References
Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction (5th ed.). Upper Saddle River, NJ: Merrill.
Elliott, C.D. (2007). Introductory and technical handbook. Differential Ability Scales-Second Edition. San Antonio, TX: Harcourt Assessment.
Evans, J., Floyd, R., McGrew, K., & Leforgee, M. (2001). The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31(2), 246-262.
Fiorello, C. A., Thurman, S. K., Zavertnik, J., Sher, R., & Coleman, S. (2009). A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom. Psychology in the Schools, 46(6), 489-500.
Flanagan, D. P., & Kaufman, A. S. (2004). Essentials of WISC-IV assessment. Hoboken, N.J.: John Wiley & Sons.
Flanagan, D. P., Fiorello, C. A., & Ortiz, S. O. (2010). Enhancing practice through application of Cattell-Horn-Carroll theory and research: A “third method” approach to specific learning disability identification. Psychology in the Schools, 47(7), 739-760.
Floyd, R., Meisinger, E., Gregg, N., & Keith, T. (2012). An explanation of reading comprehension across development using models from Cattell-Horn-Carroll theory: Support for integrative models of reading. Psychology in the Schools, 49(8), 723-743.
Floyd, R. G., Evans, J. J., & McGrew, K. S. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40(2), 155-171.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45(2), 132-144.
Kaufman, A.S. & Kaufman, N.L. (2004). Manual. Kaufman Assessment Battery for Children - Second Edition. Circle Pines, MN: AGS Publishing.
McGrew, K. S., & Wendling, B. J. (2010). Cattell-Horn-Carroll cognitive-achievement relations: What we have learned from the past 20 years of research. Psychology in the Schools, 47(7), 651-675.
McGrew, K.S. & Woodcock, R.W. (2001). Technical manual. Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
Newton, J. H., & McGrew, K. (2010). Introduction to the special issue: Current research in Cattell-Horn-Carroll-based assessment. Psychology in the Schools, 47(7), 621-634.
Proctor, B. E., Floyd, R. G., & Shaver, R. B. (2005). Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers. Psychology in the Schools, 42(1), 1-12.
Wechsler, D. (2003). Technical and interpretive manual. Wechsler Intelligence Scale for Children - Fourth Edition. San Antonio, TX: The Psychological Corporation.
Elliott, C.D. (2007). Introductory and technical handbook. Differential Ability Scales-Second Edition. San Antonio, TX: Harcourt Assessment.
Evans, J., Floyd, R., McGrew, K., & Leforgee, M. (2001). The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31(2), 246-262.
Fiorello, C. A., Thurman, S. K., Zavertnik, J., Sher, R., & Coleman, S. (2009). A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom. Psychology in the Schools, 46(6), 489-500.
Flanagan, D. P., & Kaufman, A. S. (2004). Essentials of WISC-IV assessment. Hoboken, N.J.: John Wiley & Sons.
Flanagan, D. P., Fiorello, C. A., & Ortiz, S. O. (2010). Enhancing practice through application of Cattell-Horn-Carroll theory and research: A “third method” approach to specific learning disability identification. Psychology in the Schools, 47(7), 739-760.
Floyd, R., Meisinger, E., Gregg, N., & Keith, T. (2012). An explanation of reading comprehension across development using models from Cattell-Horn-Carroll theory: Support for integrative models of reading. Psychology in the Schools, 49(8), 723-743.
Floyd, R. G., Evans, J. J., & McGrew, K. S. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40(2), 155-171.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45(2), 132-144.
Kaufman, A.S. & Kaufman, N.L. (2004). Manual. Kaufman Assessment Battery for Children - Second Edition. Circle Pines, MN: AGS Publishing.
McGrew, K. S., & Wendling, B. J. (2010). Cattell-Horn-Carroll cognitive-achievement relations: What we have learned from the past 20 years of research. Psychology in the Schools, 47(7), 651-675.
McGrew, K.S. & Woodcock, R.W. (2001). Technical manual. Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
Newton, J. H., & McGrew, K. (2010). Introduction to the special issue: Current research in Cattell-Horn-Carroll-based assessment. Psychology in the Schools, 47(7), 621-634.
Proctor, B. E., Floyd, R. G., & Shaver, R. B. (2005). Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers. Psychology in the Schools, 42(1), 1-12.
Wechsler, D. (2003). Technical and interpretive manual. Wechsler Intelligence Scale for Children - Fourth Edition. San Antonio, TX: The Psychological Corporation.
