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Randy Granville Floyd · Study
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Author
Randy Granville Floyd
25 works
· latest 2024
· 2 institutions
cluster: provisional
ORCID 0000-0002-4881-1174
Works
25 shown
Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes
Journal of School Psychology
·
2024
·
5 authors
·
review
2
citations
What does the Developmental Neuropsychological Assessment–II (NEPSY-II) measure in children ages 7 to 12? A structural and psychometric analysis
Child Neuropsychology
·
2024
·
4 authors
3
citations
Current nationwide practices in U.S. Test accommodations for active bilingual learners/users of English (ABLE) students
Bilingual Research Journal
·
2023
·
3 authors
5
citations
Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019
Journal of School Psychology
·
2021
·
8 authors
23
citations
How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?
Contemporary School Psychology
·
2020
·
6 authors
32
citations
A national survey of school psychologists’ practices in identifying specific learning disabilities.
School Psychology
·
2019
·
6 authors
63
citations
Further Examination of a Critical Assumption Underlying the Dual-Discrepancy/Consistency Approach to Specific Learning Disability Identification
School Psychology Review
·
2019
·
5 authors
24
citations
The Differential Effects of Perceived Social Support on Adolescent Hope: Testing the Moderating Effects of Age and Gender
Child Indicators Research
·
2019
·
4 authors
37
citations
Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey
Journal of School Psychology
·
2018
·
6 authors
201
citations
Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models
Journal of School Psychology
·
2016
·
3 authors
84
citations
Cross-Battery Assessment pattern of strengths and weaknesses approach to the identification of specific learning disorders: Evidence-based practice or pseudoscience?
International Journal of School & Educational Psychology
·
2016
·
5 authors
·
editorial
37
citations
Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth
International Journal of School & Educational Psychology
·
2016
·
5 authors
54
citations
State learning disability eligibility criteria: A comprehensive review.
School Psychology Quarterly
·
2015
·
3 authors
101
citations
A Systematic Review and Psychometric Evaluation of Adaptive Behavior Scales and Recommendations for Practice
Journal of Applied School Psychology
·
2015
·
7 authors
·
review
55
citations
Variations in Directions and Overt Timing on Oral Reading Accuracy, Fluency, and Prosody
School Psychology Review
·
2013
·
3 authors
42
citations
Assessing Intelligence in Children and Adolescents: A Practical Guide
·
2013
·
2 authors
71
citations
Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge
lnternational Electronic Journal of Elementary Education
·
2011
·
3 authors
·
Open access
132
citations
How do executive functions fit with the Cattell–Horn–Carroll model? Some evidence from a joint factor analysis of the Delis–Kaplan Executive Function System and the Woodcock–Johnson III tests of cognitive abilities
Psychology in the Schools
·
2010
·
4 authors
66
citations
Effects of general and broad cognitive abilities on mathematics achievement.
School Psychology Quarterly
·
2008
·
4 authors
·
Open access
203
citations
Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
Reading Psychology
·
2008
·
3 authors
378
citations
The relative contributions of the Cattell‐Horn‐Carroll cognitive abilities in explaining writing achievement during childhood and adolescence
Psychology in the Schools
·
2008
·
2 authors
74
citations
Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects.
School Psychology Quarterly
·
2007
·
4 authors
·
Open access
92
citations
Measurement Properties of Indirect Assessment Methods for Functional Behavioral Assessment: A Review of Research
School Psychology Review
·
2005
·
3 authors
75
citations
Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years
Psychology in the Schools
·
2003
·
2 authors
289
citations
The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence
School Psychology Review
·
2002
·
3 authors
205
citations