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Estell, David B.; Perdue, Neil H. – Psychology in the Schools, 2013
School engagement has long been seen as an important component of school completion, and research shows that social support in the home and school promotes engagement. However, many researchers have argued that it is not a unitary construct but rather a multifaceted phenomenon, and the role of peer social support has not been as well studied as…
Descriptors: Peer Influence, Parent Influence, Teacher Influence, Social Support Groups
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Keith, Timothy Z.; Reynolds, Matthew R. – Psychology in the Schools, 2010
This article reviews factor-analytic research on individually administered intelligence tests from a Cattell-Horn-Carroll (CHC) perspective. Although most new and revised tests of intelligence are based, at least in part, on CHC theory, earlier versions generally were not. Our review suggests that whether or not they were based on CHC theory, the…
Descriptors: Intelligence Tests, Cognitive Tests, Test Validity, Factor Analysis
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Harrington, Robert G.; And Others – Psychology in the Schools, 1992
Examined concurrent validity between Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Cognitive Ability (WJ-R, COG) (Early Development) and Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) by administering instruments to 30 normal 3, 4, and 5 year olds. WJ-R Broad Cognitive Ability and WPPSI-R Full Scale IQ and…
Descriptors: Cognitive Ability, Concurrent Validity, Intelligence Tests, Preschool Children
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Breen, Michael J. – Psychology in the Schools, 1983
Administered the Peabody Picture Vocabulary Test (Revised) and reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery to 28 regular education and learning disabled students. Except for correlations between form M and the reading and written-language subtests for the LD group, values did not…
Descriptors: Academic Achievement, Comparative Testing, Elementary Education, Elementary School Students
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Coleman, Margaret C.; Harmer, William R. – Psychology in the Schools, 1985
Students (N=54) not designated as learning disabled completed the Woodcock-Johnson Psycho-Educational Battery and the Wechsler Intelligence Scale for Children-Revised. Significant differences were found in the mean scores between the two measures, suggesting that the Woodcock-Johnson may be loaded with verbal factors. (NRB)
Descriptors: Cognitive Ability, Diagnostic Tests, Elementary Education, Elementary School Students
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Laughon, Pamela; Torgesen, Joseph K. – Psychology in the Schools, 1985
Examined whether method of presentation (live vs. taped) affected scores on Blending and Memory for Sentences subtests of Woodcock-Johnson Psycho-Educational Battery in two age levels of 60 Black and 60 White children. Results indicated that live voice presentation benefitted all groups in their scores on both subtests. (NRB)
Descriptors: Age Differences, Children, Elementary Secondary Education, Racial Differences
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Rothlisberg, Barbara A. – Psychology in the Schools, 1990
Evaluated relation of performance on the Stanford-Binet Intelligence Scale: Fourth Edition to performance on the Wide Range Achievement Test-Revised and Woodcock-Johnson Psychoeducational Battery: Tests of Achievement for 31 normal, elementary-aged students using both the area score and Sattler's factor score approaches. (Author/ABL)
Descriptors: Achievement Tests, Concurrent Validity, Elementary Education, Elementary School Students
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Walsh, Patricia C.; And Others – Psychology in the Schools, 1989
Examined ability of Woodcock-Johnson Psycho-Educational Battery (WJPEB) to identify learning-disabled (LD) students. Administered WJPEB to 71 previously identified LD students and evaluated cluster score performance. Used three methods of obtaining discrepancies; slightly more than one-half of LD students were identified. Memory deficits were…
Descriptors: Educational Diagnosis, Elementary Education, Learning Disabilities, Psychoeducational Methods
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Shull-Senn, Shannon; And Others – Psychology in the Schools, 1995
Examines the stability reliability for the Woodcock-Johnson-Revised (WJ-R) and the Kaufman Test of Educational Achievement with approximately a two-week retest interval. Results indicate that across grade levels, the Broad Reading Cluster for the WJ-R remained the same. Most correlations for the clusters for mathematics and written language were…
Descriptors: Academic Achievement, Elementary School Students, Grade 1, Grade 3
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Heath, Charles P.; Obrzut, John E. – Psychology in the Schools, 1988
Examined relationship of the Kaufman Assessment Battery for Children (K-ABC), the Wechsler Intelligence Scale for Children (Revised), (WISC-R), and the Woodcock-Johnson Psychoeducational Battery (W-JPB), Part Two, using children (N=34) with learning disabilities. Found more consistent relationships between WISC-R and W-JPB Achievement tests than…
Descriptors: Children, Comparative Testing, Concurrent Validity, Elementary Education
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Phelps, LeAdelle; Rosso, Martin – Psychology in the Schools, 1985
Evaluated correlations between Wechsler Intelligence Scale for Children-Revised, Woodcock-Johnson (W-J) Achievement clusters, Woodcock-Johnson Aptitude clusters, and Broad Cognitive Ability Score in 60 Behavior-Disordered male adolescents. Aptitude cluster scores had insufficient validity to justify computation for population; Broad Cognitive…
Descriptors: Achievement Tests, Adolescents, Aptitude Tests, Behavior Disorders