learning disorders in children and youth
JH Kranzler, RG Floyd, N Benson, B Zaboski, L Thibodaux
International Journal of School & Educational Psychology 4 (3), 124-136, 2016
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