메뉴 건너뛰기




Volumn 26, Issue 1, 2008, Pages 27-41

Cattell-horn-carroll cognitive abilities and reading achievement

Author keywords

Academic achievement; Cognitive ability; Educational measurement; Psychological assessment; Reading; School psychology

Indexed keywords


EID: 38549083081     PISSN: 07342829     EISSN: None     Source Type: Journal    
DOI: 10.1177/0734282907301424     Document Type: Article
Times cited : (35)

References (32)
  • 2
    • 26644461295 scopus 로고    scopus 로고
    • The impact of the Cattell-Horn-Carroll theory on test development and interpretation of cognitive and academic abilities
    • D. Flanagan & P. L. Harrison (Eds.), 2nd ed., pp. New York: Guilford.
    • Alfonso, V.C., Flanagan, D.P., & Radwan, S. (2005). The impact of the Cattell-Horn-Carroll theory on test development and interpretation of cognitive and academic abilities. In D. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2 nd ed., pp. 185-202). New York: Guilford.
    • (2005) Contemporary Intellectual Assessment: Theories, Tests, and Issues , pp. 185-202
    • Alfonso, V.C.1    Flanagan, D.P.2    Radwan, S.3
  • 4
    • 0025397298 scopus 로고
    • Comparative fit indexes in structural models
    • Bentler, P.M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
    • (1990) Psychological Bulletin , vol.107 , pp. 238-246
    • Bentler, P.M.1
  • 5
    • 4043054003 scopus 로고    scopus 로고
    • RAN's contribution to understanding reading disabilities
    • H. L. Swanson, K. R. Harris, & S. Graham (Eds.). New York: Guilford.
    • Bowers, P.G., & Ishaik, G. (2003). RAN's contribution to understanding reading disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.). Handbook of learning disabilities (pp. 140-157). New York: Guilford.
    • (2003) Handbook of Learning Disabilities , pp. 140-157
    • Bowers, P.G.1    Ishaik, G.2
  • 9
    • 0036350418 scopus 로고    scopus 로고
    • The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence
    • Evans, J., Floyd, R., McGrew, K., & Leforgee, M. (2002). The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31, 246-262.
    • (2002) School Psychology Review , vol.31 , pp. 246-262
    • Evans, J.1    Floyd, R.2    McGrew, K.3    Leforgee, M.4
  • 10
    • 33747450945 scopus 로고    scopus 로고
    • Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II
    • Glutting, J.J., Watkins, M.W., Konold, T.R., & McDermott, P.A. (2006). Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II. The Journal of Special Education, 40, 103-114.
    • (2006) The Journal of Special Education , vol.40 , pp. 103-114
    • Glutting, J.J.1    Watkins, M.W.2    Konold, T.R.3    McDermott, P.A.4
  • 11
    • 0002008485 scopus 로고    scopus 로고
    • Human cognitive capabilities: Gf-Gc theory
    • D. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), New York: Guilford.
    • Horn, J.L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. In D. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 53-91). New York: Guilford.
    • (1997) Contemporary Intellectual Assessment: Theories, Tests, and Issues , pp. 53-91
    • Horn, J.L.1    Noll, J.2
  • 13
    • 5744242775 scopus 로고    scopus 로고
    • International Reading Association and National Association for the Education of Young Children Newark, DE: National Association for the Education of Young Children.
    • International Reading Association and National Association for the Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE: National Association for the Education of Young Children.
    • (1998) Learning to Read and Write: Developmentally Appropriate Practices for Young Children
  • 15
    • 0001887483 scopus 로고
    • Setting the record straight on learning disability and low achievement: Implications for policymaking
    • Kavale, K.A., Fuchs, D., & Scruggs, T.E. (1994). Setting the record straight on learning disability and low achievement: Implications for policymaking. Learning Disabilities Research & Practice, 9, 70-77.
    • (1994) Learning Disabilities Research & Practice , vol.9 , pp. 70-77
    • Kavale, K.A.1    Fuchs, D.2    Scruggs, T.E.3
  • 19
    • 0001788721 scopus 로고
    • Model specification: Procedures strategies and related issues
    • R. H. Hoyle (Ed.), Thousand Oaks, CA: Sage.
    • MacCallum, R.C. (1995). Model specification: Procedures strategies and related issues. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 16-36). Thousand Oaks, CA: Sage.
    • (1995) Structural Equation Modeling: Concepts, Issues, and Applications , pp. 16-36
    • MacCallum, R.C.1
  • 21
    • 85042771987 scopus 로고
    • The relationship between the WJ-R Gf-Gc cognitive clusters and reading achievement across the life-span
    • McGrew, K.S. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and reading achievement across the life-span. Journal of Psychoeducational Assessment, Monograph Series WJ-R, 39-53.
    • (1993) Journal of Psychoeducational Assessment , pp. 39-53
    • McGrew, K.S.1
  • 22
    • 0000945320 scopus 로고    scopus 로고
    • Analysis of the major intelligence batteries according to a proposed comprehensive Gf-Gc framework
    • D. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), New York: Guilford.
    • McGrew, K.S. (1997). Analysis of the major intelligence batteries according to a proposed comprehensive Gf-Gc framework. In D. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 151-180). New York: Guilford.
    • (1997) Contemporary Intellectual Assessment: Theories, Tests, and Issues , pp. 151-180
    • McGrew, K.S.1
  • 23
    • 26644435388 scopus 로고    scopus 로고
    • The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future
    • D. Flanagan & P. L. Harrison (Eds.), 2nd ed., pp. New York: Guilford.
    • McGrew, K.S. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. In D. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2 nd ed., pp. 136-181). New York: Guilford.
    • (2005) Contemporary Intellectual Assessment: Theories, Tests, and Issues , pp. 136-181
    • McGrew, K.S.1
  • 26
    • 33745019773 scopus 로고    scopus 로고
    • Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
    • Perie, M., Grigg, W.S., & Donahue, P.L. (2005). The nation's report card: Reading 2005 (NCES 2006-451). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics.
    • (2005) The Nation's Report Card: Reading 2005 (NCES 2006-451)
    • Perie, M.1    Grigg, W.S.2    Donahue, P.L.3
  • 27
    • 20744442648 scopus 로고    scopus 로고
    • Basic cognitive processes and reading disabilities
    • H. L. Swanson, K. R. Harris, & S. Graham (Eds.). New York: Guilford.
    • Seigel, L.S. (2003). Basic cognitive processes and reading disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.). Handbook of learning disabilities (pp. 158-181). New York: Guilford.
    • (2003) Handbook of Learning Disabilities , pp. 158-181
    • Seigel, L.S.1
  • 32
    • 27844605534 scopus 로고    scopus 로고
    • Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency
    • Yovanoff, P., Duesbery, L., Alonzo, J., & Tindal, G. (2005). Grade-level invariance of a theoretical causal structure predicting reading comprehension with vocabulary and oral reading fluency. Educational Measurement: Issues and Practice, 24, 4-12.
    • (2005) Educational Measurement: Issues and Practice , vol.24 , pp. 4-12
    • Yovanoff, P.1    Duesbery, L.2    Alonzo, J.3    Tindal, G.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.