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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
5442008
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
4092003
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
3692002
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
3062008
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
2132011
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
1512019
State learning disability eligibility criteria: A comprehensive review
KE Maki, RG Floyd, T Roberson
School Psychology Quarterly 30, 457-469, 2015
1512015
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
1362007
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
1262008
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
972005
Assessing Intelligence in Children and Adolescents: A Practical Guide
JH Kranzler, RG Floyd
Guilford Press, 2013
952013
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
892010
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
882005
Validation and decision accuracy of Early Numeracy Skill Indicators
SA Methe, JM Hintze, RG Floyd
School Psychology Review 37 (3), 359-373, 2008
762008
The exchangeability of IQs: Implications for professional psychology
RG Floyd, MH Clark, WR Shadish
Professional Psychology: Research and Practice 39 (4), 414-423, 2008
752008
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
732006
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
712004
Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders
RG Floyd, R Bergeron, VC Alfonso
Reading and Writing 19 (5), 427-456, 2006
652006
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
652004
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
642016
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