The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence

Psychology in the Schools

Volumn 45, Issue 2, 2008, Pages 132-144

  Floyd, Randy G ^a   McGrew, Kevin S ^b   Evans, Jeffrey J ^c  

^a UNIVERSITY OF MEMPHIS   (United States)

^b Woodcock Muñoz Foundation

^c PEARSON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 40149107463     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20284     Document Type: Article

References (38)

1. Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary‐ and intermediate‐grade writers. Journal of Educational Psychology, 85, 478–508.
2. 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. P. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment (2nd ed., pp. 185–202) New York: Guilford Press.
3. Berninger, V. W. (1994). Future directions for research on writing disabilities: Integrating endogenous and exogenous variables. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 419–439). Baltimore, MD: Brookes.
4. Berninger, V. W. (1999). Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learning Disability Quarterly, 22, 99–122.
5. Berninger, V., Carwright, A., Yates, C., Swanson, H. L., & Abbott, R. (1994). Development skills related to writing and reading acquisition in the intermediate grades: Shared and unique variance. Reading and Writing: An Interdisciplinary Journal, 6, 161–196.
6. Berninger, V., Whitaker, D., Feng, Y., Swanson, H. L., & Abbott, R. (1996). Assessment on planning, translating, and revising in junior high writers. Journal of School Psychology, 34, 23–52.
7. Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. New York: Cambridge University Press.
8. Elliott, C. D. (2006). Differential ability scales (2nd ed.). San Antonio, TX: Harcourt.
9. Evans, J. J., Floyd, R. G., McGrew, K. S., & LeF orgee, M. H. (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.
10. Flanagan, D. P., & Harrison, P. (Eds.). (2005). Contemporary intellectual assessment (2nd ed.). New York: Guilford Press.
11. Flanagan, D. P., & Kaufman, A. S. (2004). Essentials of WISC‐IV assessment. New York: Wiley.
12. Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. T. (2006). The achievement test desk references (ATDR) (2nd ed.). New York: Wiley.
13. Floyd, R. G., Bergeron, R., & Alfonso, V. C. (2006). Cattell‐Horn‐Carroll cognitive ability profiles of poor comprehenders. Reading and Writing: An Interdisciplinary Journal, 19, 427–456.
14. Floyd, R. G., Evans, J. J., & McGrew, K. S. (2003). Relations between measures of Cattell‐Horn‐Carroll (CHC) abilities and mathematics achievement across the school‐age years. Psychology in the Schools, 60, 155–171.
15. Green, S. B. (1991). How many subjects does it take to do a regression analysis ? Multivariate Behavioral Research, 26, 449–510.
16. Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Hoeppner, J. B., & Gaither, R. A. (2001). WISC‐III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable ? School Psychology Quarterly, 16, 31–55.
17. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinbert (Eds.), Cognitive processes in writing (pp. 3–30). Hillsdale, NJ: Erlbaum.
18. Horn, J. L, & Blankson, N. (2005). Foundation for better understanding cognitive abilities. In D. P. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment (2nd ed., pp. 41–68) New York: Guilford Press.
19. Kaufman, A. S., & Kaufman, N. L. (1985). The Kaufman Test of Educational Achievement. Circle Pines, MN: American Guidance Service.
20. Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children, second edition manual. Circle Pines, MN: American Guidance Service.
21. Kaufman, A. S., & Lichtenberger, E. O. (2006). Assessing adolescent and adult intelligence (3rd ed.). Needham Heights, MA: Allyn & Bacon.
22. Keith, T. Z. (2005). Multiple regression and beyond. Boston: Allyn & Bacon.
23. McGrew, K. S. (2005). The Cattell‐Horn‐Carroll theory of cognitive abilities: Past, present, and future. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 136–177) New York: Guilford Press.
24. McGrew, K. S., & Knopik, S. N. (1993). The relationship between the WJ‐R Gf‐Gc cognitive clusters and writing achievement across the life‐span. School Psychology Review, 22, 687–695.
25. McGrew, K. S., & Woodcock, R. W. (2001). Technical manual. Woodcock‐Johnson III. Itasca, IL: Riverside.
26. Proctor, B., Floyd, R. G., & Shaver, R. B. (2005). CHC broad cognitive ability profiles of low math achievers. Psychology in the Schools, 42, 1–12.
27. Roid, G. H. (2003). Stanford‐Binet Intelligence Scale (5th ed.). Itasca, IL: Riverside.
28. Savage, R. S., Frederickson, N., Goodwin, R., Smith, N., & Tuersley, L. (2005). Relationships among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers. Journal of Learning Disabilities, 38, 12–28.
29. Shapiro, E. S. (2005). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.
30. Swanson, H. L., & Berninger, V. W. (1996). Individual differences in children's working memory and writing skill. Journal of Experimental Child Psychology, 63, 358–385.
31. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Needham Heights, MA: Allyn & Bacon.
32. Waternaux, C. M. (1976). Asymptotic distributions of the sample roots for a nonnormal population. Psychometrica, 63, 639–645.
33. Wechsler, D. (1991). Wechsler Intelligence Scale for Children (3rd ed.). Antonio, TX: Psychological Corporation.
34. Wechsler, D. (1992). Wechsler Individual Achievement Test. San Antonio, TX: Psychological Corporation.
35. Wilkinson, L. (1990). SYSTAT 10: Graphics. Chicago: SYSTAT.
36. Woodcock, R. W., & Dahl, M. N. (1971). A common scale for the measurement of person ability and test items difficulty (AGS Paper No. 10). Circle Pines, MN: American Guidance Service.
37. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock‐Johnson Psycho‐Educational Battery–Revised. Allen, TX: DLM Teaching Resources.
38. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock‐Johnson III Tests of Cognitive Abilities. Itasca, IL: Riverside.