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Click on the links below to view abstracts of doctoral dissertation studies related to CHC theory or the Woodcock-Johnson III.
- Adkins (2006). WAIS-III, WJ III COG & ACH, Predicting Reading
- Birch (2004). Phonological Processing, Automaticity, Ga, Memory in RD
- Bloom (2009). ELL and Reading Disabilities: Reading Ability Profiles
- Brawn (2007). Information Processing Speed in Adults with ADHD
- Bray (2004). Discriminative Validity of WJ III COG Clinical Clusters for ADHD
- Brooks (2009). Structural Extension of the CHC Cross-Battery Approach to Include Measures of VMI
- Calderón-Tena (2012). Mathematical Development: The Role of Broad Cognitive Processes
- Carper (2003). Executive Functioning WJ III COG and NEPSY
- Clifford (2008). Visual-Spatial Processing and Mathematics Achievement
- Crum (2006). Comparison of Reading Tests on WJ III ACH and WIAT-2
- Decker (2002). Confirmatory Models of Sensory/Motor and Cognitive Constructs
- Edwards (2006). TAP-3: Validity Analyses and Reconceptualization Based on CHC
- Foley (2004). Relationships: Cognitive Abilities, Aptitudes, and Vocational Interests
- Ganci (2004). Diagnostic Validity of NEPSY and WISC-III Based on Cross-Battery
- Gillum (2006). Relationship Between Basic Reading and Reading Comprehension
- Gomez (2006). Teacher Preferences for Reports: Test-Oriented vs. CHC-Based
- Güler (2007). Autobiographical Memory and Links to Gs and Working Memory
- Hargrave (2004). Relationship Between Executive Functions and Written Language
- Harrier (2003). Planning and Reconstitution in Children with ADHD
- Hiramoto (2004). Reaction Time Speed as a Factor in CHC Theory
- Hoelzle (2008). Neuropsychological Assessment and CHC Cognitive Abilities
- Hunt (2007). CFA of KABC-II and WJ III COG with Preschool Children
- Kline (2006). Gender Differences in Applied Quantitative Knowledge
- Kyvelos (2003). Investigation of Structural Validity of 11 Speeded Measures
- Luckey (2009). Cognitive and academic gains as a result of cognitive training
- Mascolo (2002). Structural Validity of Cross-Battery: CFA of CHC, Wechsler, PASS
- McCreith (2004). Construct Comparability Analysis of Cognitive Ability Tests
- McGrath (2005). Investigation of Executive Functioning Using Non-Invasive Imaging
- McKenna-Mattson (2005). Social Competence and Cognitive Ability with CHC
- McLaughlin (2005). Relationships Among CHC Abilities and Grades
- Metz (2005). Comparison of WJ III COG and WAIS III
- Miller (2001). CHC Cross-Battery Assessment to Predict Reading
- Nethers (2006). WJ III COG and UNIT IQ Scores: Autism Diagnosis
- Niileksela, C. R. (2012). Moderation of Cognititve-Achievement Relations for Children With Specific Learning Disabilities: A Multi-Group Latent Variable Analysis Using CHC Theory
- Oakley (2005). Intra-Cognitive Scatter on WJ III COG–Relation to Achievement
- O'Donovan (2006). Predicting Basic Reading Skills via an Aptitude Cluster vs. Global IQ
- Parkin, J. R. (2010). A Comparison of Confirmatory Factor Analysis and Task Analysis of Fluid Intelligence Cognitive Subtests
- Poock (2005). Validation of Attention Battery of WJ III COG for Children with ADHD
- Primerano (2006). Cross Sectional Analysis of Relationship Between SES and Cognitive Functioning Across CHC
- Scheller (2008). Evaluation of Attention and Executive Control Within a Model of Gf-Gc Cognitive Functioning
- Shah (2007). Further Study of Treatment Utility of WJ III Using Matched and E-B Interventions
- Shaw (2010). Relationship between WISC-IV and WJ III COG in a Clinically Referred Pediatric Population.
- Sherman (2002). Structural Modeling of WAIS-R and Tests of Executive Function Under CHC Theory
- Siders (2005). Practice Effects and the WISC-III: The Meaning of Indivdiual Differences
- Solazzo (2008). Role of Gender, Cognition, Anxiety, and Competence Beliefs in Predicting Math Achievement
- Sotelo-Dynega (2007). Cognitive Performance and ELP
- Urso (2008). Gs as a Predictor of Poor Reading
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